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Tomales High School 3850 Irvin Rd 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 2013-14 School Accountability Report Card for Tomales High School Page 1 of 8 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 * “Misassignments” refers to the number of positions filled by teachers who 2013-14 Student Enrollment by Group 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. 2013-14 School Accountability Report Card for Tomales High School Page 2 of 8 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 ] [ ] [ ] 2013-14 School Accountability Report Card for Tomales High School Page 3 of 8 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
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