SANTA MONICA HIGH SCHOOL - Santa Monica

Transcription

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
Page 1
Dr. Hugo A. Pedroza, Principal
601 Pico Boulevard
Santa Monica, CA 90405
www.samohi.smmusd.org
Page 2
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
Page 3
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
Page 4
Santa Monica High School
Mission Statement
Sincerity • Maturity • Honor • Service
Samohi will offer every student experiences to
grow creatively, ethically, and academically
Page 5
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.
Page 6
Santa Monica High School Leadership Team
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
Page 7
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
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
Page 8
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
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
Page 9
WASC Self-Study
Leadership Team
Administrative Leadership Team
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
Page 10
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
Page 11
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.
John Adams Middle School
Edison
Grant
Muir
Rogers
Lincoln Middle School
SMASH
Franklin
McKinley Roosevelt
Page 12
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.
Page 13
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.
Page 14
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.
Page 15
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
1.5%
27
1%
100% 3,074
100%
Page 16
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
Primary
Language
Total # of
students
Page 17
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.
Page 18
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%
Page 19
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.
Page 20
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%
Page 21
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
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
Page 22
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
Page 23
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.
Alumni All Class Picnic, Samohi students of all ages
Page 24
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.
Page 25
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.
Page 26
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
Page 27
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
Page 28
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%
Page 29
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
Page 30
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.
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.
Immersion Program
School Year
# of Immersion Students
2007-2008
132
2008-2009
128
2009-2010
129
Page 31
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
# of Students
Page 32
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
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.
Page 34
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.
Page 35
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).
Page 36
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
Page 37
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.
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
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
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
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
Page 42
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.
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
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
*
*
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
-------
Page 44
Made AYP:
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
Participation Rate
Percent Proficient
Math
ELA
Math
Yes
Yes
Yes
--------------------------------------------------------------------------Yes
Yes
Yes
------------------Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
------------------
Made AYP:
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
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
------
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
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%)
Page 47
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%)
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%)
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
60
50
40
Gen.
Algebra
30
Gemoetry
Algebra II
20
Summative
10
0
2007
2008
2009
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
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
Page 50
CST Geometry
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
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
Page 51
CST Summative
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
CST Science
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
Page 52
CST Science
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
Page 53
CST Grade 10 Life Science
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
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
Page 54
CST Physics
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)
CST Social Science
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
Page 55
CST Social Science
80
70
60
50
World History
40
U.S.History
30
20
10
0
2007
2008
2009
2010
CST World History
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
Page 56
CST U.S. History
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
Page 57
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
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
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.
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
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
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%
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
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
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%)
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
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.
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.
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.
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.
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.
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%
Page 70
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.
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%
Page 71
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%
Page 72
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%
Page 73

SANTA MONICA HIGH SCHOOL - Santa Monica

Transcription

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