SANTA MONICA HIGH SCHOOL FOCUS ON LEARNING SELF STUDY REPORT 2010-2011
Prepared for: Western Association of Schools and Colleges California Department of Education Chapter 1 – Student/Community Profile: Data and Findings
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Dr. Hugo A. Pedroza, Principal 601 Pico Boulevard Santa Monica, CA 90405 www.samohi.smmusd.org
Chapter 1 – Student/Community Profile: Data and Findings
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WASC Self-Study Visiting Committee Mrs. Sharon Sheigel, Chairperson Principal Serrano High School Mr. Tom Bloomquist Dean of Students Carlsbad High School Mr. Sean Boulton Principal Laguna Hills High School Mr. Ross Godfrey Assistant Principal Tahquitz High School Mrs. Kim Holzhauer Teacher Ramona Unified School District Dr. Chelsea Kang-Smith Superintendent Temple City Unified School District Mrs. Tanya Katnic Teacher Mater Dei High School Dr. Erin Brunner Richison Director, English Learner Program Grossmont Union High School District
Chapter 1 – Student/Community Profile: Data and Findings
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Table of Contents Introduction ………………………...………..……………….….........….... Chapter I – page 1 Chapter I – Student/Community Profile: Data and Findings ...................… Chapter I – page 11 Santa Monica High School’s Student Objectives ……..……………......… Chapter I – page 14 Chapter II – Student/Community Profile: Overall Summary from Analysis of Profile Data …………………………………........ Chapter II – page 1 Chapter III – Progress Report …………………………......…..…….....…... Chapter III – page 1 Chapter IV – Self-Study Findings ……………………...………......……… Chapter IV – page 1 Category A - Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources ...................................... Chapter IV – page 1 Category B - Standards-Based Student Learning: Curriculum Chapter IV – page 16 Category C - Standards-Based Student Learning: Instruction Chapter IV – page 37 Category D - Standards-Based Student Learning: Assessment and Accountability …...….................…......….. Chapter IV – page 45 Category E: School Culture and Support for Student Personal and Academic Growth ……………..…………..............… Chapter IV – page 63 Chapter V – School-wide Action Plan …………………………....…...…… Chapter V – page 1 Glossary of Acronyms and Terms
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Santa Monica High School Mission Statement
Sincerity • Maturity • Honor • Service Samohi will offer every student experiences to grow creatively, ethically, and academically
Chapter 1 – Student/Community Profile: Data and Findings
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Board of Education Dr. José Escarce, President Mr. Ben Allen, Vice Presiden Mr. Oscar de la Torre, Member Ms. María León Vásquez, Member Ms. Lauie Lieberman, Member Mr. Ralph Mechur, Member Mr. Nimish Patel, Member Miss Tanya Choo, Samohi Student Member Mr. Billy Foran, Olympic High School Student Member Miss Elizabeth Wilson, Malibu High School Student Member
District Administration Mr. Tim Cuneo, Superintendent Ms. Janece Maez, Chief Financial Officer, Assistant Superintendent Ms. Debra Moore Washington, Human Resources, Assistant Superintendent Dr. Sally Chou, Chief Academic Officer
SMMUSD Mission Statement Extraordinary achievement for all while simultaneously closing the achievement gap.
SMMUSD Vision Statement As a community of learners, the Santa Monica-Malibu Unified School District works together in a nurturing environment to help students be visionary, versatile thinkers; resourceful, life-long learners; effective, multilingual communicators and global citizens. We are a rich, culturally diverse community that values the contributions of all its members and strives to promote social justice. We exist to assist all students in their pursuit of academic achievement, strength of character, and personal growth, and to support them in their exploration of the intellectual, artistic, technological, physical and social expression. Chapter 1 – Student/Community Profile: Data and Findings
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Santa Monica High School Leadership Team Dr. Hugo A. Pedroza, Principal Mr. Jason Kurtenbach, S House Principal Mr. Larry Boone, M House Principal Ms. Clara Herran, O House Principal Mr. Leslie Wells, H House Principal Ms. Renée Semik, I House Principal Ms. Catherine Baxter, Dean of Students Mr. Daniel Escalera, Athletic Director Ms. Verónica García-Hecht, Activities Director
Santa Monica High School House Leadership S House: Meredith Louria, Teacher Leader Amanda Audet (9, 11) and Al Trundle (10, 12), S House Advisors M House: John Harris, Teacher Leader Judith Hinojosa-Riusech (9, 11) and Maribel Pulido (10, 12), M House Advisors O House: Amy Beeman-Solano, Teacher Leader Maricela González (9, 11) and Laura Simone (10, 12), O House Advisors H House: Mike Seals, Teacher Leader Cam An Vo (9, 11) and Rena Baum-Merino (10, 12), H House Advisors I House: Martha Chacón, Teacher Leader Jessica Garrido (9, 11) and Yunuen Valencia (10, 12), I House Advisors Frank Gatell (A-G), Julie Honda (H-N) and Rosa Mejia (O-Z), College Counselors Sara Williams, ROP Counselor Dana Bart-Bell, Librarian Nora McElvain, Nurse Stacey Anderson Ovadya and Marlene Siegel, Psychologists
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SANTA MONICA HIGH SCHOOL DEPAPERTMENTS *Indicates Department Chairperson
ART Allan Barnes Amy Bouse Tania Fischer Laurie Gutierrez David Jones* Richard McGee Michael Vandercook William Wishart
CAREER TECHNICAL/ROP Allan Barnes Marc Byrd Daniel Cox* Nate Hodges Teri Jones Meiko Just-Daire Anita Kemp David McCrum Richard McGee Jeffrey Merrick Miriam Shafiey Mike Suhd William Wishart
CLASSICAL AND MODERN LANGUAGES Kelly Bates Claudia Bautista-Nicholas
Pauline Chang Jimmy Chapman Brooke Forrer Verónica García Hecht
David Gottlieb Luke Henderson Emily Kariya Steve Kata Karin Korvin José López* Leigh Anne McKellar Gaudalupe Toumayan Carmen Paul Heather Wethern
ENGLISH Pete Barraza Amy Beeman-Solano Berkeley Blatz Amy Chapman Gilda De La Cruz Stephanie Dew Kathleen Faas Helen Fernandez Nathan Fulcher Jenna Gasparino Kristine Haenschke John Harris Chon Lee Meredith Louria Ruth Magnuson Erika Miguel Jennifer Pust* Tisha Reichle Michael Seals Justine Sorensen Maria Stevens Megan Walker Kitaro Webb
MATH Luis Contreras Marae Cruce Lindsay Doughty Holly Dreier Pat Dunn Paul Eamnarangkool Susan Gaynor James Hecht Thomas Klein Gilbert López Theresa Luong Ari Marken Kelly Okla Ken Petronis Steve Rupprecht Heather Schlenker Geoff Tipper* Guadalupe Torres Ramón Veral
PERFORMING ARTS Jason Aiello Michael Corrigan Nate Hodges Darryl Hovis Jeffe Huls* Terry Sakow Joni Swenson Tom Whaley
PHYSICAL EDUCATION Mark Black Rob Duron Irene Ramos Liane Sato Debbie Skaggs*
SCIENCE Mark Black Martha Chacón Daniel Cox Ingo Gaida Ianna Hafft Daniel Harris Benjamin Kay Sarah Lipetz* Brian Lowe Matt Mabrey Vijaya Macwan Amy Meadors Ayanna Pantalion Marybeth Reardon Katrina Reyes Kate Song
Chapter 1 – Student/Community Profile: Data and Findings
SOCIAL STUDIES Nathaniel Acker Roberto Alvarado Amy Bisson Bryn Boyd Conrad Cuda Zachary Cuda Randy Denis Daniel Escalera Michael Felix Matthew Flanders William Gow Shannon Hailey-Cox Jaime Jiménez* Adrienne Karyadi Douglas Kim RoseAnn Salumbides Marisa Silvestri Charles Thun Marty Verdugo
SPECIAL EDUCATION Miriam Brock Cheryl Center-Brooks Craig Chavez Jorge Cierra* Lisa DeMirjian Carol Gasman-Proud Tony Gómez Diane Gonsalves Lisa Johnson Kelly Keith JoDee Moen Trevor Parker Greg Pitts Valita Ruetschle Debbie Saenz Jennifer Schopflin Sharon Teich Tina Ustation Maria Waul
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SANTA MONICA HIGH SCHOOL CLASSIFIED STAFF ADMINISTRATIVE OFFICES Mary Eikenbary Kathleen Fairchild Kathy Fargnoli Tomita Glover Ofelia Gónzalez Sheri Godwin Patricia Hodges Elena Martín Leslee McGee Dina Mendoza Terry Morris Jenny Nicolás Paula O'Mahoney Lohren Price Karen Radford Caroline Springer Lois Thrower Chaneé Washington
SECURITY Natalie Cornejo Raymond Cooper Guido Jaramillo Victoria López Don Mangum Dunell Smith
CUSTODIANS Bruno Anderson Katherine Boyd Jorge Bracamonte Felipe Cueva Jeffrey Frazier* Debrah Johnson Sean Mc Arthur Wilson Moton Saleem Omari Tom O’Rourke Jeffrey Peoples Eduardo Suaste Louis Walker
INSTRUCTIONAL ASSISTANTS/SPECIAL ED Mary Badlissi Jimmy Belt Elias Briseno Jill Bromberg Sarah Brown Carol Capitano Alfredo Casillas Deanna Chouinard Constance Cornell Thelma Custodio Thu Hong Do Muriel Durbin Peggy Durst Ana Flores Colleen Ford Inna Ganelis Amanda Gaylor Travis Gould Crystal Griffis Maritza Hernández Shaun Higgins Kevin Hills LaTasha Jackson Ira Johnson Vincent LoGreco Nancy Loza Jane Mashkovich Pete McCabe Maria Meyer Irene Mollman Gabriela Monjaraz Maria Nelli Pasley Newman Suzanne Neylan Solomon Perez-Medera Theresa Reuther Rodney Rodgers Sabrina Smith Janet Wingfield Jin Zheng
Chapter 1 – Student/Community Profile: Data and Findings
INSTRUCTIONAL AIDES Kermit Cannon Cindy Cruz Tajanieace Goudeau Carolina Guitérrez Naomi Sato
ROP Rebel Harrison Yvonne Strahn
OUTREACH SPECIALIST Verónica Casillas-García Jeff Keller Kimberly Nao
OTHER Catherine Burrell Hugo Galván Jaimini Mehta Hollie Tirrell
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Santa Monica High School WASC Self-Study Leadership Team
Administrative Leadership Team Dr. Hugo A. Pedroza, Principal Gregory Runyon, S House Principal (Retired) Larry Boone, M House Principal Clara Herran, O House Principal Leslie Wells, H House Principal Renée Semik, I House Principal Catherine Baxter, Dean of Students Daniel Escalera, Athletic Director Verónica García-Hecht, Activities Director
Self Study Coordinators Larry Boone, M House Principal Renee Semik, I House Principal
Home Group Leaders/ Department Chairs Jorge Cierra, Special Education Dan Cox, Tech/ROP Jeffe Huls, Performing Arts Jaime Jiménez, Social Science David Jones, Art Sarah Lipetz, Science José López, Modern and Classical Languages Jennifer Pust, English Debbie Skaggs, Physical Education Geoff Tipper, Mathematics
Focus Group Leaders Larry Boone, Curriculum Clara Herran, Assessment and Accountability Hugo A. Pedroza, Organization Gregory Runyon, Instruction (Retired) Renee Semik, Instruction Leslie Wells, School Culture Catherine Baxter, School Culture
Parent and Student Group Leaders Debbie Mulvaney, PTSA President, Head of Parent Home Group Verónica García-Hecht, Faculty Advisory to Student Home Group
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The City of Santa Monica
Santa Monica High School (Samohi) is a large four-year, comprehensive high school located in the city of Santa Monica, an urban beachfront community on the westside of Los Angeles County, situated approximately 16 miles from downtown Los Angeles. Santa Monica is located where Interstate 10 meets the Pacific Ocean and is bordered by Los Angeles on its three other sides. Over the years, Santa Monica has grown to be a stimulating balance of vibrant commercial districts, bustling shopping districts, neighboring residential communities and high profile corporate headquarters. Samohi’s surrounding community has a majority population of middle to upper class (60% employed in management and professional occupations) with a median income of $70,084. The population is well educated in comparison to Los Angeles County. Of the residents over the age of 25, 91% have earned high school diplomas and 54.8% have earned a B.A. degree or higher. As of the 2000 census 72% of the population is Caucasian, 4% is African American, 7% is Asian or Pacific Islander, 13% is Latino, and 3% are of mixed race. There are 44,497 households, out of which 15.8% have children under the age of 18, 27.5% are married couples living together, 7.5% have a female head of household with no husband present, and 62.3% are non-families.
City of Santa Monica: General Information Year of Incorporation
December 22, 1886
Estimated Population
87,563
K-12 Enrollment (Public Schools)
11,585
City Limits (area in square miles)
8.26 square miles
Average Temperature (January)
58 F
Average Temperature (August)
71 F
Median New Home Price
$985,400
Median Household Income
$ 70,084
City of Santa Monica Population Estimates 1980 1990 2000
88,314 86,905 84,084
2009
92,494
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Santa Monica – Malibu Unified School District Currently the school district has a K-12 student population of approximately 11,600 students. The students attend school in each of ten elementary schools (grade K-5), three middle schools (6-8), and two large comprehensive high schools (9-12). Furthermore, the District also supports one alternative K-8 school, a continuation high school, an off campus learning center, and an adult learning school. Santa Monica High School (Samohi) is an extremely large, urban school of 3,086 students. Malibu High School is a middle and high school of 1,200 students. The middle schools range in size from 400 to about 1,200 students in size, while the elementary schools are about 200-800 students in size. SMMUSD runs a strong preschool program.
2009-2010 District Enrollment by Ethnicity Latino
American Indian or Alaska Native
SMMUSD
3,197 (27.3%)
County Total State Total
Asian
Pacific Islander
24 (0.2%)
673 (5.8%)
999,495 (63.5%)
4,786 (.3%)
3,119,111 (44.2%)
44,927 (.6%)
White
Two or more races
Not Reported
Total
717 (6.1%)
6,120 (52.2%)
760 (6.5%)
129 (1.1%)
11,723 (100%)
33,941 (2.2%)
139,378 (8.8%)
237,667 (15.1%)
12,338 (.8%)
16,161 (1%)
1,574,814 (100%)
156,440 (2.2)
424,518 (6%)
1,673,567 (23.7%)
967,902 (13.7%)
112,408 (1.6%)
7,062,765 (100%)
Filipino
African American
52 (.4%)
51 (.4%)
124,329 (7.9%)
6,719 (.4%)
526,878 (7.5%)
37,014 (.5%)
Santa Monica-Malibu Unified School District serves an ethnically, economically and linguistically diverse community. The district uses a pathway concept to capitalize on its diversity by linking two socioeconomically distinct neighborhoods within the overall community. The Pathway that draws from the northern section of Santa Monica (the Lincoln Pathway) includes Roosevelt Elementary, Franklin Elementary, McKinley Elementary, and Lincoln Middle School. The Pathway that draws from the southern section of the city (the Adams Pathway) includes Will Rogers Elementary, Edison Elementary, Grant Elementary, John Muir Elementary, Santa Monica Alternative School House (SMASH), and John Adams Middle School. Both of these Pathways feed into one comprehensive high school, Santa Monica High.
Santa Monica High School John Adams Middle School Edison
Grant
Muir
Rogers
Lincoln Middle School SMASH
Chapter 1 – Student/Community Profile: Data and Findings
Franklin
McKinley Roosevelt
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Santa Monica High School Santa Monica High School has been in existence for 120 years. The school began as the Sixth Street School, and in 1891 added an upper level curriculum to complete a four-year high school program. The first class, called The Immortal Five, graduated in 1894. The high school was moved from Sixth Street and Santa Monica Boulevard, to Eleventh Street and Arizona Avenue. The building, called Lincoln High School, was finished in 1898 and dedicated at the graduation exercise of that year. In its present day form, Santa Monica High School is a school of about 3000 students who represent a diverse ethnic and socio-economic community. The school is located on a 26-acre campus with the Pacific Ocean in view. The staff is comprised of 155 certificated faculty and 75 classified staff members. Fondly referred to as Samohi, the school is supported by a 4,000 member Alumni Association, as well as the citizens of Santa Monica and Malibu. Santa Monica High School received a six-year accreditation from the Western Association of Schools and Colleges (WASC) in the spring of 2005. As part of the accreditation process, goals were set for the next six years of work. In addition, a Smaller Learning Communities Grant, received in 2003 from the Federal Government help to redesign Santa Monica High School into smaller, more personalized Houses. Along with these two external evaluations and goal setting processes, the school sets goals through the Single Plan for Student Achievement, incorporating steps to close the achievement gap while simultaneously improving the achievement of all of our students. Development of the Student Objectives What WASC considers Expected School-wide Learning Results (ESLR) have been renamed “Student Objectives”. Focusing on what students should be able to accomplish upon graduation from Santa Monica High School, the ESLRs have been revised since the last self-study. Home and Focus Groups analyzed the previous ESLRs, and determined much of the content still represented the ideal vision for students upon graduation from Santa Monica High School. With that in mind, part of the WASC Leadership team then worked to consolidate the ESLRs and add objectives that would be more meaningful to all stakeholders. Stakeholders were informed of the Samohi Student Objectives in a variety of ways. Samohi Student Objective posters are posted in each classroom and office on campus. Staff members were introduced to the finalized version at a monthly staff meeting. Parents and community members were informed of the revised Student Objectives via the monthly newsletter and school website. Whenever possible, as teachers plan their lessons and deliver instruction, they will align Student Objectives with content specific standards. This will ensure students make the connection between the state academic standards and the Student Objectives along with. Chapter 1 – Student/Community Profile: Data and Findings
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Samohi Student Objectives Academically productive students who Read, write, speak, and listen effectively Think critically and independently Identify and use all available resources, including technology, to manage, research, and synthesize knowledge Develop the habits necessary to meet the challenges of the 21st Century Ethical students who Deal honorably with other human beings and the environment Work democratically and collaboratively to improve school, community, and society Creative students who Are inspired, impassioned, and motivated Express a unique and perceptive vision
Samohi’s Small Learning Communities: The House System Samohi is a large comprehensive high school that received a Small Learning Communities Grant in 2003 from the Federal Government to redesign the school into smaller, more personalized Houses. The House system was developed to keep the benefits of a large diverse campus, while offering a more personalized educational experience. The current culture of Santa Monica High School comes from the House system. Samohi is divided into five (formerly six) small learning communities. Before the A House was dismantled due to budget cuts, there was a House for each letter of S-A-M-O-H-I. Of the remaining Houses consists of approximately 650 students and a leadership team which includes a House Principal, Teacher Leader, two Advisors, House Assistant, and a shared Student Outreach Specialist. In addition each House has a centralized office where teachers, parents, and students can access services. In order to provide a personalized experience for all, Samohi strives to enroll students in House classes taught by House teachers for freshmen and sophomore years. During the junior and senior years, students take courses throughout the campus.
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Each House has a Teacher Leader who works in conjunction with the House Principal, the House staff, and the whole school community to serve as a mentor and instructional specialist. This position is not evaluative; rather, it is a support for all teachers as they continue to reflect on and implement best practices. Teacher Leaders help create professional development plans, research curriculum, participate and lead Lesson Link Teams (an American version on the Japanese Lesson study), academic conferences, advisory/interventions, and Principles of Learning - Learning Walks. In addition to peer coaching duties, Teacher Leaders teach four classes and support additional House activities as a member of the House Leadership Team. Each House has two Advisors who follow a caseload of students throughout their four years at Samohi. This gives the parents and students the opportunity to build a relationship that is focused on academics, social/emotional and post-educational plans. With the families, the Advisors develop a four-year plan that is tailored to the student’s present and future goals that include fulfilling high school or college entrance requirements. They advise the students on coursework, scheduling, counseling the student on personal issues, write letters of recommendation and make student and family referrals to surrounding community agencies. They collaborate with teachers to identify students that are struggling and need additional support and then coordinate 504 and Student Success Team (SST) meetings. Advisors also help facilitate Individualized Educational Plans (IEP) meetings. Furthermore, they actively participate in professional development through weekly Advisor meetings, monthly District meetings, and monthly House meetings. They oversee student attendance and initiate the SARB (Student Attendance Review Board) process for students that are habitual truants. Advisors administer and follow up with low-level discipline that includes detention and assigning Saturday School. There are also three Student Outreach Specialists (SOS’s) who work closely with the House Principals to support our school-wide programs including House based tutorial classes, a support program for at-risk ninth graders. Each SOS works closely with at-risk students who are jointly identified by the house leadership team and district personnel. SOS’s help habitually truant students get to class on time, help students stay on top of school work and help make parent contacts. In addition, SOS’s sometimes work with unofficial groups of students to mediate conflict and problem-solve school based issues. Departments and Houses provide the setting for most of the professional development. Each group gets banked time, about two hours per month, to plan, discuss, and implement professional development with the staff. House principals gather feedback from their House teachers on professional development needs. This is done formally and informally, through meetings and end-of the year surveys. As a result, each House has a comprehensive professional development plan for the school year and long-range goals.
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Enrollment Data Samohi’s student population reflects the multicultural community that surrounds the school. Currently, Samohi’s student population is 3,074 (See Table below) and considerably larger than the district’s other high schools (Malibu High School and Olympic Continuation High School) which have populations of approximately 700 and 100 students respectively. The population of our two feeder middle schools, Lincoln (1,140) and John Adams (1,018), is a combined 2,158.
Overall Student Enrollment 3400
3,201
3,123
3200
3,061
3,086
3,074
2008-09
2009-10
2010-11
3000 2800 2600 2400 2200 2000 2006-07
2007-08
Ethnic demographics from 2007-2010 Year
2007-2008 Total
Percent
2008-2009 Total
Percent
2009-2010 Total
2010-2011
Percent
Total
Percent
African American
266
8.5%
281
9.2%
322
10.4%
333
10.8%
Asian/Pacific Islander
229
7.3%
237
7.7%
239
7.7%
237
7.7%
White
1,496
47.9%
1,454
47.5%
1,436
46.3% 1,397
45.6%
Latino
1,046
33.5%
1,014
33.1%
1040
32.8% 1,048
34.1%
Other
86
2.8%
75
2.5%
49
Total
3,123
100%
3,061
100%
3,086
Chapter 1 – Student/Community Profile: Data and Findings
1.5%
27
1%
100% 3,074
100%
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English Language Learners (ELL) In the 2009-2010 school year, 43 students were enrolled in ESL and Sheltered classes, which are designed to support student language development and overall academic growth in core classes. Due to budget cuts and declining ELL enrollment, the number of sheltered course offerings has decreased. The needs of ELLs are monitored by a coordinator during a daily release period. The ELL Coordinator manages testing, and in conjunction with advisors helps ensure the placement of language learners in classes appropriate for their language development level. During the 2009-2010 school year, 82 Santa Monica High School teachers provided ELD or SDAIE support to the almost 200 ELLs. Although the number students enrolled in the ELD program is around 200, there were 702 students last year that identified a language other than English as their home language.
Home Languages for students enrolled during 2009-2010 Primary Language
Total # of students
Primary Language
Total # of students
Spanish
412
Mandarin
18
Hindi
6
Farsi
89
Japanese
11
French
4
Other
83
Polish
8
Portuguese
4
Russian
25
German
7
Cantonese
3
Korean
24
Vietnamese
7
Turkish
1
Chapter 1 – Student/Community Profile: Data and Findings
Primary Language
Total # of students
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Language Proficiency Rates 2007-2008
2008-2009
2009-2010
Beginning
17
27
10
Early Intermediate
22
27
24
Intermediate
59
74
42
Early Advanced
96
92
78
Advanced
48
34
28
Total ELL
242*
254*
182*
*Numbers are based on ELL students enrolled and administered the CELDT exam between July and the end of October.
Students identifying a language other than English on the Home Language Survey Redesignated English Proficient
Initially English Proficient
Total English Proficient
2006-2007
218
495
713**
2007-2008
126
557
683**
2008-2009
250
452
702**
2009-2010
353
154
507**
Students identifying a language other than English on the Home Language Survey requiring English Language Development English Language Learners 2006-2007
219**
2007-2008
255**
2008-2009
198**
2009-2010
174**
**Numbers represent student data as extracted from school system March showing active enrollment.
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Special Education Students Specialized Academic Instruction (SAI) is offered in all core curriculum classes with student placement established as part of the Individual Education Plan (IEP) process. Special education students at Samohi participate in testing as indicated by their IEP. Resource and Special Day Class students take the CST or CMA tests and are provided with accommodations such as small group testing, extended time, or calculators as designated by their IEP. All students who are diploma-bound participate in CAHSEE testing. Samohi has 268 students with disabilities which is roughly 8.7% of our overall student population. Of these, 172 are RSP, 96 are in SDC. This number has remained roughly the same over the last three years. All Special Education students have the opportunity to participate in the music and art curriculum as well as extracurricular activities such as clubs and sports. The Circle of Friends club focuses on the importance of creating one-to-one friendships with weekly lunch pairings and phone calls, supporting the creation of new bonds and the growth of social skills between special education and their general education friend.
2010-2011 Special Education Student Enrollment Designation Student Enrollment Resource (RSP) 172 (Visually Impaired included in RSP count) (2) Special Day Class (SDC) 72 (Emotionally Disturbed included in SDC count) (42) Special Day Class (SDC) - Severely Handicapped 24 Total 268
Socioeconomic Data The number of students receiving free or reduced lunch at Santa Monica High School has increased since the 2007-2008 school year. Currently, 916 students (30% of the student population) receive the Federal Meal Program meals for breakfast and lunch. Of these, 771 (20% of the student population) qualify for a free lunch while another 145 (4.7% of the student population) qualify for a reduced lunch. Number of Students on the Federal Meals Program Receiving Free or Reduced Priced Breakfasts and Lunches at Samohi School Year Free Reduced Percentage 2007-2008 619 181 27% 2008-2009 762 181 29% 2009-2010 771 145 30%
Chapter 1 – Student/Community Profile: Data and Findings
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Free and Reduced Lunch program at Samohi by Ethnicity, Fall 2010 Free
Reduced
Paid
Total
16
6
190
212
African-American
135
15
185
335
Caucasian
121
24
1,256
1,401
Latino
487
95
473
1,055
2
1
6
9
Other
10
4
60
74
Total
771
145
2,172
3,086
24.97%
4.70%
70.34%
100%
Asian
American Indian
% Breakdown
College Bound Seniors Samohi’s expectation is for all students to meet the entrance requirements for four-year universities. This curricular emphasis has both a solid foundation in the depth and breadth of the California State Standards, while maintaining particular attention to the various learning styles and needs of all students. Of the 689 seniors who graduated in June of 2010, 99% reported their future plans. 42% intend to attend a two-year college, 55% intend to attend a four year college or university, 2% have other plans. From the 2010 graduating class, 119 students (17%) indicated their intent to enroll in the UC system and another 104 (15%) indicated their intent to enroll in the CSU system. Graduation Requirements Each Santa Monica High School graduate is required to complete a minimum of 220 credits, that must include: 40 credits of English, 30 credits of math, 20 credits of science, 20 credits of physical education, 10 credits of World History, 10 credits of U.S. History, 10 credits of Freshman Seminar, 5 credits of American Government, 5 credits of Economics, 10 credits of fine arts or foreign language, and 50 credits of electives. Graduates must also pass both sections of the California High School Exit Exam. Through Pinnacle (the district’s online grading program), parents and students are able to view assignments, exam scores, and grades. In addition, progress and grade reports are sent home six times per year for all students in order to keep students and parents informed about progress in each course. Advisors meet with struggling students in danger of failing to offer them support and information about resources available. Chapter 1 – Student/Community Profile: Data and Findings
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Master Schedule and Class Size The master schedule is created based on student needs and interests. With the wide variety of course offerings, some courses are offered only one period of the day. The school makes every effort to minimize scheduling conflicts and also offers individualized alternative solutions to students whenever possible. These solutions include: taking courses period A, taking courses at the local community college, taking APEX on-line classes, and exemption possibilities. Consistent with Educational Code requirements, classes meet for 45 minutes on Wednesdays to allow for staff collaboration time before the student day begins. During the remainder of the week classes meet for 56 minutes. Second period class includes an extra ten minutes for the daily announcements. The following new courses have been added since the 2005 - 2006 school year: California Literature, Women’s Literature, Spanish 4 SS (Spanish for Spanish Speakers), Chinese 1, 2, 3, Statistics, Essentials for Algebra, Geometry SDC, Technical Theatre, Professional Dance, and Yoga. The current average student-to-teacher ratio in core classes are: Math 33:1, Social Studies 32:1, English 33:1, and Science 35:1. Daily Attendance and Mobility Rate Our daily attendance rate typically hovers around 95% and has remained steady over the past five years. In terms of mobility, most students begin their education at Santa Monica High School in the ninth grade and come from SMMUSD middle schools. Only 6% of the class of 2008 and 5% of the class of 2009 began their Santa Monica High School education after the start of freshman year. Our mobility rate was calculated as determined on CBEDS and reflects the percentage of students who were counted as part of the school’s enrollment in October of each school year when CBEDS data is collected. These percentages were obtained from the California Department of Education website.
Daily Attendance Rate Mobility Rate
2007-2008
2008-2009
2009-2010
95.6%
97.0%
95.5%
6%
5%
5%
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Truancy Rate Our truancy rate has remained steady over the past few years. Each House keeps track of period-by-period absences. Seniors are held to a strict 120 period absence rule. If this number is exceeded, the student cannot participate in commencement exercises. The decline in truancy rates at Samohi and district-wide could be explained by increased accountability by attendance offices. The school is doing a better job of clearing absences and Samohi has been focusing closely on attendance over the last year and a half. Truancy Rate 2007-2008
2008-2009
2009-2010
Santa Monica High School
16.12%
16.37%
8.27%
District
11.90%
11.26%
8.1%
County
18.39%
16.30%
28.71%
State of California
25.7%
24.15%
28.15%
Suspensions and Expulsions Each House handles its own discipline issues and is intended to support and enhance student learning. The staff at Santa Monica High School practices proactive and progressive discipline. Santa Monica High School ensures that all stakeholders are aware of our discipline policies using different modes of communication. Prior to the start of school, administrators and teachers review and discuss the school’s discipline rubric. Students and parents are notified of Santa Monica High School’s disciplinary and safe school practices both prior to and during registration. Students and parents sign an acknowledgment indicating they have read and understood the major policies. Once school begins, students are reminded of our discipline policies through the Student/Parent Handbook and classroom presentations early each school year. Administrators ensure that every student reviews these policies every year. Seniors review more grade level specific discipline information another two times at senior grade level meetings each semester. The staff has raised concerns regarding the consistency of disciplinary consequences across the Houses, which can sometimes seem like five autonomous small schools. In response to this concern, the administration team regularly reviews and discusses the discipline rubric and best practices. The tables below reflect the most recent information for suspension and expulsions. Suspension and Expulsion Rates 2007-2008
2008-2009
2009-2010
Suspensions
289
240
284
Expulsions
5
1
6
Chapter 1 – Student/Community Profile: Data and Findings
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Suspensions/Expulsions by category for 2009-2010 School Year Ed Codes
Ed Code Test
48900(a)(1) 48900(a)(2) 48900(b) 498900(c)
Related to physical injury to another person Related to use of force or violence Related to firearms, knives, explosive devices, etc Related to possession or sale of controlled substances, alcohol, or intoxicants. 48900(d) The sale of controlled substances, alcohol or intoxicants. 48900(e) Committed or attempted to commit robbery or extortion 48900(f) Caused or attempted to cause damage to school property or private property 48900(g) Stole or attempted to steal school property or private property 48900(h) Related to possession or use of tobacco products 48900(i) Committed an obscene act or engaged in habitual profanity or vulgarity 48900(j) Related to possession or sale of drug paraphernalia 48900(k) Related to disruption of school activities or willful defiance 48900(l) Knowingly received stolen school property or private property 48900(n) Related to sexual assault 48900.2 Related to sexual harassment 48900.4 Related to harassment, threats, or intimidation 48915(a)(3) Related to unlawful possession of controlled substances Overall Totals
# of Expulsions
# of Suspensions
1 2
20 20 4 38 5 1 11 13 2 4
3 6
Parent/Community Organizations Parent Teacher Student Association (PTSA) The Santa Monica High School PTSA, whose mission is the health and safety of all youth and families, supports parents, teachers, and students by working to increase communication, parent involvement and by raising funds to make Samohi a wonderful school for all students. The PTSA represents a real partnership with Samohi and administrative team. Each year PTSA operates a budget of approximately $130,000 and supports the school by making these funds available for technology, communication, classroom supplies, tutoring and legislative activities. The Samohi PTSA introduced the Mini-Grant program in 2004 so that groups and clubs that neither receive funding from the PTSA nor have regular fundraising activities could apply for awards of up to $250 each. Grants have been awarded for a class set of books for the Existential Literature Class; art supplies for the Chapter 1 – Student/Community Profile: Data and Findings
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1 83 3 0 1 4 0 210
Senior Visual Art Exhibition; the first Samohi United States History Day; Project Safe Zone; International Night at Open House; the model United Nations; Circle of Friends; a Latin reading of the Aeneid; a Women's Empowerment Workshop; "Family Reads" books in Korean, Spanish and Farsi, and a Latino Art Library, among many others. The Samohi PTSA produces the Viking Voice newsletter, which is mailed home and is available online to all families several times a year (approximately every 6 weeks.) The PTSA worked this year on the passage of groundbreaking legislation, Measures Y and YY, which raised the local sales tax 1/2%, of which half of the revenues will go directly to the school district. The Save Our Schools (SOS) program during the summer of 2010 raised $1.6 million to help stave off budget cuts for the 2010-2011 school year. Finally, the PTSA works with Samohi administration to bring one of the largest college fairs in the country to SMMUSD students. African American Parent Student Staff Support Group (AAPSSSG) Samohi’s AAPSSSG consists of parents of African American students, school employees, community representatives and other parents interested in issues involving the school’s African American stakeholders. Our AAPSSG convenes monthly meetings and advises the principal on issues that deal with the education of African American students and promotes awareness and involvement by our African American stakeholders. The AAPSSSG organizes many activities to promote unity and awareness such as Apollo Night, Black History month, and the Rites of Passage ceremony. English Learner Advisory Committee (ELAC) Samohi’s ELAC consists of parents of English Learners, school employees, community representatives and other parents interested in issues involving English Language Learners. The ELAC convenes monthly meetings to support parents and advise the principal in the development of a process for the ongoing revision, development and monitoring of the school plan for the education of English Learners. ELAC also assists the principal in the development and promotion of a process for awareness and involvement by the English Language Learner stakeholders in all facets of school activities including but not limited to student attendance, academic achievement, college preparation, co-curricular activities, and other community activities. Samohi Alumni Association (SAA) Samohi Alumni Association was founded in the fall 1988, with the publication of the first edition of Viking News. The mission of the Samohi Alumni Association (SAA) is to provide support to alumni and current students by encouraging involvement and interaction amongst alumni and current Samohi students. The SAA provides information to alumni and current students, but also provides scholarships and other financial aid to programs and staff at Samohi.
Chapter 1 – Student/Community Profile: Data and Findings
Alumni All Class Picnic, Samohi students of all ages
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Samohi Athletic Booster Club (ABC) Samohi’s Athletic Booster Club assists the Athletic Department in raising funds to support all athletic teams. ABC’s contributions include local artist David Legaspi’s “Home of the Vikings” building mural which is now a Santa Monica landmark, the Viking Mural inside the North Gym, and the numerous CIF championship banners which currently hang in the North Gym. While the ABC is the umbrella organization for athletics, each team also has fundraising drives to support their own programs. Santa Monica Arts Parents Association (SMAPA) Santa Monica Arts Parents Association is the governing volunteer parent group that supports the Band, Orchestra, Choir, and Theatre programs at Santa Monica High School. SMAPA has four individual parent groups that raise money and lend support to the arts at Samohi. SMAPA works to ensure that these arts booster groups are in compliance with all state and federal nonprofit regulations, along with keeping current with all tax requirements for a 501(c)3 organization. Each year, a parent representative from each arts organization (Band, Orchestra, Choir, Theatre) is nominated to the Board of Directors of SMAPA. The Board works closely with the treasurers of each arts group to ensure that all financial documents are in kept in order. Grad Nite Committee The Grad Nite Committee is a group of parents, staff, alumni, and community members whose focus is to keep the senior class safe on the statistically most dangerous night of their lives, their graduation night. They put on a safe and sober graduation party all night after the ceremony. Santa Monica-Malibu Education Foundation (SMMEF) Established in 1982 in response to devastating federal and state education budget cuts, the Santa Monica-Malibu Education Foundation was organized by a dedicated group of parents, business, and community leaders to enhance and supplement the curriculum of the District. The Education Foundation funds district-wide programs in the Arts, Academics and Athletics. This has been accomplished through the establishment of permanent endowment funds, special events and fundraising campaigns. SMMEF has specifically supported the Arts in SMMUSD by providing funds for middle school and high school theatre and dance programs, as well as visual arts programs. Music program support has been focused in the elementary and middle schools. SMMEF also funds additional materials for the district libraries. During the summer of 2010, the Ed Foundation led a successful 60-day emergency fundraising, Save Our Schools campaign to restore teacher positions for the start of the school year. Through unprecedented collaboration among parents and businesses, $1,600,000 was raised to bring back 20 teachers district-wide. In addition, SMMEF supported the Y and YY campaign, a city sponsored ballot measure that will bring sustainable revenue to our public schools through a half-percent increase in the Santa Monica transaction and use tax. This will result in approximately $6 million per year additional funding for the district’s students. Chapter 1 – Student/Community Profile: Data and Findings
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Partners Santa Monica College (SMC) Santa Monica College (SMC) and the Santa Monica-Malibu Unified School District (SMMUSD) signed an Educational Collaborative in 2007 that strengthened ties between the two institutions and offer expanded college-level opportunities to high school students. The college and school district are working closely together to develop articulation in English and math to ensure that greater numbers of students are prepared for college-level courses when they enter SMC or other institutions of higher education. In addition, both parties are working on ways of expanding the offering of college courses at SMC and at the high school, based on individual school site needs in both core and elective programs. They continue to work on offering a greater number of summer courses at Santa Monica High School, increasing the shared use of facilities, ranging from classrooms to athletic fields and collaborating on the development and expansion of career and technical education programs available on both campuses. SMC officials include the school district in planning the new programs. The Young Collegians program is a collaborative intervention program intended to allow students to earn college credits at SMC while attending Samohi, is in its third year. The varsity football team has used the SMC field as its home field for years. City of Santa Monica The City of Santa Monica embraces the Santa Monica-Malibu Unified School District. In the preparation for the November election, the city and various stakeholders worked together to persuade voters to pass local ballot Measures Y and YY to support the schools and public safety with an increase in the sales tax. The city financially supports the district by allocating millions for education. As special projects arise the City Council makes on one time donations as well. Four years ago Samohi’s College Fair outgrew the school campus and need a larger venue. Presently, the City Council subsidizes the use of the Civic Auditorium for the fair annually. Samohi and the city are currently collaborating together in the redevelopment of the Civic Auditorium site in conjunction with the Samohi campus to redefine the area through Redevelopment Agency funds. In addition, both the Fire and Police Departments work closely with Samohi to provide for the safety of all students and staff. Community Businesses The city of Santa Monica has a thriving and diverse business community that provides support through a myriad of opportunities that include partnerships, internships, collaboration, and financial support. Samohi sees the benefit of these relationships in the school’s academic programs, athletic programs, performing arts, student activities and staff support. Some of our partnerships include: All Occasions Flowers, DoubleTree Guest Suites, Elite Tuxedo, High Rollers Limousine, Albertsons, Ralphs, Lincoln Car Wash, Coffee Bean and Tea Leaf, Westside Rental Connections SGS Plumbing, Lopez Electric Inc., Berg Electric, Barnes and Noble, Wells Fargo Bank and many local restaurants. Chapter 1 – Student/Community Profile: Data and Findings
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Revolution Prep Revolution Prep specializes in test preparation and skill building. They have been a part of Santa Monica High School since the company began. Revolution Prep provides CAHSEE tutoring, CAHSEE diagnostic testing, test prep seminars to our students and parent workshops free of charge. Revolution Prep also offers SAT/ACT preparation courses and mock exams for a fee. Samohi students who qualify for a scholarship can receive these services free of charge.
WASC Accreditation History The last full WASC accreditation review for Santa Monica High School took place in the Spring of 2005. The school received a six-year accreditation with a three-year review. The visiting committee made the following recommendations: 1. The enrollment in advanced level courses needs to more accurately reflect the school’s diverse population. 2. Implementation of common semester assessments, benchmarks and pacing plans in subjectalike classes will provide assessment information, in addition to CAHSEE and STAR data, for analysis and to drive curricular change. 3. The lack of involvement of students in the decision-making process limits the enhancement of school culture at Samohi. 4. Develop and implement strategies to accurately assess disaggregated school data and distribute it to staff in ways that may be used effectively by teachers to guide instruction. 5. Increase communication between all stakeholders in the decision-making process to promote student achievement.
Special Programs Advanced Placement Program/Honors courses Santa Monica High School currently offers over thirty Honors (HP) and Advanced Placement (AP) Courses. Over 1600 exams are given each year. Any student can enroll in these classes through an open enrollment policy. The Instructional Planning Committee (IPC), a group of Department Chairs, Teacher Leaders, and Administrators, is investigating ways to build participation in these classes by students of diverse ethnic backgrounds. This policy alone has not increased participation by students of color as much as expected. This issue has been identified as one of our Critical Areas of Academic Need. Furthermore, IPC is also considering ways to increase student preparation for the course. While Santa Monica High School has had an AP Summer Bridge class, designed to increasing preparation for first year AP students, it has not proved to go far enough in supporting students throughout the year. IPC is looking at ways to increase support by adding support time during the school day. This might include a proposal to change the bell schedule and/or add additional support classes to the master schedule. Enrollment trends relative to advanced level classes have been of particular interest and concern over the past few years as increasing numbers of incoming freshmen without prerequisite skills are being recommended for honors level placement or are self-selecting to move up to an advanced level of study. These changes particularly in the English Department Chapter 1 – Student/Community Profile: Data and Findings
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have had a critical impact. One such implication is students enrolling in classes for which they are not completely prepare with the prerequisite skills. The shift in enrollment of more students into Honors/AP courses has significantly altered the ratio of college preparatory to honors sections in a number of departments. Students who ten years ago might have comprised the top tier of any given college prep class on campus seem to have opted to enroll in Honors or AP level courses, increasing the number of such courses and leaving the college prep program without high performing peers to serve as models to raise the bar during class discussion and cooperative performance. Recent discussions involving parents, students, and teachers reveal a perception that expectations in the college prep level are lower than they have been in the past. This perception might be explained by the relative absence at the college prep level of more highly skilled students.
2010-2011Enrollment in Advanced Courses by Significant Subgroups Duplicated Numbers White
Asian
Latino
African American
Male
Female
Total
English 9 HP
227 (56%)
63(16%)
93 (23%)
20 (5%)
191 (47%)
212 (53%)
403
English 10 HP
196 (49%)
71(18%)
108(27%)
22 (5%)
167 (41%)
230 (59%)
397
English 11AP
191 (50%)
69(18%)
93 (24%)
27 (7%)
151 (40%)
229 (60%)
380
English 12AP
30 (61%)
12(24%)
5 (10%)
2(4%)
28 (57%)
21 (43%)
49
U.S. History AP
88 (53%)
27(16%)
41 (25%)
10 (6%)
78 (47%)
88 (53%)
166
U.S. Gov. AP
52 (52%)
16(17%)
21 (21%)
10 (10%)
37 (37%)
62 (63%)
99
Economics AP
55 (56%)
26(27%)
17 (17%)
1 (1%)
63 (64%)
36 (36%)
99
175 (60%)
49(17%)
57 (20%)
11 (4%)
145 (50%)
145 (50%)
290
52 (47%) 115 (37%) 43 (47%) 55 (61%) 94 (52%) 112 (58%) 115 (52%) 91 (55%) 34 (49%) 60 (61%) 55 (69%) 15 (26%) 3 (10%) 1,856(52%)
30(27%) 109(35%) 26(29%) 19(22%) 28(15%) 35(18%) 56(25%) 38(23%) 18(25%) 26(27%) 14(18%) 2(4%) 0 (0%) 737(21%)
25 (22%) 72 (23%) 18 (20%) 13 (14%) 48 (26%) 40 (21%) 36 (16%) 31 (19%) 18 (26%) 10 (10%) 10 (12%) 40 (70%) 27 (87%) 823(23%)
4 (4%) 12 (4%) 4 (4%) 3 (3%) 12 (7%) 6 (3%) 14 (6%) 5 (3%) 0 (0%) 2 (2%) 1 (1%) 0 (0%) 1 (3%) 167(5% )
47 (42%) 136 (44%) 48 (53%) 60 (67%) 68 (37%) 99 (51%) 121 (55%) 89 (54%) 30 (43%) 53 (54%) 43 (54%) 21 (37%) 11 (35%) 1,686(47%)
64 (58%) 172 (56%) 43 (47%) 30 (33%) 114 (63%) 94 (49%) 100 (45%) 76 (46%) 40 (57%) 45 (46%) 37 (46%) 36 (63%) 20 (65%) 1,894(53%)
111 308 91 90 182 193 221 165 70 98 80 57 31 3,580
Biology HP Biology AP Chemistry HP Chemistry AP Physics AP Psychology AP Geometry HP Algebra II HP Pre-Calculus HP Calculus AB AP Calculus BC AP Statistics AP Spanish 5 AP Spanish 6 AP Total Percents
Chapter 1 – Student/Community Profile: Data and Findings
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Number of Students Enrolled in One or More AP Courses
1000 900 800
808
805
876
941
886
889
836
812
700 600 500 400
Ethnicity of Advanced Placement Courses
300 200 100 0 2003
2004
2005
2006
2007
2008
2009
2010
Ethnicity of School Population Compared to Enrollment in AP Classes % of School % of AP Enrollment Enrollment 2009-2010 2009-2010
% of School Enrollment 2010-2011
% of AP Enrollment 2010-2011
African American
9%
3%
9%
4%
Asian
8%
13%
6%
12%
Latino
34%
17%
33%
23%
Other
2%
3%
3%
3%
White
47%
64%
48%
58%
Low SES
29%
18%
27%
18%
English Learners (EL & R-FEP)
18%
18%
22%
18%
Male
52%
48%
51%
48%
Female
48%
52%
49%
52%
Chapter 1 – Student/Community Profile: Data and Findings
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AVID AVID stands for Advancement Via Individual Determination. AVID is a fourth through twelfth grade system designed to prepare students in the academic middle for four-year college eligibility. AVID targets students in the academic middle with B, C, and even D grades but who have the desire to go to college and the willingness to work hard. These are students who are capable of completing rigorous curriculum but are falling short of their potential. Typically, they will be the first in their families to attend college, and many are from lowincome or minority families. AVID has a systemic approach to increasing the level of academic difficulty, over the four years. The program focuses on acceleration instead of remediation. The AVID curriculum, based on rigorous standards, was developed by middle and senior high school teachers in collaboration with college professors. It is driven by the WICR method, which stands for writing, inquiry, collaboration, and reading. To supplement their experience in class, our students have an AVID club that meets one day per week at lunch. The AVID club organizes fundraising activities to take one college field trip per semester. The AVID program counts on community support and partnerships for special aspects of the program. College tutors are funded through the district's Equity Fund. Revolution Prep provides SAT preparation classes to our students on site at a discount, and Tech4Success, a community group, provides technology training for juniors and seniors in the program, and laptop scholarships to seniors before they start college. AVID has a proven track record in bringing out the best in students, and in closing the achievement gap. Ultimately, AVID students' self-images improve, and they become academically successful leaders and role models for other students. One-hundred percent of our AVID students graduate high school on time. Over the years almost 100% of our AVID students have been admitted to four-year colleges and universities. All of them go on to some type of post-secondary education.
Number of Students Participating in AVID Program 2007-2008
112
2008-2009
160
2009-2010
151
2010-2011
162
Chapter 1 – Student/Community Profile: Data and Findings
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Connect for Success Connect for Success is a summer intervention program that has been designed to support student development of academic skills through engaging lessons and real world experiences. Students qualify for summer school based upon his/her first semester grades in Math and/or English or having a score of 325 or lower on his/her previous year’s STAR testing results. This six week program emphasizes project-based learning where students work in groups and as individuals to solve problems that connect them with school and community. The goals of the program are to help freshmen get to know and feel comfortable with their Santa Monica High School community, build their English and mathematics skills while studying both historical and scientific issues, participate in field trips into the community to complement and enrich the classroom instruction, have the opportunity to express their voice on a community issue of interest and to present their findings/actions and give students the skills and tools to be successful as high school freshmen and as productive and concerned citizens of their community.
Number of Students Participating in the Connect for Success Program Summer
# of Students
Summer of 2009
135
Summer of 2010
140
Immersion The Immersion program at Santa Monica High School is a continuation of the dual language program that begins at the Edison Language Academy and continues at John Adams Middle School. The high school and middle school programs vary from the elementary model in that the dual language program functions within the larger, regular Samohi educational program. Some students add an extra class in order to accommodate the Spanish language component.
Number of Students Participating in Immersion Program School Year
# of Immersion Students
2007-2008
132
2008-2009
128
2009-2010
129
Chapter 1 – Student/Community Profile: Data and Findings
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The Personalized Opportunity Program (POP) POP provides intensive academic support during the school day. It is an intensive intervention program designed and administered for those students (sophomore and juniors) who are most at-risk of not graduating and are struggling with the core curriculum as reflected by poor grades in two core courses, math and English. These students are placed in a class, taught by credentialed teachers, which covers academic study skills development (POP Studies) and specific content skill support in both Math and English (POP Skills). Each student and his/her parents are informational regarding expectations and potential benefits. Students who fail to attend will be subject to disciplinary action just as they would if they chose not to attend one of their other classes. This year POP has been funded by a grant from the Equity Fund.
Number of Student Participating in the POP Program School Year # of Students 2009-2010
78
Spring of 2010-2011
79
Young Collegians Young Collegians is a district sponsored program that began in the summer of 2008. Potential first generation college students take two summer courses at Santa Monica Community College each summer and can earn both high school and college credit if they complete the course work satisfactorily. The ultimate goal of the program is to equip each student with the tools necessary to complete high school and to get an early start on their college coursework. Along with the SMC Summer Classes, the Young Collegians are expected to attend student monthly success workshops, which include presentations from inspirational speakers, tutoring opportunities, career exploration opportunities and computer instruction.
Number of Students Participating in Young Collegians Program Cohort Number
Began in
Cohort I
Summer of 2008
17
Cohort II
Summer of 2009
23
Cohort III
Summer of 2010
30
Chapter 1 – Student/Community Profile: Data and Findings
# of Students
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Financial Support Current Expense of Education Per ADA Santa Monica Unified School District Statewide Average All Districts 2009-2010 $/Student (ADA) $8,736
Statewide Average All Unified School Districts 2009-2010 $/Student (ADA) $8,825
SMMUSD 2009-2010
SMMUSD 2010-2011
$/Student (ADA) $10,521
$/Student (ADA) $10,126
In addition to the general funds provided to the school based on ADA, the categorical budget for Santa Monica High School included the following:
2009-2010 Santa Monica High School Categorical Fund Budget Funding Source Federal Funding Sources CS Title II A CS Title II D CS Title III CS Title IV State Funding Sources EIA-SCE Tier III CS EIA-LEP CS EIA-SCE District Funding Sources Equity Fund
Amount $110,059.00 $ 4,281.00 $ 25,156.00 $ 10,002.00 $ 45,266.00 $ 43,096.00 $109,247.00 $137,042.00 $ 85,873.00
Categorical funding is used to improve the proficiency and academic achievement for all students and those students struggling to master the content standards in the core curriculum. School Site Council votes on the expenditures of categorical funds in alignment with the Single Plan for Student Achievement and the WASC Action Plan. Equity Funds The Equity Fund is an SMMUSD initiative that requires that 15 percent of the expenditure of gifts to all district schools (with certain exemptions) be placed in an equity fund and redistributed on a student-weighted formula. Each year the use of these funds must be approved by the School Site Councils and then used by schools to help close the achievement gap. In times of financial reductions, the Equity Fund has provided much needed financial support for essential school programs at Samohi.
Equity Funds Redistributed to Samohi School Year 2007-2008 2008-2009 2009-2010 2010-2011 Chapter 1 – Student/Community Profile: Data and Findings
Amount $80,120 $91,555 $85,874 $86,992 Page 33
Co-Curricular and Extracurricular Activities Performing Arts Santa Monica High School has a long tradition of excellence in the performing arts. Samohi music offerings include six bands, six choral groups, six orchestras, and classes in piano and guitar. Music courses range in difficulty from entry to advanced levels. Approximately one third of the students participate in the performing arts programs. Several factors contribute to the strength of the performing arts department at Samohi, including strong elementary and middle school feeder programs, a community supportive of the arts, dedicated parents, a fine arts coordinator and enthusiastic administrative support. Samohi offers four levels of Concert Bands (250 students), a Marching Band (130 students), and two levels of Jazz Bands (45 students). The Marching Band has won numerous first place and sweepstakes awards. The Concert Bands consistently receive "Unanimous Superior" ratings at festivals throughout the state. The Jazz Bands have also received several first place and superior ratings at statewide events. This year, the Jazz Band will travel to the national festival held at Berkelee College of Music in Boston. Santa Monica High School Choral offerings include five choral groups that meet during the school day for full academic credit. Other opportunities are available for students to participate in three extra curricular ensembles: a women's a cappella ensemble, a men's a cappella ensemble, and a traditional men's chorus. The groups participate in a rigorous performance calendar including over ten concert appearances a year. The choirs have participated in curricularly relevant concert tours to Italy, Hungary, Austria, Germany, and will tour England and Vancouver, B.C. in the spring of 2011. In 2010, the Chamber Singers received first place in the coveted Women's Golden State South Choral Competition. The curriculum and repertoire of the choral program is based upon developing a student's individual music literacy skills beyond just performing a successful concert. Chapter 1 – Student/Community Profile: Data and Findings
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The Dance program is funded by the Regional Occupation Program (ROP). It is a University of California A-G approved Physical Education and Fine Arts course designed to introduce students to a wide range of dance styles so that they may begin to build their technique and appreciation for dance while also maintaining a physically healthy and artistic lifestyle. The program, which currently offers beginning/intermediate, and advanced levels, teaches Jazz, Ballet, Contemporary, Modern, Hip Hop, and Musical Theater over the course of two semesters. Each semester's work culminates into a large scale showcase. Choreography sections are introduced intermittently throughout the year to help with artistic creation and group collaboration as well as brief dance history segments to encourage artistic appreciation. The mission of ROP is that the students are taught resume, hiring and job skills designed to help make their transition into the professional world, as a dancer or otherwise, easier and better prepared. Samohi Theatre is dedicated to bringing thought provoking theatre to the West Los Angeles community. Samohi Theatre gives students the opportunity to hone their craft through rigorous coursework and production. Students are exposed to a wide variety of techniques that will equip them to access honesty and truth in their work on stage and off. The theatre department mounts 3-4 full productions a year, and includes a variety of opportunities for student participation from acting to design to directing. The theatre company participated in various theatre festivals throughout Southern California and has been invited to perform in the prestigious Edinburgh Fringe Festival in Scotland. Samohi’s orchestral offerings are Beginning/String Orchestra, Concert Orchestra, Sinfonia Orchestra, Philharmonic Orchestra, Symphony Orchestra and Chamber Orchestra. All orchestras meet every day, with the exception of Chamber Orchestra, which meets after school for two hours twice a week. Students enrolled in all orchestras receive one hour per week of sectional instruction taught by paid coaches funded by the Samohi Orchestra Parents’ Association. In 2005, the Samohi Symphony received Grand Champion at the ASTA with NSOA National Orchestra Festival in Reno, Nevada. During 2006, the Samohi Symphony Orchestra became the first public high school ensemble to perform at Walt Disney Concert Hall as a part of the Los Angeles Philharmonic’s “Sounds About Town” series. The Symphony has traveled extensively in the past years performing in Prague, Beijing, Vienna, and New York City. Chapter 1 – Student/Community Profile: Data and Findings
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Associated Student Body (ASB) The ASB Cabinet at Santa Monica High School is comprised of approximately 60 students, both elected and appointed. The core group consists of nine students who are the Executive Board of the Associated Student Body representatives, holding positions to which they were elected in the spring of the preceding school year. There are also ten House Representatives who comprise the elected portion of the ASB Cabinet, two from each of the five Houses along with the grade level representatives. The remainder of the students in ASB’s cabinet are members-at-large. They are accepted after an application and interview process and are expected to have a commitment to community service, involvement with Samohi and community, and willingness to develop their leadership abilities. The Associated Student Body Leadership’s purpose is to: provide a formal means of communication between students, organizations, district, faculty, staff, and administration advocate for students provide for student representation on campus and community committees provide opportunities for the development of the social and cultural interests of students develop leadership and responsibility promote school spirit and student morale organize activities ASB has always had a prominent role at Samohi. ASB has led the charge for a commitment to service by leading countless community service projects such as the blood drives, the AIDS Walk LA, and collecting canned food for the homeless during the holiday months. Both students and staff look to these student leaders in critical times. For example when the current budget crisis emerged as a district issue, the ASB cabinet met with the Assistant Superintendent and members of the Board of Education. They took action with the Save of Schools (SOS) Campaign by hosting several “Movies to the Rescue” in collaboration with the Education Foundation, collected donation at the Concerts at the Pier, and walking the precincts for Measures Y and YY. ASB also leads over 100 clubs and organizations here on campus (a complete list of clubs is located on our website).
Chapter 1 – Student/Community Profile: Data and Findings
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Athletics The athletic program at Santa Monica High School is designed for those students who wish to participate in interscholastic competition. It is the goal of the athletic program to teach the athletic skills of specific sports, to build student responsibility and self-discipline, to develop good sportsmanship among students, and to develop in each student a competitive team spirit. Samohi athletics has enjoyed a great deal of popularity and success over the last few years. Over 32% of students in 2010 participated in athletics as a member of a sports team. Nearly 25% of student athletes participated in two athletic programs, and 10 % of athletes participated in three or more sports over the course of their time at Samohi. In the last five years, our boys’ soccer, girls’ softball and girls’ basketball teams have all won CIF Championships. Our cheerleading squad also won a national title in 2007. Pep Squad was 2008 National Champions as well as 2009 State Champions. In addition, Samohi’s athletic teams continue to capture numerous league titles and qualify for C.I.F. playoffs.
Campus In its 120 year history, Samohi has benefited from a number of bond measures that have upgraded facilities, added new classrooms and buildings, and renovated the historic Barnum Hall. The facilities include general education classrooms, music rooms for choral and instrumental programs, science labs, art rooms, a photography studio with a dark room, three computer labs and a media center/library. The outdoor and physical education facilities include a swimming pool, tennis courts, a baseball field, a softball field, football field, track, gymnasiums and our outdoor Greek Theatre. The Santa Monica High School’s facility provides dedicated classroom space for all classes from 7:10 a.m. through evening hours. Classrooms meet specific square footage guidelines and are equipped with white boards, classroom materials, audio visual equipment, computers, and laboratory equipment as needed. Classroom settings are arranged by teachers to meet particular program needs. Restrooms and other high need areas are cleaned daily while classrooms are cleaned every other day on a rotation basis. Physical Chapter 1 – Student/Community Profile: Data and Findings
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education areas, including gyms, the pool, and fields provide areas for class, practice, competitions, and other instructional activities. There is a well-stocked library/media center with technology and print resources, staffed by a certificated library-media teacher and a classified staff member. In addition, there are three computer labs utilized on a regular basis supported by two full-time technicians. House offices are strategically located across the campus in order to support student advisement, personalization, and academic intervention. The district participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. During the summer of 2009, Samohi's exterior was completely painted, enhancing the look and feel of the campus. Areas of need still include routine roof maintenance to keep warranties current, flooring replacement, interior painting, and some light asphalt repairs. Samohi is thankful that the school district takes great efforts to ensure that the school is clean, safe, and functional. There are no emergency needs as defined by the Office of Public School Construction. On November 4, 2006, a local ballot, Measure BB, passed with 67% of the vote providing 268 million dollars for the district to use for new facilities, repairs, and improvements. In addition, State Proposition 1D passed which allows the district to receive matching funds from the state. Samohi is currently working with architects and other resources to begin implementing the first phase of a construction plan for the school - the construction of a new Science and Technology building. Construction is slated to begin in late 2011. As part of the Measure BB planning, Samohi looked at the entire campus with the lens of the next century to develop a plan for future construction. Working together with City of Santa Monica and the Civic Auditorium renovation, a committee was formed to support both construction projects. The City Council is under the directive to spend the Redevelopment Agency (RDA) funds on projects that will start in the next five years. The Civic Center Joint Use Program (CCJUP) emerged as a result of this commitment. The City of Santa Monica has allocated $57 million toward the first phase of a $250 million athletic facility that would be shared with Samohi and the citizens of Santa Monica. The architects have begun space programming and environmental impact studies.
Chapter 1 – Student/Community Profile: Data and Findings
Page 38
Safety on Campus Santa Monica High School is committed to providing a safe school driven by positive interactions between and among faculty, students, and parents. The Comprehensive School Safety Plan is evaluated and updated yearly. This process assists us in setting goals to improve campus safety and to continue to provide a positive school climate. There are numerous opportunities for students and their families to engage in enriching activities through athletics, visual and performing arts, clubs and other events. With consideration for safety, students, faculty and community are made to feel welcome and safe at Samohi. Samohi practices evacuation, lockdown, and fire drills regularly as part of our safety preparedness. Students are safe on campus before, during, and after school. Campus Security personnel are employed from 7:00 a.m. until 6:00 p.m. to assist administration in supervision and monitoring the school’s 3,100 students on 26 acres during their school day and while they participate in many extracurricular activities. Administrators and security staff supervise before school, during morning break, lunchtime, and at dismissal, in addition to scheduled evening and weekend activities. The administration works closely with community partners, including the Santa Monica Police Department and the City of Santa Monica to provide proactive intervention and situational response as necessary. As a closed campus, during the school day there is no unauthorized access to the school campus. Security officers monitor the two open entrances during school hours. Visitors and students must sign in and/or show ID when they enter the school grounds. Staff wears identification badges daily while on campus.
Staff Leadership opportunities are widely available for the Santa Monica High School faculty. Outside of the classroom, teachers are involved in many leadership roles, including Department Chairperson, Club Advisor, Athletic Coach, House Teacher Leader, SMMCTA representatives, Master Teachers, and BTSA Support providers for new teachers. Teachers also play a critical role on various committees, including Instructional Planning Committee, WASC Leadership Team, Faculty Advisory Committee, and School Site Council. Each year, the staff works towards having 100% membership in the PTSA. At the district level, members of Samohi’s staff serve on the various district planning committees such as the Pathway advisories and district-wide subject area committees. Some staff members participate in outside professional organizations. Teachers can also be seen at athletic events, student performances, fundraisers, and other activities to support students and each other. The Santa Monica High School staff currently includes 155 certificated teachers, ten advisors, three college counselors, an ROP counselor, and 75 classified employees. The Principal, five House Principals, and a Dean comprise the administrative team, which also includes an Activities Director and an Athletic Director. Santa Monica High School has a large classified staff including a six person security Chapter 1 – Student/Community Profile: Data and Findings
Page 39
team, 12 clerical staff, a health clerk, 14 paraeducators, eleven custodians, and seven cafeteria employees. Samohi has experienced a significant transition due to the elimination of one of the original six Houses due to budget cuts. Over the past two years an administrator, three Student Outreach Specialists and four classified positions have been cut. Some of these staffing changes are reflected in the table below.
Number of School Administrators 2008-2009
2009-2010
2010-2011
8
7
7
Administrators
Administrative Experience Years of Experience in Education
Total Year at Samohi
Years of Administration at Samohi
Total Years of Administrative Experience
Catherine Baxter
26
24
10
10
Larry Boone
17
3
3
6
Clara Herran
15
1
1
6
Jason Kurtenbach
12
.5
.5
5
Hugo A. Pedroza
20
5
5
12
Gregory Runyon
38
35
12
12
Renee Semik
11
5
1
1
Leslie Wells
15
15
3
3
Administrator
Chapter 1 – Student/Community Profile: Data and Findings
Page 40
Certificated Staff Data 2007-2008 2008-2009 2009-2010
2010-2011
Total Number of Teachers
136
131
132
128
Fully Credentialed Teachers
131
127
127
129
Total Number of Advisors and Counselors
16
16
16
14
Male Certificated
63
59
60
65
Female Certificated
73
72
72
80
Average Years in District
9.6
10.1
10.1
10
Average Years in Education
12.7
13.3
13.9
13.7
University Interns
5
4
4
4
District Interns
1
1
0
0
Emergency Credentialed Teachers
0
0
0
0
Number of First Year Teachers
1
3
3
4
Number of Second Year Teachers
11
0
3
3
Staff Ethnicity 2009-2010 Gender Female Male
African American 5 2
Asian 5 4
Filipino 2 0
Chapter 1 – Student/Community Profile: Data and Findings
Latino 18 16
White 40 37
Total 72 60
Page 41
Student Performance Data API Since the 2003-2004 school year, the school’s API score has increased by 66 points. I 20092010 Samohi’s API was 786, exceeding the target growth rate by two points. There was disappointment that it was only exceeded by two points when the school goal had been to reach at least 800. Despite the growth, not all subgroups met their target API numbers and the school community is analyzing ways to ensure all growth targets are met next year.
Academic Performance Index Base Reports Year
2006-2007
2007-2008
2008-2009
2009-2010
API Base Score
770
771
772
779
Growth Target
5
5
5
5
API
771
772
779
786
Actual Growth
+1
+1
+7
+7
Statewide Rank
8
8
8
8
Similar Schools Rank
7
5
3
3
2006-2007 API Growth Report Number of Students African American
Base API Growth Target
API
Diff.
Met Target
201
640
8
644
4
No
Asian
169
863
*
862
-1
Yes
Latino
735
683
6
684
1
No
White
1125
834
*
833
-1
Yes
ELL
510
707
5
701
-6
No
SES
591
671
5
668
-3
No
Special Ed.
169
545
13
539
-6
No
Chapter 1 – Student/Community Profile: Data and Findings
Page 42
2007-2008 API Growth Report Number of Students
Base API
Growth Target
API
Diff.
Met Target
African American
178
644
8
631
-13
No
Asian
165
862
*
864
2
Yes
Latino
736
684
6
691
7
Yes
White
1026
833
*
839
6
Yes
ELL
487
701
5
707
6
Yes
SES
578
668
7
684
16
Yes
Special Ed.
162
539
13
497
-42
No
*There is no assigned growth target because the subgroup has reached 800.
2008-2009 API Growth Report Number of Students
Base API
Growth Target
API
Diff.
Met Target
African American
193
631
8
676
45
Yes
Asian
167
864
*
866
2
Yes
Latino
729
691
5
704
13
Yes
White
1005
839
*
835
-4
Yes
ELL
477
707
5
716
9
Yes
SES
638
684
6
686
2
No
Special Ed.
182
497
15
519
22
Yes
Diff.
Met Target
*There is no assigned growth target because the subgroup has reached 800.
2009-2010 API Growth Report Number of Students
Base API
Growth Target
API
African American
153
672
6
673
1
No
Asian
128
864
*
876
12
Yes
Latino
833
706
5
720
14
Yes
White
687
836
*
847
11
Yes
ELL
470
718
5
708
-10
No
SES
644
687
6
687
0
No
Special Ed.
190
520
14
509
-11
No
Two or more races
126
N/A
*
844
*
*
*There is no assigned growth target because the subgroup has reached 800.
Chapter 1 – Student/Community Profile: Data and Findings
Page 43
Adequate Yearly Progress (AYP) In 2007-2008 and 2008-2009, Samohi met all its AYP targets. In 2009-2010, Samohi met nineteen out of twenty-two of the AYP criteria. Two subgroups, Socioeconomically Disadvantaged and ELL did not meet the percent proficient criteria in Math. In addition, the Socioeconomically Disadvantaged group did not meet the proficiency rate for English Language Arts.
Santa Monica High School 2007-2008 Federal Accountability: Adequate Yearly Progress (AYP) Made AYP: Met 22 of 22 Criteria Meet AYP Criteria Participation Rate Percent Proficient API Graduation Rate
Groups School-wide African American American Indian Asian Filipino Latino Pacific Islander White Socioeconomically Disadvantaged ELL Students with Disabilities
Yes ELA Yes Yes Yes Yes
Math Yes Yes
Met 2007-2008 AYP Criteria Participation Rate Percent Proficient ELA Math ELA Math Yes Yes Yes Yes -----------------------------------------------------------------------------------------------------Yes Yes Yes Yes Yes Yes
Yes Yes
Yes Yes
Yes Yes
Yes ------
Yes -------
Yes -------
Yes -------
Chapter 1 – Student/Community Profile: Data and Findings
Page 44
Santa Monica High School 2008-2009 Federal Accountability: Adequate Yearly Progress (AYP) Made AYP: Met 22 of 22 Criteria Meet AYP Criteria Participation Rate Percent Proficient API Graduation Rate
Yes ELA
Math
Yes Yes Yes Yes
Groups School-wide African American American Indian Asian Filipino Latino Pacific Islander White Socioeconomically Disadvantaged ELL Students with Disabilities
ELA Yes ------------------------Yes ------Yes Yes Yes -------
Yes Yes
Met 2008-2009 AYP Criteria Participation Rate Percent Proficient Math ELA Math Yes Yes Yes --------------------------------------------------------------------------Yes Yes Yes ------------------Yes Yes Yes Yes Yes Yes Yes Yes Yes ------------------
Santa Monica High School 2009-2010 Federal Accountability: Adequate Yearly Progress (AYP) Made AYP: Met 19 of 22 Criteria Meet AYP Criteria Participation Rate Percent Proficient API Graduation Rate
Groups School-wide African American American Indian Asian Filipino Latino Pacific Islander White Socioeconomically Disadvantaged ELL Students with Disabilities
No ELA Yes No Yes Yes
Math Yes No
Met 2009-2010 AYP Criteria Percent Proficient ELA Math Yes Yes ----------------------------------------Yes Yes
ELA Yes --------------------Yes
Participation Rate Math Yes --------------------Yes
Yes Yes
Yes Yes
Yes Yes
Yes No
Yes ------
Yes ------
Yes ------
No ------
Chapter 1 – Student/Community Profile: Data and Findings
Page 45
California Standards Tests Santa Monica High School is very proud of its students continued improvement and success on the California Standards tests. Samohi has worked hard at making sure the students understand the importance of doing their best on standardized tests. Over the past five years, the school has made efforts to ensure that curriculum is standards based, standardized test taking strategies are infused throughout the curriculum and student apathy has declined. Last year, students coordinated a school wide testing assembly which featured a student created informational video designed to help motivate their peers to do their best on the tests. Most scores have continued to rise. Samohi has had continued discussions about a comprehensive plan to improve all score but particularly our math scores across the board. In addition, discussions have continued regarding narrowing the achievement gap between White and Asians students, and African Americans and Latino students at Santa Monica High School that is evident from standardized testing results. (See Chapter Two for an in-depth explanation of charts.)
CST English Language Arts Percent Advanced and Proficient, 2009-2010 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
Grade 9
Grade 10
Grade 11
Far Below Basic
3
7
10
Below Basic
7
9
15
Basic
17
24
24
Proficient
35
28
21
Advanced
38
32
30
N=782
N=734
Chapter 1 – Student/Community Profile: Data and Findings
N=736
Page 46
CST English Language Arts Students Scoring Advanced and Proficient, 2007-2010 80 70 60 50 Grade 9
40
Grade 10
30
Grade 11
20 10 0 2007
2008
2009
2010
CST Grade 9 English Language Arts Significant Subgroups Proficient and Advanced 2007-2008
2008-2009
2009-2010
African American
67 (36%)
74 (45%)
71 (52%)
Asian
48 (79%)
54 (83%)
46 (89%)
Latino
289 (47%)
235 (51%)
290 (61%)
White
348 (79%)
345 (77%)
255 (87%)
ELL
90 (21%)
62 (26%)
52 (27%)
Low SES
230 (42%)
210 (43%)
201 (56%)
Special Education
62 (26%)
76(20%)
64 (28%)
Chapter 1 – Student/Community Profile: Data and Findings
Page 47
CST Grade 10 English Language Arts Significant Subgroups Proficient and Advanced 2007-2008
2008-2009
2009-2010
African American
67 (25%)
63 (22%)
55 (38%)
Asian
71 (76%)
50 (70%)
48 (77%)
Latino
241 (36%)
286 (32%)
264 (46%)
White
339 (79%)
334 (69%)
244 (70%)
ELL
63 (14%)
73 (12%)
65 (15%)
Low SES
200 (35%)
250 (26%)
213 (38%)
Special Education
45 (13%)
57(9%)
64 (17%)
CST Grade 11 English Language Arts Significant Subgroups Proficient and Advanced 2007-2008
2008-2009
2009-2010
African American
51 (31%)
60 (27%)
49 (24%)
Asian
56 (68%)
65 (72%)
37 (70%)
Latino
232 (35%)
222 (33%)
292 (33%)
White
356 (72%)
334 (72%)
218 (69%)
ELL
59 (17%)
41 (2%)
58 (16%)
Low SES
155 (34%)
183 (27%)
236 (26%)
Special Education
53 (21%)
40(0%)
43 (5%)
Chapter 1 – Student/Community Profile: Data and Findings
Page 48
CST Mathematics Percent Advanced and Proficient, 2009-2010 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
Gen
Alg.
Geo
Alg. II
Sum
Far Below Basic
24
13
10
20
5
Below Basic
26
40
27
28
22
Basic
35
31
31
25
18
Proficient
12
14
23
17
31
Advanced
3
2
10
13
24
N=670
N=642
N=402
N=75
N=370
CST Mathematics Students Scoring Advanced and Proficient, 2007-2010 60 50 40
Gen. Algebra
30
Gemoetry Algebra II
20
Summative 10 0 2007
2008
2009
Chapter 1 – Student/Community Profile: Data and Findings
2010
Page 49
CST General Math Significant Subgroups Proficient and Advanced, 2007-2010 2007-2008
2008-2009
2009-2010
African American
17 (NA)
17 (6%)
14 (21%)
Asian
2*(NA)
0 *( NA)
10*(NA)
Latino
57 (5%)
34 (13%)
40 (15%)
White
19 (16%)
19 (16%)
11 (9%)
ELL
19 (0%)
12 (8%)
11 (0%)
Low SES
46 (4%)
38 (11%)
37 (14%)
Special Education
34 (3%)
26 (0%)
24 (0%)
*Insufficient student population
CST Algebra I Significant Subgroups Proficient and Advanced, 2007-2010 2007-2008
2008-1009
2009-2010
African American
65 (8%)
51 (12%)
47 (6%)
Asian
10 (NA)
15 (13%)
7*( NA)
Latino
212 (12%)
188 (10%)
175 (14%)
White
144 (19%)
123 (20%)
95 (24%)
81 (6%)
69 (6%)
44 (5%)
175 (12%)
181 (9%)
140 (14%)
34 (6%)
81 (6%)
33 (12%)
ELL Low SES Special Education *Insufficient student population
Chapter 1 – Student/Community Profile: Data and Findings
Page 50
CST Geometry Significant Subgroups Proficient and Advanced, 2007-2010 2007-1008
2008-2009
2009-2010
African American
71 (20%)
71 (20%)
50 (18%)
Asian
45 (67%)
37 (57%)
34 (44%)
Latino
200 (12%)
253 (19%)
278 (21%)
White
267 (39%)
309 (42%)
213 (46%)
ELL
46 (13%)
55 (13%)
63 (8%)
Low SES
150 (12%)
210 (18%)
212 (14%)
Special Education
29 (10%)
34 (12%)
45 (7%)
CST Algebra II Significant Subgroups Proficient and Advanced, 2007-2010 2007-2008
2008-2009
2009-2010
African American
46 (13%)
31 (16%)
34 (15%)
Asian
53 (57%)
57 (60%)
44 (64%)
Latino
183 (9%)
171 (8%)
231 (16%)
White
316 (39%)
285 (35%)
207 (40%)
ELL
42 (17%)
31 (16%)
33 (18%)
Low SES
128 (13%)
139 (9%)
164 (10%)
17 (0%)
10* ( NA)
12 (25%)
Special Education *Insufficient student population
Chapter 1 – Student/Community Profile: Data and Findings
Page 51
CST Summative Significant Subgroups Proficient and Advanced, 2007-2010 2007-2008
2008-2009
2009-2010
African American
11 (9%)
19 (21%)
10*(NA)
Asian
63 (60%)
57 (65%)
43 (81%)
Latino
82 (13%)
84 (14%)
83 (24%)
White
279 (49%)
261 (52%)
168 67%
ELL
10*(NA)
4*(NA)
10*(NA)
Low SES
58 (16%)
64(13%)
60 28%
4*(NA)
1*(NA)
0*(NA)
Special Education *Insufficient student population
CST Science Students Scoring Advanced and Proficient, 2009-2010
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
Life
Biology
Chemistry
Physics
Far Below Basic
11
7
9
3
Below Basic
9
9
13
6
Basic
25
31
33
36
Proficient
25
27
25
33
Advanced
30
27
20
22
N=673
N=67
N=730
N=1,084
Chapter 1 – Student/Community Profile: Data and Findings
Page 52
CST Science Students Scoring Advanced and Proficient, 2007-2010 80 70 60 50
Life
40
Biology
30
Chemistry Physics
20 10 0 2007
2008
2009
2010
CST Biology Significant Subgroup Proficient and Advanced, 2007-2010 2007-2008
2008-2009
2009-2010
African American
73 (25%)
106 (32%)
80 (24%)
Asian
72 (78%)
79 (70%)
55 (71%)
Latino
299 (34%)
360 (34%)
402 (37%)
White
399 (69%)
504 (67%)
366 (69%)
87 (23%)
83 (13%)
78 (21%)
228 (31%)
312 (29%)
293 (30%)
60 (13%)
73 (18%)
75 (12%)
ELL Low SES Special Education
Chapter 1 – Student/Community Profile: Data and Findings
Page 53
CST Grade 10 Life Science Significant Subgroups Proficient and Advanced, 2007-2010 2007-2008
2008-2009
2009-2010
African American
66 (30%)
63 (37%)
55 (20%)
Asian
71 (79%)
50 (82%)
48 (68%)
Latino
236 (31%)
286 (41%)
266 (42%)
White
332 (76%)
334 (74%)
239 (67%)
61 (16%)
73 (21%)
66 (20%)
196 (34%)
251 (33%)
213 (33%)
45 (22%)
57 (21%)
61 (21%)
ELL Low SES Special Education
CST Chemistry Significant Subgroups Proficient and Advanced, 2007-2010 2007-2008
2008-2008
2009-2010
African American
43 (16%)
49 (22%)
36 (22%)
Asian
75 (65%)
70 (76%)
57 (68%)
Latino
180 (16%)
240 (18%)
206 (29%)
White
365 (58%)
389 (54%)
239 (58%)
41 (17%)
44 (25%)
36 (19%)
138 (22%)
197 (17%)
154 (22%)
16 (13%)
22 (5%)
10* ( NA)
ELL Low SES Special Education *Insufficient student population
Chapter 1 – Student/Community Profile: Data and Findings
Page 54
CST Physics Significant Subgroups Proficient and Advanced, 2007-2010 2007-2008
2008-009
2009-2010
African American
3* (NA)
2*(NA)
2*(NA)
Asian
5 *(NA)
6 *(NA)
7*(NA)
Latino
9*(NA)
11( 55%)
20(35%)
White
37(62%)
30 (77%)
25 (56%)
ELL
3*(NA)
2*(NA)
3*(NA)
Low SES
6*(NA)
8*(NA)
16*(50%)
Special Education
0*(NA)
0*(NA)
0*(NA)
*Insufficient student population
CST Social Science Students Scoring Advanced and Proficient, 2009-2010 100% 80% 60% 40% 20% 0%
World History
US History
Far Below Basic
16
14
Below Basic
11
14
Basic
29
25
Proficient
25
26
Advanced
19
21
N=741
N=673
Chapter 1 – Student/Community Profile: Data and Findings
Page 55
CST Social Science Students Scoring Advanced and Proficient, 2007-2010 80 70 60 50 World History
40
U.S.History
30 20 10 0 2007
2008
2009
2010
CST World History Significant Subgroups Proficient and Advanced, 2007-2010 2007-2008
2008-2009
2009-2010
African American
70 (17%)
63 (22%)
55 (19%)
Asian
74 (60%)
54 (48%)
48 (52%)
Latino
249 (22%)
285 (32%)
270 (31%)
White
341 (65%)
334 (59%)
241 (56%)
66 (14%)
74 (18%)
68 (19%)
209 (25%)
253 (25%)
213 (28%)
45 (9%)
57 (12%)
60 (15%)
ELL Low SES Special Education
Chapter 1 – Student/Community Profile: Data and Findings
Page 56
CST U.S. History Significant Subgroups Proficient and Advanced, 2007-2010 2007-2008
2008-2009
2009-2010
African American
50 (26%)
60 (35%)
47 (26%)
Asian
55 (53%)
65 (72%)
37 (57%)
Latino
220 (40%)
224 (40%)
290 (34%)
White
347 (62%)
335 (7%)
217 (62%)
57 (16%)
42 (19%)
58 (10%)
147 (36%)
184 (39%)
234 (28%)
48 (27%)
40 (15%)
41 (5%)
ELL Low SES Special Education
California High School Exam Santa Monica High School students have historically performed well on the CAHSEE. The tables below provide Santa Monica High School’s performance data over the last three years. English Language Arts scores are lower among all groups than are math scores.
CAHSEE performance 2007-2008 (10th Grade, First Time Test Takers) Overall
Low SES
ELL
Special Ed.
Asian
Black
Latino
White
% Passing ELA
90%
84%
58%
44%
93%
76%
83%
98%
# Tested ELA
739
199
60
45
71
63
239
344
% Passing Math
91%
80%
70%
47%
97%
76%
82%
98%
# Tested Math
724
197
56
34
72
67
234
338
Chapter 1 – Student/Community Profile: Data and Findings
Page 57
CAHSEE performance 2008-2009 (10th Grade, First Time Test Takers) Overall
Low SES
ELL
Special Ed.
Asian
Black
Latino
White
% Passing ELA
91%
82%
68%
59%
96%
75%
86%
98%
# Tested ELA
767
259
74
59
50
68
286
330
% Passing Math
93%
90%
79%
85%
98%
83%
89%
97%
# Tested Math
732
215
67
27
49
60
270
339
CAHSEE performance 2009-2010 (10th Grade, First Time Test Takers) Overall
Low SES
ELL
Special Ed.
Asian
Black
Latino
White
% Passing ELA
90%
78%
62%
49%
94%
88%
83%
95%
# Tested ELA
749
203
66
45
50
57
275
240
% Passing Math
91%
83%
74%
56%
98%
78%
87%
95%
# Tested Math
725
217
62
67
48
51
268
238
Chapter 1 – Student/Community Profile: Data and Findings
Page 58
2010 CAHSEE Results by Performance Level for Student Groups 10th Grade, First Time Test takers Group
Passed
English Proficient and above
Passed
Math Proficient and above
All Students
90%
70%
91%
70%
Male
88%
63%
90%
70%
Female
94%
78%
92%
69%
African American
88%
59%
78%
22%
Asian
94%
78%
98%
90%
Latino
83%
59%
87%
54%
White
95%
83%
95%
82%
ELL
62%
24%
74%
37%
Low SES
78%
50%
83%
48%
Special Education
49%
19%
56%
22%
College Entrance Exam Results PSAT In 2010-2011 Samohi administered the PSAT to over 800 students. Parents and students were provided with presentations on the test, results, and the tools that can be used for college exploration, SAT preparation, and career options. Freshmen, sophomore, and juniors were encouraged to take the PSAT. In 2009-2010 Samohi had six seniors chosen as National Merit Semi-Finalists as well as fourteen National Merit Commended Students.
SAT While there has been a slight drop in Samohi’s average SAT scores over the last three years, students consistently score above the county and state averages. Revolution Prep is one contributor to this success. They offer three mock tests, two SAT Boot Camps and preparation classes each year for students. The costs to student associated with the preparation programs are partially subsidized by Revolution Prep. Chapter 1 – Student/Community Profile: Data and Findings
Page 59
SAT: 2006-2007
Samohi
493
541
554
% at or above 1500 542 43.50
SMMUSD
632
544
556
544
44.03
44,074
472
492
474
16.78
162,786
493
513
491
17.81
Writing Average
% at or above 1500
# Tested
County State
Verbal Average
Math Average
Writing Average
SAT: 2007-2008 # Tested
Verbal Average
Math Average
Samohi
515
538
550
549
65.40
SMMUSD
675
542
550
549
66.52
45,881
472
490
475
40.56
167,035
494
513
493
48.67
County State
SAT: 2008-2009 # Tested
Verbal Average
Math Average
Writing Average
% at or above 1500
Samohi
486
534
547
544
63.80
SMMUSD
615
538
552
549
65.85
45,192
39.32
474
488
40.62
164,275
496
513
494
48.92
County State
Chapter 1 – Student/Community Profile: Data and Findings
Page 60
ACT Samohi’s average composite score on the American College Test has declined slightly over the last three years. In 2009-2010 the average ACT composite score was 23.4, exceeding the national and state averages. ACT: 2006-2007 # Tested
Average Score
Score at or above 21 Rate
Samohi
222
29.96
18.76
SMMUSD
261
27.36
17.92
County
11,193
20.41
4.81
State
46,788
21.79
6.13
ACT: 2007-2008 # Tested
Average Score
Score at or above 21 Percent
Samohi
252
23.18
67.86
SMMUSD
301
23.61
71.10
County
14,149
20.56
46.14
State
55,086
22.0
58.80
ACT: 2008-2009 # Tested
Average Score
Score at or above 21 Percent
Samohi
278
22.9
67.27
SMMUSD
340
23.2
68.82
County
18,347
20.44
45.00
State
66,293
21.92
57.42
Chapter 1 – Student/Community Profile: Data and Findings
Page 61
Advanced Placement Tests Santa Monica High School’s Advanced Placement Program has been very successful in recent years and continues to improve. Overall AP scores continue to rise. Scores of underrepresented group scores have risen. The open enrollment policy has been responsible for helping to add underrepresented students to AP classes, but more still needs to be done. Concerns have been raised about our ability to support students that need skill building help in our Advanced Placement course. Some highlights of the program are listed below: 80 students passed three AP Exams with an average score of 3 or higher 56 students passed four AP Exams with an average score of 3 or higher 30 students passed five AP Exams with an average score of 3 or higher 30 students passed six AP Exams with an average score of 3 or higher 30 students passed seven AP Exams with an average score of 3 or higher 13 students passed eight AP Exams with an average score of 3 or higher 10 students passed nine AP Exams with an average score of 3 or higher 1 student passed ten AP Exams with an average score of 4 or higher 1 student passed twelve AP Exams with an average score of 4 or higher
Advanced Placement Exam (# of test takers) Pass Rates 2008
2006 Biology
(96)82%
(96) 90%
(102) 78%
(79) 71%
(84) 82%
49%
Calculus AB
(85) 86%
(82) 61%
(78) 86%
(89) 73%
(70) 89%
56%
Calculus BC
(96)68%
(82) 61%
(98) 90%
(90) 92%
(84) 98%
85%
Chemistry
(84) 68%
(126) 71%
(108) 81%
(114) 86%
(94) 82%
55%
Physics
(18) 89%
(30) 90%
(58) 69%
(78) 79%
(103) 81%
73%
English 11(Lang)
(323) 50%
(382) 61%
(359) 62%
(393) 62%
(328) 64%
61%
English 12(Lit)
(136) 62%
(143) 72%
(143) 86%
(62) 79%
(93) 85%
57%
Government
(41) 59%
(42) 52%
(94) 47%
(95)57%
(96) 64%
51%
Spanish(Lang)
(69) 99%
(56) 98%
(95) 91%
(33) 94%
(96) 93%
55%
Spanish(Lit)
(21) 86%
(22) 86%
(19) 89%
(22) 91%
(14) 86%
61%
Psychology
(137) 59%
(124) 75%
(138) 66%
(151) 79%
(139) 70%
70%
U.S. History
(180) 47%
(259) 45%
(205)46%
(145) 55%
(120) 58%
53%
Economics (Micro)
(161) 69%
(114) 69%
(147)69%
(87) 75%
(99) 80%
64%
Economics(Macro)
(166) 67%
(118) 73%
(141) 54%
(88) 74%
(98) 83%
55%
Statistics
(147) 53%
(82) 72%
(95) 63%
(85) 76%
(104) 76%
59%
Chapter 1 – Student/Community Profile: Data and Findings
2009
2010
2010 National Pass rate
2007
Page 62
Samohi AP Exam Scores 2007 - 2010 100% 90%
15
15
26
24
19
20
Percent of Exam Scores
80% 70%
24
29
5
60% 50%
4 28
27
3
28
40%
2
27
1
30% 20%
21
23
10%
20
18
9
12
9
6
2007
2008
2009
2010
0%
Percent of 12th Grade Enrollment
Equity and Excellence: Percent of Senior Class Student Enrollment with at Least One Score of 3 or Better on AP Exams 100 90 80 70 60 50 40 30 20 10 0
20.1 14.8
2006
63.9
59.3
54.9 43.9
51.8
43 19.2 14.4
2007
58.8 54.8
US CA Samohi
20.2 15.2
2008
Chapter 1 – Student/Community Profile: Data and Findings
Malibu
2009
Page 63
Samohi AP "Pass" Rates by Group 2008 - 2010 Percent of Students Receiving a Score of 3 or Higher
100 90
82
80 70
73
76
80
77
74
81
71
67
65 66 57
60
59
59
60
59
54 53
60
50
50
2009
39
40
2008 2010
30 20 10 0 Overall
African American
Asian
Latino
Chapter 1 – Student/Community Profile: Data and Findings
White
Low Income EL & R-FEP
Page 64
Grade Data The staff at Samohi works throughout the year to respond to data generated at each grading period. Teachers, counselors, and administrators meet regularly to review and discuss the performance of students at all grade levels. Of particular interest and concern over the past few years have been trends in GPA data that suggest the need for close, ongoing monitoring of the achievement gap between African American/Latino Students and White/Asian Students. Providing Support for struggling students has been identified as a Critical Area of Academic Need.
Spring 2010 Grade Point Averages by Subgroup, Significant Subgroups th
9 Grade
Total
African American Asian Latino White Grand Total 10th Grade African American Asian Latino White Grand Total 11th Grade African American Asian Latino White Grand Total
12th Grade African American Asian Latino White Grand Total
97 65 258 366 794 Total 84 64 236 349 746 Total 73 49 273 341 748
Total 63 75 221 340 708
% of Total 12% 9% 32% 46%
% of Total 11% 9% 32% 47%
% of Total 10% 7% 36% 46%
% of Total 9% 11% 31% 48%
0-1.99
2.0-2.99
3.0-3.99
4.0-above
30(31%) 3 (1%) 72 (28%) 35 (10%) 140(18%)
44 (45%) 7 (11%) 87 (34%) 91 (25%) 229(29%)
22 (23%) 41 (63%) 92 (36%) 170 (46%) 325 (41%)
1(1%) 14 (22%) 7 (1%) 70 (19%) 92 (12%)
0-1.99
2.0-2.99
3.0-3.99
4.0-above
31(37%) 2 (3%) 69(29%) 50 (14%) 152(20%)
30 (36%) 8 (13%) 96 (41%) 87 (25%) 221(30%)
21(25%) 47 (73%) 70 (30%) 192 (55%) 330 (44%)
2(2%) 7 (11%) 1 (1%) 20 (6%) 30 (4%)
0-1.99
2.0-2.99
3.0-3.99
4.0-above
28 (38%) 1 (1%) 66 (24%) 30 (9%) 125 (17%)
30 (41%) 4 (8%) 132 (48%) 83 (24%) 249(33%)
15 (21%) 39 (80%) 75(27%) 209(61%) 338 (45%)
0 (0%) 5 (10%) 0 (0%) 19 (5%) 24 (3%)
0-1.99 18 (28%) 4 (5%) 51 (23%) 28 (8%) 101 (14%)
2.0-2.99 31 (49%) 20 (27%) 94 (43%) 79 (23%) 224 (32%)
3.0-3.99 14 (22%) 45 (60%) 73(33%) 219(64%) 351(50%)
4.0-above 0 (0%) 6 (9%) 3 (1%) 14 (4%) 233(3%)
Chapter 1 – Student/Community Profile: Data and Findings
Page 65
Personalized Opportunity Program (POP) Data Tenth and eleventh grade students who are earning failing grades in both Math and English are placed into a tutoring class with credentialed Math and English teachers for one period per day. The following charts show the difference in student grades for both semesters.
POP Math Grades by Semester, 2009-2010
50 40 30 20 10 0
45 33 Semester 1 7
6
F
6
1
D
C
Semester 2
6
1
B
POP English Grades by Semester, 2009-2010
35 30 25 20 15 10 5 0
29 21
21 15
Semester 1
11 5
F
D
C
Semester 2
8 2
B
Chapter 1 – Student/Community Profile: Data and Findings
0
2
A
Page 66
Perception Data – Surveys Teacher Survey The teacher survey was done through the Survey Monkey website over a two week period in October of 2010. While teachers’ responses were positive for the most part, teachers did raise concerns regarding the school’s understanding of and commitment to the ESLRs, cross curricular planning time, the allocation of time for planning, the measuring of the effectiveness of professional development on student achievement, and adequately maintained facilities. Strongly Agree
1. The school has established clear, coherent ESLRs based upon high quality standards and is congruent with research, practices, the community, and the belief that all students can learn. 2. Students, parents and other members of the school community demonstrate an understanding of and commitment to the mission and ESLR's. 3. The school staff is implementing an effective process for regular review/revision of the mission and ESLR's based on student need, global, national, and local needs, and community conditions. 4. The school's planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students and parents. 5. The school's Single Plan for Student Achievement correlates with the analysis of student achievement of the critical academic needs and ESLRs/content standards. 6. Allocation of time/fiscal/personnel/material resources correlates with ESLRs and the school-wide action plan. 7. The school has procedures to ensure that staff members are qualified based on staff background, training and preparation. 8. The process to assign staff members in order to maximize the use of their expertise in accomplishing quality student learning is effective. 9. The school has clearly written administrative and faculty policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. 10. The school has effective existing structures for internal communication, planning, and resolving differences. 11. The school effectively supports professional development with time, personnel, material, and fiscal resources to facilitate all students achieving the ESLRs/content standards. 12. There are effective operating processes that determine the measurable effect of professional development on student performance. 13. The school's facilities are adequate to meet the school's vision and purpose and are safe, functional, and well maintained. 14. The procedures are effective for acquiring and maintaining adequate instructional materials and equipment, such as standards aligned textbooks, other printed materials, audiovisuals, support technology, manipulatives, and laboratory materials. 15. Resources are available to enable the hiring and nurturing of well-qualified staff, including on-going professional development.
Chapter 1 – Student/Community Profile: Data and Findings
Agree
Disagree
Strongly Disagree
Not Sure
13.5%
58.4%
7.9%
3.4%
16.9%
2.2%
39.3%
27.0%
6.7%
24.7%
11.2%
48.3%
23.6%
3.4%
13.5%
14.6%
50.6%
22.5%
2.2%
10.1%
3.4%
52.8%
9%
1.1%
33.7%
6.7%
33.7%
34.8%
1.1%
23.6%
22.5%
56.2%
7.9%
5.6%
7.9%
12.4%
60.7%
14.6%
5.6%
6.7%
23.6%
55.1%
9%
2.2%
10.1%
7.9%
44.9%
23.6%
12.4%
11.2%
5.6%
39.3%
31.5%
14.6%
9%
2.2%
29.2%
39.3%
9%
20.2%
6.7%
37.1%
32.6%
18 %
5.6%
7.9%
38.2%
29.2%
16.9%
7.9%
5.6%
49.4%
29.2%
5.6%
10.1%
Page 67
Strongly Agree
16. (Written Feedback Question….) 17. The school provides examples that document the use of current educational research related to the curricular standards in order to maintain a viable, meaningful instructional program for students. 18. The school has defined academic standards for each subject area, course, and/or program. 19. There is congruence between the actual concepts and skills taught and the ESLRs/content standards. 20. The school's examination of representative samples of student work and snapshots of student engagement in learning demonstrates the implementation of standards-based curriculum and the ESLRs. 21. A rigorous, relevant and coherent curriculum is accessible to all students. 22. The school regularly examines the demographics of students within class offerings to ensure equity and access for all students. 23. The school's instructional practices and other activities facilitate access and success for special needs students. 24. The school communicates regularly with the feeder middle schools and local colleges to ensure successful transitions for students. 25. There is integration among the disciplines and crosscurricular planning and/or assignments at the school. 26. The school provides for career exploration, preparation for post- secondary education and pre-technical training for all students. 27. Parents, students and staff collaborate in the development and monitoring of a student's personal learning plan, based upon a student's learning style and career and educational goals. 28. The school implements processes for monitoring and making appropriate changes in students' personal learning goals (e.g., classes and programs) and regularly evaluates them. 29. All students have access to real world applications of their educational interests in relationship to a rigorous, standardsbased curriculum. 30. The school implements academic support programs to ensure students are meeting all requirements, including CAHSEE. 31. (Written feedback question….) 32. The school has evaluated the degree of involvement in the learning of students with diverse backgrounds and abilities and modified approaches based on findings. 33. The students know the standards/expected performance levels beforehand for each area of study. 34. The school's instructional staff members differentiate instruction and evaluate its impact on student learning. 35. Teachers are current in the instructional content taught and research- based instructional methodology. 36. Teachers work as content standards coaches to facilitate learning for all students. 37. Opportunities for shadowing, apprenticeships, community projects and other real world experiences and applications are available to all students. 38. All teachers use a variety of strategies and resources that actively engage students and emphasize higher order thinking skills.
Chapter 1 – Student/Community Profile: Data and Findings
Agree
Disagree
Strongly Disagree
Not Sure
4.6%
51.7%
21.8%
0%
21.8%
23 %
60.9%
8%
1.1%
6.9%
6.9%
63.2%
9.2%
1.1%
19.5%
6.9%
62.1%
9.2%
0%
21.8%
25.3%
54 %
12.6%
1.1%
6.9%
11.5%
43.7%
19.5%
4.6%
20.7%
17.2%
55.2%
8%
4.6%
14.9%
9.2%
32.2%
25.3%
4.6%
28.7%
3.4%
34.5%
40.2%
6.9%
14.9%
10.3%
58.6%
16.1%
4.6%
10.3%
6.9%
59.8%
13.8%
1.1%
18.4%
10.3%
64.4%
5.7%
1.1%
18.4%
6.9%
54 %
17.2%
3.4%
18.4%
25.3%
65.5%
2.3%
0%
6.9 %
11.6%
51.2%
16.3%
0%
20.9%
10.5%
52.3%
18.6%
0%
18.6%
17.4%
55.8%
15.1%
0%
11.6%
16.3%
54.7%
14 %
0%
15.1%
10.5%
62.8%
9.3%
0%
17.4%
3.5%
43 %
29.1%
1.2%
23.3%
12.8%
53.5%
19.8%
0%
14 %
Page 68
Strongly Agree
39. (Written feedback question…) 40. The school uses effective assessment processes to collect, disaggregate, analyze, and report student performance data to the parents, staff and other shareholders in the community. 41. The school has determined the basis upon which students' grades and their growth and performance level are measured and uses that information to strengthen high achievement for all students. 42. The school has an effective system to monitor all students' progress toward meeting the ESLRs/content standards. 43. Teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills such as content standards essays, portfolios, individual or group projects, test, etc. 44. Teachers and staff collect, analyze and use assessment data to make decisions and changes in their curricular and instructional approaches. 45. Student feedback is an important part of monitoring student progress over time based on the ESLRs/content standards. 46. Student feedback is an important part of monitoring student progress over time based on the ESLRs/content standards. 47. The district, board, staff, students and parents are involved in assessing and monitoring student progress 48. There are effective processes to keep the district, the board and parents informed about student progress toward achieving the ESLRs/content standards. 49. (Written feedback question…) 50. The school implements strategies and processes for the regular involvement of parents and the community. 51. The school uses community resources to support students, such as professional services, business partnerships, and speakers. 52. The school uses its resources to ensure a safe, clean and orderly place that nurtures learning. 53. The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning. 54. The school has an atmosphere of trust, respect, and professionalism 55. The school has available adequate services including referral services to support student in areas such as health, career, and personal counseling and academic assistance. 56. School leadership and staff link curricular and co-curricular activities to the ESLRs/content standards. 57. The school has an effective process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services. 58. The school is aware of the student view of student support services through such approaches as interviewing and discussing with student representatives. 59. (Written feedback question…)
Chapter 1 – Student/Community Profile: Data and Findings
Agree
Disagree
Strongly Disagree
Not Sure
12.9%
62.4%
12.9%
1.2%
10.6%
7.1%
55.3%
20 %
0%
17.6%
5.9%
35.3%
31.8%
2.4%
24.7%
28.2%
61.2%
3.5%
0%
7.1%
18.8%
55.3%
10.6%
0%
15.3%
9.4%
48.2%
15.3%
3.5%
23.5%
8.2%
52.9%
12.9%
2.4%
23.5%
4.7%
52.9%
15.3%
2.4%
24.7%
3.5%
51.8%
22.4%
0%
22.4%
21.7%
62.7%
9.6%
0%
6%
20.5%
63.9%
6%
0%
9.6%
15.7%
59 %
20.5%
1.2%
3.6%
22.9%
66.3%
6%
0%
4.8%
19.3%
55.4%
15.7%
3.6%
6%
19.3%
66.3%
3.6%
0%
10.8%
4.8%
45.8%
15.7%
2.4%
31.3%
4.8%
39.8%
16.9%
1.2%
37.3%
9.6%
44.6%
12 %
0%
33.7%
Page 69
Parent Survey Parent surveys are completed to gain feedback from parents in efforts to improve the quality of the school program. This year, the survey was distributed as part of the registration packet. Over 1,300 parents completed this year’s survey. By a large majority, parent responses were favorable in almost all categories. Parent responses regarding restroom cleanliness and teacher lag time in inputting grades did show their concern in those areas. Strongly Agree
1. My oldest or only student at Samohi is a member of: 2. My oldest or only student at Samohi is in: 3. The school leaders (administrators, house principals, teachers, coaches, counselors) are effective 4. The House system serves the needs of my student 5. My child finds the classes he/she is taking are appropriately challenging. 6. My child finds the classes that he or she is taking are relevant to his/her post secondary goals. 7. My child is being well prepared for college. 8. There is an adequate number and variety of extra-curricular activities for my child. 9. There is a sufficient variety of classes offered and times available to meet child’s academic goals. 10. The school offers opportunities for my child to gain real world experiences through job shadowing, apprenticeships, ROP and volunteering. 11. I am involved in the development and monitoring of my child’s four-year plan. 12. Samohi’s programs meet the unique needs of children. (for example, learning disabled, accelerated, advanced, limited English, etc.) 13. My child feels he/she is learning the material in his/her classes. 14. Samohi students have adequate computer instruction. 15. I am aware of the many tutoring opportunities on campus. 16. My child finds the classes he/she is taking to be interesting. 17. Homework is useful and relevant to the learning goals of the class. 18. The pace of instruction is appropriate. 19. The teachers use a variety of strategies and resources that engage my child to think at a high level. 20. My child’s teachers are knowledgeable in the subject matter. 21. My child’s teachers communicate their subject matter effectively. 22. My child’s teachers are enthusiastic and supportive. 23. Extra-curricular activities leave enough time to complete academic assignments. 24. My child’s academic workload is reasonable. 25. My student receives the help needed to be successful in school. 26. At Samohi, students have regular access to computers for their schoolwork. 27. My child’s teachers update their Pinnacle online grades in a timely manner.
Chapter 1 – Student/Community Profile: Data and Findings
Agree
Disagree
Strongly Disagree
Not Sure
27.6%
64.4%
4.1%
0.5%
3.0%
29.7%
58.2%
4.6%
0.7%
6.1%
25.3%
62.6%
6.9%
0.9%
2.9%
24.7%
60.3%
6.8%
1%
5.6%
28.8%
55%
8.2%
0.9%
5.4%
34.8%
54.9%
5%
0.8%
3.5%
28.1%
58.8%
7.5%
1.2%
3.6%
23.1%
51.1%
7.0%
0.7
17.2%
38.1%
52.1%
4.5%
0.6%
4%
23.1%
51.6%
4.5%
1.5%
18.8%
24.7%
65.4%
6%
0.9%
2%
16% 19.1% 16.3%
49.7% 51.8% 64.7%
12.4% 13.6% 11.8%
2.2% 2.1% 1.7%
17.4% 12.5% 4.5%
21.9%
62.7%
8.9%
2.2%
3.7%
17.2%
65.2%
9.2%
1%
6.4%
20.3%
59%
9.6%
1.1%
8.9%
23.4%
63%
4.4%
0.7%
8%
17.1%
64.8%
7.5%
1%
8.7%
21.5%
59%
8.1%
1.3%
8.9%
12.4%
57.1%
16.4%
3%
9.9%
14.3%
69%
10.9%
1.8%
3.1%
19.1%
64.0%
9.0%
1.6%
5.0%
17.9%
48.2%
6.4%
1.6%
24.2%
16%
50.6%
21.4%
5.8%
4.9%
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Strongly Agree
28. My child understands what he/she needs to study in order to do well on quizzes. 29. Assignments, tests and projects reflect what is taught in class. 30. Teachers set high expectation for performance for my child. 31. Teachers provide timely feedback on assignments and tests so that my child and I know how he/she is doing in class and what he/she needs to do to improve. 32. The grades that my child receives accurately reflect what he/she has learned and can do. 33. My child feels prepared for state standardized testing and/or the CAHSEE. 34. I received sufficient feedback on my child’s performance on the state’s standardized testing system (STAR). 35. I view the Pinnacle online grading system regularly to monitor my student’s progress. 36. I am encouraged to be involved in my child’s education, both at home and on campus. 37. My child feels safe on campus and is free from bullying, harassment and/or discrimination. 38. Restrooms, eating areas and classrooms are clean and well maintained. 39. School staff (administrators, teachers, advisors, coaches, etc.) is helpful to me and my child. 40. School staff (administrators, teachers, advisors, coaches, etc.) is respectful to me and my child. 41. I feel comfortable talking with school staff and resolving issues that concern my child. 42. Samohi welcomes and encourages parents to be involved in all kinds of ways. 43. Samohi keeps me informed about what goes on a school (Samohi Website, Viking Voice, Samohi-PTSA, School Newspaper, etc.) 44. Samohi handles discipline problems fairly. 45. Samohi effectively fundraises for the Annual Giving Campaign which benefits the educational experience of every student. 46. Samohi has many donation opportunities. 47. Samohi is free from racial tension on campus. 48. Overall, I am satisfied with Samohi. 49. The counselor knows my student well. 50. The counselor provided my student with emotional and academic support. 51. Samohi has respect for the diversity of families and students.
Chapter 1 – Student/Community Profile: Data and Findings
Agree
Disagree
Strongly Disagree
Not Sure
22.1%
63.1%
9.6%
1.3%
2.8%
16.3%
68.8%
5.1%
0.3%
8.1%
20.5%
62.5%
7.6%
0.5%
7.7%
14.6%
57%
18.3%
2.9%
5.6%
17.4%
60.8%
13.3%
2.5%
4.2%
22%
55.7%
11%
1.9%
8.2%
20.1%
56%
13.9%
1.8%
6%
29%
51.8%
11.7%
3.4%
3%
31.8%
56.7%
7.2%
1.3%
1.8%
27.3%
57.6%
8%
1.9%
4%
7.8%
33.9%
26.7%
17.8%
12.4%
24.1%
4.5%
6%
.2%
2.8%
29.2%
61.6%
4%
1.4%
2.5%
28.7%
60.8%
5.5%
0.7%
3.2%
34%
56%
4.5%
0.3%
4.3%
37.6%
53.9%
4.4%
0.7%%
2.2%
19.1%
50.8%
5.5%
1.9%
21.6%
20.3%
57.1%
3.9%
0.2%.
17.1%
28.1% 13.7% 33.9% 31.1%
57.1% 43.3% 59.4% 46.2%
2.3% 17.1% 2.5% 9.8%
0.2% 3.1% 1% 2.3%
10.7% 20.8% 1.6% 8.8%
30.5%
47.8%
8.8%
1.9%
9.2%
33%
56.9%
2%
0.5%
6.2%
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Student Survey Student responses were favorable in almost all areas. Students feel teachers have high expectations for all students on campus. The majority of students surveyed consider Samohi to be an excellent or good school. Students raised concerns regarding restroom and eating area cleanliness. Strongly Agree 1. I am a member of 2. I am confident that I am being prepared well for college and the real world. 3. Overall, teachers set expectations for performance and academic ability that reflect/match my own expectations for myself. 4. My homework assignments are directly related to classroom activities. 5. Concepts and information in class are covered at an appropriate pace. 6. Overall, my teachers use a variety of instructional materials. 7. Instruction in the classroom encourages an understanding of diverse opinions, values, and cultures. 8. My teachers generally use the entire class period effectively. 9. In general, my teachers return papers and grades in a timely manner. 10. Extra-curricular activities leave enough time for academic work. 11. I am satisfied with the variety of classes at Samohi. 12. There are adequate amounts of clubs and extracurricular activities available to me. 13. The curriculum is rigorous. 14. The curriculum is interesting and appealing to me. 15. The classes I need to complete my four-year plan for high school are readily available. 16. Samohi provides a challenging, comprehensive and relevant curriculum for me. 17. Teachers provide extra help and support when I need it. 18. I am given a sufficient amount of time to study for tests and quizzes. 19. I am tested on relevant information that I have learned in class. 20. I am given enough time to complete tests and quizzes. 21. I am given assignments/tests that are at my level of learning. 22. I believe that there are a reasonable number of tests and quizzes administered in my classes. 23. Santa Monica High School teachers are respectful to me. 24. Samohi is a safe place to attend school.
Agree
Neutral
Disagree
Strongly Disagree
17.7%
54.8%
21.4%
4.3%
1.4%
13.2%
50.6%
27.2
7.2%
1.5%
25.9%
50.2%
19 %
3.8%
0.8%
12.1%
46.6%
30.7%
8.4%
1.2%
29.3%
44.1%
19.1%
5.9%
1.1%
14.8%
42.2%
32.6%
7.9%
1.7%
21.1%
46.5%
23.4%
7%
1.7%
8.4%
34%
35.8%
15.2%
6%
7.6%
33.6%
35%
17.4%
5.5%
25.1%
43.8%
20.6%
7.4%
2.2%
33.4%
43.2%
17.7%
3.6%
1.3%
11.2%
39.7%
38.7%
6.7%
1.9%
7.8%
37.4%
38.9%
11%
4.1%
37%
44.6%
14%
2.6%
1.3%
13.8%
53.8%
25.6%
5.1%
1.3%
22.7%
49.7%
20.2%
5.3%
1.9%
10%
41.8%
32.2%
12.7%
2.9%
17.3%
56.3%
19.7%
4.8%
0.8%
20.6%
51.7%
19.5%
6.2%
1.5%
16.7%
55.4%
21.1%
4.3%
1.7%
13.3%
52.4%
25.1%
6.7%
1.8%
25.5%
43.7%
21.1%
6.3%
2.6%
25.8%
47.6%
19.4%
4.2%
2.2%
Chapter 1 – Student/Community Profile: Data and Findings
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25. Restrooms are clean and well maintained. 26. Eating areas are cleaned and well maintained. 27. Samohi encourages an understanding of diverse opinions, values and cultures. 28. I am comfortable talking with my advisor to resolve a problem. 29. I am comfortable talking to my principal to resolve a problem. 30. There is adequate technology on campus to meet my academic needs. 31. I regularly use the school’s computer labs/school computers. 32. I regularly use the school’s library. 33. In general, I enjoy my time and feel welcome at Samohi 34. Samohi students are respectful towards teachers and administrators. 35. There is at least one adult I can go to if I have a problem on campus.
Strongly Agree 1.2%
Agree
Neutral
Disagree
5.7%
13.8%
25%
Strongly Disagree 53.3%
4.7%
22.3%
38.4%
24.2%
9.2%
15.9%
45.6%
29.3%
6.1%
2%
25.9%
38%
22%
8.5%
4.9%
9.7%
26.2%
37.2%
16.7%
9.2%
14.2%
48.3%
25.9%
8.1%
2.4%
5.9%
15.8%
27.6%
32.5%
17%
6.2%
17.9%
30.1%
31.4%
12.8%
17%
42.4%
26.9%
7.9%
4.2%
5.8%
24.9%
43.9%
17.7%
6.1%
31.3%
37.8%
19.3%
6.3%
3.8%
Chapter 1 – Student/Community Profile: Data and Findings
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