Central Coast New Tech High School

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2013-14 School Accountability Report Card — Using 2012-13 Data

LMUSD

Principal’s Message

The School Accountability Report Card (SARC) was established by Proposition 98, an initiative passed by California voters in November 1988. The SARC, to be issued annually by local boards for each el-ementary and secondary school in the State, provides for parents and other interested people a variety of information about the school, its resources, its successes, and the areas in which improvements are needed.

Central Coast New Tech High School serves students from the communities in and around the District, including the Five Cities and Nipomo areas. The school is one of three high schools in the District, in-cluding Arroyo Grande and Nipomo High School.

The staff at Central Coast New Tech High School is committed to facilitating the growth of their students, both in the academic and social realms. High expectations are held for both students and staff in the areas of academics and behavior so that our students are well prepared to be successful as they move on into college and careers.

Central Coast New Tech High School offers a rigorous academic environment with college prep courses engaging students with a relevant project-based learning environment that not only focuses on aca-demic content, but also fosters student growth in the 21st-century skills of collaboration, critical thinking, effective communication, technological literacy, and being a self-directed learner.

Parental Involvement

Our parents and the community are very supportive of the program at Central Coast New Tech High School. Parents may become involved in their child’s education in numerous ways, such as volunteering to sit on student presentation panels or to work in the classrooms as guest experts. Organized groups for parent involvement include the Boosters and School Site Council (SSC). Parents and community members are invited to many school activities and events held throughout the year including parent conference nights, Back-to-School Night, New Student and Parent Information night, Open House, and student performances. Parents are also kept informed of school events through automated phone calls and e-mails, a school newsletter issued quarterly, and daily bulletins on the school’s Web site and Facebook. Parents can keep an up-to-date status on their student’s grades through the school’s ECHO online classroom information management portal.

I strongly encourage you to stay involved with our school and your child’s education. Parents who wish to volunteer or participate in Central Coast New Tech High School’s committees and school activities may contact Principal’s Secretary Raquel Lujano at (805) 474-3350.

Dan Neff, Principal E-mail: [email protected] 525 North Thompson Avenue

Nipomo, CA 93444-9086 Phone: (805) 474-3350 CDS Code: 40-68759-0125328

Grades: 9-12

centralcoastnewtech.org/home.php

Lucia Mar Unified School District

James Hogeboom, Superintendent E-mail: [email protected]

602 Orchard Street Arroyo Grande, CA 93420 Phone: (805) 474-3000 x1080

www.lmusd.org

In accordance with State and federal requirements, the School Accountability Report Card (SARC) is put forth annually

by all public schools as a tool for parents and interested parties to stay informed of the school’s

progress, test scores, and achievements.

School Accountability

Report Card

School Mission Statement

The mission of Central Coast New Tech High School is to provide an engaging, challenging, and inspir-ing environment through which our students become empowered to attain their full potential as a suc-cessfully contributing member of our 21st-century society. Through the focused effort of the students, staff, parents and community, students will use 21st-century skills and project-based learning to assess, innovate, and contribute to the advancement of our ever-changing world.

The Student Learning Environment is molded by the following Schoolwide Learning Outcomes:

Knowledge and Thinking

The ability to reason, problem-solve, make decisions, develop sound arguments, and create new ideas by using appropriate sources and applying the knowledge and skills of a discipline.

Collaboration

The ability to demonstrate effective communication, empathy, responsibility, initiative, and leadership in order to be a productive member of diverse teams

Oral Communication

The ability to make meaning from verbal messages and effectively communicate content knowledge and thinking through oral interactions and presentations.

Written Communication

The ability to effectively communicate content knowledge and thinking in a written format using disci-pline-appropriate organizational patterns and conventions.

Agency

The ability to reflect on the development of a growth mindset and purpose for learning as well as dem-onstrate self-monitoring, learning strategies, study habits, and active participation.

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Suspension and Expulsion Rates CCNTH

10-11 11-12 12-13 Suspension

Rates ³ ³ 0.068 Expulsion

Rates ³ ³ 0.017 LMUSD

10-11 11-12 12-13 Suspension

Rates 0.132 0.068 0.054 Expulsion

Rates 0.010 0.007 0.003

Suspensions and Expulsions

This table shows the school and district suspension and expulsion rates for the most recent three-year period. Please note, a new method for calculating sus-pension and expulsion rates was imple-mented starting in the 2011-12 school year – the rates in 2011-12 and beyond cannot be truly compared to previous rates since they are calculated differently.

2012-13 Enrollment by Grade

Enrollment by Grade Level

The bar graph displays the total number of students enrolled in each grade for the 2012-13 school year.

2012-13 School Year Demographics

Three-Year Data Comparison Average Class Size

10-11 11-12 12-13

Three-Year Data Comparison Number of Classrooms by Size

10-11 11-12 12-13

Subject 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+ English-Language Arts ³ ³ ³ ³ ³ ³ 6

Mathematics ³ ³ ³ ³ ³ ³ 6 1

Science ³ ³ ³ ³ ³ ³ 6

History-Social Science ³ ³ ³ ³ ³ ³ 6

Enrollment by Student Group

The total enrollment at the school was 109 students for the 2012-13 school year. The pie chart displays the percentage of students enrolled in each group.

Class Size Distribution

The bar graph displays the three-year data for average class size and the table displays the three-year data for the number of classrooms by size.

Socioeconomically Disadvantaged 28.40% English Learners 4.60% Students with Disabilities 7.30%

2012-13 Governing Board

Mark Millis, President

Chad Robertson, Vice President Vicki Meagher, Clerk

Vern Dahl, Board Member Colleen Martin, Board Member Dee Santos, Board Member Don Stewart, Member

9 109

Hispanic or Latino 25.7%

American Indian or Alaska Native

0.9%

Filipino 1.8% White

69.7%

Two or More Races

1.8%

English-Language

Arts Mathematics Science History-SocialScience

18

16

18 18

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v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

Three-Year Data Comparison Students Scoring at Proficient or Advanced Levels

CCNTH LMUSD California

Subject 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13 English-Language Arts ³ ³ 82% 60% 61% 59% 54% 56% 55%

Mathematics ³ ³ 35% 61% 59% 58% 49% 50% 50%

Science ³ ³ v 61% 60% 59% 57% 60% 59%

History-Social Science ³ ³ 53% 52% 53% 52% 48% 49% 49%

STAR Results for All Students

The Standardized Testing and Reporting Program (STAR) results are evaluated and compared to state content standards using the following five performance levels: Advanced (exceeds state standards), Proficient (meets state standards), Basic, Below Basic, and Far Below Basic. Students scoring at the Proficient or Advanced level meet state standards in that content area. The tables show the percent-age of students who scored at Proficient or Advanced levels in English-langupercent-age arts, mathematics, science, and history-social science.

Spring 2013 Results Students Scoring at Proficient or Advanced Levels

Group _{Language Arts}English- Mathematics Science _{Social Science}History- All Students in the District 59% 58% 59% 52%

All Students at the School 82% 35% v v

Male 78% 27% v v

Female 88% 48% v v

Black or African American v v v v

American Indian or

Alaska Native v v v v

Asian v v v v

Filipino v v v v

Hispanic or Latino 79% 21% v v

Native Hawaiian or

Pacific Islander v v v v

White 81% 38% v v

Two or More Races v v v v

Socioeconomically

Disadvantaged 73% 37% v v

English Learners v v v v

Students with Disabilities v v v v

Students Receiving

Migrant Education Services v v v v

STAR Results by Student Group: English-Language Arts,

Mathematics, Science, and History-Social Science

Standardized Testing and

Reporting Program

The Standardized Testing and Reporting Program (STAR) aims to identify strengths and weaknesses to improve student learn-ing. The STAR consists of several key tests that are designed for the student’s age and individual needs. These tests in-clude the California Standards Test (CST), California Modified Assessment (CMA), and California Alternate Performance As-sessment (CAPA).

The CSTs are multiple choice tests in English-language arts, mathematics, science, and history-social science for varying grade levels. Some grade levels also participate in an essay writing test. The CSTs are used to determine students’ achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject.

The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan. It is designed to assess those students whose disabilities prevent them from achieving grade-level proficiency on an assessment of the content standards with or without accommodations.

The CAPA is an alternate assessment for students with significant cognitive disabili-ties who are unable to take the CST with accommodations or modifications or the CMA with accommodations.

For more information on the STAR includ-ing tests, participation, groups, and scores by grade level, please visit star.cde.ca.gov.

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Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score reflects the school, district, or a student group’s performance level based on the results of statewide testing. The state has set an API score of 800 as the statewide target. The annual API reporting cycle consists of the Base API (not published in this SARC) and Growth API. The Base API begins the reporting cycle and the results are released ap-proximately a year after testing occurs (e.g. The 2012 Base API is calculated from results of statewide testing in spring 2012, but the results are not released until May 2013). Growth API calculates test results in the same fashion and with the same indicators as the Base API but from test results from the following year (e.g. The 2013 Growth API is calculated from re-sults of statewide testing in spring 2013 and released in September 2013). To represent how much a school’s API changed from 2012-13, the 2012 Base API is subtracted from the 2013 Growth API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes Growth API, growth achieved, and whether or not targets were met. To learn more about API, visit www.cde.ca.gov/ta/ac/ap/ for the API information guide and the API overview guide.

API Ranks Three-Year Data Comparison

2010 2011 2012 Statewide API Rank ³ ³ ³

Similar Schools API Rank ³ ³ ³

n Data are reported only for numerically significant groups.

2013 Growth API and Three-Year Data Comparison API Growth by Student Group

Group

2013 Growth API _{CCNTH –}

Actual API Change

CCNTH LMUSD California

Number

of Students Growth API of StudentsNumber Growth API of StudentsNumber Growth API 10-11 11-12 12-13

All Students 98 806 7,767 816 4,655,989 790 ³ ³ ²

Black or African American 0 v 65 753 296,463 708 ³ ³ ²

American Indian or Alaska Native 1 v 35 858 30,394 743 ³ ³ ²

Asian 0 v 129 905 406,527 906 ³ ³ ²

Filipino 2 v 85 849 121,054 867 ³ ³ ²

Hispanic or Latino 24 767 3,177 754 2,438,951 744 ³ ³ ²

Native Hawaiian or Pacific Islander 0 v 11 791 25,351 774 ³ ³ ²

White 70 812 4,082 858 1,200,127 853 ³ ³ ²

Two or More Races 1 v 183 863 125,025 824 ³ ³ ²

Socioeconomically Disadvantaged 27 773 3,906 759 2,774,640 743 ³ ³ ²

English Learners 3 v 1,598 712 1,482,316 721 ³ ³ ²

Students with Disabilities 7 v 1,038 634 527,476 615 ³ ³ ²

API Growth by Student Group

Assessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either: (1) at least 50 students with valid STAR scores who make up at least 15 percent of the total valid STAR scores, or (2) at least 100 students with valid STAR scores. This table displays, by student group, first, the 2013 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years at the school.

API Ranks

Schools are ranked in 10 categories of equal size, called deciles, from one (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide API rank” com-pares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A “similar schools API rank” reflects how a school com-pares to 100 statistically matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools’ API rank.

³ The school first opened in the 2012-13 school year. Therefore, no data prior to 2012-13 is available.

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2012-13 School Year Adequate Yearly Progress Criteria

CCNTH LMUSD

Met Overall AYP No No

Met Participation Rate

English-Language Arts Yes Yes

Mathematics Yes Yes

Met Percent Proficient

English-Language Arts No No

Mathematics No No

Met API Criteria Yes Yes

Met Graduation Rate ÷ Yes

Percentage of Students Meeting Fitness Standards

2012-13 School Year Grade 9

Four of Six Standards 11.90%

Five of Six Standards 25.70%

Six of Six Standards 44.60%

Adequate Yearly Progress

The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas:

1. Participation rate on statewide assessments in English-language arts and mathematics 2. Percentage of students scoring proficient on statewide assessments in English-language arts

and mathematics 3. API scores

4. Graduation rate for high schools

The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for 2012-13. For more information, visit www.cde.ca.gov/ta/ac/ay/.

Professional Development

Lucia Mar invests time and resources to ongoing, districtwide staff development in key initiative areas aligned to district goals to increase student achievement and support school improvement. During the 2011-12 school year, our professional development focused on the new Califor-nia Common Core State Standards, 21st Century Skills, English Learners, Project-based Learning, and best practices in instruction/assessment.

Professional development opportunities are provided in a variety of ways — one districtwide staff development day, school minimum days, high school early-out days, staff meetings, release time, Saturday trainings, and summer institutes. Over the last three years teachers have received 24 days of professional develop-ment.

California Physical

Fitness Test

Each spring, all students in grades 5, 7, and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas:

1. Aerobic Capacity 2. Body Composition 3. Flexibility

4. Abdominal Strength and Endurance 5. Upper Body Strength

and Endurance

6. Trunk Extensor Strength and Flexibility

Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram®. The table shows the percentage of students meeting the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed informa-tion on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.

2013-14 School Year Federal Intervention Program

CCNTH LMUSD

Program Improvement Status Not Title I In PI

First Year of Program Improvement ² 2010-2011

Year in Program Improvement ² Year 3

Number of Schools Identified for Program Improvement 12

Percent of Schools Identified for Program Improvement 85.70%

Federal Intervention Program

Schools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or gradua-tion rate) enter into Program Improvement (PI). Each addigradua-tional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percent of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district. This table displays the 2013-14 Program Improvement status for the school and district. For detailed information about PI Identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

² Not applicable.

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California High School

Exit Exam Results

The California High School Exit Exam (CAHSEE) is primarily used as a gradu-ation requirement in California. Students are first tested in grade 10 and have multiple chances to retake the test if the student does not pass the first time. The grade 10 results of this exam are also used to determine AYP for high schools as required by the federal NCLB law. The CAHSEE has two sections: English-language arts and mathematics. For the purposes of calculating AYP, three performance levels are set: Advanced, Proficient, and Not Proficient.

Three-Year Data Comparison Students Scoring at Proficient or Advanced Levels

English-Language Arts Mathematics 10-11 11-12 12-13 10-11 11-12 12-13

CCNTH ³ ³ v ³ ³ v

LMUSD 68% 61% 63% 66% 67% 65%

California 59% 56% 57% 56% 58% 60%

2012-13 School Year Students Achieving at Each Performance Levels

English-Language Arts Mathematics

Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced

All Students in the District 37% 24% 40% 35% 40% 25%

All Students at the School v v v v v v

Male v v v v v v

Female v v v v v v

Black or African American v v v v v v

American Indian or Alaska Native v v v v v v

Asian v v v v v v

Filipino v v v v v v

Hispanic or Latino v v v v v v

Native Hawaiian or Pacific Islander v v v v v v

White v v v v v v

Two or More Races v v v v v v

Socioeconomically Disadvantaged v v v v v v

English Learners v v v v v v

Students with Disabilities v v v v v v

Students Receiving Migrant Education Services v v v v v v

CAHSEE Grade Ten Results by Student Group: English-Language Arts and Mathematics

This table displays the percentage of students, by group, achieving at each performance level in English-language arts and mathematics for the most recent testing period. For detailed information regarding the CAHSEE results, visit cahsee.cde.ca.gov/.

California High School Exit Exam Grade Ten Results

The table displays the percentage of students scoring at Proficient or Advanced levels for the most recent three-year period. Note the score a student must achieve to be considered Proficient is different than the passing score for graduation requirement.

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Graduating Class of 2013 Completion of High School Graduation Requirements

Group CCNTH LMUSD California

All Students ± 746 418,598

Black or African American ± 16 28,078

American Indian or Alaska Native ± v 3,123

Asian ± 13 41,700

Filipino ± 12 12,745

Hispanic or Latino ± 209 193,516

Native Hawaiian or Pacific Islander ± v 2,585

White ± 475 127,801

Two or More Races ± 16 6,790

Socioeconomically Disadvantaged ± 287 217,915

English Learners ± 19 93,297

Students with Disabilities ± 70 31,683

Three-Year Data Comparison Graduation and Dropout Rates

Graduation Rate Dropout Rate 09-10 10-11 11-12 09-10 10-11 11-12

CCNTH ³ ³ ³ ³ ³ ³

LMUSD 89.21% 89.56% 89.91% 8.50% 7.60% 5.50%

California 74.72% 77.14% 78.73% 16.60% 14.70% 13.10%

“The mission of the Lucia Mar Unified School District is to Engage,

Challenge, and Inspire students through the power of learning.”

Completion of High School Graduation Requirements

This table displays school, District, and California data for the number of students in the most recent graduating class who met all State and local graduation requirements for grade 12 completion, including having passed both the English-language arts and mathematics portions of the California High School Exit Exam (CAHSEE) or received a local waiver or State exemption. For more information, please visit www.cde.ca.gov/ta/tg/hs.

Graduates and Dropouts

This table displays the graduation and dropout rates for the most recent three-year period for which data is available. Please note, a new method for calculating graduation and dropout rates was implemented starting with the class of 2010. The new rates should not be compared to data from previous years. Please visit www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for more information.

Advanced Placement Courses

No information is available for Central Coast New Tech High School regard-ing Advanced Placement (AP) courses offered.

± Information not available.

³ The school first opened in the 2012-13 school year. Therefore, no data prior to 2012-13 is available.

District Mission Statement

The mission of the Lucia Mar Unified School District is to Engage, Challenge, and Inspire students through the power of learning.

District Vision Statement

Lucia Mar will become the model school district for 21st Century Learning in the nation.

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Admission Requirements for

California’s Public Universities

University of California: Admission re-quirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer stu-dents who have successfully completed specified college course work, be eligible for admission to the UC. These require-ments are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements, please visit the UC Admissions Information Web page at admission.universityofcalifornia.edu/. California State University: Eligibil-ity for admission to the California State University (CSU) is determined by three factors: (1) specific high school courses, (2) grades in specified courses and test scores, and (3) graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher stan-dards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are his-torically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page at www.calstate.edu/admission/admission. shtml.

Career Technical Education Programs

The Board of Education realized that students have varying academic interests and aptitudes, and that they need to be better prepared for options other than a four-year university directly from high school, particularly in light of the rapidly changing workforce technology and employment environments in many industry sectors. Therefore, the Board of Education sought to design Programs of Study to ensure that all students graduating from the Lucia Mar Unified School District have the preparation necessary for success in any post-secondary pursuit, whether it is university studies, technical training, workforce placement, military enlistment, or service as a community volunteer.

As vocational education evolved in the 21st century, it became known as Career Technical Education (CTE). Business owners, trade union leaders and educators came together to change how occupational and technical subject matter were delivered in high school, college and technical training environments. This resulted in the need to develop robust and rigorous curriculum provided in a cyclical continuum that engages participants in the most common tasks and skills required in a broad umbrella of employment opportunities within a specific industry sector. High School Career Pathways provide the first three years of instruction and skill development in this scenario.

Pathway programs in LMUSD are being designed so that students will be able to gain at least one industry certification, or equivalent skill measurement, to provide a competitive advantage in the job market. Additionally, curriculum will coincide with community college career certificate and associate degree programs in same/similar industry areas and in some cases allow students to earn college credit for their coursework while still in high school. This will shorten the time it takes students to earn postsecondary degrees/certificates and enter the skilled workforce.

The California Department of Education gives guidance for the design of model CTE programs in their plan for Career Technical Education, which was adopted by the State Board of Education in 2008. The same quality program indicators were taken into consideration during the development of career pathway programs of study for LMUSD. Specifically, during the 2012-13 school year, the focus of path-way preparation has been on assessing current programs and facilities, establishing relationships with industry members and assembling advisory committees for new programs, reviewing and developing curriculum, reviewing instructor training needs, determining outreach/communication needs, and re-searching funding options for new and existing pathway programs.

Director of CTE Nancy Miller spent time with teachers in their classrooms to discuss curriculum, facil-ity and equipment needs for individual classes, as well as overall pathway programs. Teachers also attended a workshop regarding pathway development and philosophy, which included California State CTE Frameworks and standards, as well as funding legislation that affects the structural make up of CTE programs. This established a baseline from which to support current programs that are functioning well, retool programs that have minor areas of weakness, build out viable pathways from programs that currently function as a single course, and establish new programs where programs do not exist but there is a regional workforce need.

Several CTE programs participate in Career Technical Student Organization activities and competitions through the Future Farmers of America (FFA) and SkillsUSA. The Culinary Arts, Agriculture, and Anima-tion programs all had regional contest winners, who competed in the various categories at the state level. The Animation team came in first place at the State Skills USA competition and competed at the national level for the third year in a row.

Students also earned industry certification in the culinary arts program by successfully passing ServSafe Certification, an industry standard which will help students in their search for employment. Additionally, all of the third-year culinary students participated in internship placements which led to paid employment by the end of the school year. We hope to expand internships and industry certifica-tion to other pathways at both high schools.

The following is a list of CTE programs that existed in the 2012-13 school year. The Board of Education adopted the new Career Pathways to implement in the 2013-14 school year.

ARROYO GRANDE HIGH SCHOOL • Agriculture & Natural Resources

• Animation

• Architecture & Engineering

• Automotive Technology

• Construction Technology

• Culinary Arts

• Early Childhood Education

• Photography & Multimedia Arts

• Technical Theater

NIPOMO HIGH SCHOOL

• Agriculture & Natural Resources

• Criminal Justice

• Multimedia Arts

• Robotics

• Web Design

UC/CSU Admission CCNTH

2011-12 and 2012-13 School Years Percentage of Students

Enrolled in Courses Required for UC/CSU Admission in 2012-13

70.28%

Percentage of Graduates Who Completed All Courses Required for UC/ CSU Admission in 2011-12

³

Course Enrollment

for UC/CSU Admission

The table displays two measures related to the school’s courses that are required for University of California and/or Cali-fornia State University admission for the most recent year for which data is avail-able. For more detailed information, visit dq.cde.ca.gov/dataquest.

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² Not applicable.

• Systems: Gas Systems and Pipes, Sewer, Mechanical Systems (heating, ventilation, and air conditioning)

• Interior: Interior Surfaces (floors, ceilings, walls, and window casings)

• Cleanliness: Pest/Vermin Control, Overall Cleanliness (school grounds, buildings, rooms, and common areas)

• Electrical: Electrical Systems (interior and exterior)

• Restrooms/Fountains: Restrooms, Sinks/Drinking Fountains (interior and exterior)

• Safety: Fire Safety Equipment, Emergency Systems, Hazardous Materials (interior and exterior)

• Structural: Structural Condition, Roofs

• External: Windows/Doors/Gates/Fences, Playgrounds/School Grounds

School Facility Items Inspected

The table shows the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected.

School Facilities

Central Coast New Tech High School (CCNTH) provides a safe, clean environment for learning. Open-ing in August 2012, Central Coast New Tech High School is situated on 3.4 acres on the southeast cor-ner of the Nipomo High School campus. The school buildings consist of six classrooms, a multipurpose room, and administrative offices.

The facility strongly supports teaching and learning through its ample classroom and recreation space. Administrative staﬀ are monitoring students and visible during all student break times. CCNTH is ad-ditionally supported by a full-time school resource officer from the San Luis Obispo County Sheriﬀ’s Department.

Central Coast New Tech High School is a closed campus. Many people visit the campus to volunteer in the classroom and participate in school events. Parents and visitors are welcomed and required to check-in at the school office upon arrival and obtain a visitor’s badge; visitors are required to return to the school office upon departure. During lunch, recesses, and before and after school, adults supervise students and school grounds, such as the cafeteria and recreation area, to ensure a safe and orderly environment.

Safety concerns are the No. 1 priority of maintenance and operations. District maintenance supervisors are proactive and conduct inspections at school sites on a continual basis. Repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work-order process is used to ensure efficient service and that emergency repairs are given the highest priority. The District maintenance staff has indicated that 100 percent of all toilets on school grounds are in working order. A team of custodians ensures classrooms, campus grounds, and restrooms are kept clean and safe. A scheduled maintenance program is administered by Lucia Mar Unified School District to ensure that all classrooms and facilities are well maintained and provide a suitable learning environment. A summary of these standards is available at the school office or at the District office.

2013-14 School Year

School Facility Good Repair Status

This inspection determines the school facility’s good repair status using ratings of good condition, fair condition, or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair, or poor. At the time of this school facility inspection, no deficiencies were found.

School Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status Systems Good Restrooms/Fountains Good

Interior Good Safety Good

Cleanliness Good Structural Good

Electrical Good External Good

Overall Summary of Facility Conditions Good

Date of the Most Recent School Site Inspection 4/2/2013

Date of the Most Recent Completion of the Inspection Form 4/2/2013

Career Technical Education Data llssll

2012-13 Participation Number of Pupils

Participating in CTE 0 Percentage of Pupils Who Completed a CTE Program and Earned a High School Diploma

²

Percentage of CTE Courses that are Sequenced or Articulated Between a School and Institutions of Postsecondary Education

²

Career Technical

Education Participation

This table displays information about par-ticipation in the school’s Career Technical Education (CTE) programs.

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2013-14 School Year Textbooks and Instructional Materials List

Subject Textbook Adopted

English-Language Arts Prentice Hall (Grade 9) 1999

Mathematics Houghton Mifflin (Grade 9) 2000

Mathematics Glencoe 2000

Mathematics Glencoe 2001

Science Prentice Hall 2002

History-Social Science McDougal Littell 2006

Textbooks and Instructional Materials

Lucia Mar Unified School District held a public hearing Sept. 17, 2013, and determined each school with-in the District has sufficient and good-quality textbooks, with-instructional materials, or science lab equip-ment pursuant to the settleequip-ment of Williams v. the State of California. All students, including English Learners, are given their own individual Standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. All textbooks and instructional materials used within the District are aligned with the California State Content Standards and Frameworks and have been approved by the Board of Education. Lucia Mar Unified School District follows the State’s seven-year adoption cycle. Auxiliary materials, such as math manipulatives, trade books, and science kits, are also purchased to support the textbook adoption.

Currency of Textbook 2013-14 School Year Data Collection Date 09/2013

Percentage of Students Lacking Materials by Subject

2013-14 School Year Reading/Language Arts 0%

Mathematics 0%

Science 0%

History-Social Science 0%

Visual and Performing Arts 0%

Foreign Language 0%

Health 0%

Science Laboratory

Equipment 0%

Quality of Textbooks 2013-14 School Year

Criteria Yes/No Are the textbooks adopted

from the most recent state-approved or local governing board approved list?

Yes

Are the textbooks

consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education?

Yes

Does every student, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home?

Yes

Availability of Textbooks and

Instructional Materials

The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

Quality of Textbooks

The following table outlines the criteria required for choosing textbooks and instructional materials.

Currency of Textbook Data

This table displays the date when the text-book and instructional materials informa-tion was collected and verified.

Types of Services Funded

Lucia Mar offers a comprehensive range of programs and services to support student learning. A strong core curriculum is taught by highly qualified teachers. Student learning is monitored closely. Proficient and advanced students are challenged to master skills at the highest levels. Students not yet proficient are supported with additional time and instructional support. Academic support is provided during the school day and after school. Social and emotional support is provided to eliminate barriers to academic success.

Academic support services:

• Standards-based instructional materials: Lottery/Instructional Materials funds

• New teacher support: Teacher Induction

• Staff development: Title I, Title II

• Intervention programs: Title I, Economic Impact Aid (EIA), Title III

• Intensive instructional services: CAHSEE, Title I, Title III

• English language development: Title III, EIA/limited English proficient (LEP)

• Title I, Response to Intervention: Title I, EIA

• Students with disabilities: Special Education funds

• After school programs: Bright Futures (AESES)

Social and emotional support services:

• Counseling support: General fund, MAA, Categorical Funds

• Intensive counseling services: MAA Funds, Site Funds

• Mental Health early prevention: PEI Funds

• Safe Schools: General Funds

• Referrals to Community Agencies: SAFE

Comprehensive academic and social support services enable Lucia Mar students to achieve at high levels in school and life.

Public Internet Access

Internet access is available at public libraries and other locations that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents.

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Academic Counselors and School Support Staff Data

2012-13 School Year Academic Counselors FTE of Academic

Counselors 0.0 Ratio of Students Per

Academic Counselor ² Support Staff FTE Social/Behavioral or Career Development Counselors 0.0 Library Media Teacher

(Librarian) 0.0 Library Media Services

Staff (Paraprofessional) 0.0 Psychologist 0.0

Social Worker 0.0

Nurse 0.0

Speech/Language/Hearing

Specialist 0.0

Resource Specialist

(non-teaching) 1.0 Three-Year Data Comparison

Teacher Credential Information

LMUSD CCNTH

Teachers 12-13 10-11 11-12 12-13

With Full Credential 510 ³ ³ 6

Without Full Credential 2 ³ ³ 0

Teaching Outside Subject Area of Competence ³ ³ 0

Teacher Qualifications

This table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov/.

Three-Year Data Comparison Teacher Misassignments and Vacant Teacher Positions

CCNTH

Teachers 11-12 12-13 13-14

Teacher Misassignments of English Learners ³ 0 0

Total Teacher Misassignments ³ 0 0

Vacant Teacher Positions ³ 0 0

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the num-ber of teacher misassignments of English Learners.

2012-13 School Year No Child Left Behind Compliant Teachers

Percent of Classes in Core Academic Subjects Taught by Highly

Qualified Teachers Not Taught by Highly Qualified Teachers

CCNTH 100.00% 0.00%

All Schools in District 100.00% 0.00%

High-Poverty Schools in District 100.00% 0.00%

Low-Poverty Schools in District 100.00% 0.00%

Core Academic Classes Taught by Highly Qualified Teachers

The No Child Left Behind Act (NCLB) extended ESEA to require that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the 2012-13 school year. High-poverty schools are defined as those schools with student participation of approximately 40 per-cent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

Academic Counselors and

School Support Staff

This table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).

School Safety

The Comprehensive Safe School Plan was developed by the District to comply with Senate Bill 187 (SB 187) of 1997. The Plan provides students and staff a means of ensuring a safe and orderly learning environment. Each school includes the following requirements of SB 187 within their Safe School Plans: current status of school crime; child abuse reporting procedures; disaster procedures, both routine and emergency; policies related to suspension and expulsion; notification to teachers; sexual harassment policy; provision of a schoolwide dress code; safe ingress and egress of pupils, parents, and school employees; safe and orderly school environment; and school rules and procedures.

The school evaluates the plan annually and updates it as needed. Safety pro-cedures, including elements of the Safe School Plan, are reviewed with school and District staff in the fall, at the start of each school year. The Injury, Illness & Preven-tion Plan was last updated and reviewed with school staff in October 2013.

² Not applicable.

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Data for this year’s SARC was provided by the California Department of Education (CDE), school, and district offices. For additional information on California schools and districts, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English Learners. For further information regarding the data elements and terms used in the SARC see the 2012-13 Academic Performance Index Reports Information Guide located on the CDE API Web page at www.cde.ca.gov/ta/ac/ap. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.

All data accurate as of December 2013.

School Accountability Report Card

PubliShed by:

www.sia-us.com | 800.487.9234

Financial Data

The financial data displayed in this SARC is from the 2011-12 fiscal year. The most current fiscal infor-mation available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at www.ed-data.org.

2011-12 Fiscal Year District Salary Data

LMUSD Similar Sized District Beginning Teacher Salary $39,192 $40,933

Mid-Range Teacher Salary $56,135 $65,087

Highest Teacher Salary $76,119 $84,436

Average Elementary School Principal Salary $94,398 $106,715

Average Middle School Principal Salary $100,947 $111,205

Average High School Principal Salary $110,660 $120,506

Superintendent Salary $164,500 $207,812

Teacher Salaries — Percent of Budget 41% 40%

Administrative Salaries — Percent of Budget 5% 5%

District Financial Data

This table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefits.

2011-12 Fiscal Year Financial Data Comparison

Expenditures Per Pupil From Unrestricted Sources

Annual Average Teacher

Salary

CCNTH ³ ³

LMUSD $1,315 $57,944

California $5,537 $68,841

School and District — Percent Difference ³ ³

School and California — Percent Difference ³ ³

Financial Data Comparison

This table displays the school’s per pupil expenditures from unrestricted sources and the school’s aver-age teacher salary and compares it to the district and state data.

School Financial Data 2011-12 Fiscal Year Total Expenditures

Per Pupil ³

Expenditures Per Pupil

From Restricted Sources ³ Expenditures Per Pupil

From Unrestricted Sources ³ Annual Average

Teacher Salary ³

School Financial Data

The following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

Expenditures Per Pupil

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not consid-ered restricted. Basic/Unrestricted expen-ditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.