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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] ---- - --- 2015-16 School Accountability Report Card Published During the 2016-17 School Year -------- School Description Shoreline Unified School District Established 1912, Tomales High School is the sole comprehensive high school in the Shoreline 10 John St. Unified School District located in the town of Tomales, California, in the northwestern part of Tomales, CA 94971 Marin County. A rural school district with a total enrollment of 520 students, Shoreline Unified (707) 878-2266 School District is one of the smallest enrollments of any school district in California. However, it http://shorelineunified.org draws its students from approximately 450 square miles of pristine California coastal lands from the south beginning in the town of Olema, amidst ranch and dairy land, through the fishing village District Governing Board of Bodega Bay and up to the Russian River. Tim Kehoe Vonda Jensen Our School Vision Statement, updated in 2014 is as follows: Upon graduation, Tomales High Jill Manning Sartori School students will be prepared for the world they encounter with the skills necessary for future Jane Healy success. They will be socially aware, independent thinkers who are motivated to tackle and solve real world problems through communication, analysis, and collaboration. Jim Lino Avito Miranda Clairette McDonald District Administration Bob Raines 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 2015-16 School Accountability Report Card for Tomales High School Page 1 of 8 About the SARC A. Conditions of Learning By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC State Priority: Basic contains information about the condition and performance of each The SARC provides the following information relevant to the Basic State California public school. Under the Local Control Funding Formula (LCFF) Priority (Priority 1): all local educational agencies (LEAs) are required to prepare a Local • Degree to which teachers are appropriately assigned and fully Control and Accountability Plan (LCAP), which describes how they intend credentialed in the subject area and for the pupils they are teaching; to meet annual school-specific goals for all pupils, with specific activities • Pupils have access to standards-aligned instructional materials; and to address state and local priorities. Additionally, data reported in an • School facilities are maintained in good repair. LCAP is to be consistent with data reported in the SARC. Teacher Credentials • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at Tomales High School 14-15 15-16 16-17 http://www.cde.ca.gov/ta/ac/sa/. With Full Credential 15 • For more information about the LCFF or LCAP, see the CDE LCFF Without Full Credential 0 1 Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and Teaching Outside Subject Area of Competence 0 community members should contact the school principal or the Shoreline Unified School District 14-15 15-16 16-17 district office. With Full Credential ♦ ♦ 2015-16 Student Enrollment by Grade Level Without Full Credential ♦ ♦ Grade Level Number of Students Teaching Outside Subject Area of Competence ♦ ♦ Grade 9 42 Grade 10 33 Teacher Misassignments and Vacant Teacher Positions at this School Grade 11 44 Tomales High School 14-15 15-16 16-17 Grade 12 37 Teachers of English Learners 0 0 Total Enrollment 156 Total Teacher Misassignments 0 0 Vacant Teacher Positions 0 0 2015-16 Student Enrollment by Group * “Misassignments” refers to the number of positions filled by teachers who Group Percent of Total Enrollment lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments Black or African American 0.6 of Teachers of English Learners. American Indian or Alaska Native 0.6 Asian 0.6 Core Academic Classes Taught by Highly Qualified Teachers Filipino 0 2015-16 Percent of Classes In Core Academic Subjects Hispanic or Latino 60.3 Core Academic Classes Taught by Highly Qualified Teachers Taught by Highly Not Taught by Highly Native Hawaiian or Pacific Islander 1.3 Location of Classes Qualified Teachers Qualified Teachers White 35.3 This School 100.0 0.0 Two or More Races 1.3 Districtwide Socioeconomically Disadvantaged 59.6 All Schools 100.0 0.0 English Learners 16 High-Poverty Schools 100.0 0.0 Students with Disabilities 14.1 Low-Poverty Schools 100.0 0.0 Foster Youth 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. 2015-16 School Accountability Report Card for Tomales High School Page 2 of 8 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) 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 Math/September 2014 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Science Spectrum Physical Science/February, 2007; California Biology/2006; The Science of Agriculture, A Biological Approach, 2007/February, 2007; Holt Physics/2007; Chemistry/January, 2007; Agriculture Earth Science/2011 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 History-Social Science Modern World History”/January 2007; “America Pathways to the Present”/January, 2007; Principles in Action”/2007; Magruders American Government The Words We Live By – Your Annotated Guide to the Constitution/2007; AP US History/2014 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 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) A complete facilities review was completed in December 2016. Results will be reported to the facilities committee for action in 2016-17. School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: December 2015 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 Structural Damage, Roofs External: X Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating Exemplary Good Fair Poor ---------- X 2015-16 School Accountability Report Card for Tomales High School Page 3 of 8 B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): CAASPP Results for All Students - Three-Year Comparison • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Percent of Students Scoring at Proficient or Advanced Smarter Balanced Summative Assessments for students in the (meeting or exceeding the state standards) general education population and the California Alternate Subject School District State Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 The CAAs have replaced the California Alternate Performance Science 55 41 48 63 64 56 60 56 54 Assessment [CAPA] for ELA and mathematics, which were eliminated * Science test results include California Standards Tests (CSTs), California in 2015. Only eligible students may participate in the administration Modified Assessment (CMA), and California Alternate Performance of the CAAs. CAA items are aligned with alternate achievement Assessment (CAPA) in grades five, eight, and ten. Scores are not shown standards, which are linked with the Common Core State Standards when the number of students tested is ten or less, either because the [CCSS] for students with significant cognitive disabilities); and number of students in this category is too small for statistical accuracy or to protect student privacy. • The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California
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