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1 SANTA MONICA HIGH SCHOOL FOCUS ON LEARNING SELF STUDY REPORT 2010-2011 Prepared for: Western Association of Schools and Colleges California Department of Education

SANTA MONICA HIGH SCHOOL - Santa Monica-Malibu

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    SANTA MONICA

    HIGH SCHOOL

    FOCUS ON LEARNING

    SELF STUDY REPORT

    2010-2011

    Prepared for:

    Western Association of Schools and Colleges

    California Department of Education

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    Dr. Hugo A. Pedroza, Principal

    601 Pico Boulevard

    Santa Monica, CA 90405

    www.samohi.smmusd.org

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    WASC Self-Study

    Visiting Committee

    Mrs. Sharon Sheigel, Chairperson

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    Table of Contents

    Introduction ............. pg. 2

    Chapter 1 Student/Community Profile: Data and Findings ..................................... pg. 11

    Santa Monica High Schools Student Objectives .... pg. 15

    Chapter 2 Student/Community Profile: Overall Summary from

    Analysis of Profile Data ... pg. 65

    Chapter 3 Progress Report ........ pg. 67

    Chapter 4 Self-Study Findings

    Self-Study Process .. pg. 82

    Category A - Organization: Vision and Purpose,

    Leadership and Staff, and Resources ........................................................... pg. 84

    Category B - Standards-based Student Learning: Curriculum .... pg. 99

    Category C -Standards-based Student Learning: Instruction .... pg. 111

    Category D - Standards-based Student Learning:

    Assessment and Accountability ................................................. pg. 120

    Category E: School Culture and Support for Student Personal and

    Academic Growth .......... pg. 127

    Chapter 5 Schoolwide Action Plan .... pg. 145

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    Santa Monica High School

    Mission Statement

    Sincerity Maturity Honor Service

    Samohi will offer every student experiences to grow creatively, ethically, and academically.

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    Board of Education

    Mr. Barry Snell, President (Nimish Patel)

    Mrs. Kelly Pye, Vice President (Lauie Liberman)

    Mr. Ben Allen, Member

    Mr. Oscar de la Torre, Member

    Dr. Jos Escarce, Member

    Ms. Maria Len Vsquez, Member

    Mr. Ralph Mechur, Member

    Miss Tanya Choo, Student Member

    District Administration

    Mr. Tim Cuneo, Superintendent

    Ms. Janece Maez, Chief Financial Officer, Assistant Superintendent

    Ms. Debra Moore Washington, Human Resources, Assistant Superintendent

    Dr. Sally Chou, Chief Academic Officer

    SMMUSD Mission Statement

    Extraordinary achievement for all while simultaneously closing the achievement gap.

    SMMUSD Vision Statement As a community of learners, the Santa Monica-Malibu Unified School District works together in a

    nurturing environment to help students be visionary, versatile thinkers; resourceful, life-long learners;

    effective, multilingual communicators and global citizens. We are a rich, culturally diverse community

    that values the contributions of all its members and strives to promote social justice. We exist to assist

    all students in their pursuit of academic achievement, strength of character, and personal growth, and to

    support them in their exploration of the intellectual, artistic, technological, physical and social

    expression.

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    Santa Monica High School Leadership Team Dr. Hugo Pedroza, Principal

    Mr. Gregory Runyon, S House Principal

    Mr. Larry Boone, M House Principal

    Ms. Clara Herran, O House Principal

    Mr. Leslie Wells, H House Principal

    Ms. Renee Semik, I House Principal

    Ms. Catherine Baxter, Dean of Students

    Mr. Daniel Escalera, Athletic Director

    Ms. Vernica Garca-Hecht, Activities Director

    Santa Monica High School House Leadership S House: Meredith Louria, Teacher Leader

    Amanda Audet (9, 11) and Al Trundle (10, 12), S House Advisors

    M House: John Harris, Teacher Leader

    Judith Hinojosa-Riusech (9, 11) and Maribel Pulido (10, 12), M House Advisors

    O House: Amy Beeman-Solano, Teacher Leader

    Maricela Gonzalez (9,11) and Laura Simone (10, 12), O House Advisors

    H House: Mike Seals, Teacher Leader

    Cam An Vo (9, 11) and Rena Baum-Merino (10 ,12), H House Advisors

    I House: Martha Chacn, Teacher Leader

    Jessica Garrido (9, 11) and Yunuen Valencia (10,12), I House Advisors

    Frank Gatell (A-G), Julie Honda (H-N) and Rosa Mejia (O-Z), College Counselors

    Sara Williams, ROP Counselor

    Dana Bart-Bell, Librarian

    Nora McElvain, Nurse

    Stacey Ovadya and Marlene Seigel, Psychologists

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    ART

    Allan Barnes

    Amy Bouse

    Tania Fischer

    Laurie Gutierrez

    David Jones*

    Richard McGee

    Michael Vandercook

    William Wishart

    CAREER

    TECHNICAL/ROP

    Allan Barnes

    Marc Byrd

    Daniel Cox*

    Nate Hodges

    Teri Jones

    Meiko Just-Daire

    Anita Kemp

    David McCrum

    Richard McGee

    Jeffrey Merrick

    Miriam Shafiey

    Mike Suhd

    William Wishart

    CLASSICAL AND

    MODERN

    LANGUAGES

    Kelly Bates Claudia Bautista-Nicholas

    Pauline Chang

    Jimmy Chapman

    Brooke Forrer Vernica Garca Hecht

    David Gottlieb

    Luke Henderson

    Emily Kariya

    Steve Kata

    Karin Korvin

    Jos Lpez*

    Leigh Anne McKellar

    Gaudalupe Toumayan

    Carmen Paul

    Heather Wethern

    ENGLISH

    Pete Barraza

    Amy Beeman-Solano

    Berkeley Blatz

    Amy Chapman

    Gilda De La Cruz

    Stephanie Dew

    Jeremy Ebbink

    Kathleen Faas

    Helen Fernandez

    Nathan Fulcher

    Jenna Gasparino

    Kristine Haenschke

    John Harris

    Chon Lee

    Meredith Louria

    Ruth Magnuson

    Jennifer Pust*

    Tisha Reichle

    Michael Seals

    Justine Sorensen

    Maria Stevens

    Megan Walker

    Kitaro Webb

    MATH

    Luis Contreras

    Marae Cruce

    Lindsay Doughty

    Holly Dreier

    Pat Dunn

    Paul Eamnarangkool

    Susan Gaynor

    James Hecht

    Thomas Klein

    Gilbert Lpez

    Theresa Luong

    Ari Marken

    Kelly Okla

    Ken Petronis

    Steve Rupprecht

    Heather Schlenker

    Geoff Tipper*

    Guadalupe Torres

    Ramon Veral

    PERFORMING

    ARTS

    Jason Aiello

    Michael Corrigan

    Nate Hodges

    Darryl Hovis

    Jeffe Huls*

    Terry Sakow

    Joni Swenson

    Tom Whaley

    PHYSICAL

    EDUCATION

    Mark Black

    Rob Duron

    Irene Ramos

    Liane Sato

    Debbie Skaggs*

    SCIENCE

    Mark Black

    Martha Chacn

    Daniel Cox

    Ingo Gaida

    Ianna Hafft

    Daniel Harris

    Benjamin Kay

    Sarah Lipetz*

    Brian Lowe

    Matt Mabrey

    Vijaya Macwan

    Amy Meadors

    Ayanna Pantalion

    Marybeth Reardon

    Katrina Reyes

    Kate Song

    SOCIAL STUDIES

    Nathaniel Acker

    Roberto Alvarado

    Amy Bisson

    Bryn Boyd

    Conrad Cuda

    Zachary Cuda

    Randy Denis

    Daniel Escalera

    Michael Felix

    Matthew Flanders

    William Gow

    Shannon Hailey-Cox

    Jaime Jimnez*

    Adrienne Karyadi

    Douglas Kim

    RoseAnn Salumbides

    Marisa Silvestri

    Charles Thun

    Marty Verdugo

    SPECIAL

    EDUCATION

    Miriam Brock

    Cheryl Center-Brooks

    Craig Chavez

    Jorge Cierra*

    Lisa DeMirjian

    Carol Gasman-Proud

    Tony Gmez

    Diane Gonsalves

    Lisa Johnson

    Kelly Keith

    JoDee Moen

    Trevor Parker

    Greg Pitts

    Valita Ruetschle

    Debbie Saenz

    Jennifer Schopflin

    Sharon Teich

    Tina Ustation

    Maria Waul

    SANTA MONICA HIGH SCHOOL DEPAPERTMENTS *Indicates Department Chairperson

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    ADMINISTRATIVE OFFICES

    Anette Bolan

    Mary Eikenbary

    Kathleen Fairchild

    Kathy Fargnoli

    Tomita Glover

    Ofelia Gonzalez

    Sheri Godwin

    Patricia Hodges

    Elena Martin

    Leslee McGee

    Dina Mendoza

    Terry Morris

    Jenny Nicolas

    Lohren Price

    Karen Radford

    Caroline Springer

    Lois Thrower

    Chane Washington

    SECURITY

    Raymond Cooper

    Guido Jaramillo

    Victoria Lopez

    Don Mangum

    Dunell Smith

    CUSTODIANS

    Bruno Anderson

    Katherine Boyd

    Felipe Cueva

    Michael Durham

    Jeffrey Frazier

    Wilson Moton

    Saleem Omari

    Tom ORourke

    Jeffrey Peoples

    Maria Perez

    Eduardo Suaste

    Louis Walker

    ROP

    Rebel Harrison

    Rosa Monroy

    Yvonne Strahn

    OUTREACH SPECIALIST

    Veronica Casillas-Garca

    Jeff Keller

    Kimberly Nao

    INSTRUCTIONAL

    ASSISTANTS/SPECIAL ED

    Mary Badlissi

    Jimmy Belt

    Elias Briseno

    Sarah Brown

    Carol Capitano

    Alfredo Casillas

    Deanna Chouinard

    Constance Cornell

    Thelma Custodio

    Thu Hong Do

    Muriel Durbin

    Peggy Durst

    Ana Flores

    Colleen Ford

    Caryl Fox

    Amanda Gaylor

    Travis Gould

    Crystal Griffis

    Maritza Hernandez

    Shaun Higgins

    Kevin Hills

    LaTasha Jackson

    Ira Johnson

    Vincent LoGreco

    Nancy Loza

    Pete McCabe

    Irene Mollman

    Maria Nelli

    Pasley Newman

    Suzanne Neylan

    Theresa Reuther

    Rodney Rodgers

    Sabrina Smith

    Janet Wingfield

    Jin Zheng

    INSTRUCTIONAL AIDES

    Kermit Cannon

    Cindy Cruz

    Tajanieace Goudeau

    Carolina Guiterrez

    Naomi Sato

    OTHER

    Catherine Burrell

    Hugo Galvan

    Inna Ganelis

    Jaimini Mehta

    SANTA MONICA HIGH SCHOOL CLASSIFIED STAFF

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    Santa Monica High School

    WASC Self-Study

    Leadership Team

    Administrative Leadership Team

    Dr. Hugo Pedroza, Principal

    Gregory Runyon, S House Principal

    Larry Boone, M House Principal

    Clara Herran, O House Principal

    Leslie Wells, H House Principal

    Renee Semik, I House Principal

    Catherine Baxter, Dean of Students

    Daniel Escalera, Athletic Director

    Vernica Garca-Hecht, Activities Director

    Self Study Coordinators

    Larry Boone, M House Principal

    Renee Semik, I House Principal

    Home Group Leaders/ Department Chairs Jorge Cierra, Special Education

    Dan Cox, Tech/ROP

    Jeffe Huls, Performing Arts

    Jaime Jimnez, Social Science

    David Jones, Art

    Sarah Lipetz, Science

    Jos Lpez, Modern and Classical Languages

    Jennifer Pust, English

    Debbie Skaggs, Physical Education

    Geoff Tipper, Mathematics

    Focus Group Leaders Larry Boone, Curriculum

    Clara Herran, Assessment and Accountability

    Dr. Hugo Pedroza, Organization

    Gregory Runyon, Instruction

    Renee Semik, Instruction

    Leslie Wells, School Culture

    Catherine Baxter, School Culture

    Parent and Student Group Leaders

    Debbie Mulvaney, Head of Parent Home Group

    Vernica Garca-Hecht, Faculty Advisory to Student Home Group

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    Santa Monica High School (Samohi) is a large four-year, comprehensive high school located in

    the city of Santa Monica, an urban beachfront community on the Westside of Los Angeles

    County, situated approximately 16 miles from downtown Los Angeles. Santa Monica is located

    where Interstate 10 meets the Pacific Ocean and is bordered by Los Angeles on its three other

    sides. Over the years, Santa Monica has grown to be a stimulating balance of vibrant

    commercial districts, bustling shopping districts, neighboring residential communities and high

    profile corporate headquarters. Samohis surrounding community has a majority population of

    middle to upper class (60% employed in management and professional occupations) with a

    median income of $70,084. The population is well educated in comparison to Los Angeles

    County. Of the residents over the age of 25, 91% have earned high school diplomas and 54.8%

    have earned a B.A. or higher degree. As of the 2000 census 72% of the population is Caucasian,

    4% is African American, 7% is Asian or Pacific Islander, 13% is Latino, and 3% are of mixed

    race. There are 44,497 households, out of which 15.8% have children under the age of 18,

    27.5% are married couples living together, 7.5% have a female householder with no husband

    present, and 62.3% are non-families.

    City of Santa Monica: General Information

    Year of Incorporation December 22, 1886

    Estimated Population 87,563

    K-12 Enrollment (Public Schools) 11,585

    City Limits (area in square miles) 8.26 sq.miles

    Average Temperature (January) 58 F

    Average Temperature (August) 67 F

    Median New Home Price $985,400

    Median Household Income $ 70,084

    City of Santa Monica Population Estimates 1980 88,314

    1990 86,905

    2000 84,084

    2009 92,494

    The City of Santa Monica

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    The Santa Monica Malibu Unified School District The school district has a K-12 student population of approximately 11,607 students. The

    students attend school in each of ten elementary schools (grade K-5), three middle schools (6-8),

    and two large comprehensive high schools (9-12). Furthermore, the District also supports one

    alternative K-8 school, a continuation high school, an off campus learning center, and an adult

    learning school. Santa Monica High School (Samohi) is an extremely large, highly urban school

    of 3,086 students. Malibu High School is a semi-rural high school of 1,200 students. Most

    middle schools are about 1,200 students in size, while the elementary schools are about 400-

    1000 students in size.

    Santa Monica-Malibu Unified School District serves an ethnically, economically and

    linguistically diverse community. The two school Pathways that comprise our Santa Monica

    family capitalize on our diversity by linking two socio-economically distinct neighborhoods

    within the overall community. The Pathway that draws from the northern section of Santa

    Monica (the Lincoln Pathway) includes Roosevelt Elementary, Franklin Elementary, McKinley

    Elementary, and Lincoln Middle School. The Pathway that draws from the southern section of

    the city (The Adams Pathway) includes Will Rogers Elementary, Edison Elementary, Grant

    Elementary, John Muir Elementary, Santa Monica Alternative School House (SMASH), and

    John Adams Middle School. Both of these Pathways feed into one comprehensive high school,

    Santa Monica High.

    2009-2010 District Enrollment by Ethnicity

    Latino

    American

    Indian or

    Alaska

    Native

    Asian

    Pacific

    Islander

    Filipino

    African

    American

    White

    Two or

    more

    races

    Not

    Reported

    Total

    SMMUSD 3,197 24 673 52 51 717 6,120 760 129 11,723

    County

    Total

    999,495 4,786 124,329 6,719 33,941 139,378 237,667 12,338 16,161 1,574,814

    State

    Total

    3,119,111 44,927 526,878 37,014 156,440 424,518 1,673,567 96,7902 112,408 6,191,655

    Santa Monica High School

    John Adams Middle School Lincoln Middle School

    Edison Grant Muir Will Rogers SMASH Franklin McKinley Roosevelt

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    Santa Monica High School

    Santa Monica High School has been in existence for 119 years. The school began as the Sixth

    Street School, and in 1891

    added an upper level

    curriculum to complete a

    four-year high school

    program. The first class,

    called The Immortal Five,

    graduated in 1894. From

    Sixth Street and Santa

    Monica Boulevard, the

    high school was moved to

    Eleventh Street and

    Arizona Avenue. The

    building, called Lincoln

    High School, was finished

    in 1898 and dedicated at

    the graduation exercise of

    that year. In its present

    day form, Santa Monica

    High School is a school of

    3000 students who represent a diverse ethnic and socio-economic community. The school is

    located on a 26-acre campus with the Pacific Ocean in view. The staff is comprised of 155

    certificated faculty and 75 classified staff members. Fondly referred to as Samohi, the school is

    supported by a 4,000 member Alumni Association, as well as the citizens of Santa Monica and

    Malibu. Santa Monica High School received a six-year accreditation from the Western

    Association of Schools and Colleges (WASC) in the spring of 2005. As part of the accreditation

    process, goals were set for the next six years of work. In addition, a Smaller Learning

    Communities Grant, received in 2003 from the Federal Government help to redesign Santa

    Monica High School into smaller, more personalized "Houses". Along with these two external

    evaluations and goal setting processes, the school sets goals through the Single Plan for Student

    Achievement, incorporating steps to close the achievement gap while simultaneously improving

    the achievement of all of our students.

    Development of the Student Objectives

    What WASC considers ESLRs have been renamed Student Objectives. Focusing on what

    students should be able to accomplish upon graduation from Santa Monica High School, the

    ESLRs have been revised since the last self-study. Home and Focus Groups analyzed the

    previous ESLRs, and determined much of the content still represented the ideal vision for

    students upon graduation from Santa Monica High School. With that in mind, part of the

    WASC Leadership team then worked to consolidate the ESLRs and add objectives that would be

    more meaningful to all stakeholders. Stakeholders were informed of the Samohi Student

    Objectives in a variety of ways. Samohi Student Objective posters are posted in each classroom

    and office on campus. Staff members were introduced to the finalized version at monthly staff

    meeting. Parents and community members were informed of the revised Student Objectives via

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    the monthly newsletter and school website. Whenever possible, as teachers plan their lessons

    and deliver instruction, they will align Student Objectives with content specific standards. This

    will ensure students make the connection between what they are learning and the Student

    Objectives.

    Samohi Student Objectives

    Academically productive students who

    Read, write, speak and listen effectively

    Think critically and independently

    Identify and use all available resources, including technology, to manage, research and

    synthesize knowledge

    Develop the habits necessary to meet the challenges of the 21st Century

    Ethical students who

    Deal honorably with other human beings and the environment

    Work democratically and collaboratively to improve school, community, and society

    Creative students who

    Are inspired, impassioned and motivated

    Express a unique and perceptive vision

    Samohis Small Learning Communities: The House System

    Samohi is a large

    comprehensive high school in

    many respects. We offer over

    nearly thirty different Advance

    Placement Courses and over one

    hundred registered student

    clubs. We have over the years

    tried to keep the positives of

    being such a large campus with

    diversity, while offering a small

    private school type education as

    well. A major part of who we

    are at Santa Monica High

    School stems from our House

    System. Our school is divided

    into five (formerly six) small learning communities. Before our A House was dismantled due to

    budgets cuts, there was a House for each letter of S-A-M-O-H-I. The other five House still

    carry the on the names are named by the remaining letters. Each House consists of around 625

    students, a House Principal, Teacher Leader, two Advisors, and a Student Outreach Specialist.

    There is a physical space for each House as well. Teachers, parents, and students all go there for

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    services. Students are enrolled in House classes taught by House teachers for their first two

    years. During their last two years, students take courses throughout the campus. A Smaller

    Learning Communities Grant, received in 2003 from the Federal Government to redesign Santa

    Monica High School into smaller, more personalized "houses", has a yearly external evaluation

    with set goals for our work. Each year, the school sets goals through the Single Plan for Student

    Achievement, incorporating steps to close the achievement gap while simultaneously improving

    the achievement of all of our students.

    In each house there is a Teacher Leader who works in conjunction with the House Principals,

    entire house staff, and whole school community to serve as a mentor and instruction specialist.

    This position is not evaluative; rather, it is a support for all teachers as they continue to reflect

    on and implement best practices. Teacher Leaders help create professional development plans,

    research curriculum, participate and lead Lesson Link (an American twist on the Japanese

    Lesson study), academic conferences, advisory/interventions, and Principles of Learning-

    Learning Walks. In addition to coaching duties, Teacher Leaders teach four classes so they can

    implement best practices in their own classrooms.

    Each House has it owns advisors or counselors as well. Advisors play dual roles at our school.

    They are both counselors and disciplinarians. While most of their time is spent advising student

    coursework, scheduling, counseling student on personal issues, writing letters of

    recommendation, and attending I.E.P.s, they take on low-level discipline as well. Our advisors

    collect referrals from our teachers and assign discipline up to the Saturday School level.

    There are also three Student Outreach Specialists (SOSs) who work closely with the House

    Principals to support our schoolwide programs. Each SOS works closely with at risk students

    who are jointly identified by the house leadership team and district personnel. SOSs help

    habitually truant students get to class on time, help students stay on top of school work and help

    make parent contact. In addition, SOSs sometimes work with unofficial groups of students to

    mediate conflict and problem-solve school based issues.

    Departments and Houses provide the setting for most of the professional development. Each

    group gets banked time, about two hours per month, to plan, discuss, and implement

    professional development with the staff. House principals gather feedback from their house

    teachers at least yearly on professional

    development needs. This has been done

    informally, such as through end-of the year

    surveys, but also has occurred as part of the

    Smaller Learning Communities (SLC) Grant

    evaluation process. As former recipients of

    SLC grant monies, every year Samohi went

    through a process of self-evaluation and goal

    setting that houses have used as a means of

    deciding next steps for professional

    development. As a result, each house has a

    comprehensive professional development plan

    for the school year and long-range goals.

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    Enrollment Data

    Samohis student population reflects the multicultural community that surrounding the school.

    Currently, Samohis student population is 3,086 (See Table below) and considerably larger than

    the districts other high school, Malibu High School, which has a population of approximately

    700 students. The population of our two feeder middle schools, Lincoln (1140) and John Adams

    (1018), is 2158.

    Table 1: Overall Student Enrollment

    Table 1: Ethnic demographics from 2007-2010

    Year 07/08 07/08 08/09 08/09 09/10 09/10 10/11 10/11

    Total Percent Total Percent Total Percent Total Percent

    African American 266 8.5 281 9.2 322 10.4 333 10.8

    Asian/Pacific Islander 229 7.3 237 7.7 239 7.7 237 7.7

    White 1496 47.9 1454 47.5 1436 46.3 1397 45.6

    Latino 1046 33.5 1014 33.1 1040 32.8 1048 34.1

    Other 86 2.8 75 2.5 49 1.5 27 1

    Total 3123 100 3061 100 3086 100 3,074 100

    3,2013,123

    3,061 3,086 3,074

    2000

    2200

    2400

    2600

    2800

    3000

    3200

    3400

    2006-07 2007-08 2008-09 2009-10 2010-11

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    English Language Learners

    In the 2009-2010 school year, 43 students were enrolled in ELD or Sheltered classes which offer

    rigorous core curricula designed to support student language development and overall academic

    growth. Due to budget cuts and declining ELL enrollment, the number of sheltered course

    section offerings has decreased significantly. The English Language Learners Department has

    been decentralized and the program overall is coordinated by one staff member who is released

    for a single period each day. This ELL Coordinator manages testing and placement of language

    learners while monitoring students progress and assisting advisors to help ELLs become more

    fluent. During the 2009-2010 school year, 82 Santa Monica High School teachers provided

    ELD or SDAIE support to language learning students. At the end of last school year, 702

    students at Samohi regarded a language other than English as their primary language (See

    Table 2).

    Table 3: Languages spoken and number of English learners

    Primary

    Language

    Total # of

    students

    Spanish 412

    Farsi 89

    Korean 24

    Mandarin 18

    Hindi 6

    Primary

    Language

    Total # of

    students

    French 4

    Portuguese 4

    German 7

    Italian 0

    Russian 25

    Primary

    Language

    Total # of

    students

    Turkish 1

    Vietnamese 7

    Cantonese 3

    Japanese 11

    Polish 8

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    Language Proficiency Rates

    2007-2008 2008-2009 2009-2010

    Beginning 17 27 10

    Early Intermediate 22 27 24

    Intermediate 59 74 42

    Early Advanced 96 92 78

    Advanced 48 34 28

    Total ELL 242 198 172

    LEP R-FEP FE Total FEP

    2006-2007 219 218 495 713

    2007-2008 255 126 557 683

    2008-2009 198 250 452 702

    2009-2010 174 353 154 507

    Special Education Students

    Traditional classes are still offered through the Resource Specialist (RSP) and Special Day

    Class (SDC) programs, with student placements established as part of the IEP (Individual

    Education Plan) process. Special education students at Samohi participate in testing as

    indicated by their IEP. RSP and SDC students take the CST or CMA testing and are provided

    with accommodations such small group testing, extended time or calculators as designated by

    their IEP. All students who are diploma bound participate in CAHSEE testing. We have 268

    students with disabilities which roughly 8.7% of our overall student population. Of these, 172

    are in the Resource Specialist Program (RSP), 96 are in Special Day Classes (SDC). This

    number has remained roughly the same over the last three years.

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    2010-2011 Special Education Student Enrollment

    Socioeconomic Data

    The number of students receiving free or reduced lunch at Santa Monica High School has

    increased since the 2007-2008 school year. Currently, 30% of the students at Santa Monica

    High School receive Free/Reduced Lunch. In particular, 916 students (30% of the student

    population) qualify for a free or reduced lunch. Of these, 771 (20% of the student population)

    qualify for a free lunch while another 145 (4.7% of the student population) qualify for a

    reduced lunch.

    Number of students Receiving Free/Reduced Lunch at Samohi

    School Year Free Reduced Percentage

    2007-2008 619 181 27%

    2008-2009 762 181 29%

    2009-2010 771 145 30%

    Table 3: Free and Reduced Lunch program at Samohi by Ethnicity, Fall 2010

    Free Reduced Paid Total

    Asian 16 6 190 212

    African-American 135 15 185 335

    Caucasian 121 24 1,257 1,402

    Latino 487 95 473 1,055

    American Indian 2 1 6 9

    Other 10 4 61 75

    Total 771 145 2,172 3,088

    % Breakdown 24.97% 4.70% 70.34% 100%

    College Bound Seniors

    Designation Student Enrollment

    Resource (RSP)

    (Visually Impaired included in RSP count)

    172

    (2)

    Special Day Class (SDC)

    (Emotionally Disturbed included in SDC count)

    72

    (42)

    Special Day Class (SDC)

    Severely Handicapped

    24

    Total 268

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    Samohis major emphasis is for all students to meet

    the entrance requirements for four-year universities.

    Our curricular emphasis has both a solid foundation

    in the depth and breadth of the California State

    Standards, while maintaining particular attention to

    the various learning styles and needs represented by

    all students. Of the 689 seniors who graduated in

    June of 2010, 99% reported their future plans. 42%

    intend to attend a two-year college, 55% intend to

    attend a four year college or university 2% have

    other plans. From the 2010 graduating class, 119

    students (17%) indicated their intent to enroll in the UC system and another 104 (15%)

    indicated their intent to enroll in the CSU system.

    Graduation Requirements

    Each Santa Monica High School graduate is required to have a minimum of 220 credits, and

    must include: 40 credits of English, 30 credits of math, 20 credits of science, 20 credits of

    physical education, 10 credits of World History, 10 credits of U.S. History, 10 credits of

    Freshman Seminar, 5 credits of American Government, 5 credits of economics, 10 credits of

    fine arts or foreign language, and 50 credits of electives. Graduates must also pass both sections

    of the California High School Exit Exam.

    Through the Pinnacle Online, parents and students are able to view assignments, exam scores,

    and grades. Progress and grade reports are sent home six times per year for all students in

    efforts to keep students and parents informed about progress in each course. Advisors meet

    with students in danger of failing to offer support and information about resources available to

    assist students who are struggling in a particular class.

    Master Schedule and Class Size

    The master schedule is created based on student needs and interests. With a wide variety of

    course offerings, courses are, at times, offered only one period of the day. The school makes

    every effort to minimize scheduling conflicts and also offers individualized alternative

    solutions to students whenever possible. These solutions include such possibilities as taking

    courses at the local community college, on-line courses, APEX Learning credit recovery

    program, and exemption possibilities.

    Classes meet for 56 minutes on Monday, Tuesday, Thursday, and Friday. On Wednesdays,

    classes meet for 45 minutes to allow for staff collaboration time before the student day begins.

    Second period class includes an extra ten minutes for the daily announcements.

    The following new courses have been added since the 2005 - 2006 school year: California

    Literature, Womens Literature, Spanish 4 SS, Chinese 1, 2, 3, Statistics P, Essentials for

    Algebra, Geometry SDC, Technical Theater, Professional Dance, and Yoga. The current

  • 21

    student to teacher ratios in core classes are: English 33:1, Math 33:1, Science 35:1, and Social

    Studies 32:1.

    Daily Attendance and Mobility Rate

    Our daily attendance rate typically hovers around 95% and has remained steady over the past

    five years. In terms of mobility, most students begin their education at Santa Monica High

    School in the ninth grade and come from SMMUSD middle schools. Only 6% of the class of

    2008 and 5% of the class of 2009 began their Santa Monica High School education after the

    start of freshman year. Our mobility rate was calculated as determined on CBEDS and reflects

    the percentage of students who were counted as part of the schools enrollment in October of

    each school year when CBEDS data is collected. These percentages were obtained from the

    California Department of Education website.

    2007-2008 2008-2009 2009-2010

    Daily Attendance Rate 95.6% 97.0%

    Mobility Rate 6% 5%

    Truancy Rate

    Our truancy rate has remained steady over the past few years. Each House follows a

    predetermined plan of action when it comes to keep track of period-by-period absences.

    Seniors are held to a strict 120 period absence rule. If this number is exceeded, the student

    cannot participate in commencement exercises.

    2007-2008

    Truancy Rate

    2008-2009

    Truancy Rate

    2009-2010

    Truancy Rate

    Santa Monica High School 16.12% 16.37% 8.4%

    District 11.90% 11.26%

    County 18.39% 16.30%

    State of California 25.7% 24.15%

    Suspensions and Expulsions

  • 22

    Discipline at all levels is intended to protect and enhance student learning. The staff at Santa

    Monica High School believes in and practices proactive and progressive discipline whenever

    possible. Santa Monica High School ensures that all stakeholders are aware of our policy

    through a number of different avenues. Prior to the start of school, administrators and teachers

    review and discuss the schools discipline rubric. Students and parents are notified of Santa

    Monica High Schools disciplinary and safe school practices both prior to and during

    registration. Both stakeholders need sign as acknowledgement that they have read and

    understand our major policies before classes begin.

    Once school begins, students are reminded of our discipline policies through the Student/Parent

    Handbook and classroom presentations early each school year. Administrators ensure that

    every student receives this review every year. Seniors review more grade level specific

    discipline information another two times at senior grade level meeting each semester.

    Our staff has raised concerns regarding the consistency of disciplinary consequences across the

    Houses, which can sometimes seem like five autonomous small schools. In response to this

    concern, the administration team regularly reviews and discusses the discipline rubric and best

    practices. The tables below reflect the most recent information regarding suspension and

    expulsion rates:

    Suspension and Expulsion Rates

    2007-2008 2008-2009 2009-2010

    Suspensions 289 240 284

    Expulsions 5 1 6

    2009-2010 School Year

    Ed Codes Ed Code Test # of Expulsions

    # of

    Suspensions

    48900(a)(1) Related to physical injury to another person 0 34

    48900(a)(2) Related to use of force or violence 0 11

    48900(b) Related to firearms, knives, explosive devices, etc 0 43

    498900(c) Related to possession or sale of controlled substances, alcohol,

    or intoxicants.

    0 41

    48900(d) The sale of controlled substances, alcohol or intoxicants. 0 4

    48900(e) Committed or attempted to commit robbery or extortion 0 1

    48900(f) Caused or attempted to cause damage to school property or

    private property

    0 11

    48900(g) Stole or attempted to steal school property or private property 0 13

    48900(h) Related to possession or use of tobacco products 0 4

    48900(i) Committed an obscene act or engaged in habitual profanity or

    vulgarity

    0 4

    48900(j) Related to possession or sale of drug paraphernalia 0 1

    48900(k) Related to disruption of school activities or willful defiance 0 148

    48900(l) Knowingly received stolen school property or private property 0 3

    48900(n) Related to sexual assault 0 0

  • 23

    48900.2 Related to sexual harassment 0 1

    48900.4 Related to harassment, threats, or intimidation 0 4

    48915(a)(3) Related to unlawful possession of controlled substances 6 0

    Overall Totals 6 284

  • 24

    Parent/Community Organizations

    PTSA(Parent Teacher Student Association)

    The Santa Monica High School PTSA supports parents, teachers, and students by working to

    increase communication and parent involvement and by raising funds to make Samohi a

    wonderful school for all our students. Each year our PTSA operates a budget of approximately

    $130,000 and supports the school by making these funds available. PTSAs annual giving

    campaign, which is focused on helping to improve teacher and student access to technology,

    raises approximately $40,000 per year. The Samohi PTSA introduced the Mini-Grant program

    in 2004 to assist faculty and students with financial support for special projects. Mini-Grants

    were developed so that groups and clubs that neither receive funding from the PTSA nor have

    regular fundraising activities could apply for awards of up to $250 each. Grants have been

    awarded for a class set of books for the Existential Literature Class; art supplies for the Senior

    Visual Art Exhibition; the first

    Samohi United States History

    Day; Project Safe Zone;

    International Night at Open

    House; the model United

    Nations; Circle of Friends; a

    Latin reading of the Aeneid; a

    Women's Empowerment

    Workshop; "Family Reads"

    books in Korean, Spanish and

    Farsi, and a Latino Art Library,

    among many others. The Samohi

    PTSA produces the Viking Voice

    newsletter, which is mailed and is

    available online to all families

    several times a year

    (approximately every 6 weeks.)

    English Learner Advisory Committee (E.L.A.C.)

    Samohis ELAC consist of parents of English Learners, school employees, community

    representatives and other parents interested in issues involving English Language Learners

    stakeholders. Our ELAC convenes monthly meetings and primarily advises our principal in the

    development of a process for the ongoing revision, development and monitoring of the school

    plan for the education of English Learners. ELAC also assist the principal in the development

    and promotion of a process for awareness and involvement by the English Language Learner

    stakeholders in all facets of school activities including but not limited to student attendance,

    academic achievement, college preparation, co-curricular activities and other community

    activities.

    African American Parent Student Staff Support Group (A.A.P.S.S.S.G.)

    Samohis AAPSSSG consists of parents of African American students, school employees,

    community representatives and other parents interested in issues involving the schools African

    American stakeholders. Our AAPSSG convenes monthly meetings and advises our principal

  • 25

    on issues the deal with the education of African American community and promotes awareness

    and involvement by our African American stakeholders.

    Samohi Alumni Association (S.A.A.)

    Samohi Alumni Association was founded in

    fall 1988, with the publication of the first

    edition of Viking News. The mission of the

    Samohi Alumni Association (SAA) is to

    provide support to alumni and current students

    by encouraging involvement and interaction

    among alumni and between alumni and

    current Samohi students. The SAA provides

    information to alumni and current students,

    but also provides scholarships and other

    financial aid to programs and staff at Samohi.

    Santa Monica-Malibu Education Foundation

    Established in 1982 in response to devastating federal and state education budget cuts, the

    Education Foundation was organized by a dedicated group of parent, business and community

    leaders to enhance and supplement the curriculum of the District. The Education Foundation

    funds district wide programs in the Arts, Academics and Athletics. They have accomplished

    this through the establishment of permanent endowment funds, special events and fundraising

    campaigns.

    Partners

    Santa Monica College (SMC)

    SMC and the Santa Monica-Malibu Unified School District signed a historic Educational

    Collaborative back in 2007 that strengthened ties between the two and offer expanded college-

    level opportunities to high school students. The college and school district are working closely

    together to develop articulation in English and math to ensure that greater numbers of students

    are prepared for college-level courses when they enter SMC or other institutions of higher

    education. In addition, both parties are working on ways of expanding the offering of college

    courses at SMC and at the high schools based on individual school site needs in both core and

    elective programs. They continue to work on offering a greater number of summer courses at

    Santa Monica High School, increasing the shared use of facilities, ranging from classrooms to

    athletic fields and collaborating on the development and expansion of career and technical

    education programs undertaken by the college. SMC officials will include the unified district

    in planning the new programs. Our Young Collegians program, a collaborative intervention

    effort with SMC, is in its third year.

  • 26

    Revolution Prep

    Revolution Prep specializes in test preparation and skill building. They have been a part of

    Santa Monica High School since the company began. Revolution Prep provides CAHSEE

    tutoring, CAHSEE diagnostic testing, test prep seminars and parent workshops to our students

    free of charge. Revolution Prep also offers SAT/ACT preparation courses and mock exams for

    a fee. Samohi students who qualify for a scholarship can receive these services free of charge.

    WASC Accreditation History

    The last full WASC accreditation review for Santa Monica High School took place in the

    Spring of 2005. The school received a six-year accreditation with a three-year review. The

    visiting committee made the following recommendations:

    1. The enrollment in advanced level courses needs to more accurately reflect the schools diverse population.

    2. Implementation of common semester assessments, benchmarks and pacing plans in subject-alike classes will provide assessment information, in addition to CAHSEE and STAR data,

    for analysis and to drive curricular change.

    3. The lack of involvement of students in the decision-making process limits the enhancement of school Culture at Samohi.

    4. Develop and implement strategies to accurately assess disaggregated school data and distribute it to staff in ways that may be used effectively by teachers to guide instruction.

    5. Increase communication between all stakeholders in the decision-making process to promote student achievement.

    Special Programs Advanced Placement Program/Honors courses

    Santa Monica High School has had an open enrollment policy in regards to enrollment into

    Advanced Placement (AP) and Honors (HP) courses. Any student can enroll into these classes

    as long as they show an interest in the course and work hard. This policy alone has not

    increased participation by students of color as much as expected. It is a systematic shift in

    school culture to increase participation even further. The Instructional Planning Committee

    (IPC) is investigating ways to build minority participation in these classes. Ideas such as

    holding an AP information night and teachers presentation in all classrooms are being

    considered. This has been identified as one of our Critical Areas of Academic Need.

    Furthermore, IPC is also considering ways to increase student preparation for the course.

    While Santa Monica High School has had an AP Summer Bridge class a class designed at

    increasing preparation for first year AP students this class has not proved to go far enough in

    supporting students throughout the year. IPC is diligently looking a ways to increase support

    by adding support time during the school day. This could be a proposal to change the bell

    schedule or add additional support classes to the master schedule.

    Enrollment trends relative to advanced level classes have been of particular interest and

    concern over the past few years as increasing numbers of incoming freshmen without

    prerequisite skills are being recommended for honors level placement or are self-selecting to

    move up to an advanced level of study. The changing ratio of the number of college-prep to

    honors level courses in the English Department over the last ten years suggests a distinct trend,

    one that has critical implications for the learning experience of students enrolled in the college

  • 27

    2010-2011Enrollment in Advanced Courses by significant Subgroups

    prep program and for the well being of students struggling with inappropriately high level

    course work.

    The shift in enrollment has significantly altered the ratio of college preparatory to honors

    sections in a number of departments. Students who ten years ago might have comprised the top

    tier of any given college prep class on campus seem to have opted to enroll in honors or AP

    level courses, increasing the number of such courses and leaving the college prep program

    without high performing peers to serve as models to raise the bar during class discussion and

    cooperative performance. Recent discussions involving parents, students, and teachers reveal a

    perception that expectations at the college prep level are lower than they have been in the past,

    which if true to any extent or in any case might be explained by a number of factors, but most

    certainly by the relative absence at the college prep level of successful, more highly skilled

    students.

    White

    Asian

    Latino

    African

    American

    Male

    Female

    Total

    English 9 HP 227 (56%) 63(16%) 93 (23%) 20 (5%) 191 (47%) 212 (53%) 403

    English 10 HP 196 (49%) 71(18%) 108(27%) 22 (5%) 167 (41%) 230 (59%) 397

    English 11AP 191 (50%) 69(18%) 93 (24%) 27 (7%) 151 (40%) 229 (60%) 380

    English 12AP 30 (61%) 12(24%) 5 (10%) 2(4%) 28 (57%) 21 (43%) 49

    U.S. History AP 88 (53%) 27(16%) 41 (25%) 10 (6%) 78 (47%) 88 (53%) 166

    U.S. Gov. AP 52 (52%) 16(17%) 21 (21%) 10 (10%) 37 (37%) 62 (63%) 99

    Economics AP 55 (56%) 26(27%) 17 (17%) 1 (1%) 63 (64%) 36 (36%) 99

    Biology HP 175 (60%) 49(17%) 57 (20%) 11 (4%) 145 (50%) 145 (50%) 290

    Biology AP 52 (47%) 30(27%) 25 (22%) 4 (4%) 47 (42%) 64 (58%) 111

    Chemistry HP 115 (37%) 109(35%) 72 (23%) 12 (4%) 136 (44%) 172 (56%) 308

    Chemistry AP 43 (47%) 26(29%) 18 (20%) 4 (4%) 48 (53%) 43 (47%) 91

    Physics AP 55 (61%) 19(22%) 13 (14%) 3 (3%) 60 (67%) 30 (33%) 90

    Psychology AP 94 (52%) 28(15%) 48 (26%) 12 (7%) 68 (37%) 114 (63%) 182

    Geometry HP 112 (58%) 35(18%) 40 (21%) 6 (3%) 99 (51%) 94 (49%) 193

    Algebra II HP 115 (52%) 56(25%) 36 (16%) 14 (6%) 121 (55%) 100 (45%) 221

    Pre-Calculus HP 91 (55%) 38(23%) 31 (19%) 5 (3%) 89 (54%) 76 (46%) 165

    Calculus AB AP 34 (49%) 18(25%) 18 (26%) 0 (0%) 30 (43%) 40 (57%) 70

    Calculus BC AP 60 (61%) 26(27%) 10 (10%) 2 (2%) 53 (54%) 45 (46%) 98

    Statistics AP 55 (69%) 14(18%) 10 (12%) 1 (1%) 43 (54%) 37 (46%) 80

    Spanish 5 AP 15 (26%) 2(4%) 40 (70%) 0 (0%) 21 (37%) 36 (63%) 57

    Spanish 6 AP 3 (10%) 0 (0%) 27 (87%) 1 (3%) 11 (35%) 20 (65%) 31

    Total Percents 1856(52%) 737(21%) 823(23%) 167(5% ) 1686(47%) 1894(53%) 3580

    *Duplicated Numbers

  • 28

    Ethnicity of School Population

    Compared to Enrollment in AP Classes

    Ethnicity of Advanced Placement Courses

    * Unduplicated Numbers

    AVID

    The AVID Program helps under-represented students with potential for college to develop their

    skills and interest in furthering their education. Study and note-taking skills for success are a

    808 805876 886

    941889

    836 812

    0

    100

    200

    300

    400

    500

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    800

    900

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    2003 2004 2005 2006 2007 2008 2009 2010

    Nu

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    AP

    Co

    urs

    es

    % of School

    Enrollment

    % of AP

    Enrollment

    African American 9% 4%

    Asian 6% 12%

    Latino 33% 23%

    Other 3% 3%

    White 48% 58%

    Low Income 27% 18%

    English Learners (EL & R-FEP) 22% 18%

    Male 51% 48%

    Female 49% 52%

  • 29

    critical part of all AVID instruction and an emphasis is on preparing for a college-bound

    curriculum. Peer tutors support the program by helping struggling students. In addition, field

    trips are taken to local colleges and universities to inspire and motivate the AVID student.

    Number of Students Participating in AVID Program

    Connect for Success

    Connect for Success is a summer intervention program that has been designed to support

    student development of academic skills through engaging lessons and real world experiences.

    Students qualify for summer school based upon his/her first semester grades in Math and/or

    English or having a score of 325 or lower on his/her previous years STAR testing results.

    This six week program emphasizes project based learning where students work in groups and

    as individuals to solve problems that connect them with school and community. The goals of

    the program are to help freshmen get to know and feel comfortable with their Santa Monica

    High School community, build their English and mathematics skills while studying both

    historical and scientific issues, participate in field trips into the community to complement and

    enrich the classroom instruction, have the opportunity to express their voice on a community

    issue of interest and to present their findings/actions and give students the skills and tools to be

    successful as high school freshmen and as productive and concerned citizens of their

    community.

    Number of Students Participating in the Connect for Success Program

    Summer # of Students

    Summer of 2009 135

    Summer of 2010 140

    Immersion

    The Immersion program at Santa Monica High School is a continuation of the dual language

    program that begins at the Edison Language Academy. The high school program varies from

    the elementary model in that it functions within the larger, regular Samohi educational

    program. Our students add an extra class in order to accommodate the Spanish language

    component.

    2007-2008 112

    2008-2009 160

    2009-2010 151

    2010-2011 162

  • 30

    Number of Students Participating in Immersion Program

    School Year # of Immersion Students

    2007-2008 20

    2008-2009 83

    2009-2010 27

    The Personalized Opportunity Program (P.O.P.)

    POP provides intensive academic support during the school day. It is an intensive intervention

    program designed and administered for those students (sophomore and juniors) who are most

    at risk graduation and are struggling with the core curriculum as reflected by in poor grades

    in two core courses - Math and English. These students are placed in a class, taught by

    credentialed teachers, which covers academic study skills development (POP Studies) and

    specific content skill support in both Math and English (POP Skills). POP is a scheduled class

    and after enrollment in POP, attendance is mandatory. Each student and his/her parents have to

    attend an informational meeting and have signed a contract regarding expectations. Students

    who fail to attend will be subject to disciplinary action just as they would if they chose not to

    attend one of their other classes.

    Number of Student Participating in the POP Program

    School Year # of Students

    2009-2010 78

    Spring of 2010-2011 Approximately 80

    Young Collegians

    Young Collegians is our district-wide intervention program that began in the summer of 2008.

    Potential first generation college students take two summer courses at Santa Monica

    Community College each summer and can earn both high school and college credit if they

    complete the course work satisfactorily. The ultimate goal of the program is to equip each

    student with the tools necessary to complete high school and to get an early start on their

    college coursework. Along with the SMC Summer Classes, the Young Collegians are expected

    to attend student monthly success workshops, which include presentations from inspirational

    speakers, tutoring opportunities, career exploration opportunities and computer instruction.

    Number of Students Participating in Young Collegians Program

    Cohort Number Began in # of Students

    Cohort I Summer of 2008 17

  • 31

    Cohort II Summer of 2009 23

    Cohort III Summer of 2010 30

  • 32

    Financial Support

    Current Expense of Education Per ADA

    Santa Monica Unified School District

    SMMUSD

    Statewide Average

    All Unified School Districts

    Statewide Average

    All Districts

    $/Student (ADA) $/Student (ADA) $/Student (ADA)

    In addition to the general funds provided to the school based on ADA, the categorical budget

    for Santa Monica High School includes the following:

    2009-2010 Santa Monica High School

    Categorical Fund Budget

    Funding Source Amount

    Federal Funding Sources

    CS Title II A $110,059.00

    CS Title II D $ 4,281.00

    CS Title III $ 25,156.00

    CS Title IV $ 10,002.00

    State Funding Sources

    EIA-SCE $ 45,266.00

    Tier III $ 43,096.00

    CS EIA-LEP $109,247.00

    CS EIA-SCE $137,042.00

    District Funding Sources

    Equity Fund $ 85,873.00

    Categorical funding is used to improve the proficiency and academic achievement for all

    students and those students struggling to master the content standards in the core curriculum.

    School Site Council votes on the expenditures of categorical funds in alignment with the school

    site plan and WASC Action Plan. In particular, the equity fund is an SMMUSD initiative that

    requires that 15 percent of gifts to the all district schools (with certain exemptions) be placed in

    an equity fund and redistributed on a "need-based" formula. Each year the use of the use of

    these funds must be approved by school site councils and then used by schools to help close the

    achievement gap. In these times of financial belt tightening, the equity fund has provided much

    needed financial support for essential school programs here at Samohi.

    Equity Funds Redistributed to Samohi

    School Year Amount

    2007-2008 $85,000

    2008-2009 $85,873

    2010-2011 $88,000

  • 33

    Co-Curricular and Extracurricular Activities

    Performing Arts

    Santa Monica High School has a long tradition of excellence in the performing arts. Samohi

    music offerings include six bands, six choral groups, six orchestras, and classes in piano and

    guitar. Music courses range in

    difficulty from entry level to advance.

    Approximately 800 students participate

    in the music program. Several factors

    contribute to the strength of the music

    programs at Samohi, including strong

    elementary and middle school feeder

    programs, a community supportive of

    the arts, dedicated parents, a fine arts

    coordinator and enthusiastic

    administrative support.

    BAND

    Santa Monica High School Choral offerings

    include five choral groups that meet during

    the school day for full academic credit.

    Included, also, are opportunities for students

    to participate in three extra curricular

    ensembles: a women's a cappella ensemble, a

    men's a cappella ensemble, and a traditional

    men's chorus. The groups participate in a

    rigorous performance calendar including over

    ten concert appearances a year. The choirs have participated in curricularly relevant concert

    tours to Italy, Hungary, Austria, Germany, and will tour England and Vancouver, B.C. in the

    spring of 2011. In 2010, the Chamber Singers received first place in the coveted Women's

    Golden State South Choral Competition. The curriculum and repertoire of the choral program

    is based upon developing a student's individual music literacy skills beyond just performing a

    successful concert.

    http://www.samohiband.org/http://www.samohichoir.org/

  • 34

    DANCE

    THEATRE

    Samohis orchestral offerings are Beginning/String Orchestra, Concert Orchestra, Sinfonia

    Orchestra, Philharmonic Orchestra, Symphony Orchestra and Chamber Orchestra. All

    orchestras meet every day, with the exception of Chamber Orchestra, which meets after school

    for two hours twice a week. Students enrolled in Concert, Philharmonic and Symphony

    Orchestras receive one hour per week of sectional instruction taught by paid coaches funded by

    the Samohi Orchestra Parents Association.

    In 2005, the Samohi Symphony received Grand Champion at the ASTA with NSOA National

    Orchestra Festival in Reno, Nevada. During 2006, the Samohi Symphony Orchestra became

    the first public high school ensemble to perform at Walt Disney Concert Hall as a part of the

    Los Angeles Philharmonics Sounds About Town series. In April 2006, the Samohi

    Symphony, by invitation from the city of Hangzhou, China, participated in an East Asian tour.

    Highlights of their ten-day performance tour of China included a public concert at the Red Star

    Theater in Hangzhou and exchange concerts at Beijings Central Conservatory of Music, the

    Xinghai Conservatory in Guangzhou, and the Hangzhou High School of Performing Arts.

    Associated Student Body (A.S.B.)

    The ASB Cabinet at Santa Monica High School is comprised of

    about 60 students, both elected and appointed. The core group

    consists of nine students who are the Executive Board of the

    Associate Student Body representatives holding positions to

    which they were elected in the Spring of the preceding school

    year. There are also ten House Representatives who comprise

    the elected portion of the ASB Cabinet two from each of the five Houses along with the grade

    level representatives. These students are also elected in the Spring of the previous school year.

    The remainder of the students in ASBs cabinet are members-at-large. They are accepted after

    an application and interview process and are expected to have a commitment to community

    service, involvement with Samohi and community, and willing to develop their leadership

    abilities.

  • 35

    The Associated Student Body Leaderships purpose is to:

    provide a formal means of communication between students, organizations, district, faculty, staff, and administration

    advocate for students

    provide for student representation on campus and community committees

    provide opportunities for the development of the social and cultural interests of students

    develop leadership and responsibility

    promote school spirit and student morale

    organize activities

    ASB has always had a prominent role here at

    Samohi. ASB has led the charge for a

    commitment to service by leading countless

    community service projects such as the blood

    drives the ALDS Walk LA, and collecting

    cans for the homeless during the holiday

    months . Both students and staff look to

    these student leaders in times of crisis. When

    pep rallies were on the verge of being

    cancelled for the rest of the year, ASB, on

    behalf of the students, successfully organized

    a comprehensive program designed to

    promote awareness of proper student

    behavior at pep rallies. ASB also leads over 100 clubs and organizations here on campus (a

    complete list of clubs is located on our website).

    Athletics

    The athletic program at Santa Monica High School is designed for

    those students who wish to participate in interscholastic competition. It

    is the goal of the athletic program to teach the athletic skills of specific

    sports, to build student responsibility and self-discipline, to develop

    good sportsmanship among students, and to develop in each student a competitive team spirit.

    Samohi Athletics has enjoyed a great deal of

    popularity and success over the last few

    years. Over 30% of students in 2009

    reported having participated in athletics as a

    member of a sports team. Nearly 20% of

    students report having participated in two

    athletic programs, and 10 % of students

    report having participated in three or more

    sports over the course of their time at

    Samohi. In the last five years, our boys

    soccer, girls softball and girls basketball

    teams have all won CIF Championships. Our cheerleading squad

  • 36

    also won a national title in 2007. In addition, our athletic teams capture numerous league titles

    and qualify for C.I.F. playoffs year in and out.

    Campus In its 119 year history, Samohi has benefited from a number of bond measures that have

    upgraded facilities, added new classrooms and buildings, and renovated the historic Barnum

    Hall. Our facilities include general education

    classrooms, music rooms for choral and

    instrumental programs, science labs, art rooms, a

    photography setting with a dark room, four

    computer labs and a media center/library. Our

    outdoor and physical education facilities include

    a swimming pool, tennis courts, a baseball field,

    a softball field, football field, track, gymnasiums

    and our outdoor Greek Theatre. Samohi's

    facility is maintained and in well-functioning

    condition.

    The Santa Monica High School facility provides

    dedicated classroom space for all sections of classes from 7:10 a.m. through evening hours.

    Classrooms meet specific square footage guidelines and are equipped with white boards,

    classroom materials, audio visual equipment, computers, and laboratory equipment as needed.

    Classroom settings are arranged by teachers to meet particular program needs. Restrooms and

    other high need areas are cleaned daily while classrooms are cleaned every other day on a

    rotational basis. Physical education areas, including gyms, the pool, and fields provide areas

    for class, practice, and competitions, and other

    instructional activities. There is a well-stocked

    library/ media center with technology and print

    resources, staffed by a certificated library-media

    teachers and a classified staff member. In addition,

    there are three computer labs utilized on a regular

    basis supported by two full-time technicians.

    House offices are strategically located across the

    campus in order to support student advisement,

    personalization, and academic intervention.

    The district participates in the State School Deferred Maintenance Program, which provides

    state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for

    major repair or replacement of existing school building components. Typically, this includes

    roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting,

    and floor systems. During the summer of 2009, Samohi's exterior was completely painted,

    enhancing the look and feel of the campus. Needed maintenance includes routine roof

    maintenance to keep warranties current; deferred maintenance projects include flooring

    replacement, interior painting, and some light asphalt repairs. We are proud that our school

    district takes great efforts to ensure that our school is clean, safe, and functional. There are no

    emergency needs as defined by the Office of Public School Construction.

  • 37

    On November 4, 2006, Measure BB passed with 67% of the vote providing 268 million dollars

    for the district dedicated to facilities, repairs,

    and improvements, in addition, Prop 1D

    passed allowing the district to receive

    matching funds from the state. Samohi is

    currently working with architects and other

    resources to begin implementing the first

    phase of a construction plan for the school -

    the edification of a new Science and

    Technology building. Construction is slated

    to begin in late 2011.

    Safety on Campus

    Santa Monica High School is committed to providing a safe school driven by positive

    interactions between and among faculty, students, and parents. Our Comprehensive School

    Safety Plan is evaluated and updated yearly. This process assists us in setting goals to improve

    campus safety and to continue to provide a positive school climate. There are numerous

    opportunities for students and their families to engage in enriching activities through athletics,

    visual and performing arts, clubs and other events. With consideration for safety, students,

    faculty and community are made to feel welcome and safe at Samohi. We practice evacuation,

    lockdown, and fire drills regularly as part of our safety preparedness. Our students are safe on

    campus before, during, and after school. Campus

    Security personnel are employed from 7:00 a.m.

    until 6:00 p.m. to assist administration in

    supervision and monitoring our 3000 students on

    26 acres during their school day and while they

    participate in our many extracurricular activities.

    Administrators and security staff supervise before

    school, during morning break, lunchtime, and at

    dismissal, in addition to scheduled evening and

    weekend activities. The administration works

    closely with community resources, including the

    Santa Monica Police Department and the City of Santa Monica to provide proactive

    intervention and situational response as necessary. As a closed campus, during the school day,

    there is no unauthorized access to the school campus, and security officers monitor the two

    open entrances during school hours. Visitors must sign in and/or show ID, as do students when

    they enter the school grounds. Staff wears identification badges daily while on campus.

    Staff Leadership opportunities are widely available for the Santa Monica High School faculty.

    Outside of the classroom, teachers are involved in many leadership roles, including Department

    Chairperson, Club Advisor, Athletic Coach, House Teacher Leader, Master Teachers, and

    BTSA Support providers for new teachers. Teachers also play a critical role on various

    committees, including Instructional Planning Committee, WASC Leadership Team, Faculty

    Advisory Committee, and School Site Council. Each year, the staff works toward have 100%

  • 38

    membership in the PTSA Organization. At the district level, Samohi staff serve on the various

    district planning committees such as the Pathway advisories and districtwide subject area

    committees. Staff members are also involved as union representatives and participate in

    outside professional organizations. Teachers can also be seen at athletic events, student

    performances, fundraisers and other activities to support students and each other.

    The Santa Monica High School staff currently includes 124 certificated teachers, ten advisors,

    three college counselors, an ROP counselor, and 72 classified employees. The principal, five

    House Principals, and a Dean comprise the administrative team, which also includes an

    activities director and an athletic director. Santa Monica High School has a large classified

    staff consisting of a five person security team, 12 clerical staff, a librarian, a school nurse, a

    health clerk, 14 paraeducators, eleven custodians, and seven cafeteria employees. Samohi has

    experienced significant transition due to the elimination of one of the original six Houses due to

    budget cuts. Over the past two years an administrator, three Student Outreach Specialists and

    four classified positions have been cut. Some of these staffing changes are reflected in the

    table below.

    Number of School Administrators

    2008-2009 2009-2010 2010-2011

    Administrators 8 7 7

    Administrative Experience

    Administrator

    Years of

    Administration

    at Samohi

    Total Years of

    Administrative

    Experience

    Catherine Baxter 11 11

    Larry Boone 3 6

    Clara Herran 1 5

    Renee Semik 1 1

    Dr. Hugo Pedroza 6 12

    Gregory Runyon 12 12

    Leslie Wells 3 3

  • 39

    Certificated Staff Data

    2007-2008 2008-2009 2009-2010 2010-2011

    Total Number of Teachers 136 131 132

    Fully Credentialed Teachers 131 127 127

    Total Number of Advisors and

    Counselors 16 16 16 14

    Male Certificated 63 59 60

    Female Certificated 73 72 72

    Average Years in District 9.6 10.1 10.1

    Average Years in Education 12.7 13.3 13.9

    University Interns 5 4 4

    District Interns 1 1 0

    Emergency Credentialed Teachers 0 0 0

    Number of First Year Teachers 1 3 3

    Number of Second Year Teachers 11 0 3

    Staff Ethnicity 2009-2010

    Gender African

    American

    Asian Filipino Latino White Total

    Female 5 5 2 18 40 72

    Male 2 4 0 16 37 60

  • 40

    Student Performance Data

    API

    Overall, since the 2003-2004 school year, our API score has jumped 66 points. Our target

    growth score schoolwide for 2009-2010 was 783. We exceeded that score by three points.

    While the school community was proud of the achievement of meeting our growth goal, there

    was also disappointment that it was only exceeded by three point. The school community is

    also analyzing ways to ensure all subgroups meet their growth targets next year. This past year,

    three out of seven subgroups met their targets.

    Academic Performance Index Base Reports

    Year 2006-2007 2007-2008 2008-2009 2009-2010

    API Base Score 770 771 772 778

    Growth Target 5 5 5 5

    API 771 772 778 786

    Actual Growth +1 +1 +6 +8

    Statewide Rank 8 8 8 8

    Similar Schools Rank 7 5 3 3

    2006-2007 API Growth Report

    Number of

    Students

    Base API Growth

    Target

    API Diff. Met

    Target

    African

    American 201 640 8 644 4 No

    Asian 169 863 * 862 -1 Yes

    Latino 735 683 6 684 1 No

    White 1125 834 * 833 -1 Yes

    ELL 510 707 5 701 -6 No

    SES 591 671 5 668 -3 No

    Special Ed. 169 545 13 539 -6 No

    * When API is over 800 the Growth Target has been met.

  • 41

    2007-2008 API Growth Report

    Number of

    Students

    Base API Growth

    Target

    API Diff. Met

    Target

    African American 178 644 8 631 -13 No

    Asian 165 862 * 864 2 Yes

    Latino 736 684 6 691 7 Yes

    White 1026 833 * 839 6 Yes

    ELL 487 701 5 707 6 Yes

    SES 578 668 7 684 16 Yes

    Special Ed. 162 539 13 497 -42 No

    2008-2009 API Growth Report

    Number of

    Students

    Base API Growth

    Target

    API Diff. Met

    Target

    African

    American

    193 631 8 676 45 Yes

    Asian 1657 864 * 866 2 Yes

    Latino 729 691 5 704 13 Yes

    White 1005 839 * 835 -4 Yes

    ELL 477 707 5 716 9 Yes

    SES 638 684 6 686 2 No

    Special Ed. 182 497 15 519 22 Yes

    2009-2010 API Growth Report

    Number of

    Students

    Base API Growth

    Target

    API Diff. Met

    Target

    African American 153 672 6 673 1 No

    Asian 128 864 * 876 12 Yes

    Latino 833 706 5 720 14 Yes

    White 687 836 * 847 11 Yes

    ELL 470 718 5 708 -10 No

    SES 644 687 6 687 0 No

    Special Ed. 190 520 14 509 -11 No

    Two or more races 126 844

  • 42

    Adequate Yearly Progress (AYP)

    In 2007-2008 and 2008-2009, Samohi meet all its AYP targets. In 2009-2010 Samohi met

    nineteen out of twenty-two of the AYP criteria. Two subgroups, socioeconomically

    Disadvantaged and ELL did not meet the percent proficient criteria in Math. The

    socioeconomically Disadvantaged groups proficient rate for English Language Arts is still

    pending.

    Santa Monica High School 2007-2008

    Federal Accountability: Adequate Yearly Progress (AYP)

    Made AYP: Yes

    Met 22 of 22 Criteria

    Meet AYP Criteria ELA Math

    Participation Rate Yes Yes

    Percent Proficient Yes Yes

    API Yes

    Graduation Rate Yes

    Met 2007-2008 AYP Criteria

    Participation Rate Percent Proficient

    Groups ELA Math ELA Math

    Schoolwide Yes Yes Yes Yes

    African American ------- ------- -------- -------

    American Indian ------- ------- -------- -------

    Asian ------- ------- -------- -------

    Filipino -------- ------- -------- -------

    Latino Yes Yes Yes Yes

    Pacific Islander

    White Yes Yes Yes Yes

    Socioeconomically

    Disadvantaged

    Yes Yes Yes Yes

    ELL Yes Yes Yes Yes

    Students with

    Disabilities

    ------ ------- ------- -------

  • 43

    Santa Monica High School 2008-2009

    Federal Accountability: Adequate Yearly Progress (AYP)

    Made AYP: Yes

    Met 22 of 22 Criteria

    Meet AYP Criteria ELA Math

    Participation Rate Yes Yes

    Percent Proficient Yes Yes

    API Yes

    Graduation Rate Yes

    Met 2008-2009 AYP Criteria

    Participation Rate Percent Proficient

    Groups ELA Math ELA Math

    Schoolwide Yes Yes Yes Yes

    African American ------- ------- ------- -------

    American Indian ------- ------- ------- -------

    Asian ------- ------- ------- -------

    Filipino ------- -------- -------- -------

    Latino Yes Yes Yes Yes

    Pacific Islander ------- ------- -------- ------

    White Yes Yes Yes Yes

    Socioeconomically Disadvantaged Yes Yes Yes Yes

    ELL Yes Yes Yes Yes

    Students with Disabilities ------- ------- ------- ------

    Santa Monica High School 2009-2010

    Federal Accountability: Adequate Yearly Progress (AYP)

    Made AYP: No

    Met 19 of 22 Criteria

    Meet AYP Criteria ELA Math

    Participation Rate Yes Yes

    Percent Proficient No No

    API Yes

    Graduation Rate Yes

    Met 2009-2010 AYP Criteria

    Participation Rate Percent Proficient

    Groups ELA Math ELA Math

    Schoolwide Yes Yes Yes Yes

    African American ------ ------ ------ ------

    American Indian ------ ------ ------ ------

    Asian ------ ------ ------ ------

    Filipino ------ ------ ------ ------

    Latino Yes Yes Yes Yes

    Pacific Islander

    White Yes Yes Yes Yes

    Socioeconomically

    Disadvantaged

    Yes Yes Pending No

    ELL Yes Yes No No

    Students with Disabilities ------ ------ ------ ------

  • 44

    California Standards Tests

    Santa Monica High School is very proud of its students continued improvement and success on

    the California Standards tests. Over the years we have worked hard at making sure our

    students understand the importance of doing their best on these standardized tests. Over the

    past five years, the school has made efforts to ensure that its curriculum is standards based,

    standardized test taking strategies are infused throughout the curriculum and student apathy is

    kept to a minimum. Last year, our students coordinated a school wide testing assembly which

    featured a student created informational video designed to help motivate their peers to do their

    best on the tests. Most scores have continued to rise. Our school has had continued

    discussions about a comprehensive plan to improve all score but particularly our math scores

    across the board. Improving our math scores have been identified as one of Critical Areas of

    Academic Need. In addition, we have had continuing discussions about how to narrow the

    achievement gap thats evident from standardized testing results between White/Asians and

    African Americans/Latino here at Santa Monica High School.

    Grade 9 Grade 10 Grade 11

    Far Below Basic 3 7 10

    Below Basic 7 9 15

    Basic 17 24 24

    Proficient 35 28 21

    Advanced 38 32 30

    0%10%20%30%40%50%60%70%80%90%

    100%

    CST English Language Arts

    Percent Advanced and Proficient, 2009-2010

  • 45

    CST Grade 9 English Language Arts

    Significant Subgroups (# Test) Proficient and Advanced

    2007-2008 2008-2009 2009-2010

    African American (67) 36% (74) 45% (71) 52%

    Asian (48) 79% (54) 83% (46) 89%

    Latino (289) 47% (235) 51% (290) 61%

    White (348) 79% (345) 77% (255) 87%

    ELL (90) 21% (62) 26% (52) 27%

    Low SES (230) 42% (210) 43% (201) 56%

    Special Education (62) 26% (64) 28%

    0

    10

    20

    30

    40

    50

    60

    70

    80

    2007 2008 2009 2010

    Grade 9

    Grade 10

    Grade 11

    CST English Language Arts

    Students Scoring Advanced and Proficient, 2007-2010

  • 46

    CST Grade 10 English Language Arts

    Significant Subgroups (# Test) Proficient and Advanced

    2007-2008 2008-2009 2009-2010

    African American (67) 25% (63) 22% (55) 38%

    Asian (71) 76% (50) 70% (48) 77%

    Latino (241) 36% (286) 32% (264) 46%

    White (339) 79% (334) 69% (244) 70%

    ELL (63) 14% (73) 12% (65) 15%

    Low SES (200) 35% (250) 26% (213) 38%

    Special Education (45) 13% (64) 17%

    CST Grade 11 English Language Arts

    Significant Subgroups (# Test) Proficient and Advanced

    2007-2008 2008-2009 2009-2010

    African American (51) 31% (60) 27% (49) 24%

    Asian (56) 68% (65) 72% (37) 70%

    Latino (232) 35% (222) 33% (292) 33%

    White (356) 72% (334) 72% (218) 69%

    ELL (59) 17% (41) 2% (58) 16%

    Low SES (155) 34% (183) 27% (236) 26%

    Special Education (53) 21% (43) 5%

  • 47

    Gen Alg. Geo Alg. II Sum

    Far Below Basic 24 13 10 20 5

    Below Basic 26 40 27 28 22

    Basic 35 31 31 25 18

    Proficient 12 14 23 17 31

    Advanced 3 2 10 13 24

    0%10%20%30%40%50%60%70%80%90%

    100%

    0

    10

    20

    30

    40

    50

    60

    2007 2008 2009 2010

    Gen.

    Algebra

    Gemoetry

    Algebra II

    Summative

    CST Math

    Students Scoring Advanced and Proficient, 2007-2010

    CST Mathematics

    Percent Advanced and Proficient, 2009-2010

  • 48

    CST General Math

    Significant Subgroups (# Test) Proficient and Advanced, 2007-2010

    2007-2008 2008-2009 2009-2010

    African American (17) 0% (17) 6% (14) 21%

    Asian (2) 0% (0) * (10 ) *

    Latino (57) 5% (34) 13% (40) 15%

    White (19) 16% (19) 16% (11) 9%

    ELL (19) 0% (12) 8% (11) 0%

    Low SES (46) 4% (38) 11% (37) 14%

    Special Education (34) 3% (26) 0% (24) 0%

    CST Algebra I

    Significant Subgroups (# Test) Proficient and Advanced, 2007-2010

    2007-2008 2008-1009 2009-2010

    African American (65) 8% (51) 12% (47) 6%

    Asian (10) 0% (15) 13% (7) *

    Latino (212) 12% (188) 10% (175) 14%

    White (144) 19% (123) 20% (95) 24%

    ELL (81) 6% (69) 6% (44) 5%

    Low SES (175) 12% (181) 9% (140) 14%

    Special Education (34) 6% (81) 6% (33) 12%

  • 49

    CST Geometry

    Significant Subgroups (# Test) Proficient and Advanced, 2007-2010

    2007-1008 2008-2009 2009-2010

    African American (71) 20% (71) 20% (50) 18%

    Asian (45) 67% (37) 57% (34) 44%

    Latino (200) 12% (253) 19% (278) 21%

    White (267) 39% (309) 42% (213) 46%

    ELL (46) 13% (55) 13% (63) 8%

    Low SES (150) 12% (210) 18% (212) 14%

    Special Education (29) 10% (34) 12% (45) 7%

    CST Algebra II

    Significant Subgroups (# Test) Proficient and Advanced, 2007-2010

    2007-2008 2008-2009 2009-2010

    African American (46) 13% (31) 16% (34) 15%

    Asian (53) 57% (57) 60% (44) 64%

    Latino (183) 9% (171) 8% (231) 16%

    White (316) 39% (285) 35% (207) 40%

    ELL (42) 17% (31) 16% (33) 18%

    Low SES (128) 13% (139) 9% (164) 10%

    Special Education (17) 0% (10)* (12) 25%

  • 50

    CST Summative

    Significant Subgroups (# Test) Proficient and Advanced, 2007-2010

    2007-2008 2008-2009 2009-2010

    African American (11) 9% (19) 21% (10) *

    Asian (63) 60% (57) 65% (43) 81%

    Latino (82) 13% (84) 14% (83) 24%

    White (279) 49% (261) 52% (168) 67%

    ELL (10) * (4) * (10) *

    Low SES (58) 16% (64) 13% (60) 28%

    Special Education (4) * (1) * (0) *

    Life Biology Chemistry Physics

    Far Below Basic 11 7 9 3

    Below Basic 9 9 13 6

    Basic 25 31 33 36

    Proficient 25 27 25 33

    Advanced 30 27 20 22

    0%10%20%30%40%50%60%70%80%90%

    100%

    CST Science

    Students Scoring Advanced and Proficient, 2009-2010

  • 51

    CST Biology

    Significant Subgroups (# Test) Proficient and Advanced, 2007-2010

    2007-2008 2008-2009 2009-2010

    African American (73) 25% (106) 32% (80) 24%

    Asian (72) 78% (79) 70% (55) 71%

    Latino (299) 34% (360) 34% (4020 37%

    White (399) 69% (504) 67% (366) 69%

    ELL (87) 23% (83) 13% (78) 21%

    Low SES (228) 31% (312) 29% (293) 30%

    Special Education (60) 13% (73) 18% (75) 12%

    0

    10

    20

    30

    40

    50

    60

    70

    80

    2007 2008 2009 2010

    Life

    Biology

    Chemistry

    Physics

    CST Science

    Students Scoring Advanced and Proficient, 2007-2010

  • 52

    CST Grade 10 Life Science

    Significant Subgroups (# Test) Proficient and Advanced, 2007-2010

    2007-2008 2008-2009 2009-2010

    African American (66) 30% (63) 37% (55) 20%

    Asian (71) 79% (50) 82% (48) 68%

    Latino (236) 31% (286) 41% (266) 42%

    White (332) 76% (334) 74% (239) 67%

    ELL (61) 16% (73) 21% (66) 20%

    Low SES (196) 34% (251) 33% (213) 33%

    Special Education (45) 22% (57) 21% (61) 21%

    CST Chemistry

    Significant Subgroups (# Test) Proficient and Advanced, 2007-2010

    2007-2008 2008-2008 2009-2010

    African American (43) 16% (49) 22% (36) 22%

    Asian (75) 65% (70) 76% (57) 68%

    Latino (180) 16% (240) 18% (206) 29%

    White (365) 58% (389) 54% (239) 58%

    ELL (41) 17% (44) 25% (36) 19%

    Low SES (138) 22% (197) 17% (154) 22%

    Special Education (16) 13% (22) 5% (10) *

  • 53

    CST Physics

    Significant Subgroups (# Test) Proficient and Advanced, 2007-2010

    2007-2008 2008-009 2009-2010

    African American (3) * (2) * (2) *

    Asian (5) * (6) * (7) *

    Latino (9) * (11) 55% (20) 35%

    White (37) 62% (30) 77% (25) 56%

    ELL (3) * (2) * (3) *

    Low SES (6) * (8) * (16) 50%

    Special Education (0) * (0) * (0) *

    CST Social Science

    Students Scoring Advanced and Proficient, 2009-2010

    0%

    20%

    40%

    60%

    80%

    100%

    Far Below Basic 16 14

    Below Basic 11 14

    Basic 29 25

    Proficient 25 26

    Advanced 19 21

    World History US History

  • 54

    CST Social Science

    Students Scoring Advanced and Proficient, 2007-2010

    CST World History

    Significant Subgroups (# Test) Proficient and Advanced, 2007-2010

    0

    10

    20

    30

    40

    50

    60

    70

    80

    2007 2008 2009 2010

    World History

    U.S.History

    2007-2008 2008-2009 2009-2010

    African American (70) 17% (63) 22% (55) 19%

    Asian (74) 60% (54) 48% (48) 52%

    Latino (249) 22% (285) 32% (270) 31%

    White (341) 65% (334) 59% (241) 56%

    ELL (66) 14% (74) 18% (68) 19%

    Low SES (209) 25% (253) 25% (213) 28%

    Special Education (45) 9% (57) 12% (60) 15%

  • 55

    CST U.S. History

    Significant Subgroups (# Test) Proficient and Advanced, 2007-2010

    2007-2008 2008-2009 2009-2010

    African American (50) 26% (60) 35% (47) 26%

    Asian (55) 53% (65) 72% (37) 57%

    Latino (220) 40% (224) 40% (290) 34%

    White (347) 62% (335) 7% (217) 62%

    ELL (57) 16% (42) 19% (58) 10%

    Low SES (147) 36% (184) 39% (234) 28%

    Special Education (48) 27% (40) 15% (41) 5%

  • 56

    California High School Exam

    Santa Monica High School students have historically performed well on the CAHSEE. The tables

    below provide Santa Monica High Schools performance data over the last three years. English

    Language Arts scores are persistently lower among all groups than are math scores.

    CAHSEE performance 2007-2008(10th

    Grade, First Time Test Takers)

    Overall Low

    SES

    ELL Special

    Ed.

    Asian Black Latino White

    % Passing ELA 90% 84% 58% 44% 93% 76% 83% 98%

    # Tested ELA 739 199 60 45 71 63 239 344

    % Passing Math 91% 80% 70% 47% 97% 76% 82% 98%