SARC Report for San Marcos Senior High School · DataQuest is an online data tool located on the...

San Marcos Senior High School

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies toaddress state and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2016-17 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates,dropouts, course enrollments, staffing, and data regarding English learners).

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

Last updated: 1/29/2018

About This School

Contact Information (School Year 2017-18)Contact Information (School Year 2017-18)

District Contact Information (School Year 2017-18)

District Name Santa Barbara Unified

Phone Number (805) 963-4338

Superintendent Cary Matsuoka

E-mail Address [email protected]

Web Site http://www.sbunified.org

School Contact Information (School Year 2017-18)

School Name San Marcos Senior High School

Street 4750 Hollister Ave.

City, State, Zip Santa Barbara, Ca, 93110-1921

Phone Number 805-967-4581

Principal Ed Behrens, Principal

E-mail Address [email protected]

Web Site http://www.sbunified.org

County-District-School(CDS) Code

42767864235230

School Description and Mission Statement (School Year 2017-18)School Description and Mission Statement (School Year 2017-18)

Established in 1958, San Marcos High School employs approximately 93 teachers, 7.5 counselors, and 5 administrators. The school is accredited through theWestern Associat ion of Schools and Colleges and was named a California Dist inguished School in 1994 and 2005. In 2015, San Marcos received a California GoldRibbon School Award and was honored as a T it le 1 Academic Achievement Award School. San Marcos High School is located in a suburban area two miles fromthe city of Santa Barbara, California, w ith a greater metropolitan populat ion of 220,000. Many residents are middle-class or blue-collar w ith a significant number offirst generat ion and non-English speaking families.

San Marcos operates on an “Academic Focus” Block Schedule, w ith four terms per year. Each class period is 86 minutes in length. A full schedule after 9th grade isconsidered three classes per term. Final grades and credits are given at the end of each term, which equates to a semester under other systems. All students arerequired to complete a minimum of 220 units/credits for graduat ion. In addit ion to these academic requirements, all students are required to complete 60 hoursof community service. Weighted grades are given in Honors, AP and Dual Enrollment courses, the most rigorous classes offered at the school. Honors classes areoffered in core courses in grades 9 and 10. AP courses are taken primarily by students in grades 11 and 12. AP course offerings include American government,biology, calculus AB and BC, chemistry, micro and macro economics, English language, English literature, environmental science, French, Lat in, psychology, physics1 and 2, Spanish, stat ist ics, studio art, U.S. history and world history. Dual Enrollment classes w ith Santa Barbara City College (SBCC) are offered on campus inEnglish, calculus, construct ion technology, stat ist ics, Spanish, professional development, market ing, finance (entrepreneurship) culinary and auto. College creditand a weighted grade are given to students who successfully complete these courses. Students may also complete required coursework through Dual Enrollmentcourses on the SBCC campus.

San Marcos also offers several well respected Academy programs. Students enrolled in the Health Careers Academy take a core health class followed by acurriculum of related Santa Barbara City College classes taught on campus. The Accelerated Academic Program for Leadership and Enrichment (AAPLE) is aprogram designed to offer the most rigorous 4 year academic pathway while simultaneously providing hands-on, enrichment opportunit ies for a diverse group ofthe highest achieving students. The Entrepreneurship Academy is a three year program that provides students w ith the knowledge and skills to springboard theirown entrepreneurial visions into act ion through rigorous coursework, relevant experience in local business community partnerships and student run businessventures. The Program for Effect ive Access to College (PEAC) is a model California Schools Gold Ribbon program that is designed to close the achievement gap byut ilizing advanced and honors courses to guarantee college readiness for low-income, underrepresented Lat ino students. A staffed Career Center offers guidanceprograms including The Majors Program, job shadowing and internships. All San Marcos students are encouraged to attend college and are counseled to follow acollege preparatory track that w ill fulfill the course requirements for admission to the University of California or California State school system. Students are requiredto complete a 10-year college and career-readiness plan prior to beginning tenth grade. In 2014 the school added a 25 minute intervent ion period to the dailyschedule called “Royal T ime” to provide targeted intervent ion class support for students that received any D or F grades in the previous grading period.

San Marcos has numerous student led clubs and organizat ions. There are 60 male and female interscholast ic sports teams. The school is a member of the ChannelLeague and CIF. Over the years, San Marcos has won many league and CIF championships as has consistent ly received the highest number of CIF Academic TeamChampionships in the Southern Sect ion. During the 2016-17 school year the Royals won a record 10 Channel League Championships. Outstanding programs atSan Marcos are the nat ionally recognized Performing Arts Program that includes theater, instrumental and vocal music groups. The school fields a successful MockTrial team that has won a highly competit ive county competit ion numerous t imes as well as competing at the state and nat ional level. An award w inning schoolnewspaper is published ten t imes a year by students in the journalism class. The video product ion class produces daily features and a weekly 10-minute news andentertainment program that has won several awards. All students are required to part icipate in two years of directed school act ivity such as athlet ics, drama,band, choir, or physical educat ion. Honor societ ies include the California Scholarship Federat ion (CSF) and Nat ional Honor Society (NHS).

2016-17 SARC - San Marcos Senior High School

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mailto:[email protected]

http://www.sbunified.org

mailto:[email protected]

http://www.sbunified.org


The learning community of San Marcos High School is responsible for providing all students an academically challenging educat ion. A rigorous curriculum, a broadand varied elect ive program, and a range of student act ivit ies provide mult iple opportunit ies for our students to succeed. High expectat ions for achievement andbehavior facilitate the development of students as academic achievers, community part icipants, and effect ive thinkers and communicators. We remain committedto fostering a support ive school climate that celebrates diversity; promotes healthy self-esteem; and enhances posit ive relat ionships among students, staff,parents, and community members.

Mission Statement San Marcos High School w ill provide a rigorous and relevant standards based curriculum in a safe and support ive environment to equip all students for college andcareer readiness.

A strong academic foundat ion enhanced by a w ide variety of elect ive, career pathway and programs provides a unique opportunity for students to:

• Understand and respect diversity.• Balance individual and civic responsibilit ies.• Posit ively contribute and successfully adapt to a rapidly changing world.• Assume responsibility for their act ions, learning and personal growth.


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Student Enrollment by Grade Level (School Year 2016-17)Student Enrollment by Grade Level (School Year 2016-17)

Grade Level Number of Students

Grade 9 524

Grade 10 556

Grade 11 557

Grade 12 555

Total Enrollment 2192

Grade 9 Grade 10 Grade 11 Grade 120

100

200

300

400

500

600

Student Enrollment by Student Group (School Year 2016-17)Student Enrollment by Student Group (School Year 2016-17)

Student Group Percent of Total Enrollment

Black or African American 1.4 %

American Indian or Alaska Nat ive 0.9 %

Asian 3.8 %

Filipino 0.7 %

Hispanic or Lat ino 54.6 %

Native Hawaiian or Pacific Islander 0.0 %

White 38.5 %

Two or More Races 0.0 %

Other 0.1 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 46.3 %

English Learners 12.7 %

Students w ith Disabilit ies 14.5 %

Foster Youth 0.2 %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2015-16

2016-17

2017-18

2017-18

With Full Credent ial 95 99 97 667

Without Full Credent ial 2 0 4 14

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

5 6 7 36

2015-16 2016-17 2017-180

20

40

60

80

100

120Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2015-

162016-

172017-

18

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 5 6 7

Vacant Teacher Posit ions 0 0 0

2015-16 2016-17 2017-180

1

2

3

4

5

6

7

8Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Year and month in which the data were collected: November 2017

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18)

Subject Textbooks and Instructional Materials/year of AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language ArtsLiterature and Language Arts (Holt) – 3rd Course, 4th Course, 5th

Course, and 6th Course, 2003

The Language of Composit ion (Bedford/St. Mart in’s) 2013

They Say, I Say (WW Norton & Co) 2010 & 2014

The Norton Reader (WW Norton & Co) 2012

Literature: An Introduct ion to Fict ion, Poetry, and Drama (PearsonLongman) 2005

English 3D Course I Issues (HMH) 2011

English 3D Course II Issues (HMH) 2014

Read 180 California Enterprise Edit ion (HMH) 2009

Yes 0.0 %

MathematicsCore Connect ions Integrated I (CPM) 2014

Core Connect ions Integrated II (CPM) 2015

Core Connect ions Integrated III (CPM) 2015

Pre-Calculus (Thomson Learning) 2007

Calculus (Thomas Learning) 2003

Calculus, AP Edit ion (Cengage) 2014

Elementary Stat ist ics (Pearson) 2009

Beginning Stat ist ics (Hawkes Learning Systems) 2014

Alternate Current Materials

Yes 0.0 %

ScienceBiology (Pearson Educat ion) 2007

Biology AP Edit ion (McGraw Hill) 2013, 207

Marine Biology (McGraw Hill) 2000

Introductory Oceanography (Pearson Prent ice Hall) 2004

Modern Chemistry (Holt) 2006

Zumdahl’s Advanced Chemistry (Houghton Mifflin) 2007

Conceptual Physics (Pearson) 2006

Physics (Holt) 2007

College Physics (Cengage) 2015

Hole’s Essent ials of Anatomy and Physiology (Glencoe) 2015

Living in the Environment (Cengage) 2015

Yes 0.0 %

History-Social ScienceModern World History (McDougal Lit tell) 2006

The Americans (McDougal Lit tell) 1999

American History: Connect ing w ith the Past (McGraw Hill) 2015

Magruders’s American Government (Pearson Educat ion) 2006

American Government (Houghton Mifflin) 2006

Economics (McDougal Lit t le) 2008

Economics AP Edit ion (McGraw Hill) 2012 & 2005

Western Civilizat ions (Thomson Wadsworth) 2003

Ways of the World: A Global History w ith Sources (AP), (Bedford/St.Mart in’s) 2011

Yes 0.0 %


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Note: Cells w ith N/A values do not require data.

Myers’ Psychology for AP (BFW/Worth) 2014

Foreign Language¡Qué Chévere! 1(EMC Publishing) 2016

¡Qué Chévere! 2 (EMC Publishing) 2016

Qué Chévere! 3 (EMC Publishing) 2016

Imagina (Vista) 2015

D’accord! 1 (Vista Higher Learning) 2015



En Bonne Forme (Houghton Mifflin) 2007

Cambridge Lat in Course,1-4 (Cambridge) 2001

Yes 0.0 %

HealthHolt Lifet ime Health (Holt) 2004

Yes 0.0 %

Visual and PerformingArts

0.0 %

Science Lab Eqpmt(Grades 9-12)

N/A N/A 0.0 %


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School Facility Good Repair StatusYear and month of the most recent FIT report: December 2017

Overall Facility RateYear and month of the most recent FIT report: December 2017

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

San Marcos High School puts the safety of its students and staff members first . W ith the help of campus supervisors, a full custodial crew, and a helpful classifiedoffice staff, the campus is a secure and clean environment for its students and employees. Two full t ime gardeners maintain landscaping, playing fields and abeaut iful appearance of 56 acres of campus. Examples of safety and cleanliness include:

• closed campus, only eleventh- and twelfth-grade students allowed to leave at lunch;• the premises are monitored throughout the workday and graffit i is immediately removed;• visitors check in and out at the front office; staff is provided w ith a visible picture ID;• the side gate to the school remains locked during the busiest t ime of the school day to deter outsiders from coming onto campus;• administrators consistent ly supervise nutrit ion, lunch and class breaks as well as special events such as athlet ics and cultural arts events.

In addit ion to the daily removal of trash and regular facility maintenance, the campus undergoes a complete cleaning during the recess periods when students arenot on campus. All restroom and toilet facilit ies are fully operat ional. A committee to beaut ify San Marcos is act ively meeting to improve our school grounds.

Built in 1958, the school is in good condit ion. Recent upgrades have been completed to bring the school into compliance w ith terms of the Americans w ithDisabilit ies Act. All maintenance issues are addressed by our custodians and w ith the assistance from our district office maintenance crew, which specializes incertain areas (e.g.: gardeners, plumbers, painters, welders, carpenters).

System Inspected RatingRepair Needed and Action Taken

or Planned

Systems: Gas Leaks,Mechanical/HVAC, Sewer

Good

Interior: Interior Surfaces GoodStained/missing ceiling t iles in dining

area.

Cleanliness: OverallCleanliness, Pest/VerminInfestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains:Restrooms, Sinks/Fountains

FairD W ing boy's restroom missing onetoilet. H W ing restroom missing onetoilet. Two toilets missing in boy'slocker room and one in the girls'

locker room. Toilet replacement ispart of the current bond project.

Safety: Fire Safety, HazardousMaterials

Good

Structural: StructuralDamage, Roofs

GoodH building has termite damage innorth side eaves. M and I w ings

need new roofs, leaks have beenpatched. M-1 storage rooms need

reconstruct ion due to flooddamage.

External: Playground/SchoolGrounds,W indows/Doors/Gates/Fences

GoodLibrary pat io surface and drainage

needs some work. I-12 gutterrust ing through. Restroom by track

needs new door. Press boxrestroom needs new door.


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Year and month of the most recent FIT report: December 2017

Overall Rat ing Good


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. Only eligible students may part icipate in the administrat ion of the CAAs. CAAs items arealigned w ith alternate achievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith the most significant cognit ivedisabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

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

CAASPP Test Results in ELA and Mathematics for All StudentsCAASPP Test Results in ELA and Mathematics for All Students

Grades Three through Eight and Grade Eleven Grades Three through Eight and Grade Eleven (School Year 2016-17)(School Year 2016-17)

Subject

Percentage of Students Meeting or Exceeding the State Standards

School District State

2015-16 2016-17 2015-16 2016-17 2015-16 2016-17

English Language Arts / Literacy (grades 3-8 and 11) 49% 62% 51% 52% 48% 48%

Mathematics (grades 3-8 and 11) 32% 32% 41% 43% 36% 37%


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Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achievedLevel 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2016-17)Grades Three through Eight and Grade Eleven (School Year 2016-17)

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 551 538 97.64% 61.64%

Male 283 276 97.53% 53.99%

Female 268 262 97.76% 69.73%

Black or African American -- -- --

American Indian or Alaska Nat ive -- -- --

Asian 15 15 100.00% 73.33%

Filipino -- -- --

Hispanic or Lat ino 309 301 97.41% 48.33%

Native Hawaiian or Pacific Islander

White 210 205 97.62% 80.98%

Two or More Races

Socioeconomically Disadvantaged 279 270 96.77% 47.21%

English Learners 171 166 97.08% 29.09%

Students w ith Disabilit ies 83 80 96.39% 17.72%

Students Receiving Migrant Educat ion Services

Foster Youth


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Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e.,achieved Level 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2016-17)Grades Three through Eight and Grade Eleven (School Year 2016-17)

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 552 535 96.92% 32.34%

Male 284 274 96.48% 28.47%

Female 268 261 97.39% 36.40%

Black or African American -- -- --

American Indian or Alaska Nat ive -- -- --

Asian 15 15 100.00% 53.33%

Filipino -- -- --

Hispanic or Lat ino 310 299 96.45% 19.40%

Native Hawaiian or Pacific Islander

White 210 204 97.14% 50.00%

Two or More Races

Socioeconomically Disadvantaged 280 268 95.71% 18.66%

English Learners 172 165 95.93% --

Students w ith Disabilit ies 83 80 96.39% --

Students Receiving Migrant Educat ion Services

Foster Youth


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Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note:The 2016-17 data are not available. The California Department of Educat ion is developing a new science assessment based on the Next Generat ion ScienceStandards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science w ill no longer beadministered.

Career Technical Education Programs (School Year 2016-17)

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Grades Five, Eight and TenGrades Five, Eight and Ten

Subject

Percentage of Students Scoring at Proficient or Advanced


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Science (grades 5, 8, and 10) 42.0% 35.0% 58.0% 55.0% 56% 54%

Career technical educat ion programs are linked to academic courses at various points w ithin the sequence of pathway courses that students take. For example,w ithin health science pathways, students rely on their biology and chemistry educat ion to support their knowledge and skill development w ithin Kinesiology andSports Medicine CTE courses.

Career technical educat ion pathways have the ability to address the needs of a w ide variety of learners. The act ivit ies expected w ithin CTE courses arepart icipatory and kinesthet ic. Students in culinary arts, for example, are act ively engaged in the physical experience of learning skills while also using their academicknowledge regarding the science of cooking. Engaging special populat ions of students is inherent w ithin CTE programs as students who are planning to go on toa university can be well supported by the University of California a-g approved curriculum while students who are also looking at other opt ions such as communitycollege can be highly engaged. English language learners and special-educat ion students also have the opportunity to engage in accessible curriculum to enhancetheir learning experiences and broaden their career choices post-graduat ion.

Depending on the career technical educat ion program, measurable outcomes vary to include complet ion of required courses, mastery of specific skills for thatspecific career area and complet ion of cert ificat ions w ithin that specific career area. Teachers are expected to use the “11 Elements for a High Quality CTEProgram” to evaluate their work as well as the outcomes of their programs for students.

A district-w ide advisory committee, originally established under the prior CTE coordinator, is in the visioning process of reorganizat ion to meet tw ice per year w ithrepresentat ion from all industry sectors to mirror the CTE pathways offered in SBUSD. Beyond meeting tw ice per year, the addit ional expectat ion for the district-w ide advisory committee is to be responsive to pathway needs for periodic review of capital out lay needs. The current advisory board president is Frank Schipperfrom the Tradart Foundat ion. The industries represented on the advisory board current ly include construct ion, engineering, technology, graphic design,educat ion, finance, and government.

CTE Courses offered at San Marcos High School in 2016-17:

Advanced Health CareersAllied Health Careers 1Anatomy and Physiology PAUTO 101 Intro To Auto MechAUTO 110 Fund of Auto ServiceAutomotive TechnologyBusiness Plan DevelopmentChild DevelopmentChild Development AdvancedCNA 101 Cert ified Nursing AsstCNA InternshipsConstruct ion Technology 1Construct ion Technology 2Culinary Arts 1 PENT 201 Entrepreneurship&InnovExplorat ion in Construct ionFIN 100 Personal Money MgmtFIN 101 Intro Finance&BankingHCA InternshipsHealth Careers Academy CoreKinesiologyMKT 101 Intro to Market ingMKT 164 Online & Mobile MktgMKT 203 Mktg Communicat ions


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Career Technical Education Participation (School Year 2016-17)Career Technical Education Participation (School Year 2016-17)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 930

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma 5.0%

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion 38.0%

Courses for University of California (UC) and/or California State University (CSU) AdmissionCourses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2016-17 Pupils Enrolled in Courses Required for UC/CSU Admission 96.3%

2015-16 Graduates Who Completed All Courses Required for UC/CSU Admission 56.6%


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject area of physical educat ion

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

California Physical Fitness Test Results (School Year 2016-17)California Physical Fitness Test Results (School Year 2016-17)

Grade Level

Percentage of Students Meeting Fitness Standards

Four of Six Fitness Standards Five of Six Fitness Standards Six of Six Fitness Standards

9 11.9% 29.6% 49.9%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement (School Year 2017-18)Opportunities for Parental Involvement (School Year 2017-18)

Contact Person Name: Marcy W imbish Contact Person Phone Number: (805) 967-4581

An involved Parent Teacher Student Associat ion (PTSA) builds strong communicat ions between home and the school by publishing newsletters, by volunteeringfor school act ivit ies, and by raising money for classroom enrichment. The PTSA meets monthly and publishes The Lion's Tale monthly on-line and in print in Englishand Spanish. They also publish an annual student directory. The English Language Advisory Committee (ELAC) meets monthly to advise parents about campusprograms and how to best prepare their students for success beyond high school as well as to get feedback from families about the effect iveness of the EnglishLanguage Development Program. ELAC works closely w ith the School Site Council to develop the School Site Plan.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


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

Dropout Rate 8.2% 3.7% 2.4% 9.1% 6.0% 6.3% 11.5% 10.7% 9.7%

Graduat ion Rate 90.0% 94.0% 94.0% 86.6% 89.7% 89.4% 81.0% 82.3% 83.8%

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2013-14 2014-15 2015-160

20

40

60

80

100Dropout Rate

Graduation Rate


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Completion of High School Graduation Requirements - Graduating Class of 2016 Completion of High School Graduation Requirements - Graduating Class of 2016

(One-Year Rate)(One-Year Rate)

Student Group School District State

All Students 85.8% 85.3% 87.1%

Black or African American 80.0% 71.0% 79.2%

American Indian or Alaska Nat ive 100.0% 85.7% 80.2%

Asian 94.7% 96.0% 94.4%

Filipino 66.7% 83.3% 93.8%

Hispanic or Lat ino 80.5% 80.2% 84.6%

Native Hawaiian or Pacific Islander 0.0% 100.0% 86.6%

White 92.7% 90.8% 91.0%

Two or More Races 0.0% 0.0% 90.6%

Socioeconomically Disadvantaged 86.1% 86.5% 85.5%

English Learners 41.1% 34.2% 55.4%

Students w ith Disabilit ies 43.9% 53.7% 63.9%

Foster Youth 50.0% 71.4% 68.2%


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan (School Year 2017-18)

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17

Suspensions 2.4% 3.7% 3.3% 2.4% 2.8% 3.4% 3.8% 3.7% 3.7%

Expulsions 0.1% 0.5% 0.4% 0.0% 0.2% 0.2% 0.1% 0.1% 0.1%

Suspensions

2014-15 2015-16 2016-170.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2014-15 2015-16 2016-170.00

0.10

0.20

0.30

0.40

0.50

0.60School Expulsions

District Expulsions

State Expulsions

Date of Last Review/Update: March 2017 Date Last Discussed w ith Staff: January 2018

The Comprehensive School Site Safety Plan was developed in collaborat ion w ith local agencies and the district office to fulfill Senate Bill 187 requirements.Components of this plan include child abuse report ing procedures, teacher not ificat ion of dangerous pupil procedures, disaster response procedures, proceduresfor safe arrival and departure from school, sexual harassment policy, and dress code policy. Safety plans are available at www.sbunified.org/safety


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https://www.sbunified.org/safety


D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Federal Intervention Program (School Year 2017-18)Federal Intervention Program (School Year 2017-18)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2009-2010 2013-2014

Year in Program Improvement Year 5 Year 1

Number of Schools Current ly in Program Improvement N/A 15

Percent of Schools Current ly in Program Improvement N/A 93.8%


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

Academic Counselors and Other Support Staff (School Year 2016-17)


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


Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2014-15 2015-16 2016-17

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English 31.0 9 15 21 24.0 20 16 12 26.0 12 15 14

Mathematics 30.0 7 8 19 25.0 9 7 7 24.0 3 5 2

Science 36.0 3 1 25 32.0 2 10 16 29.0 5 13 16

Social Science 50.0 11 5 24 29.0 10 14 16 25.0 14 8 19

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 7.0 313.0

Counselor (Social/Behavioral or Career Development) 1.0 N/A

Library Media Teacher (Librarian) 1.0 N/A

Library Media Services Staff (Paraprofessional) 1.0 N/A

Psychologist 2.0 N/A

Social Worker 0.0 N/A

Nurse 1.0 N/A

Speech/Language/Hearing Specialist 2.0 N/A

Resource Specialist (non-teaching) 0.0 N/A

Other 0.0 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2015-16)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2015-16)

Level Total Expenditures Per PupilExpenditures Per Pupil

(Restricted)Expenditures Per Pupil

(Unrestricted) Average Teacher Salary

School Site $10203.0 $2723.0 $7480.0 $65540.0

District N/A N/A $7979.0 $72860.0

Percent Difference – School Site and District N/A N/A -6.5% -10.6%

State N/A N/A $6574.0 $77824.0

Percent Difference – School Site and State N/A N/A 12.9% -17.1%


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2016-17)Types of Services Funded (Fiscal Year 2016-17)

Student body funds are controlled by the Associated Student Body for all athlet ics, clubs, and classes as well as monies collected for all act ivit ies. The principaloversees the general funds for school expenses. The School Site Council oversees categorical funds. All expenditures are requested of and approved by the SiteCouncil follow ing the Single School Plan for Improvement. The council oversees the follow ing budgets:

• T it le I • LCAP (including School/Library Improvement, Art and Music Grant, Pupil Retent ion Block Grant)

Other budgets include:

• Perkins funds for industrial technology;• Gifted and Talented Educat ion (GATE);• State Lottery;• Dual enrollment funds;• Parcel Tax;- Local donat ions.

Teacher and Administrative Salaries (Fiscal Year 2015-16)Teacher and Administrative Salaries (Fiscal Year 2015-16)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $48,532 $48,522

Mid-Range Teacher Salary $76,779 $75,065

Highest Teacher Salary $88,105 $94,688

Average Principal Salary (Elementary) $114,332 $119,876

Average Principal Salary (Middle) $132,291 $126,749

Average Principal Salary (High) $133,436 $135,830

Superintendent Salary $260,164 $232,390

Percent of Budget for Teacher Salaries 37.0% 37.0%

Percent of Budget for Administrat ive Salaries 6.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

25000

50000

75000

100000

125000

150000


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http://www.cde.ca.gov/ds/fd/cs/




*Where there are student course enrollments of at least one student.

Professional Development

Advanced Placement (AP) Courses (School Year 2016-17)Advanced Placement (AP) Courses (School Year 2016-17)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 2 N/A

Fine and Performing Arts 2 N/A

Foreign Language 1 N/A

Mathematics 2 N/A

Science 2 N/A

Social Science 5 N/A

All Courses 14 30.9%

The primary areas of professional development include developing literacy across the curriculum, using technology in the classroom, and cont inuing to support theimplementat ion of the Common Core State Standards. Professional development is selected using student achievement data and input from teachers. Professionaldevelopment is offered as an integral part of site based Professional Learning Communit ies (PLC), in workshops w ith leading experts in the area of literacy acrossthe curriculum, conferences, as well as through individual mentoring.


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SARC Report for San Marcos Senior High School · DataQuest is an online data tool located on the...

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