Central Coast New Tech High School

Transcription

1 Central Coast New Tech High School School Accountability Report Card Using Data LMUSD Principal s Message The School Accountability Report Card (SARC) was established by Proposition 98, an initiative passed by California voters in November The SARC, to be issued annually by local boards for each elementary and secondary school in the State, provides for parents and other interested people a variety of information about the school, its resources, its successes, and the areas in which improvements are needed. Central Coast New Tech High School serves students from the communities in and around the District, including the Five Cities and Nipomo areas. The school is one of three high schools in the District, including Arroyo Grande and Nipomo High School. The staff at Central Coast New Tech High School is committed to facilitating the growth of their students, both in the academic and social realms. High expectations are held for both students and staff in the areas of academics and behavior so that our students are well prepared to be successful as they move on into college and careers. Central Coast New Tech High School offers a rigorous academic environment with college prep courses engaging students with a relevant project-based learning environment that not only focuses on academic content, but also fosters student growth in the 21st-century skills of collaboration, critical thinking, effective communication, technological literacy, and being a self-directed learner. Dan Neff, Principal [email protected] 525 North Thompson Avenue Nipomo, CA Phone: (805) CDS Code: Grades: 9-12 centralcoastnewtech.org/home.php Parental Involvement Our parents and the community are very supportive of the program at Central Coast New Tech High School. Parents may become involved in their child s education in numerous ways, such as volunteering to sit on student presentation panels or to work in the classrooms as guest experts. Organized groups for parent involvement include the Boosters and School Site Council (SSC). Parents and community members are invited to many school activities and events held throughout the year including parent conference nights, Back-to-School Night, New Student and Parent Information night, Open House, and student performances. Parents are also kept informed of school events through automated phone calls and s, a school newsletter issued quarterly, and daily bulletins on the school s Web site and Facebook. Parents can keep an up-to-date status on their student s grades through the school s ECHO online classroom information management portal. I strongly encourage you to stay involved with our school and your child s education. Parents who wish to volunteer or participate in Central Coast New Tech High School s committees and school activities may contact Principal s Secretary Raquel Lujano at (805) School Mission Statement The mission of Central Coast New Tech High School is to provide an engaging, challenging, and inspiring environment through which our students become empowered to attain their full potential as a successfully contributing member of our 21st-century society. Through the focused effort of the students, staff, parents and community, students will use 21st-century skills and project-based learning to assess, innovate, and contribute to the advancement of our ever-changing world. The Student Learning Environment is molded by the following Schoolwide Learning Outcomes: Knowledge and Thinking The ability to reason, problem-solve, make decisions, develop sound arguments, and create new ideas by using appropriate sources and applying the knowledge and skills of a discipline. Collaboration The ability to demonstrate effective communication, empathy, responsibility, initiative, and leadership in order to be a productive member of diverse teams Oral Communication The ability to make meaning from verbal messages and effectively communicate content knowledge and thinking through oral interactions and presentations. Written Communication The ability to effectively communicate content knowledge and thinking in a written format using discipline-appropriate organizational patterns and conventions. Agency The ability to reflect on the development of a growth mindset and purpose for learning as well as demonstrate self-monitoring, learning strategies, study habits, and active participation. Lucia Mar Unified School District James Hogeboom, Superintendent [email protected] 602 Orchard Street Arroyo Grande, CA Phone: (805) x School Accountability Report Card In accordance with State and federal requirements, the School Accountability Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of the school s progress, test scores, and achievements.

2 2 Enrollment by Grade Level The bar graph displays the total number of students enrolled in each grade for the school year Enrollment by Grade Enrollment by Student Group The total enrollment at the school was 109 students for the school year. The pie chart displays the percentage of students enrolled in each group. Demographics Two or More Races 1.8% Hispanic or Latino 25.7% School Year American Indian or Alaska Native 0.9% White 69.7% Filipino 1.8% Socioeconomically Disadvantaged 28.40% English Learners 4.60% Students with Disabilities 7.30% Governing Board Mark Millis, President Chad Robertson, Vice President Vicki Meagher, Clerk Vern Dahl, Board Member Colleen Martin, Board Member Dee Santos, Board Member Don Stewart, Member Class Size Distribution The bar graph displays the three-year data for average class size and the table displays the three-year data for the number of classrooms by size. Average Class Size Suspensions and Expulsions This table shows the school and district suspension and expulsion rates for the most recent three-year period. Please note, a new method for calculating suspension and expulsion rates was implemented starting in the school year the rates in and beyond cannot be truly compared to previous rates since they are calculated differently. Suspension and Expulsion Rates Suspension Rates Expulsion Rates CCNTH ³ ³ ³ ³ LMUSD English-Language Arts Number of Classrooms by Size Subject English-Language Arts ³ ³ ³ ³ ³ ³ 6 Mathematics ³ ³ ³ ³ ³ ³ 6 1 Science ³ ³ ³ ³ ³ ³ 6 16 Mathematics Science History-Social Science Suspension Rates Expulsion Rates History-Social Science ³ ³ ³ ³ ³ ³ 6

3 Central Coast New Tech High School SARC 3 STAR Results for All Students The Standardized Testing and Reporting Program (STAR) results are evaluated and compared to state content standards using the following five performance levels: Advanced (exceeds state standards), Proficient (meets state standards), Basic, Below Basic, and Far Below Basic. Students scoring at the Proficient or Advanced level meet state standards in that content area. The tables show the percentage of students who scored at Proficient or Advanced levels in English-language arts, mathematics, science, and history-social science. Students Scoring at Proficient or Advanced Levels CCNTH LMUSD California Subject English-Language Arts ³ ³ 82% 60% 61% 59% 54% 56% 55% Mathematics ³ ³ 35% 61% 59% 58% 49% 50% 50% Science ³ ³ v 61% 60% 59% 57% 60% 59% History-Social Science ³ ³ 53% 52% 53% 52% 48% 49% 49% STAR Results by Student Group: English-Language Arts, Mathematics, Science, and History-Social Science Students Scoring at Proficient or Advanced Levels Group English- Language Arts Mathematics Science Spring 2013 Results History- Social Science All Students in the District 59% 58% 59% 52% All Students at the School 82% 35% v v Male 78% 27% v v Female 88% 48% v v Black or African American v v v v American Indian or Alaska Native v v v v Asian v v v v Filipino v v v v Hispanic or Latino 79% 21% v v Native Hawaiian or Pacific Islander v v v v Standardized Testing and Reporting Program The Standardized Testing and Reporting Program (STAR) aims to identify strengths and weaknesses to improve student learning. The STAR consists of several key tests that are designed for the student s age and individual needs. These tests include the California Standards Test (CST), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). The CSTs are multiple choice tests in English-language arts, mathematics, science, and history-social science for varying grade levels. Some grade levels also participate in an essay writing test. The CSTs are used to determine students achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject. The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan. It is designed to assess those students whose disabilities prevent them from achieving grade-level proficiency on an assessment of the content standards with or without accommodations. The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations. For more information on the STAR including tests, participation, groups, and scores by grade level, please visit star.cde.ca.gov. White 81% 38% v v Two or More Races v v v v Socioeconomically Disadvantaged 73% 37% v v English Learners v v v v Students with Disabilities v v v v Students Receiving Migrant Education Services v v v v v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

4 4 Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score reflects the school, district, or a student group s performance level based on the results of statewide testing. The state has set an API score of 800 as the statewide target. The annual API reporting cycle consists of the Base API (not published in this SARC) and Growth API. The Base API begins the reporting cycle and the results are released approximately a year after testing occurs (e.g. The 2012 Base API is calculated from results of statewide testing in spring 2012, but the results are not released until May 2013). Growth API calculates test results in the same fashion and with the same indicators as the Base API but from test results from the following year (e.g. The 2013 Growth API is calculated from results of statewide testing in spring 2013 and released in September 2013). To represent how much a school s API changed from , the 2012 Base API is subtracted from the 2013 Growth API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes Growth API, growth achieved, and whether or not targets were met. To learn more about API, visit for the API information guide and the API overview guide. API Ranks Schools are ranked in 10 categories of equal size, called deciles, from one (lowest) to 10 (highest) based on their API Base reports. A school s statewide API rank compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A similar schools API rank reflects how a school compares to 100 statistically matched similar schools. This table shows the school s three-year data for statewide API rank and similar schools API rank. API Ranks Statewide API Rank ³ ³ ³ Similar Schools API Rank ³ ³ ³ API Growth by Student Group Assessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either: (1) at least 50 students with valid STAR scores who make up at least 15 percent of the total valid STAR scores, or (2) at least 100 students with valid STAR scores. This table displays, by student group, first, the 2013 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years at the school. API Growth by Student Group 2013 Growth API and Group Number of Students 2013 Growth API CCNTH LMUSD California Growth API Number of Students Growth API Number of Students Growth API CCNTH Actual API Change All Students , ,655, ³ ³ ² Black or African American 0 v , ³ ³ ² American Indian or Alaska Native 1 v , ³ ³ ² Asian 0 v , ³ ³ ² Filipino 2 v , ³ ³ ² Hispanic or Latino , ,438, ³ ³ ² Native Hawaiian or Pacific Islander 0 v , ³ ³ ² White , ,200, ³ ³ ² Two or More Races 1 v , ³ ³ ² Socioeconomically Disadvantaged , ,774, ³ ³ ² English Learners 3 v 1, ,482, ³ ³ ² Students with Disabilities 7 v 1, , ³ ³ ² ² Not applicable. Actual API change does not apply to school s first year of operation. v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy. Data are reported only for numerically significant groups.

5 Central Coast New Tech High School SARC 5 Adequate Yearly Progress The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas: 1. Participation rate on statewide assessments in English-language arts and mathematics 2. Percentage of students scoring proficient on statewide assessments in English-language arts and mathematics 3. API scores 4. Graduation rate for high schools The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for For more information, visit Adequate Yearly Progress Criteria CCNTH School Year LMUSD Met Overall AYP No No Met Participation Rate English-Language Arts Yes Yes Professional Development Lucia Mar invests time and resources to ongoing, districtwide staff development in key initiative areas aligned to district goals to increase student achievement and support school improvement. During the school year, our professional development focused on the new California Common Core State Standards, 21st Century Skills, English Learners, Projectbased Learning, and best practices in instruction/assessment. Professional development opportunities are provided in a variety of ways one districtwide staff development day, school minimum days, high school early-out days, staff meetings, release time, Saturday trainings, and summer institutes. Over the last three years teachers have received 24 days of professional development. Mathematics Yes Yes Met Percent Proficient English-Language Arts No No Mathematics No No Met API Criteria Yes Yes Met Graduation Rate Yes Federal Intervention Program Schools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate) enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percent of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district. This table displays the Program Improvement status for the school and district. For detailed information about PI Identification, please visit Federal Intervention Program CCNTH School Year LMUSD Program Improvement Status Not Title I In PI First Year of Program Improvement ² Year in Program Improvement ² Year 3 Number of Schools Identified for Program Improvement 12 Percent of Schools Identified for Program Improvement 85.70% California Physical Fitness Test Each spring, all students in grades 5, 7, and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas: 1. Aerobic Capacity 2. Body Composition 3. Flexibility 4. Abdominal Strength and Endurance 5. Upper Body Strength and Endurance 6. Trunk Extensor Strength and Flexibility Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the healthy fitness zone for the most recent testing period. For more detailed information on the California PFT, please visit Percentage of Students Meeting Fitness Standards School Year Grade 9 Four of Six Standards 11.90% ² Not applicable. Not applicable. The graduation rate for AYP criteria applies to school with 12th grade students Five of Six Standards 25.70% Six of Six Standards 44.60%

6 6 California High School Exit Exam Results The California High School Exit Exam (CAHSEE) is primarily used as a graduation requirement in California. Students are first tested in grade 10 and have multiple chances to retake the test if the student does not pass the first time. The grade 10 results of this exam are also used to determine AYP for high schools as required by the federal NCLB law. The CAHSEE has two sections: Englishlanguage arts and mathematics. For the purposes of calculating AYP, three performance levels are set: Advanced, Proficient, and Not Proficient. California High School Exit Exam Grade Ten Results The table displays the percentage of students scoring at Proficient or Advanced levels for the most recent three-year period. Note the score a student must achieve to be considered Proficient is different than the passing score for graduation requirement. Students Scoring at Proficient or Advanced Levels English-Language Arts Mathematics CCNTH ³ ³ v ³ ³ v LMUSD 68% 61% 63% 66% 67% 65% California 59% 56% 57% 56% 58% 60% CAHSEE Grade Ten Results by Student Group: English-Language Arts and Mathematics This table displays the percentage of students, by group, achieving at each performance level in English-language arts and mathematics for the most recent testing period. For detailed information regarding the CAHSEE results, visit cahsee.cde.ca.gov/. Students Achieving at Each Performance Levels School Year English-Language Arts Mathematics Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the District 37% 24% 40% 35% 40% 25% All Students at the School v v v v v v Male v v v v v v Female v v v v v v Black or African American v v v v v v American Indian or Alaska Native v v v v v v Asian v v v v v v Filipino v v v v v v Hispanic or Latino v v v v v v Native Hawaiian or Pacific Islander v v v v v v White v v v v v v Two or More Races v v v v v v Socioeconomically Disadvantaged v v v v v v English Learners v v v v v v Students with Disabilities v v v v v v Students Receiving Migrant Education Services v v v v v v v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

7 Central Coast New Tech High School SARC 7 The mission of the Lucia Mar Unified School District is to Engage, Challenge, and Inspire students through the power of learning. Completion of High School Graduation Requirements This table displays school, District, and California data for the number of students in the most recent graduating class who met all State and local graduation requirements for grade 12 completion, including having passed both the English-language arts and mathematics portions of the California High School Exit Exam (CAHSEE) or received a local waiver or State exemption. For more information, please visit Completion of High School Graduation Requirements Graduating Class of 2013 Group CCNTH LMUSD California All Students ± ,598 Black or African American ± 16 28,078 American Indian or Alaska Native ± v 3,123 Asian ± 13 41,700 Filipino ± 12 12,745 Hispanic or Latino ± ,516 District Mission Statement The mission of the Lucia Mar Unified School District is to Engage, Challenge, and Inspire students through the power of learning. Native Hawaiian or Pacific Islander ± v 2,585 White ± ,801 Two or More Races ± 16 6,790 Socioeconomically Disadvantaged ± ,915 English Learners ± 19 93,297 Students with Disabilities ± 70 31,683 Graduates and Dropouts This table displays the graduation and dropout rates for the most recent three-year period for which data is available. Please note, a new method for calculating graduation and dropout rates was implemented starting with the class of The new rates should not be compared to data from previous years. Please visit www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for more information. Graduation and Dropout Rates District Vision Statement Lucia Mar will become the model school district for 21st Century Learning in the nation. Graduation Rate Dropout Rate CCNTH ³ ³ ³ ³ ³ ³ LMUSD 89.21% 89.56% 89.91% 8.50% 7.60% 5.50% California 74.72% 77.14% 78.73% 16.60% 14.70% 13.10% ± Information not available. v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy. Advanced Placement Courses No information is available for Central Coast New Tech High School regarding Advanced Placement (AP) courses offered.

8 8 Admission Requirements for California s 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 course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements, please visit the UC Admissions Information Web page at admission.universityofcalifornia.edu/. California State University: Eligibility for admission to the California State University (CSU) is determined by three factors: (1) specific high school courses, (2) grades in specified courses and test scores, and (3) 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 have 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 admission, application, and fee information see the CSU Web page at shtml. Course Enrollment for UC/CSU Admission The table displays two measures related to the school s courses that are required for University of California and/or California State University admission for the most recent year for which data is available. For more detailed information, visit dq.cde.ca.gov/dataquest. UC/CSU Admission CCNTH and School Years Percentage of Students Enrolled in Courses Required for UC/CSU Admission in Percentage of Graduates Who Completed All Courses Required for UC/ CSU Admission in % ³ Career Technical Education Programs The Board of Education realized that students have varying academic interests and aptitudes, and that they need to be better prepared for options other than a four-year university directly from high school, particularly in light of the rapidly changing workforce technology and employment environments in many industry sectors. Therefore, the Board of Education sought to design Programs of Study to ensure that all students graduating from the Lucia Mar Unified School District have the preparation necessary for success in any post-secondary pursuit, whether it is university studies, technical training, workforce placement, military enlistment, or service as a community volunteer. As vocational education evolved in the 21st century, it became known as Career Technical Education (CTE). Business owners, trade union leaders and educators came together to change how occupational and technical subject matter were delivered in high school, college and technical training environments. This resulted in the need to develop robust and rigorous curriculum provided in a cyclical continuum that engages participants in the most common tasks and skills required in a broad umbrella of employment opportunities within a specific industry sector. High School Career Pathways provide the first three years of instruction and skill development in this scenario. Pathway programs in LMUSD are being designed so that students will be able to gain at least one industry certification, or equivalent skill measurement, to provide a competitive advantage in the job market. Additionally, curriculum will coincide with community college career certificate and associate degree programs in same/similar industry areas and in some cases allow students to earn college credit for their coursework while still in high school. This will shorten the time it takes students to earn postsecondary degrees/certificates and enter the skilled workforce. The California Department of Education gives guidance for the design of model CTE programs in their plan for Career Technical Education, which was adopted by the State Board of Education in The same quality program indicators were taken into consideration during the development of career pathway programs of study for LMUSD. Specifically, during the school year, the focus of pathway preparation has been on assessing current programs and facilities, establishing relationships with industry members and assembling advisory committees for new programs, reviewing and developing curriculum, reviewing instructor training needs, determining outreach/communication needs, and researching funding options for new and existing pathway programs. Director of CTE Nancy Miller spent time with teachers in their classrooms to discuss curriculum, facility and equipment needs for individual classes, as well as overall pathway programs. Teachers also attended a workshop regarding pathway development and philosophy, which included California State CTE Frameworks and standards, as well as funding legislation that affects the structural make up of CTE programs. This established a baseline from which to support current programs that are functioning well, retool programs that have minor areas of weakness, build out viable pathways from programs that currently function as a single course, and establish new programs where programs do not exist but there is a regional workforce need. Several CTE programs participate in Career Technical Student Organization activities and competitions through the Future Farmers of America (FFA) and SkillsUSA. The Culinary Arts, Agriculture, and Animation programs all had regional contest winners, who competed in the various categories at the state level. The Animation team came in first place at the State Skills USA competition and competed at the national level for the third year in a row. Students also earned industry certification in the culinary arts program by successfully passing ServSafe Certification, an industry standard which will help students in their search for employment. Additionally, all of the third-year culinary students participated in internship placements which led to paid employment by the end of the school year. We hope to expand internships and industry certification to other pathways at both high schools. The following is a list of CTE programs that existed in the school year. The Board of Education adopted the new Career Pathways to implement in the school year. ARROYO GRANDE HIGH SCHOOL NIPOMO HIGH SCHOOL Agriculture & Natural Resources Agriculture & Natural Resources Animation Criminal Justice Architecture & Engineering Multimedia Arts Automotive Technology Robotics Construction Technology Web Design Culinary Arts Early Childhood Education Photography & Multimedia Arts Technical Theater

9 Central Coast New Tech High School SARC 9 School Facility Items Inspected The table shows the results of the school s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected. Systems: Gas Systems and Pipes, Sewer, Mechanical Systems (heating, ventilation, and air conditioning) Interior: Interior Surfaces (floors, ceilings, walls, and window casings) Cleanliness: Pest/Vermin Control, Overall Cleanliness (school grounds, buildings, rooms, and common areas) Electrical: Electrical Systems (interior and exterior) School Facility Good Repair Status Restrooms/Fountains: Restrooms, Sinks/Drinking Fountains (interior and exterior) Safety: Fire Safety Equipment, Emergency Systems, Hazardous Materials (interior and exterior) Structural: Structural Condition, Roofs External: Windows/Doors/Gates/Fences, Playgrounds/School Grounds This inspection determines the school facility s good repair status using ratings of good condition, fair condition, or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair, or poor. At the time of this school facility inspection, no deficiencies were found. School Facility Good Repair Status School Year Items Inspected Repair Status Items Inspected Repair Status Systems Good Restrooms/Fountains Good Interior Good Safety Good Career Technical Education Participation This table displays information about participation in the school s Career Technical Education (CTE) programs. Career Technical Education Data Cleanliness Good Structural Good Electrical Good External Good Overall Summary of Facility Conditions Good Date of the Most Recent School Site Inspection 4/2/2013 Date of the Most Recent Completion of the Inspection Form 4/2/2013 School Facilities Central Coast New Tech High School (CCNTH) provides a safe, clean environment for learning. Opening in August 2012, Central Coast New Tech High School is situated on 3.4 acres on the southeast corner of the Nipomo High School campus. The school buildings consist of six classrooms, a multipurpose room, and administrative offices. The facility strongly supports teaching and learning through its ample classroom and recreation space. Administrative staff are monitoring students and visible during all student break times. CCNTH is additionally supported by a full-time school resource officer from the San Luis Obispo County Sheriff s Department. Central Coast New Tech High School is a closed campus. Many people visit the campus to volunteer in the classroom and participate in school events. Parents and visitors are welcomed and required to check-in at the school office upon arrival and obtain a visitor s badge; visitors are required to return to the school office upon departure. During lunch, recesses, and before and after school, adults supervise students and school grounds, such as the cafeteria and recreation area, to ensure a safe and orderly environment. Safety concerns are the No. 1 priority of maintenance and operations. District maintenance supervisors are proactive and conduct inspections at school sites on a continual basis. Repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work-order process is used to ensure efficient service and that emergency repairs are given the highest priority. The District maintenance staff has indicated that 100 percent of all toilets on school grounds are in working order. A team of custodians ensures classrooms, campus grounds, and restrooms are kept clean and safe. A scheduled maintenance program is administered by Lucia Mar Unified School District to ensure that all classrooms and facilities are well maintained and provide a suitable learning environment. A summary of these standards is available at the school office or at the District office. llssll Participation Number of Pupils Participating in CTE Percentage of Pupils Who Completed a CTE Program and Earned a High School Diploma Percentage of CTE Courses that are Sequenced or Articulated Between a School and Institutions of Postsecondary Education 0 ² ² ² Not applicable.

10 10 Availability of Textbooks and Instructional Materials The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials. Percentage of Students Lacking Materials by Subject School Year Reading/Language Arts 0% Mathematics 0% Science 0% History-Social Science 0% Visual and Performing Arts 0% Foreign Language 0% Health 0% Science Laboratory Equipment Criteria Quality of Textbooks School Year Are the textbooks adopted from the most recent stateapproved or local governing board approved list? Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education? Does every student, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home? Currency of Textbook School Year 0% Quality of Textbooks The following table outlines the criteria required for choosing textbooks and instructional materials. Yes/No Yes Yes Yes Currency of Textbook Data This table displays the date when the textbook and instructional materials information was collected and verified. Data Collection Date 09/2013 Textbooks and Instructional Materials Lucia Mar Unified School District held a public hearing Sept. 17, 2013, and determined each school within the District has sufficient and good-quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams v. the State of California. All students, including English Learners, are given their own individual Standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. All textbooks and instructional materials used within the District are aligned with the California State Content Standards and Frameworks and have been approved by the Board of Education. Lucia Mar Unified School District follows the State s seven-year adoption cycle. Auxiliary materials, such as math manipulatives, trade books, and science kits, are also purchased to support the textbook adoption. Textbooks and Instructional Materials List School Year Subject Textbook Adopted English-Language Arts Prentice Hall (Grade 9) 1999 Mathematics Houghton Mifflin (Grade 9) 2000 Mathematics Glencoe 2000 Mathematics Glencoe 2001 Science Prentice Hall 2002 History-Social Science McDougal Littell 2006 Types of Services Funded Lucia Mar offers a comprehensive range of programs and services to support student learning. A strong core curriculum is taught by highly qualified teachers. Student learning is monitored closely. Proficient and advanced students are challenged to master skills at the highest levels. Students not yet proficient are supported with additional time and instructional support. Academic support is provided during the school day and after school. Social and emotional support is provided to eliminate barriers to academic success. Academic support services: Standards-based instructional materials: Lottery/Instructional Materials funds New teacher support: Teacher Induction Staff development: Title I, Title II Intervention programs: Title I, Economic Impact Aid (EIA), Title III Intensive instructional services: CAHSEE, Title I, Title III English language development: Title III, EIA/limited English proficient (LEP) Title I, Response to Intervention: Title I, EIA Students with disabilities: Special Education funds After school programs: Bright Futures (AESES) Social and emotional support services: Counseling support: General fund, MAA, Categorical Funds Intensive counseling services: MAA Funds, Site Funds Mental Health early prevention: PEI Funds Safe Schools: General Funds Referrals to Community Agencies: SAFE Comprehensive academic and social support services enable Lucia Mar students to achieve at high levels in school and life. Public Internet Access Internet access is available at public libraries and other locations that are publicly accessible (i.e., 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 at a workstation, and the ability to print documents.

11 Central Coast New Tech High School SARC 11 Teacher Qualifications This table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit Teacher Credential Information LMUSD CCNTH Teachers With Full Credential 510 ³ ³ 6 Without Full Credential 2 ³ ³ 0 Teaching Outside Subject Area of Competence ³ ³ 0 Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) 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). Please note total teacher misassignments includes the number of teacher misassignments of English Learners. Teacher Misassignments and Vacant Teacher Positions School Safety The Comprehensive Safe School Plan was developed by the District to comply with Senate Bill 187 (SB 187) of The Plan provides students and staff a means of ensuring a safe and orderly learning environment. Each school includes the following requirements of SB 187 within their Safe School Plans: current status of school crime; child abuse reporting procedures; disaster procedures, both routine and emergency; policies related to suspension and expulsion; notification to teachers; sexual harassment policy; provision of a schoolwide dress code; safe ingress and egress of pupils, parents, and school employees; safe and orderly school environment; and school rules and procedures. The school evaluates the plan annually and updates it as needed. Safety procedures, including elements of the Safe School Plan, are reviewed with school and District staff in the fall, at the start of each school year. The Injury, Illness & Prevention Plan was last updated and reviewed with school staff in October CCNTH Teachers Teacher Misassignments of English Learners ³ 0 0 Total Teacher Misassignments ³ 0 0 Vacant Teacher Positions ³ 0 0 Core Academic Classes Taught by Highly Qualified Teachers The No Child Left Behind Act (NCLB) extended ESEA to require that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the school year. High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit No Child Left Behind Compliant Teachers School Year Percent of Classes in Core Academic Subjects Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers CCNTH % 0.00% All Schools in District % 0.00% High-Poverty Schools in District % 0.00% Low-Poverty Schools in District % 0.00% Academic Counselors and School Support Staff This table displays information about academic counselors and support staff at the school and their full-time equivalent (FTE). Academic Counselors and School Support Staff Data School Year Academic Counselors FTE of Academic Counselors Ratio of Students Per Academic Counselor Support Staff Social/Behavioral or Career Development Counselors Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) 0.0 ² FTE Psychologist 0.0 Social Worker 0.0 Nurse 0.0 Speech/Language/Hearing Specialist Resource Specialist (non-teaching) ² Not applicable.

12 12 School Financial Data The following table displays the school s average teacher salary and a breakdown of the school s expenditures per pupil from unrestricted and restricted sources. School Financial Data Financial Data The financial data displayed in this SARC is from the fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at Fiscal Year Total Expenditures Per Pupil Expenditures Per Pupil From Restricted Sources Expenditures Per Pupil From Unrestricted Sources Annual Average Teacher Salary ³ ³ ³ ³ District Financial Data This table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefits. District Salary Data LMUSD Fiscal Year Similar Sized District Beginning Teacher Salary $39,192 $40,933 Mid-Range Teacher Salary $56,135 $65,087 Highest Teacher Salary $76,119 $84,436 Average Elementary School Principal Salary $94,398 $106,715 Average Middle School Principal Salary $100,947 $111,205 Average High School Principal Salary $110,660 $120,506 Superintendent Salary $164,500 $207,812 Teacher Salaries Percent of Budget 41% 40% Administrative Salaries Percent of Budget 5% 5% Expenditures Per Pupil Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. Financial Data Comparison This table displays the school s per pupil expenditures from unrestricted sources and the school s average teacher salary and compares it to the district and state data. Financial Data Comparison Expenditures Per Pupil From Unrestricted Sources Fiscal Year Annual Average Teacher Salary CCNTH ³ ³ LMUSD $1,315 $57,944 California $5,537 $68,841 School and District Percent Difference ³ ³ School and California Percent Difference ³ ³ School Accountability Report Card Published By: Data for this year s SARC was provided by the California Department of Education (CDE), school, and district offices. For additional information on California schools and districts, please visit DataQuest at DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English Learners. For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page at Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year. All data accurate as of December 2013.