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School Accountability Report Card Reported for the 2009-10 School Year Published During 2010-11

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Generated by School Innovations & Advocacy Santa Maria Joint Union High

Santa Maria High

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available on the SARC Web page at www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office.

I. School Information

Contact Information (2010-11 School Year)

This section provides the school’s contact information.

School District

School Name Santa Maria High District Name Santa Maria Joint Union High

Street 901 South Broadway Phone Number 805-922-4573

City, State, Zip Santa Maria, CA, 93454-6603 Website www.smjuhsd.k12.ca.us

Phone Number 805-925-2567 Superintendent Douglas Kimberly, Ed. D.

Principal Joseph Domingues E-mail Address [email protected]

E-mail Address [email protected] CDS Code 42693104236030

Principal’s Message (2009-10 School Year)

This section provides information about the school, its programs and its goals.

Welcome to Santa Maria High School, the home of the "Saints". Santa Maria High School is located in the heart of Santa Maria and is dedicated to meeting the personal needs of all students. Our school has a remarkable staff of teachers and para-professionals who engage all students in innovative educational practices and provides them with a first class education.

SMHS graduates have attended colleges and universities throughout the nation to include Harvard University, all CSU and UC campuses, several private universities and the Military Academies to name a few.

SMHS is the recipient of a Quality Education Investment Act Grant (QEIA) which focuses on increasing student academic achievement. It is a six year grant. During the length of the grant, the following will be implemented: 22:1 student teacher ratio in the core, hiring of six additional counselors, all teachers that will be hired are HQT, a year long Freshman Academy with over 260 9th grade students involved in the Academy, Parent Institute for Quality Education (PIQE) classes for 9th and 10th grade parents in the fall and spring and a plethora of other educational instructional strategies and programs.


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SMHS offers a variety of other programs to meet the varied needs of our students. These include AVID, FFA, MESA, FBLA, CSF, Spanish Honor Society and several other clubs and organizations. SMHS offers 41 AP courses in English, Foreign Language, Math and Social Science.

SMHS will be holding its 117th Commencement on June 11, 2010. We are proud of our long history, traditions and distinguished graduates. A former Saint is currently the Mayor of Santa Maria and many of our graduates have distinguished themselves in the fields of education, medicine, government, law and business.

I believe that you will be duly impressed with the breadth and scope of our school and the education that is provided to all of our students.

Sincerely,

Joseph Domingues, Principal

Parental Involvement (2009-10 School Year)

This section provides information about opportunities for parents to become involved with school activities.

Contact Person Name: Joseph Domingues Contact Person Phone Number: 925-2567 ext. 3701

SMHS's School Site Council (SSC) has three parent members and the council approves the Single School Plan for Student Achievement (SSPSA). The site's Shared Decision Making (SDM)council has a parent member as well. SMHS has an English Language Advisory Committee (ELAC) which has meetings to address issues of our English Learner student population. A Parent-Teacher-Student-Club (PTSC) meets monthly to assist and support the school. The PTSC and ELAC raise money to provide scholarships to graduating seniors.

PIQE provides classes for 9th and 10th grade parents and is available in the fall and spring of the year. Classes are in English and Spanish. FFA, FBLA and ROP have Parent-Community Advisories that meet twice a year to provide guidance and direction to the courses and programs.

Average Class Size and Class Size Distribution (Secondary)

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Subject

2007-08 2008-09 2009-10

Avg. Class Size

Number of Classrooms

Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms

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

English 24 19 38 1 21 28 35 0 17 58 0 6

Mathematics 25 11 28 0 22 14 34 0 16 47 0 2

Science 28 2 22 0 29 1 23 0 18 31 0 3

Social Science 28 4 27 2 27 7 25 1 169 41 3 1


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Student Enrollment by Grade Level (2009-10 School Year)

This table displays the number of students enrolled in each grade level at the school.

Grade Level Number of Students Grade Level Number of Students

Kindergarten 0 Grade 8 0

Grade 1 0 Ungraded Elementary 0

Grade 2 0 Grade 9 596




Grade 6 0 Ungraded Secondary 0

Grade 7 0 Total Enrollment 2442

Student Enrollment by Group (2009-10 School Year)

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group Percent of Total

Enrollment Group

Percent of Total Enrollment

Black or African American 0.7% White (not Hispanic) 4.0%

American Indian or Alaska Native 0.2% Two or More Races 1.1%

Asian 0.6% Socioeconomically Disadvantaged 80.0%

Filipino 2.6% English Learners 35.0%

Hispanic or Latino 90.1% Students with Disabilities 9.0%

Native Hawaiian or Pacific Islander 0.0% n/a --

II. School Safety and Facilities

School Safety Plan (2009-10)

This section provides information about the school’s comprehensive safety plan.

Date School Safety Plan last reviewed: February 2010, Board approved May 2010

All schools in the district have Safe School Plan that coordinates with the SMJUHSD plan. The SMHS Safety Plan is updated annually as required by the California Ed Code Section 35294 et seq. The SSC has designated the Shared Decision Making (SDM) Council as the SMHS Safety Committee. The A.P. in charge of the Safety Plan has met several times during the year, with SDM, to review and update the plan. It will be submitted for approval at the March Board meeting. SDM is representative of all of the stakeholders. Fire, drop and cover and lock down drills are conducted every semester.


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Suspensions & Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

School District

2007-08 2008-09 2009-10 2007-08 2008-09 2009-10

Suspension Rate 4.0% 8.0% 7.4% 5.0% 8.0% .07%

Expulsion Rate 2.0% 3.0% 1.4% 2.0% 3.0% .01%

School Facility Conditions

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

Santa Maria High School has buildings that date back to the 1920s. New buildings have been constructed nearly every decade since. Approximately half of permanent buildings were modernized between 2000 and 2005. The school encompasses 36.4 acres in the central section of the City of Santa Maria.

The school consists of the following facilities:

Total classrooms 113

Permanent Classrooms 63

Portable Classrooms 40

Restrooms 30

Administration Building

Library Building

(2) Gymnasiums

Cafeteria Kitchen (Added 2006)

Cafeteria Dining Room (Added 2006)

Athletic Facilities

(2) Gymnasiums

Football Field (Renovated May 2008)

Football Stadium (Renovated May 2008)

Baseball Field

Softball Fields Varsity and Junior Varsity

Basketball Courts (outdoor)

Pickleball courts (outdoor)

Santa Maria High School is a closed campus and has a controlled access plan in place. Locks, keys, gates, and doors are monitored every day of the year.

The school is in good condition and the school is cleaned daily.

The Custodial Staff consists of 12 FTEs. The distribution is as follows:


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1-custodial supervisor evenings weekdays

7-evenings weekdays

2-days and weekends

2-evenings and weekends

2 FTE semi-skilled Building Maintenance weekdays

3 FTE Grounds Maintenance weekdays

The school shares five central maintenance personnel with the other schools in the District: Lead Maintenance, Electrician, Carpenter/welder, and (2) Painters

Planned Improvements (2010-11 School Year)

Swimming Pool complex construction starts April/May 2011.

Room 321 conversion from Woodshop to a Band Room

Roof replacement/upgrade classrooms 330-332 (AG)

School Facility Good Repair Status (2010-11 School Year)

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

Item Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Systems and Pipes, Mechanical Systems (heating, ventilation, and air conditioning), Sewer

X

Ethel Pope Auditorium restrooms to be replaced by classroom addition adjacent to the auditorium 220 - Floor drain cover missing in dark room - Scheduled to be replaced

Interior: Interior Surfaces (floors, ceilings, walls, and window casings)

X

100 (Administration) student restrooms partitions are rusting - Scheduling to replace partitions 214 - Cracked window, broken floor tile, missing ceiling, tile - All items to be replaced222 - Several items stored above storage cabinets - Scheduled to be removed. 247, 260- Floor base missing – scheduled to be replaced 311- Fluorescent light lenses to be replaced312 - Stained ceiling tiles to be replaced 321- Windows old & inoperable. Evaluating replacements 355 - One ceiling tile broken - replaced 356 - Light fixture diffuser needs to be replaced 360 - Boy’s restroom – wall tile carved up. Scheduled to be replaced. 625 - Bowed wall panels at entrance to classroom to be replaced.


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628 - Torn ceiling tiles and mod line trim broken - Items to be replaced. 633 - Pinable wall surface need patching – scheduled to be repaired 635, 639, 641, 644 – communications raceway cover missing - To be replaced. 362 – Staff restroom (women’s) damaged ceiling tiles - To be replaced. 900 – Staff restroom (men’s) cracked floor sheet vinyl – scheduled to be replaced .

Cleanliness: Pest/Vermin Control, Overall Cleanliness (school grounds, buildings, rooms, and common areas)

X None

Electrical: Electrical Systems (interior and exterior) X

General – Burned out classroom and office lights. Tubes and ballasts replaced over winter break, spring break, summer break Ethel Pope Auditorium – Old and outdated electrical system and stage lighting. District evaluating replacement program

Restrooms/Fountains: Restrooms, Sinks/Drinking Fountains (interior and exterior)

X Ethel Pope Auditorium restroom’s to be replaced by new classroom addition adjacent to auditorium.

Safety: Fire Safety Equipment, Emergency Systems, Hazardous Materials (interior and exterior)

X

332 - Paint peeling on south wall. To be repainted 353 - Paint peeling by light switch. To be repainted. 512 - Fire extinguisher blocked by stored wood – wood has been moved 636 - Fire extinguisher blocked by stored wood – scheduled to be relocated 644- Fire extinguisher to be remounted at correct height

Structural: Structural Condition, Roofs X Roofs – rusted gutters scheduled to be replaced. 606,607, 617, 629, 630

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

X

Ethel Pope Auditorium – 321- Old windows do not open, deteriorating frames. Scheduled to be replaced. 341 - Doors delaminating. To be replaced. Northwest - Deteriorated asphalt. Walkway at 400 classrooms – scheduled for slurry seal Central walkway – asphalt so of MMLC deteriorated – evaluating changing this area’s landscaping Practice field – deteriorating wood bleachers - New bleachers on order. Broken foul poles to be replaced.


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Overall Summary of School Facility Good Repair Status (2010-11 School Year)

Facility Condition

Exemplary Good Fair Poor

Overall Summary X

Date of inspection: 11/09/10

Completion date of inspection form: 12/29/10

III. Curriculum and Academics

Quality, Currency, and Availability of Textbooks and Instructional Materials (2010-11 School Year)

This section provides information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

SMJUHSD provides the most recent high school standards aligned textbooks for students. The textbooks are state and district approved. All students, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home. Textbooks are selected through content area department meetings at the District level. Publishers bring samples of their textbooks/ancillary materials and make presentations. Departments collaboratively select the textbook(s)/ancillary materials for Board adoption.

Textbook and Instructional Materials List

Textbooks and instructional materials used in the district in the core subject areas of English-Language Arts, Mathematics, Science, and History-Social Science.

Subject Area Textbook Title and/or Publisher Year of Adoption

English-Language Arts Language! Literature, South Western

2009, 2004, 1999

History-Social Science Prentice Hall, Houghton Mifflin, McDougal Littell, Glencoe, McGraw Hill, McGraw Hill, Prentice Hall, McGraw Hill

2007, 2006, 2006, 2006, 2004, 2005, 2006, 2003

Mathematics Thomson, Interactive Mathematics Program, McDougal Littell, Amsco, Prentice Hall, McGraw Hill, Houghton Mifflin, CPM Educational Program, McDougal Littell

2005, 2000, 2003, 2006, 2004, 2008, 1992, 2002, 2001


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Other

Science McGraw Hill, Glencoe, Holt Reinhart, Prentice Hall, McGraw Hill

2007, 2004, 2007, 2005, 2003

Availability of Textbooks and Instructional Materials

This table displays information about the percent of pupils who lack their own assigned textbooks and instructional materials

Core Curriculum Area Percent of Pupils Who Lack Their Own Assigned

Textbooks and Instructional Materials

Reading/Language Arts None

Mathematics None

Science None

History-Social Science None

Foreign Language None

Health None

Visual and Performing Arts None

Science Laboratory Equipment (Grades 9-12) None

Textbook Information Collection Date: January 10, 2011

Textbooks and Instructional Materials Adoption

This table displays whether the textbooks and instructional materials are from the most recent adoption.

Yes or No

Most recent SBE or Local Governing Agency Approved Textbooks and Instructional Materials Yes


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Textbook Insufficiency (if applicable)

This section provides information if any insufficiency exists, and the reason that each pupil does not have sufficient textbooks or instructional materials

Santa Maria High is in compliance the Williams Act.

Standardized Testing and Reporting Program

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at http://star.cde.ca.gov.

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 statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Standardized Testing and Reporting Results for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject School District State

2007-08 2008-09 2009-10 2007-08 2008-09 2009-10 2007-08 2008-09 2009-10

English-Language Arts 28.0% 30.0% 29.0% 34.0% 37.0% 38.0% 46.0% 50.0% 52.0%

Mathematics 21.0% 26.0% 21.0% 20.0% 27.0% 25.0% 43.0% 46.0% 48.0%

Science 25.0% 35.0% 29.0% 35.0% 43.0% 38.0% 46.0% 50.0% 54.0%

Social Science 16.0% 23.0% 26.0% 25.0% 32.0% 32.0% 36.0% 41.0% 44.0%


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Standardized Testing and Reporting Results by Student Group – Most Recent Year

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group

Percentage of Students Scoring at Proficient or Advanced Level

English-Language Arts

Mathematics Science History-Social

Science

All Students in the District 38.0% 25.0% 38.0% 32.0%

All Students at the School 29.0% 21.0% 29.0% 26.0%

Black or African American 23.0% 18.0% * *

American Indian or Alaska Native * * * *

Asian * * * *

Filipino 46.0% 27.0% 56.0% 39.0%

Hispanic or Latino 27.0% 20.0% 26.0% 24.0%

Native Hawaiian or Pacific Islander * * * *

White (not Hispanic) 49.0% 30.0% 56.0% 51.0%

Two or More Races * * * *

Male 30.0% 24.0% 34.0% 32.0%

Female 29.0% 18.0% 23.0% 19.0%

Economically Disadvantaged 27.0% 21.0% 27.0% 23.0%

English Learners 3.0% 8.0% 6.0% 4.0%

Students with Disabilities 13.0% 20.0% 10.0% 8.0%

Students Receiving Migrant Education Services 18.0% 21.0% 22.0% 17.0%

California Physical Fitness Test Results (School Year 2009-10)

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting the healthy fitness zone on all six fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found at the Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards

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

5 -- -- --

7 -- -- --

9 17.19% 24.39% 29.47%


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Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the API Web page at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.

API Rank 2007 2008 2009

Statewide 2 3 3

Similar Schools 6 8 8

Academic Performance Index Growth by Student Group – Three-Year Comparison

This table displays by student group the actual API changes in points added or lost for the past three years.

Group Actual API Change

2007-08 2008-09 2009-10

All Students at the School 34 16 -15

Black or African American * * *

American Indian or Alaska Native * * *

Asian * * *

Filipino * * *

Hispanic or Latino 33 18 -13

Native Hawaiian or Pacific Islander * * *

White (not Hispanic) * * *

Two or More Races * * *

Socioeconomically Disadvantaged 33 21 -12

English Learners 25 38 -13

Students with Disabilities 69 7 -7


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Academic Performance Index Growth by Student Group – 2010 Growth API Comparison

This table displays, by student group, the 2010 Growth API at the school, district, and state level.

Group 2010 Growth API

School District State

All Students at the School 660 703 767

Black or African American * * 685

American Indian or Alaska Native * * 728

Asian * * 889

Filipino * 774 851

Hispanic or Latino 653 678 715

Native Hawaiian or Pacific Islander * * 754

White (not Hispanic) * 787 838

Two or More Races * 801 807

Socioeconomically Disadvantaged 653 672 712

English Learners 639 657 691

Students with Disabilities 461 459 580

Adequate Yearly Progress

The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

• Participation rate on the state’s standards-based assessments in English-language arts (ELA) and mathematics

• Percent proficient on the state’s standards-based assessments in ELA and mathematics

• API as an additional indicator

• Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the AYP Web page http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria (2009-10 School Year)

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

School District

Overall No No


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Participation Rate – English-Language Arts Yes Yes

Participation Rate – Mathematics Yes Yes

Percent Proficient – English-Language Arts No No

Percent Proficient – Mathematics No No

API No Yes

Graduation Rate No No

Federal Intervention Program (2010-11 School Year)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2008-2009 2007-2008

Year in Program Improvement Year 3 Year 3

Number of Schools Currently in Program Improvement -- 3

Percent of Schools Currently in Program Improvement -- 75.0%

IV. Teachers & Support Staff

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the DataQuest Web page at http://dq.cde.ca.gov/dataquest/.

Teachers School District

2007-08 2008-09 2009-10 2009-10

With Full Credential 91 100 115 322

Without Full Credential 2 3 0 1

Teaching Outside Subject Area of Competence 0 0 0 --


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Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicators School

2008-09 2009-10 2010-11

Misassignments of Teachers of English Learners 2 0 0

Vacant Teacher Positions 0 0 0

Total Teacher Misassignments 3 0 0

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (2009-10 School Year)

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers in the school, in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. High poverty schools are defined as those schools with student participation of approximately 75 percent or more in the free and reduced price meals program. Low poverty schools are those with student participation of approximately 25 percent or less in the free and reduced price meals program. More information on teacher qualifications required under NCLB can be found on the CDE Improving Teacher and Principal Quality Web page at http://www.cde.ca.gov/nclb/sr/tq/.

Location of Classes Percent of Classes in Core Academic Subjects

Taught by NCLB Compliant Teachers Taught by Non-NCLB Compliant Teachers

This School 100% 0

All Schools in District 100% 0

High-Poverty Schools in District 100% 0

Low-Poverty Schools in District 0 0

Professional Development

This section provides information on how teachers and staff are trained for instructional improvement.

The site and district establish staff development needs by analyzing student test data. Site goals are developed for the SSPSA focusing on improving student achievement and are aligned to the district's Local Education Agency Plan (LEAP). Through QEIA dollars, SMHS faculty have been able to attend a variety of core content area conferences. They have also participated in staff development workshops: RTI, PLC's, ELL instructional strategies, small learning communities and other instructional strategies that increase student achievement. The funds have also allowed teachers to visit demographically similar schools and investigate the successful reform measures implemented at the schools. Faculty may apply to attend conferences, workshops or trainings that align to the SSPSA's goals. As a site and district, we have focused on instructional strategies for our English Language Learner (ELL) students. SMHS has 14 late start days per year as well as the three district staff development days.


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Professional Development Days

This table displays information on the annual number of school days dedicated to staff development for the most recent three-year period.

Indicator Professional Development Days

2007-08 2008-09 2009-10

Annual number of school days dedicated to staff development

3 3 3

Academic Counselors and Other Support Staff (2009-10 School Year)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title Number of FTE

Assigned to School Average Number of Students

per Academic Counselor

Academic Counselor 9 271

Counselor (Social /Behavioral or Career Development) 0 2442

Library Media Teacher (Librarian) 0 --

Library Media Services Staff (paraprofessional) 1.88 --

Psychologist 1.5 --

Social Worker 0 --

Nurse .33 --

Speech/Language/Hearing Specialist 1 --

Resource Specialist (non-teaching) 0 --

Other .67 --

V. High School Information (if applicable)

Completion of High School Graduation Requirements

This table displays, by student group, the percent of students who began the 2009–10 school year in grade twelve and were a part of the school’s most recent graduating class who met all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption.

Group School District State

All Students 64% 74% 94.5%


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Black or African American * 72% 89.7%

American Indian or Alaska Native * * 95.3%

Asian *% 81% 97.4%

Filipino 77% 90% 98.2%

Hispanic or Latino 68% 77% 91.6%

Native Hawaiian or Pacific Islander * * 95.2%

White (not Hispanic) 55% 81% 98.1%

Two or More Races 14% 16% --

Socioeconomically Disadvantaged 56% 71% 91.3%

English Learners 20% 23% 98.5%

Students with Disabilities * 21% 53.4%

Advanced Placement Courses (2009-10 School Year)

This table displays, for the most recent year, the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school’s students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found on the DataQuest Web page at http://dq.cde.ca.gov/dataquest/.

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

Computer Science 0 0

English 2 9.7%

Fine and Performing Arts 0 0

Foreign Language 2 8.9%

Mathematics 2 4.6%

Science 1 1.2%

Social Science 2 5.8%

All Courses 9 30.2%

Admission Requirements for California Public Universities

University of California; Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible


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students are adequately prepared for University-level work. For general admissions requirements please visit the University of California Web site at http://www.universityofcalifornia.edu/admissions/.

California State University: Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements please visit the California State University Web page at http://www.calstate.edu/admission/.

Courses for University of California and/or California State University Admission (2008-09 School Year)

This table displays, for the most recent year, two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in, and completion of, courses required for UC/CSU admission can be found on the DataQuest Web page at http://dq.cde.ca.gov/dataquest/.

UC/CSU Course Measure Percent

Students Enrolled in Courses Required for UC/CSU Admission 59%

Graduates Who Completed All Courses Required for UC/CSU Admission 18.7%

Dropout Rate and Graduation Rate

This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for which data are available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/..

Indicator School District State

2006-07 2007-08 2008-09 2006-07 2007-08 2008-09 2006-07 2007-08 2008-09

Dropout Rate (1 Year) 4.0% 3.0% 2.2% 3.0% 2.0% 1.7% 4.0% 4.0% 4.5%

Graduation Rate 78.0% 79.0% 77.6% 83.0% 87.0% 85.1% 81.0% 80.0% 78.6%

California High School Exit Examination

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade 10 results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics in order to compute Adequate Yearly Progress (AYP) designations as required by the federal NCLB Act of 2001. Detailed information regarding CAHSEE results can be found at the CAHSEE Web site at http://cahsee.cde.ca.gov. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.


18 Santa Maria High


CAHSEE Results by Performance Level for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level in English-language arts and mathematics.

Subject School District State

2007-08 2008-09 2009-10 2007-08 2008-09 2009-10 2007-08 2008-09 2009-10

English-Language Arts 29.9% 33.2% 27.6% 45.1% 43.7% 42.0% 52.9% 52.0% 54.0%

Mathematics 46.8% 55.0% 48.5% 53.7% 56.9% 51.3% 51.3% 53.3% 53.4%

CAHSEE Results by Performance Level for Student Groups – Most Recent Year

This table displays the percent of students, by group, achieving at each performance level in English-language arts and mathematics for the most recent testing period.

Group English-Language Arts Mathematics

Not Proficient

Proficient AdvancedNot

Proficient Proficient Advanced

All Students in the District 59.0% 20.0% 21.0% 50.0% 36.0% 14.0%

All Students at the School 72.6% 14.8% 12.6% 51.8% 31.9% 16.3%

Black or African American * * * * * *

American Indian or Alaska Native * * * * * *

Asian * * * * * *

Filipino 47.1% 11.8% 41.2% 35.3% 35.3% 29.4%

Hispanic or Latino 75.1% 14.5% 10.3% 53.2% 31.1% 15.7%

Native Hawaiian or Pacific Islander * * * * * *

White (not Hispanic) 50.0% 16.7% 33.3% 38.9% 33.3% 27.8%

Two or More Races * * * * * *

Male 76.2% 14.8% 12.6% 51.0% 29.4% 19.7%

Female 68.3% 17.2% 14.5% 52.9% 34.9% 12.3%

Economically Disadvantaged 74.8% 14.4% 10.8% 53.4% 30.8% 15.8%

English Learners 76.9% 14.5% 8.6% 53.1% 30.8% 16.1%

Students with Disabilities 96.3% 3.7% 0.0% 85.2% 11.1% 3.7%

Students Receiving Migrant Education Services 85.5% 8.9% 5.6% 58.9% 26.6% 14.5%


19 Santa Maria High


Career Technical Education Programs (2009-10 School Year)

This section provides information about the Career Technical Education (CTE) programs and lists programs offered at the school.

Santa Maria High School presents a comprehensive and excellent Career Technical Education (CTE) program that prepares students for career opportunities after graduating from high school. SMHS offers a rich variety of courses in agriculture, home economics, business and industrial technology. The SMHS Agriculture program is a top ranked program in the state of California. The Business program includes opportunities to work in Sammy’s Corner, a student run school store selling Santa Maria High School attire along with school supplies and food items. The Industrial Technology program runs a Motor Sports club as part of its program. Students work with professional race car mechanics and a driver on a SMHS Top Alcohol Dragster and Funny Car. The students form the crew and travel to racing events competing against other professional teams. The SMHS Motor Sports club is one of only a few high schools in the United States competing in racing events with their own vehicle.

The Regional Occupation Program (ROP) serves the SMHS students by offering a Medical Science/Health Careers program. In this program students take the equivalent of two regular classes combined with job shadowing at Marion Medical Center. More ROP offerings at SMHS include Agriculture Ornamental Horticulture, Communication Technology and Office Technology. Future ROP plans at SMHS include and Engineering Academy and Fine Arts Academy.

The SMHS College Center serves students by illuminating pathways to college and university opportunities available both in the public and private systems. Students receive assistance and support filling out FAFSA Federal Student Aid applications, college and university applications and scholarship applications. The AVID students on campus received specific counseling services from the College Counselor. AVID teacher professional development activities are also coordinated and by the College Counselor. Additional College Counselors from institutions such as Cal Poly San Luis Obispo and UC Santa Barbara have regularly scheduled hours to meet with students and do classroom presentations. The College Center also provides workshops for parents to increase their involvement and access to information. The College Counselor also participates on the Central Coast Articulation Group (CCAG) that communicates between local high schools and Allan Hancock College in Santa Maria.

The SMHS Career Center provides services to students assisting them find institutions of higher learning, career pathways and scholarships for education beyond a high school diploma. The Career Center Specialist assists students apply for institutions of higher learning using technology at the Center. Students also receive assistance taking vocational assessment tests, filling out job applications, filling out FAFSA student Federal Aid applications, learning interview skills, creating resumes and giving presentations. The Career Center works together with the College Center and academic Counselors to run a College and Career Day each year at SMHS presenting opportunities for students to learn about opportunities after high school for careers they choose.

Santa Maria High School Regional Occupational Programs (ROP),Ornamental Horticulture, Advanced Ornamental Horticulture, Advanced Ag Mechanics, Introduction to Marketing, Medical Science Health Occupations,, Merchandising, Office Technology, Agriculture Survey of Ag, Ag Science 1, Ag Science 2, Integrated Ag, Biology, American Economics, Ag Mechanics,, ,Ag Welding, Business Survey of Business, Computer Applications 1, Computer Applications 2, Communication, Technology, Intervention Through Technology, Advanced Business, Into to Marketing, Student Store, Home Economics, Survey of Home Economics, Clothing and Fashion, Advanced Clothing and Fashion, Marriage and Family, Developmental Psychology of Children, Food/Nutrition, Advanced Food/Nutrition, Industrial Technology, Survey of Industrial Arts and Technology, ,Wood, Auto Fundamentals, Engines and Tune Ups, Small Gas Engines.

Dr. Kathy Frazier, Assistant Superintendent of Curriculum and Instruction, is the CTE advisory representative. When their calendar permits, the principal and/or assistant principal responsible for CTE attend the advisory meetings.


20 Santa Maria High


Career Technical Education Participation (2009-10 School Year)

This table displays information about participation in the school’s CTE programs.

Measure CTE Program Participation

Number of pupils participating in CTE 1167

Percent of pupils completing a CTE program and earning a high school diploma 92.4%

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

20%

VI. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (2008-09 Fiscal Year)

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found at the Current Expense of Education Web page at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the Certificated Salaries and Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Total Expenditures

Per Pupil Expenditures Per

Pupil (Supplemental) Expenditures

Per Pupil (Basic) Average

Teacher Salary

School $7,742.27 $2,225.76 $5,516.51 $74,465.71

District -- -- $5,911.58 $71,388.00

State -- -- $5,681.00 $69,595.00

Percent Difference – School and District

-- -- -6.7% 4.3%

Percent Difference – School and State

-- -- -2.9% 7.0%

Types of Services Funded (2009-10 Fiscal Year)

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

Santa Maria High School receives funding from the General fund, EIA/LEP, EIA/SCE, Title I, Title III, Title lV and QEIA. Carryover dollars from SLBG and DGB are in the SSPSA as well. Dollars are used for certificated salaries, staff development, student mentors, consultants, technology upgrades. Faculty classroom start up costs, ELAC, CELDT testing and support of QEIA, SSC and the site instructional program.

Categorical funds provide remediation/intervention courses for students in English Language Arts, Math and California High School Exit Exam preparation. After school tutoring is also supported through Categorical Funds.


21 Santa Maria High


Teacher and Administrative Salaries (2008-09 Fiscal Year)

This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found on the Certificated Salaries and Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Range District State Average for Districts in the

Same Category

Beginning Teacher Salary $39,637.00 $43,096.00

Mid-Range Teacher Salary $71,894.00 $70,018.00

Highest Teacher Salary $86,080.00 $89,675.00

Average Principal Salary (Elementary) -- --

Average Principal Salary (Middle) -- $122,408.00

Average Principal Salary (High) $128,977.00 $128,615.00

Superintendent Salary $182,500.00 $204,469.00

Percent of Budget for Teacher Salaries 34.4% 37.5%

Percent of Budget for Administrative Salaries 3.8% 5.1%

VII. Data and Access

DataQuest

DataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP], test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access

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

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