Tomales High School 3850 Irvin Rd. • Tomales, CA 94971 • (707) 878-2286 • Grades 9-12 Adam Jennings, Principal [email protected]
2013-14 School Accountability Report Card Published During the 2014-15 School Year
Shoreline Unified School District School Description 10 John St. Established 1912, Tomales High School is the sole comprehensive high school in the Shoreline Tomales, CA 94971 Unified School District located in the town of Tomales, California, in the northwestern part of (707) 878-2266 Marin County. A rural school district with a total enrollment of 520 students, Shoreline Unified http://shorelineunified.org School District is one of the smallest enrollments of any school district in California. However, it draws its students from approximately 450 square miles of pristine California coastal lands from District Governing Board the south beginning in the town of Olema, amidst ranch and dairy land, through the fishing village Tim Kehoe of Bodega Bay and up to the Russian River.
Monique Moretti Our School Vision Statement, updated in 2014 is as follows: Upon graduation, Tomales High School students will be prepared for the world they encounter with the skills necessary for future Jill Manning Sartori success. They will be socially aware, independent thinkers who are motivated to tackle and solve Jane Healy real world problems through communication, analysis, and collaboration.
Jim Lino
Kegan Stedwell
Clairette McDonald
District Administration Thomas Stubbs Superintendent Adam Jennings Principal, Tomales High School Matt Nagle Principal, West Marin/Inverness Schools James Patterson Principal, Tomales Elementary School Nancy Wolfe Principal, Bodega Bay School
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About the SARC A. Conditions of Learning
Every school in California is required by state law to publish a School State Priority: Basic Accountability Report Card (SARC), by February 1 of each year. The SARC The SARC provides the following information relevant to the Basic State contains information about the condition and performance of each Priority (Priority 1): California public school. Under the Local Control Funding Formula (LCFF) • Degree to which teachers are appropriately assigned and fully all local educational agencies (LEAs) are required to prepare a Local credentialed in the subject area and for the pupils they are teaching; Control Accountability Plan (LCAP), which describes how they intend to • Pupils have access to standards-aligned instructional materials; and meet annual school-specific goals for all pupils, with specific activities to • School facilities are maintained in good repair. address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. Teacher Credentials
• For more information about SARC requirements, see the California Tomales High School 12-13 13-14 14-15 Department of Education (CDE) SARC Web page at Fully Credentialed 15 15 16 http://www.cde.ca.gov/ta/ac/sa/. • View this SARC online at the school and/or LEA Web sites. Without Full Credential 0 0 0 • For more information about the LCFF or LCAP, see the CDE LCFF Teaching Outside Subject Area of Competence 0 0 0 Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents and community Shoreline Unified School District 12-13 13-14 14-15 members should contact the school at (707) 878-2286. Fully Credentialed ♦ ♦
Without Full Credential ♦ ♦ 2013-14 Student Enrollment by Grade Level Grade Level Number of Students Teaching Outside Subject Area of Competence ♦ ♦
Gr. 9-- 44 Teacher Misassignments and Vacant Teacher Positions at this School Gr. 10- 37 Tomales High School 12-13 13-14 14-15 Gr. 11- 49 Teachers of English Learners 0 0 0 Gr. 12- 42 0 0 0 Total-- 172 Total Teacher Misassignments Vacant Teacher Positions 0 0 0 2013-14 Student Enrollment by Group * “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, Group Percent of Total Enrollment etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Black or African American------1.2
American Indian or Alaska Native--- 0.0 Core Academic Classes Taught by Highly Qualified Teachers ---- Asian------0.0 2013-14 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Filipino------0.0 Taught by Highly Not Taught by Highly Location of Classes Hispanic or Latino------52.3 Qualified Teachers Qualified Teachers Native Hawaiian/Pacific Islander 0.6 This School 100.00 0.00 White 44.8 Districtwide Two or More Races 1.2 All Schools 100.00 0.00 Socioeconomically Disadvantaged 60.5 High-Poverty Schools 100.00 0.00 English Learners 21.5 Low-Poverty Schools 0.00 0.00 Students with Disabilities 14.0 * High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.
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Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014-15)
Textbooks and Instructional Materials Year and month in which data were collected: 12/14 Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption Reading/Language Arts Literature Grade 9/January 2011; Literature Grade 10 Allen, January 2011 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0
Mathematics Geometry/September 2012; Algebra 2/September 2012; Common Core The textbooks listed are from most recent adoption: Yes Math/September 2014 Percent of students lacking their own assigned textbook: 0
Science Spectrum Physical Science/February, 2007; California Biology/2006; The The textbooks listed are from most recent adoption: Yes Science of Agriculture, A Biological Approach, 2007/February, 2007; Holt Physics/2007; Chemistry/January, 2007; Agriculture Earth Science/2011 Percent of students lacking their own assigned textbook: 0
History-Social Science Modern World History”/January 2007; “America Pathways to the The textbooks listed are from most recent adoption: Yes Present”/January, 2007; Principles in Action”/2007; Magruders American Government Percent of students lacking their own assigned textbook: 0 The Words We Live By – Your Annotated Guide to the Constitution/2007; AP US History/2014
Foreign Language Realidades/2005; Nuevas Vistas/2012 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0
Visual and Performing Arts October 2002 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0
School Facility Conditions and Planned Improvements (Most Recent Year) During the summer of 2011 a $3,000,000 renovation took place which modernized 12 classrooms and the library. A new auditorium was also built. New heaters were installed.
School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: Repair Status Repair Needed and System Inspected Good Fair Poor Action Taken or Planned Systems: [ X ] [ ] [ ] Gas Leaks, Mechanical/HVAC, Sewer Interior: [ X ] [ ] [ ] Interior Surfaces Cleanliness: [ ] [ X ] [ ] Overall Cleanliness, Pest/ Vermin Infestation Electrical: [ ] [ X ] [ ] Electrical Restrooms/Fountains: [ ] [ X ] [ ] Restrooms, Sinks/ Fountains Safety: [ X ] [ ] [ ] Fire Safety, Hazardous Materials Structural: [ ] [ X ] [ ] Some repair needed. Spring 2012 Structural Damage, Roofs External: [ ] [ X ] [ ] Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating Exemplary Good Fair Poor ------[ ] [ X ] [ ] [ ]
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B. Pupil Outcomes 2013-14 CAASPP Results by Student Group State Priority: Pupil Achievement Percent of Students Scoring at The SARC provides the following information relevant to the Pupil Group Proficient or Advanced Achievement State Priority (Priority 4): • Statewide assessments (i.e., California Assessment of Student Science (grades 5, 8, and 10) Performance and Progress and its successor the Standardized All Students in the LEA 63 Testing and Reporting Program); All Student at the School 55 • The Academic Performance Index; and • The percentage of pupils who have successfully completed courses Male------53 that satisfy the requirements for entrance to the University of Female------63 California and the California State University, or career technical Black or African American education sequences or programs of study. American Indian or Alaska Native CAASPP Results for All Students - Three-Year Comparison Asian------Percent of Students Scoring at Proficient or Advanced Filipino------(meeting or exceeding the state standards) Hispanic or Latino 56 Subject School District State Native Hawaiian/Pacific Islander 11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14 White------Science 45 49 55 64 60 63 60 59 60 Two or More Races------55 * Science (grades 5, 8, and 10) assessments include California Standards Tests Socioeconomically Disadvantaged 60 (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). Scores are not shown when the number of English Learners------students tested is ten or less, either because the number of students in this Students with Disabilities category is too small for statistical accuracy or to protect student privacy. Students Receiving Migrant
Education Services STAR Results for All Students - Three-Year Comparison * CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, Percent of Students Scoring at Proficient or Advanced and 10. Scores are not shown when the number of students tested is ten or (meeting or exceeding the state standards) less, either because the number of students in this category is too small for Subject statistical accuracy or to protect student privacy. School District State 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13 API Growth by Student Group – Three-Year Comparison ELA 44 50 48 58 62 59 54 56 55 Actual API Change Group Math 40 39 47 56 53 55 49 50 50 10-11 11-12 12-13 HSS 41 39 32 44 46 40 48 49 49 All Students at the School 23 -1 -4 * STAR Program was last administered in 2012-13. Percentages are not Black or African American calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or American Indian or Alaska Native to protect student privacy. Asian------Academic Performance Index Ranks - Three-Year Comparison Filipino------API Rank 2010-11 2011-12 2012-13 Hispanic or Latino 32 -23 12 Statewide------7 7 7 Native Hawaiian/Pacific Islander Similar Schools------10 10 10 White------5 25 -3 * For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Two or More Races Socioeconomically Disadvantaged 36 -31 4 2013-14 Percent of Students Meeting Fitness Standards Grade English Learners Level 4 of 6 5 of 6 6 of 6 Students with Disabilities ---9--- 29.3 22.0 34.1 * "N/D” means that no data were available to the CDE or LEA to report. “B” * Percentages are not calculated when the number of students tested is ten or means the school did not have a valid API Base and there is no Growth or less, either because the number of students in this category is too small for target information. “C” means the school had significant demographic statistical accuracy or to protect student privacy. changes and there is no Growth or target information
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C. Engagement
State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.
Opportunities for Parental Involvement Tomales High School believes that parental involvement in students’ academic and social progress is critical to student achievement. Parents are invited to participate in school activities such as field trips and tutoring. Volunteers are encouraged to become active in School Site Council, Athletic Boosters, English Learner Advisory Committee (ELAC), Project Graduation Grad Night Planning, and Friends of Agriculture. Tomales High School hosts multiple information nights to involve parents in academic and college planning for their students, throughout the year. Please contact our main office at 707-878-2286 if you would like more information, or would like to get involved.
State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
• Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety.
School Safety Plan The school safety plan is reviewed annually by the staff at our first staff meeting of the year. Fire, Earthquake, and Lockdown drills are completed annually, with at least one drill every school quarter. Our safety plan outlines procedures for Earthquake, Fire, Shelter-in-place, Power Outage, and School Closure, as well as our Evacuation plan.
Suspensions and Expulsions School 11-12 12-13 13-14 Suspensions Rate 7.9 6.8 10.4 Expulsions Rate 0.0 0.0 0.0 District 11-12 12-13 13-14 Suspensions Rate 3.0 3.6 4.2 Expulsions Rate 0.0 0.0 0.0 State 11-12 12-13 13-14 Suspensions Rate 5.7 5.1 4.4 Expulsions Rate 0.1 0.1 0.1 * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100.
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D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. 2013-14 Adequate Yearly Progress Overall and by Criteria Average Class Size and Class Size Distribution AYP Criteria School District Number of Classrooms* Average Class Size Made AYP Overall Yes 1-20 21-32 33+ Met Participation Rate: English-Language Arts Yes Grade 12 13 14 12 13 14 12 13 14 12 13 14 Met Participation Rate: Mathematics Yes English 13.2 19 10 13 7 19 2 3 1 0 Met Percent Proficient: English-Language Arts Yes Math--- 16 17 14 9 10 14 2 1 0 Met Percent Proficient: Mathematics Yes Science 19.6 19 17 5 6 7 2 2 1 0 Met API Criteria Yes SS----- 18.4 18 13 7 6 9 0 2 1 0 * Number of classes indicates how many classrooms fall into each size category 2014-15 Federal Intervention Program (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Indicator School District Program Improvement Status In PI First Year of Program Improvement 2013-2014 Year in Program Improvement Year 1 Number of Schools Currently in Program Improvement 3 Percent of Schools Currently in Program Improvement 75.0 * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process.
Academic Counselors and Other Support Staff at this School FY 2012-13 Teacher and Administrative Salaries State Average for Number of Full-Time Equivalent (FTE) District Category Districts In Same Amount Academic Counselor------1.0 Category Counselor (Social/Behavioral or Career Development) Beginning Teacher Salary $47,730 $38,152 Library Media Teacher (Librarian) Mid-Range Teacher Salary $68,647 $55,573 Library Media Services Staff (Paraprofessional) 1.0 Highest Teacher Salary $91,423 $71,908 Psychologist------.2 Average Principal Salary (ES) $124,570 $87,660 Social Worker------Average Principal Salary (MS) $0 $92,424 Nurse------day per month Average Principal Salary (HS) $122,789 $93,606 Speech/Language/Hearing Specialist as needed Superintendent Salary $158,847 $116,538 Resource Specialist------.6 Percent of District Budget Other------Teacher Salaries 32 34 Average Number of Students per Staff Member Administrative Salaries 6 7 Academic Counselor------171 * For detailed information on salaries, see the CDE Certificated Salaries & * One Full Time Equivalent (FTE) equals one staff member working full time; Benefits webpage at www.cde.ca.gov/ds/fd/cs/. one FTE could also represent two staff members who each work 50 percent of full time.
FY 2012-13 Expenditures Per Pupil and School Site Teacher Salaries Expenditures Per Pupil Level Average Teacher Salary Total Restricted Unrestricted School Site------$17,169 $2,785 $14,384 $84,115 District------♦ ♦ $11,098 $78,219 State------♦ ♦ $4,690 $57,912 Percent Difference: School Site/District 29.6 11.4 Percent Difference: School Site/ State 159.8 43.5
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Types of Services Funded at Tomales High School
Professional Development provided for Teachers at Tomales High School Our District has offered nine full days of professional development for staff over the last 3 years. In addition, each year their are up to ten additional collaboration sessions where staff participate in ongoing collaborative work related to the topics covered in professional development days. For Tomales High School, major focus areas have included Cultural Proficiency, Shift to the Common Core Standards, Integration of Technology, and Writing Across the curriculum. The most recent topics have been generated by our school-wide self-study process.
Staff meets for bi-monthly staff meetings and determine collaboration topics and areas of focus. Student data is reviewed to assess need, as well as effectiveness. In addition, staff is encouraged to attend off-site professional development opportunities related to these areas of focus. Ever staff member has participated in some off-site professional development opportunity related to our focus areas in the last two years.
School staff is currently finalizing our self-study report and action plan, a component of which will be a process and structure for ongoing collaboration.
2013-14 California High School Exit Examination Grade Ten Results by Student Group English-Language Arts Mathematics Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the LEA 36 28 36 42 39 18 All Students at the School 36 28 36 42 39 18 Male------55 25 20 42 32 26 Female------16 32 53 42 47 11 Black or African American American Indian or Alaska Native Asian------Filipino------Hispanic or Latino 42 38 21 45 36 18 Native Hawaiian/Pacific Islander White------31 15 54 36 43 21 Two or More Races Socioeconomically Disadvantaged 43 33 24 42 42 16 English Learners------Students with Disabilities Students Receiving Migrant Education Services * Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. CAHSEE Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced Tomales High School 2011-12 2012-13 2013-14 English-Language Arts 47 51 64 Mathematics 60 47 58 Shoreline Unified School District 2011-12 2012-13 2013-14 English-Language Arts 47 51 64 Mathematics 60 47 58 California 2011-12 2012-13 2013-14 English-Language Arts 56 57 56 Mathematics 58 60 62 * Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
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Completion of High School Graduation Requirements 2013-14 Advanced Placement Courses Graduating Class of 2013 Number of Percent of Group Subject AP Courses Students In School District State Offered* AP Courses All Students 94.34 94.34 84.56 Computer Science ♦ Black or African American 100.00 100.00 75.90 English------1 ♦ American Indian or Alaska Native 0.00 0.00 77.82 Fine and Performing Arts ♦ Asian------0.00 0.00 92.94 Foreign Language 1 ♦ Filipino------0.00 0.00 92.20 Mathematics 1 ♦ Hispanic or Latino 93.75 93.75 80.83 Science------1 ♦ Native Hawaiian/Pacific Islander 100.00 100.00 84.06 Social Science 1 ♦ White------94.12 94.12 90.15 All courses 5 1.2 Two or More Races 0.00 0.00 89.03 * Where there are student course enrollments.
Socioeconomically Disadvantaged 95.45 95.45 82.58 Courses for University of California (UC) English Learners 80.00 80.00 53.68 and/or California State University (CSU) Admission Students with Disabilities 83.33 83.33 60.31 UC/CSU Course Measure Percent 2013-14 Enrollment in Courses Required for 76.89 Dropout Rate and Graduation Rate UC/CSU Admission 2012-13 Graduates Who Completed All Courses 40.00 Tomales High School 2010-11 2011-12 2012-13 Required for UC/CSU Admission Dropout Rate (1-year) 19.0 6.7 0.0 Graduation Rate 80.95 88.89 96.15 Shoreline Unified School District 2010-11 2011-12 2012-13 Dropout Rate (1-year) 19.0 6.7 0.0 Graduation Rate 80.95 88.89 96.15 California 2010-11 2011-12 2012-13 Dropout Rate (1-year) 14.7 13.1 11.4 Graduation Rate 77.14 78.87 80.44
Career Technical Education Participation Measure CTE Program Participation Number of pupils participating in CTE 111 % of pupils completing a CTE program and earning a high school diploma 28% % of CTE courses sequenced or articulated between the school and institutions of postsecondary education 5%
Career Technical Education Programs
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