Paso Robles High School - Paso Robles Joint Unified School District [PDF]

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Paso Robles High School 801 Niblick Road • Paso Robles, CA 93446 • (805) 769-1500 • Grades 9-12 Eric Martinez, Principal [email protected] www.pasoschools.org/prhs

---

2015-16 School Accountability Report Card Published During the 2016-17 School Year Principal's Message I'd like to welcome you to Paso Robles High School's Annual School Accountability Report Card. In accordance with Proposition 98, every school in California is required to issue an annual School Accountability Report Card that fulfills state and federal disclosure requirements. Parents will find valuable information about our academic achievement, professional staff, curricular programs, instructional materials, safety procedures, classroom environment, and condition of facilities.

----

--Paso Robles Joint Unified School District 800 Niblick Rd. Paso Robles, CA 93446 (805) 769-1000 www.pasoschools.org District Governing Board Field Gibson President Dave Lambert Clerk Chris Bausch Trustee Tim Gearhart Trustee Dr. Kathleen Hall Trustee Joel Peterson Trustee

At Paso Robles High School, we are committed to providing all of our students an exceptional educational experience in a safe and positive learning environment that prepares them for success in college, career, and community. As the only comprehensive high school in Paso Robles Joint Unified School District, we take pride in ensuring that all of our students have widespread opportunities to explore rigorous standardsbased academic course work that will prepare them for the ever-changing world. In combination with the college preparatory, advanced placement, and career and technical education course pathways, we also offer dual-enrollment courses in partnership with Cuesta College. At Paso Robles High school we also believe in providing a well-rounded experience for our Bearcats. We encourage all of our students to participate in the plethora of co-curricular activities that are offered during and outside of the standard school day. Whether that be through our athletic programs, academic competitive teams, visual and performing arts program, agriculture program, student government, and/ or student clubs, we believe that it is our responsibility to meet the diverse interests of our students and ensure that they are connected in their school community. Overall, Paso Robles High School is a great place to be! Our staff and community care deeply about the success of our students and work diligently to give them their best every day. Therefore, we will continue to set the highest of standards for ourselves and for our students and work in partnership to achieve our goals.

Joan Summers Trustee District Administration Chris Williams Superintendent Babette DeCou Chief Academic Officer Frank Panian Chief Human Resources Officer Duane Wolgamott Chief Business Officer

Mission Statement Our mission is to deliver an exemplary education, in a safe environment, which empowers students with the skills, knowledge, and attitudes necessary for success in an every-changing world. Vision Every student will be prepared for success in college, career, and community School Profile Paso Robles High School is located in the central region of Paso Robles and serves students in grades nine through twelve following a traditional calendar. At the beginning of the 2016-17 school year, 2058 students were enrolled, including 12.4% in special education, 8.5% qualifying for English Language Learner support, and 40.7% qualifying for free or reduced price lunch.

2015-16 School Accountability Report Card for Paso Robles High School

Page 1 of 11

About the SARC

A. Conditions of Learning

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and community members should contact the school principal or the district office. 2015-16 Student Enrollment by Grade Level Grade Level

Number of Students

Grade 9

598

Grade 10

529

Grade 11

473

Grade 12

434

Total Enrollment

2,034

2015-16 Student Enrollment by Group Group

State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials Paso Robles High School

14-15 15-16 16-17

With Full Credential

86

90

91

Without Full Credential

0

0

4

Teaching Outside Subject Area of Competence

0

0

0

Paso Robles Joint Unified School District

14-15 15-16 16-17

With Full Credential





325

Without Full Credential





4

Teaching Outside Subject Area of Competence





0

Teacher Misassignments and Vacant Teacher Positions at this School Paso Robles High School

14-15

15-16

Teachers of English Learners

0

0

Total Teacher Misassignments

0

0

Vacant Teacher Positions

1

1

*

Percent of Total Enrollment

16-17

“Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Black or African American

1.5

American Indian or Alaska Native

0.7

Asian

1.5

Core Academic Classes Taught by Highly Qualified Teachers

Filipino

0.5

Hispanic or Latino

46.6

2015-16 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers

Native Hawaiian or Pacific Islander

0.5

White

46.6

Two or More Races

1.6

Socioeconomically Disadvantaged

43

English Learners

7.9

Students with Disabilities

11.6

Foster Youth

0.7

2015-16 School Accountability Report Card for Paso Robles High School

Location of Classes This School

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

98.3

1.7

Districtwide All Schools

99.4

0.7

High-Poverty Schools

99.2

0.8

Low-Poverty Schools

100.0

0.0

*

High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Page 2 of 11

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) All textbooks used in the core curriculum at Paso Robles High School are aligned to the California Common Core State Standards. Standards-based instructional materials are approved by the district's Board of Trustees. The district follows the State Board of Education's six-year adoption cycle for core content materials and the eight-year cycle for textbook adoptions in foreign language, visual and performing arts, and health. On Tuesday, October 11, 2016, the Paso Robles Joint Unified School District's Board of Trustees held a public hearing to certify the extent to which textbooks and instructional materials have been provided to students. The Board of Trustees adopted Resolution No. 11-07 which certifies as required by Education Code §60119 (1) that textbooks and instructional materials were provided to all students, including English learners, in the district to the extent that each pupil has a textbook or instructional materials, or both, to use in class and to take home, (2) sufficient textbooks and instructional materials were provided to each student, including English learners, that are aligned to the academic content standards and consistent with the cycles and content of the curriculum frameworks in math, science, history-social science, and English/language arts, (3) sufficient textbooks or instructional materials were provided to each pupil enrolled in foreign language or health classes, and (4) sufficient laboratory science equipment was available for science laboratory classes offered in grades 9-12 inclusive. In addition to core subject areas, districts are required to disclose in their SARCs the sufficiency of instructional materials used for their visual/performing arts curricula. During the 2016-17 school year, Paso Robles Joint Unified School District provided each student, including English learners, enrolled in a visual/performing arts class with instructional materials to use in class and to take home. These materials complied with the state's content standards and curriculum frameworks. Textbooks and Instructional Materials

Year and month in which data were collected: January 2017 Core Curriculum Area Reading/Language Arts

Textbooks and Instructional Materials/Year of Adoption 2010, Holt, Rinehart and Winston, Literature and Language Arts: Third; Fourth; and Fifth Courses 2011, Bedford/St. Martin's, Elements of Argument, AP 2010, Commerce Printing, Expository Reading and Writing Course 2015, HMH, English 3D 2015, HMH Read 180 Universal The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0

Mathematics

2011 Bedford/St. Martin's, Elements of Argument, AP 2016 Cengage Learning, Precalculus with Limits: A Graphing Approach, 7th Edition 2016 Cengage Learning, Precalculus with Limits: A Graphing Approach, 7th Edition 2009 Glencoe/McGraw-Hill, Advanced Mathematical Concepts 2009 Glencoe/McGraw-Hill, California Algebra: Concepts, Skills, and Problem Solving 2015 Houghton Mifflin Harcourt, BIG IDEAS, Algebra 2 2015 Houghton Mifflin Harcourt, BIG IDEAS, Algebra1 2015 Houghton Mifflin Harcourt, BIG IDEAS, Geometry 2000 John Wiley and Sons, Calculus with Analytical Geometry, 6th Edition 2000 Key Curriculum Press, Interactive Mathematics Program Year 4 2001 WH Freeman and Company, The Practice of Statistics The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0

2015-16 School Accountability Report Card for Paso Robles High School

Page 3 of 11

Textbooks and Instructional Materials

Year and month in which data were collected: January 2017 Core Curriculum Area Science

Textbooks and Instructional Materials/Year of Adoption 2001 Brooks/Cole, Chemistry AP 2005 Glencoe/McGraw-Hill, Glencoe Earth Science: Geology, the Environment, and the Universe 2007 Holt, Physics, CA Edition 2007 Pearson Prentice Hall, Biology 2007 Pearson Prentice Hall, Chemistry CA Edition 2000 Prentice Hall, Advanced Physics; Principles with Applications 2008 Prentice Hall, Conceptual Integrated Science 2007 Thomson Learning, Global Environmental Options (GEO) 2007 Thomson Learning, Living in the Environment, 15th Edition Science Laboratory Equipment The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0

History-Social Science

2005 Glencoe/McGraw-Hill, Economics: Principles and Practices 2005 Glencoe/McGraw-Hill, United States Government: Democracy in Action 2006 Holt McDougal, Modern World History: Patterns of Interaction 2005 Houghton Mifflin, US History - The American Pageant 2005 McDougal Littell, The Americans Reconstruction to the 21st Century 2008 Prentice Hall, Government by the People The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0

Foreign Language

2014 Glencoe/McGraw-Hill, Así de dice 2002 Glencoe/McGraw-Hill, Bon Voyage! 2004 Holt, Nuevas vistas curso uno 2004 Holt, Ven Conmigo 2002 McDougal Littell, Discovering French Blanc 2002 McDougal Littell, Discovering French Bleu 2001 McDougal Littell, Discovering French Rouge 3 2014 Pearson, Abriendo Paso, Gramatica 2014 Pearson, Abriendo Paso, Temas y lecturas The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0

2015-16 School Accountability Report Card for Paso Robles High School

Page 4 of 11

School Facility Conditions and Planned Improvements (Most Recent Year) The district takes great efforts to ensure that all schools are clean, safe, and functional through proper facilities maintenance and campus supervision. Paso Robles High School's original facilities were built in 1980; ongoing maintenance and campus improvements ensure facilities remain up to date and provide adequate space for students and staff. District maintenance and site custodial staff ensure that the repairs necessary to keep the school in good condition are completed in a timely manner. A work order process is used by school and district staff to communicate non-routine maintenance requests. Emergency repairs are given the highest priority. In the last 12 months, the following improvements have been completed: • Installation of new carpet in 800 and 900 wings • Painted exterior of 100 wing , 200 wing and 800/900 restrooms and canopies. • Installation of LED lighting gym(Prop 39) • Installation of water bottle filling stations Every morning before school begins, the custodians inspect facilities for safety hazards or other conditions that need attention prior to students and staff entering school grounds. Two day custodians and four evening custodians are assigned to Paso Robles High School. The day custodians are responsible for: • General grounds maintenance • Lunch area setup/cleanup • Restroom cleaning • Trash removal Restrooms are checked regularly throughout the day for cleanliness and subsequently cleaned as needed. The evening custodians are responsible for: • Classroom cleaning • Common use area cleaning • General use areas • Office area cleaning • Restroom cleaning The principal communicates with custodial staff daily concerning maintenance and school safety issues.

System Inspected

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: January 2017 Repair Status Good

Systems: Gas Leaks, Mechanical/HVAC, Sewer

Fair

Repair Needed and Action Taken or Planned

X

Interior: Interior Surfaces

X

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical

X

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

Safety: Fire Safety, Hazardous Materials

X

Structural: Structural Damage, Roofs

X

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

Overall Rating

Poor

Exemplary

----------

2015-16 School Accountability Report Card for Paso Robles High School

Meeting room needs wall repair, interior tile stained by downstairs restroom

Leak in gym boys restroom, Ag building needs new facia at shade house

Good

Fair

Poor

X

Page 5 of 11

B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and •

CAASPP Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject

Science *

Subject

ELA Math *

School

District

State

55

56

50

60

58

51

60

56

54

Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Grade Level

2015-16 Percent of Students Meeting Fitness Standards

---9--*

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

District

13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study 2015-16 CAASPP Results for All Students

School

4 of 6

5 of 6

6 of 6

13.3

22.1

48.9

Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

State

14-15

15-16

14-15

15-16

14-15

15-16

73

70

43

48

44

48

41

41

33

36

34

36

Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

2015-16 CAASPP Results by Student Group

Science (grades 5, 8, and 10) Group

Number of Students

Percent of Students

Enrolled

with Valid Scores

w/ Valid Scores

Proficient or Advanced

All Students

519

483

93.1

49.7

Male

257

237

92.2

52.7

Female

262

246

93.9

46.8

Hispanic or Latino

256

238

93.0

37.4

White

231

217

93.9

62.2

Socioeconomically Disadvantaged

228

209

91.7

40.7

English Learners

34

30

88.2

6.7

Students with Disabilities

61

47

77.1

27.7

Students Receiving Migrant Education Services

15

12

80.0

25.0

*

Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

2015-16 School Accountability Report Card for Paso Robles High School

Page 6 of 11

School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Student Group

Grade

Percent of Students

Enrolled

Tested

Tested

Standard Met or Exceeded

All Students

11

427

414

97.0

69.5

Male

11

218

215

98.6

64.5

Female

11

209

199

95.2

74.9

Black or African American

11

--

--

--

--

American Indian or Alaska Native

11

--

--

--

--

Asian

11

--

--

--

--

Filipino

11

--

--

--

--

Hispanic or Latino

11

202

196

97.0

63.4

Native Hawaiian or Pacific Islander

11

--

--

--

--

White

11

198

192

97.0

72.8

Two or More Races

11

--

--

--

--

Socioeconomically Disadvantaged

11

170

166

97.7

66.3

English Learners

11

23

20

87.0

5.3

Students with Disabilities

11

44

41

93.2

25.6

Students Receiving Migrant Education Services

11

--

--

--

--

Foster Youth

11

--

--

--

--

ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Student Group

Grade

Percent of Students

Enrolled

Tested

Tested

Standard Met or Exceeded

All Students

11

427

408

95.5

40.7

Male

11

218

211

96.8

42.3

Female

11

209

197

94.3

39.1

Black or African American

11

--

--

--

--

American Indian or Alaska Native

11

--

--

--

--

Asian

11

--

--

--

--

Filipino

11

--

--

--

--

Hispanic or Latino

11

202

194

96.0

34.7

2015-16 School Accountability Report Card for Paso Robles High School

Page 7 of 11

School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Student Group

Grade

Percent of Students

Enrolled

Tested

Tested

Standard Met or Exceeded

Native Hawaiian or Pacific Islander

11

--

--

--

--

White

11

198

189

95.5

45.2

Two or More Races

11

--

--

--

--

Socioeconomically Disadvantaged

11

170

164

96.5

32.5

English Learners

11

23

20

87.0

Students with Disabilities

11

44

39

88.6

7.9

Students Receiving Migrant Education Services

11

--

--

--

--

Foster Youth

11

--

--

--

--

Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (School Year 2016-17) Parents are encouraged to get involved in their child's learning environment either by volunteering in the classroom, participating in a decision-making group, or simply attending school events. Parents stay informed on upcoming events and school activities through automated telephone messages, newsletters, the school marquee, the school website, and Facebook. Contact any school office staff member at (805) 769-1500 for more information on how to become involved in your child's learning environment. Opportunities to Volunteer Chaperone Classroom Helper Fundraising Activities Library Helper Office Helper Committees Athletic Boosters Band Boosters English Learner Advisory Council FFA Boosters Parent Teacher Association Parent Advisory Group Assist in ASB Club Organizations School Activities Back to School Night Open House Sports Events Student Performances Student Recognition Assemblies Senior Scholarship Nights

2015-16 School Accountability Report Card for Paso Robles High School

Page 8 of 11

State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. School Safety Plan The Comprehensive School Site Safety Plan was developed for Paso Robles High School in collaboration with local agencies and the district office to fulfill Senate Bill 187 requirements. Components of this plan include child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe arrival and departure from school, sexual harassment policy, and dress code policy. The school's most recent school safety plan was reviewed, updated, and discussed with school staff in December 2016. Suspensions and Expulsions School

2013-14

2014-15

2015-16

Suspensions Rate

4.8

5.1

4.1

Expulsions Rate

0.0

0.2

0.2

District

2013-14

2014-15

2015-16

Suspensions Rate

4.6

3.8

2.6

Expulsions Rate

0.0

0.2

0.1

2013-14

2014-15

2015-16

Suspensions Rate

4.4

3.8

3.7

Expulsions Rate

0.1

0.1

0.1

State

D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE)

2016-17 Federal Intervention Program Indicator

School

District

Program Improvement Status

In PI

First Year of Program Improvement

2007-2008

Year in Program Improvement

0.5

Library Media Teacher (Librarian)

.1 1

Psychologist-------

5

Percent of Schools Currently in Program Improvement

3.5

Counselor (Social/Behavioral or Career Development) Library Media Services Staff (Paraprofessional)

Year 3

Number of Schools Currently in Program Improvement

Academic Counselor-------

1.4

Social Worker-------

100.0

0

Nurse-------

1.0

Speech/Language/Hearing Specialist

0.8

Resource Specialist-------

0

Other-------

.2 Average Number of Students per Staff Member

Academic Counselor------*

510

One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Average Class Size and Class Size Distribution (Secondary) Number of Classrooms*

Average Class Size Subject English---------------Mathematics ---------Science---------------Social Science

1-22

23-32

33+

2013-14

2014-15

2015-16

2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

21

28

28

42

15

12

34

29

18

30

31

29

22

29

30

27

11

7

22

19

23

28

29

29

20

26

28

25

12

5

34

29

35

11

12

14

22

30

34

26

6

4

16

15

15

28

30

29

*---------Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

2016-17 School Accountability Report Card for Paso Robles High School

Page 9 of 11

Professional Development provided for Teachers Professional development opportunities for teachers are provided throughout the school year. At a minimum, teachers receive professional development through professional development days that are calendared in their teaching contract. In addition, teachers also receive 1.5 hours of structured professional learning once per month through faculty meetings that focus on student achievement and instructional practices. Teachers are also supported and coached through the supervision/evaluation process. This process allows for open dialogue between teachers and administrators to help coach and evaluate the instruction that takes place in the classroom. Teachers also receive instructional feedback through periodic classroom visitations by the administrative team. Our teachers also have opportunities to attend district, county and other conferences (advance placement, contend specific) as it pertains to their individual and/or school professional goals. New teachers are also supported with mentors (on site veteran teachers) through the new teacher induction program. FY 2014-15 Teacher and Administrative Salaries

FY 2014-15 Expenditures Per Pupil and School Site Teacher Salaries

District Amount

State Average for Districts In Same Category

Beginning Teacher Salary

$41,862

$43,821

Mid-Range Teacher Salary

$61,463

Highest Teacher Salary

$79,003

Average Principal Salary (ES) Average Principal Salary (MS)

Category

Total

Restricted

Unrestricted

Average Teacher Salary

$6,030

$1,085

$4,945

$62,904

$69,131

School Site-----District------





$4,777

$66,582

$89,259

-State-------





$5,677

$71,517

$98,468

$108,566

Percent Difference: School Site/District

$104,371

$115,375

Average Principal Salary (HS)

$112,374

$125,650

Superintendent Salary

$191,000

$198,772

Expenditures Per Pupil

Level

Percent Difference: School Site/ State *

Cells with ♦ do not require data.

Percent of District Budget Teacher Salaries

38%

37%

Administrative Salaries

6%

6%

*

For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

Types of Services Funded In addition to general fund state funding, Paso Robles Joint Unified School District receives state and federal categorical funding for special programs. For the 2015-16 school year, the district received categorical, special education, and support programs funds for: • After School Learning & Safe Neighborhood Partnerships • Agricultural Vocational Incentive Grants • California Clean Energy Jobs Act • California Mathematics and Science Partnership Grant • California Career Pathways Grant • Career Technical Education Incentive Grants • Child Nutrition: School Programs • Educator Effectiveness Fund • Education Protection Account • Lottery: Instructional Materials • Medi-Cal Billing Option • Other Local: Locally defined • Special Education • State Lottery • Title I • Title II • Title III • Transportation • Vocational Programs

2016-17 School Accountability Report Card for Paso Robles High School

Page 10 of 11

Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Paso Robles High School

2011-12 2013-14 2014-15

Dropout Rate

5.00

2.90

2.20

Graduation Rate

92.45

93.57

93.99

Paso Robles Joint Unified School District Dropout Rate Graduation Rate California

2011-12 2013-14 2014-15 9.70

8.80

5.50

87.48

86.86

90.89

2011-12 2013-14 2014-15

Dropout Rate

11.40

11.50

10.70

Graduation Rate

80.44

80.95

82.27

Career Technical Education Participation Measure Number of pupils participating in CTE

Computer Science

0



English-------

2



Fine and Performing Arts

1



Foreign Language

1



Mathematics

3



Science-------

3



Social Science

4



All courses

14

16.3%

Completion of High School Graduation Requirements Group

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education

14.0 %

Courses for University of California (UC) and/or California State University (CSU) Admission 2015-16 Students Enrolled in Courses Required for UC/CSU Admission 2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission

Percent of Students In AP Courses

1484 31.0 %

UC/CSU Course Measure

Number of AP Courses Offered*

Subject

CTE Program Participation

% of pupils completing a CTE program and earning a high school diploma

*

2015-16 Advanced Placement Courses

Percent 98.13 34.4

Where there are student course enrollments.

Graduating Class of 2015 School

District

State

All Students

88

94

86

Black or African American

75

100

78

American Indian or Alaska Native

100

100

78

Asian

50

57

93

Filipino

100

100

93

Hispanic or Latino

90

97

83

Native Hawaiian/Pacific Islander

0

0

85

White

88

92

91

Two or More Races

100

100

89

Socioeconomically Disadvantaged

70

75

66

English Learners

68

77

54

Students with Disabilities

87

98

78

Career Technical Education Programs At Paso Robles High School we offer an extensive selection of CTE courses. We currently have 13 distinct, fully articulated CTE pathways ranging from Agricultural & Natural Resources to Health Science & Medical Technology. Each pathway consist of an introductory, concentration and capstone course. These courses give our students the opportunities to enhance technical skills that are needed in the 21 century workplace. The other CTE pathways include: Building Trades and Construction, Arts-Media & Entertainment, Business & Finance,Education & Child Development, InformationCommunication & Technology, Hospitality & Tourism and Transportation. In addition, 15 of the 43 CTE courses are A-G CSU/UC approved . Twenty of these courses are also connect through Cuesta Community College for dualenrollment status, in which students can receive college credit taking CTE classes during the school day.

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

2016-17 School Accountability Report Card for Paso Robles High School

Page 11 of 11

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