Arroyo Grande High School

Arroyo Grande High School 2013-14 School Accountability Report Card Using 2012-13 Data LMUSD Principal s Message The School Accountability Report Card (SARC) was established by Proposition 98, an initiative passed by California voters in November 1988. 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. Arroyo Grande High School serves students from the communities in and around the city of Arroyo Grande, located along the picturesque coastline of San Luis Obispo County. The school is one of two comprehensive high schools in the Lucia Mar Unified School District. Arroyo Grande High School has been recognized as a California Distinguished High School. AGHS has also been recognized as one of the best high schools in the country by The Washington Post, Newsweek, and U. S. News and World Report. Establishing this high level of success requires good communication and a sense of partnership between parents, staff, and students. The staff at Arroyo Grande High School is committed to providing our students with a supportive and nurturing learning environment. Expectations for student behavior and academic achievement are high. Our graduates leave the high school with the skills and knowledge necessary to be successful in college and the world of work. Arroyo Grande High School offers outstanding academic programs to all students. Staff members firmly believe every student can be successful in school, and work together to provide the support necessary so every student can meet the school s high expectations. While at Arroyo Grande, students have access to a rich core curriculum, college preparatory courses and activities, career transition programs, and numerous extracurricular activities and sports programs. All students receive the same curriculum opportunities and enrichment options. Conan Bowers, Principal E-mail: cbowers@lmusd.org 495 Valley Road Arroyo Grande, CA 93420-3928 Phone: (805) 474-3200 CDS Code: 40-68759-4030557 Grades: 9-12 www.aghseagles.org Parental Involvement Parents and the community are very supportive of the program at Arroyo Grande High School. Parents may become involved in their child s education in numerous ways, such as volunteering in the office, providing supervision, and acting as guest lecturers. Organized groups for parent involvement include the Boosters, School Site Council (SSC), AGHS Athletics Foundation, Parent Advisory Council, ROP Advisory Committees, and the English Learner Advisory Committee. Parents and community members are invited to many school activities and events held throughout the year including parent conference nights, Back-to-School Night, Freshmen Parent Night, athletic events, and student performances. Parents are also kept informed of school events through automated phone calls, a school newsletter issued six times each year, and daily bulletins on the school s Website, Facebook and Twitter. Parents can keep an up-to-date status on their student s grades through the school s ABI online grading program. Partnerships with the community greatly enhance the educational program at the school. Community partners include the Elks Club, Five Cities Men s Club, Rotary Club, Optimist Club, Kiwanis, the Arroyo Grande Police Department, and many more. I strongly encourage you to stay involved with our school and your child s education. Parents who wish to volunteer or participate in Arroyo Grande High School s committees and school activities should contact the Principal s Secretary, Rocio Palacios, at (805) 474-3200 extension 2280. Lucia Mar Unified School District James Hogeboom, Superintendent E-mail: info@lmusd.org 602 Orchard Street Arroyo Grande, CA 93420 Phone: (805) 474-3000 x1080 www.lmusd.org School Accountability Report Card School Mission Statement Arroyo Grande High School, as a comprehensive high school, will provide students the opportunity to reach their highest level of personal and intellectual well-being by creating a learning environment that empowers students to become productive and responsible individuals in our changing world. District Mission Statement The mission of the Lucia Mar Unified School District is to Engage, Challenge, and Inspire students through the power of learning. 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. District Vision Statement Lucia Mar will become the model school district for 21st Century Learning in the nation.

2 Enrollment by Grade Level The bar graph displays the total number of students enrolled in each grade for the 2012-13 school year. Enrollment by Student Group The total enrollment at the school was 2,206 students for the 2012-13 school year. The pie chart displays the percentage of students enrolled in each group. Demographics 2012-13 School Year 2012-13 Enrollment by Grade Hispanic or Latino 32.3% 9 10 558 607 Two or More Races 2.3% American Indian or Alaska Native 0.3% 11 519 Asian 2.4% 12 522 White 60.1% Filipino 1.6% 2012-13 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 Black or African American 1.0% Socioeconomically Disadvantaged 39.30% English Learners 12.50% Students with Disabilities 10.10% 10-11 11-12 12-13 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 2011-12 school year the rates in 2011-12 and beyond cannot be truly compared to previous rates since they are calculated differently. 26 27 23 English-Language Arts 28 29 28 29 29 30 28 26 27 Mathematics Science History-Social Science Suspension and Expulsion Rates Suspension Rates Expulsion Rates Suspension Rates Expulsion Rates Arroyo Grande HS 10-11 11-12 12-13 0.155 0.073 0.072 0.017 0.013 0.006 LMUSD 10-11 11-12 12-13 0.132 0.068 0.054 0.010 0.007 0.003 Number of Classrooms by Size 10-11 11-12 12-13 Subject 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+ English-Language Arts 22 29 25 21 15 37 30 22 38 Mathematics 13 32 23 10 27 29 17 31 29 Science 3 32 3 6 19 14 11 15 23 History-Social Science 8 20 15 8 10 23 19 14 35

Arroyo Grande High School 2013-14 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 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 58% 48% 52% 59% Male 54% 50% 55% 63% Female 62% 47% 49% 54% Black or African American 50% 21% v v American Indian or Alaska Native v v v v Asian 80% 72% v 67% Filipino 60% 43% v 60% Hispanic or Latino 41% 40% 34% 42% Native Hawaiian or Pacific Islander Arroyo Grande HS LMUSD California Subject 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13 English-Language Arts 60% 59% 58% 60% 61% 59% 54% 56% 55% Mathematics 58% 49% 48% 61% 59% 58% 49% 50% 50% Science 55% 56% 52% 61% 60% 59% 57% 60% 59% History-Social Science 57% 57% 59% 52% 53% 52% 48% 49% 49% STAR Results by Student Group: English-Language Arts, Mathematics, Science, and History-Social Science 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 66% 52% 60% 67% Two or More Races 69% 53% 58% 66% Socioeconomically Disadvantaged 42% 39% 34% 45% English Learners 9% 15% 6% 11% Students with Disabilities 13% 13% 12% 24% 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 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 2012-13, 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 www.cde.ca.gov/ta/ac/ap/ 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 2010 2011 2012 Statewide API Rank 8 8 7 Similar Schools API Rank 6 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 2013 Growth API Arroyo Grande HS LMUSD California Number of Students Growth API Number of Students Growth API Number of Students Growth API Arroyo Grande HS Actual API Change 10-11 11-12 12-13 All Students 1,551 802 7,767 816 4,655,989 790-12 -10 4 Black or African American 14 760 65 753 296,463 708 American Indian or Alaska Native 4 v 35 858 30,394 743 Asian 41 886 129 905 406,527 906 Filipino 25 822 85 849 121,054 867 Hispanic or Latino 506 737 3,177 754 2,438,951 744 2-7 4 Native Hawaiian or Pacific Islander 1 v 11 791 25,351 774 White 923 829 4,082 858 1,200,127 853-15 -11 1 Two or More Races 37 901 183 863 125,025 824 Socioeconomically Disadvantaged 614 731 3,906 759 2,774,640 743-11 -7 0 English Learners 199 644 1,598 712 1,482,316 721-11 -24 6 Students with Disabilities 149 519 1,038 634 527,476 615-2 -22 4 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.

Arroyo Grande High School 2013-14 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 2012-13. For more information, visit www.cde.ca.gov/ta/ac/ay/. Adequate Yearly Progress Criteria Arroyo Grande HS 2012-13 School Year LMUSD Met Overall AYP No No Met Participation Rate Professional Development Continued from left During the 2011-12 school year, our professional development focused on the new California Common Core State Standards, 21st Century Skills, English Learners, Project-based 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. English-Language Arts Yes Yes Mathematics Yes Yes Met Percent Proficient English-Language Arts No No Mathematics No No Met API Criteria Yes Yes Met Graduation Rate Yes 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 2013-14 Program Improvement status for the school and district. For detailed information about PI Identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Federal Intervention Program Arroyo Grande HS 2013-14 School Year LMUSD Program Improvement Status In PI In PI First Year of Program Improvement 2010-2011 2010-2011 Year in Program Improvement Year 4 Year 3 Number of Schools Identified for Program Improvement 12 Percent of Schools Identified for Program Improvement 85.70% 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. Continued on sidebar 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 www.cde.ca.gov/ta/tg/pf. Percentage of Students Meeting Fitness Standards 2012-13 School Year Grade 9 Four of Six Standards 8.90% Five of Six Standards 32.70% Six of Six Standards 50.50%

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 10-11 11-12 12-13 10-11 11-12 12-13 Arroyo Grande HS 72% 65% 67% 67% 71% 69% 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 2012-13 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 33% 24% 44% 31% 41% 28% Male 37% 24% 39% 28% 41% 31% Female 29% 23% 49% 33% 41% 26% Black or African American v v v v v v American Indian or Alaska Native v v v v v v Asian 27% 0% 73% 18% 9% 73% Filipino v v v v v v Hispanic or Latino 47% 27% 26% 40% 44% 16% Native Hawaiian or Pacific Islander v v v v v v White 26% 21% 53% 26% 40% 34% Two or More Races 17% 28% 56% 17% 44% 39% Socioeconomically Disadvantaged 50% 24% 27% 45% 40% 15% English Learners 94% 4% 2% 75% 24% 2% Students with Disabilities 75% 13% 11% 73% 19% 8% 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.

Arroyo Grande High School 2013-14 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 www.cde.ca.gov/ta/tg/hs. Completion of High School Graduation Requirements Graduating Class of 2013 Group Arroyo Grande HS LMUSD California All Students 493 746 418,598 Black or African American v 16 28,078 American Indian or Alaska Native v v 3,123 Asian v 13 41,700 Filipino v 12 12,745 Hispanic or Latino 112 209 193,516 Native Hawaiian or Pacific Islander v v 2,585 White 337 475 127,801 Two or More Races 12 16 6,790 Socioeconomically Disadvantaged 177 287 217,915 English Learners v 19 93,297 Students with Disabilities 49 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 2010. 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 Graduation Rate Dropout Rate 09-10 10-11 11-12 09-10 10-11 11-12 Arroyo Grande HS 95.19% 94.63% 94.32% 4.40% 4.10% 3.50% 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% Lucia Mar Exit Outcomes Arroyo Grande High School graduates will be expected to meet the following outcome descriptors: An Effective Communicator who successfully receives and imparts information through speaking, writing, reading, listening, fine arts, and technology. A Complex Thinker assesses a variety of resources, looks for multiple solutions to a problem, is intellectually curious, using creative and critical thinking. An Independent Learner makes valid judgments about what to learn, how to learn it, and assesses the result. Learning independently does not imply learning alone. A Quality Producer uses appropriate resources and technology to create and assess products that achieve their purpose, are appropriate to the intended audience and reflect pride in craftsmanship. A Collaborative Learner uses appropriate social skills to work effectively with people varying in gender, race, attitudes, ability, and cultural backgrounds with consideration and mutual respect. The mission statement and ESLRs are guiding principles that the staff at Arroyo Grande High School use in developing curriculum and instruction to help our students succeed. They are posted in every room on campus, along with the following belief statement. We are currently looking at changing our ESLRs to incorporate 21st-century skills and new District vision and beliefs. Advanced Placement Courses The following is a list of Advanced Placement (AP) courses offered by subject at the school. Advanced Placement Courses 2012-13 School Year Percent of Total Enrollment Enrolled in AP Courses Number of AP Courses Offered at the School 11.20% 26 Number of AP Courses by Subject English 2 Fine and Performing Arts 5 Foreign Language 5 Mathematics 4 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. Science 5 Social Science 5

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 www.calstate.edu/admission/admission. 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 Arroyo Grande HS 2011-12 and 2012-13 School Years Percentage of Students Enrolled in Courses Required for UC/CSU Admission in 2012-13 Percentage of Graduates Who Completed All Courses Required for UC/ CSU Admission in 2011-12 69.46% 45.42% 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 2008. The same quality program indicators were taken into consideration during the development of career pathway programs of study for LMUSD. Specifically, during the 2012-13 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 2012-13 school year. The Board of Education adopted the new Career Pathways to implement in the 2013-14 school year. ARROYO GRANDE HIGH SCHOOL Photography & Multimedia Arts Agriculture & Natural Resources Technical Theater Animation NIPOMO HIGH SCHOOL Architecture & Engineering Agriculture & Natural Resources Automotive Technology Criminal Justice Construction Technology Multimedia Arts Culinary Arts Robotics Early Childhood Education Web Design Addressing the CTE needs of all students All ninth-grade students have the opportunity to take a Skills for Success class and meet with counselors where they identify personal interests, explore career options, develop academic plans, and learn about post-secondary educational and training opportunities. Students may develop advanced skills and receive industry-standard training by participating in the various vocational/technical courses at Arroyo Grande High School. These courses prepare students for future college coursework and entrylevel job opportunities. Continued on page 9

Arroyo Grande High School 2013-14 SARC 9 Career Technical Education Programs Continued from page 8 CTE and Academic Course Integration The school s Engineering Academy Program and Agriculture/Agriscience Core programs offer an integrated and focused program of instruction involving students career interests and standard curriculum. The Regional Occupational Program (ROP) offers vocational/technical courses to students who are 16 years and older at the Arroyo Grande High School campus. Evaluating CTE Programs Each CTE Pathway maintains an active advisory board that actively evaluates the program. In addition, school administrators monitor the program and instructors effectiveness on an annual basis. All CTE Pathways require a three-course articulated curriculum that will meet job market expectations. Career preparation courses offered at Arroyo Grande High School include: Agriscience Economics and Government Agriscience Leadership Agriscience Mechanics Agriscience Animal Science Architectural Design Auto Engine Diagnosis Auto Internship Auto Maintenance Business Math CAD Child Development Computer Animation Computer Drafting Computer Service Technology Construction Technology Creative Foods Culinary Arts Electronic Media Environmental Horticulture Exploring Electronics Floral Design Independent Living Livestock Management Mechanical Drawing Nutrition Science Personal Finance Photography Technical Theatre Vet Science Video Production Pathway Graduation Requirements Students must select and complete a set of courses in a pathway as part of the requirements for graduation, beginning with the class of 2016. Pathways include the following: College/University (A-G requirements) College/Career (Three integrated courses in the specific industry sector) Individual (A specific set of courses selected by the counselor and student that are not contained in the structure of the University or Career Pathways but must be met for graduation) The initial build out of the Career Pathway programs and courses will occur over the next three years. Pathway structures for the 2013-14 school year will go to the Board of Education in February for review and adoption. Career Technical Education Participation This table displays information about participation in the school s Career Technical Education (CTE) programs. Career Technical Education Data 2012-13 Participation Arroyo Grande HS 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. Number of Pupils Participating in CTE 1,107 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 89.84% 25.00% 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.

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 2013-14 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 0% Quality of Textbooks The following table outlines the criteria required for choosing textbooks and instructional materials. 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 2013-14 School Year Subject Textbook Adopted English-Language Arts Prentice Hall (Grade 9) 1999 English-Language Arts Holt, Rinehart & Winston (Grade 10) 2000 English-Language Arts Harcourt Brace (Grade 10) 2000 English-Language Arts Prentice Hall (Grades 10-11) 2000 English-Language Arts Glencoe (Grade 12) 2003 English-Language Arts Pearson (Grade 12) 2003 Mathematics Houghton Mifflin (Grades 9-12) 2000 Mathematics Glencoe (Grades 9-12) 2001 Mathematics Glencoe (Grades 9-12) 2002 Mathematics McDougal Littell (Grades 9-12) 2002 Criteria Quality of Textbooks 2013-14 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? Yes/No Yes Yes Yes Science Addison Wesley (Grades 9-12) 2000 Science Pearson (Grades 9-12) 2001 Science Holt, Rinehart & Winston (Grades 9-12) 2001 Science Lippincott (Grades 9-12) 2002 Science Prentice Hall (Grades 9-12) 2002 Science Glencoe (Grades 9-12) 2004 Science Glencoe (Grades 9-12) 2005 History-Social Science Glencoe (Grades 9-12) 2001 History-Social Science Glencoe (Grades 9-12) 2004 History-Social Science Pearson (Grades 9-12) 2004 Currency of Textbook Data This table displays the date when the textbook and instructional materials information was collected and verified. Currency of Textbook 2013-14 School Year Data Collection Date 09/2013 History-Social Science McDougal Littell (Grades 9-12) 2005 Health McGraw Hill/Glencoe (Grade 9) 2000 Foreign Language McDougal Littell (Grades 9-12) 2000 Foreign Language EMC Paradigm (Grades 9-11) 2000 Foreign Language McDougal Littell (Grades 9-11) 2004

Arroyo Grande High School 2013-14 SARC 11 School Facility Items Inspected The tables show 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) Deficiencies and Repairs Items Inspected Systems 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 School Facility Good Repair Status 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. School Facility Good Repair Status Deficiencies and Repairs The table lists the repairs required for all deficiencies found during the site inspection in addition to repairs made since the last school inspection. Regardless of each item s repair status, all deficiencies are listed. 2013-14 School Year Deficiencies, Action Taken or Planned, and Date of Action Gas/Sewer/Water lines/ Well Repair/Pool CO2 Tank/Gym Heater (Completed in 03/2013) Interior Gym Divider Walls needs to be removed (Removed in 7/2013) Cleanliness Structural 2013-14 School Year Items Inspected Repair Status Items Inspected Repair Status Systems Fair Restrooms/Fountains Good Interior Good Safety Good Cleanliness Fair Structural Fair Electrical Good External Good Overall Summary of Facility Conditions Good Date of the Most Recent School Site Inspection 4/3/2013 Date of the Most Recent Completion of the Inspection Form 4/3/2013 Pest/Vermin control on fields (Ongoing trapping/deterrents) New Roofs in various classroom needed /Stadium Press Box needs repair (Completed in 6/2013) School Facilities Continued from left In 2012 a new agricultural facility was completed and opened which included six new classrooms. In addition, the existing Career and Technical Education facilities were remodeled to include state-of-the-art equipment. The facility strongly supports teaching and learning through its ample classroom and recreation space. Improvement projects recently completed at the school includes four new classrooms installed that are relocatable buildings. In addition, we just completed construction on a new agricultural facility, automotive facility and have opened up six modern classrooms for the study of agriculture. Arroyo Grande 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. External Paint Blue Buildings (Painted in 12/2012) School Facilities Arroyo Grande High School provides a safe, clean environment for learning. Built in 1950, Arroyo Grande High School is situated on 58.90 acres. The school buildings span 209,011 square feet, consisting of more than 100 classrooms, band and choir rooms, extensive physical education facilities, a library, Internet labs, and other subject-specific labs such as foreign language and math. The school recently completed a massive renovation project that included renovating classroom wings and installing new windows and restrooms throughout the campus. Completion of a new cafeteria, new student center, and multipurpose wing was also completed in the summer of 2008. Continued on sidebar

12 School Safety The Comprehensive Safe School Plan was developed by the District to comply with Senate Bill 187 (SB 187) of 1997. 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 2013. 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 2012-13 School Year 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 www.ctc.ca.gov/. Teacher Credential Information LMUSD Arroyo Grande HS Teachers 12-13 10-11 11-12 12-13 With Full Credential 510 103 100 100 Without Full Credential 2 0 1 0 Teaching Outside Subject Area of Competence 0 0 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 Arroyo Grande HS Teachers 11-12 12-13 13-14 Teacher Misassignments of English Learners 0 0 0 Total Teacher Misassignments 0 0 0 Vacant Teacher Positions 0 0 0 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) 4.0 552:1 FTE 0.2 0.0 1.0 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 2012-13 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 www.cde.ca.gov/nclb/sr/tq. No Child Left Behind Compliant Teachers 2012-13 School Year Psychologist 1.0 Percent of Classes in Core Academic Subjects Social Worker 0.0 Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers Nurse 1.0 Arroyo Grande HS 100.00% 0.00% Speech/Language/Hearing Specialist Resource Specialist (non-teaching) 0.5 0.0 All Schools in District 100.00% 0.00% High-Poverty Schools in District 100.00% 0.00% Other FTE Assistant Principal 3.0 Low-Poverty Schools in District 100.00% 0.00%

Arroyo Grande High School 2013-14 SARC Financial Data The financial data displayed in this SARC is from the 2011-12 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 www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at www.ed-data.org. 13 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 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 2011-12 Fiscal Year Similar Sized District Beginning Teacher Salary $39,192 $40,933 Mid-Range Teacher Salary $56,135 $65,087 2011-12 Fiscal Year Total Expenditures Per Pupil Expenditures Per Pupil From Restricted Sources Expenditures Per Pupil From Unrestricted Sources Annual Average Teacher Salary $4,233 $430 $3,803 $57,727 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% 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 2011-12 Fiscal Year Annual Average Teacher Salary Arroyo Grande HS $3,803 $57,727 LMUSD $1,315 $57,944 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. California $5,537 $68,841 School and District Percent Difference +189.3% -0.4% School and California Percent Difference -31.3% -16.1% Lucia Mar will become the model school district for 21st Century Learning in the nation.

Arroyo Grande High School 14 2013-14 School Accountability Report Card Using 2012-13 Data 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 http://data1.cde.ca.gov/dataquest. 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 2012-13 Academic Performance Index Reports Information Guide located on the CDE API Web page at www.cde.ca.gov/ta/ac/ap. 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. School Accountability Report Card Published By: www.sia-us.com 800.487.9234