SANTA MONICA HIGH SCHOOL - Santa Monica-Malibu

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

2

Dr. Hugo A. Pedroza, Principal

601 Pico Boulevard

Santa Monica, CA 90405

www.samohi.smmusd.org

3

WASC Self-Study

Visiting Committee

Mrs. Sharon Sheigel, Chairperson

Title

School

Visiting Committee Member Name

Title

School


Title

School


Title

School


Title

School


Title

School


Title

School

4

Table of Contents

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

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

Santa Monica High School’s 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

5

Santa Monica High School

Mission Statement

Sincerity • Maturity • Honor • Service

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

6

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. José Escarce, Member

Ms. Maria León Vásquez, 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.

7

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. Verónica García-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 Chacón, 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

8

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 Verónica García Hecht

David Gottlieb

Luke Henderson

Emily Kariya

Steve Kata

Karin Korvin

José López*

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 López

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 Chacón

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 Jiménez*

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 Gómez

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

9

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

Chaneé 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 O’Rourke

Jeffrey Peoples

Maria Perez

Eduardo Suaste

Louis Walker

ROP

Rebel Harrison

Rosa Monroy

Yvonne Strahn

OUTREACH SPECIALIST

Veronica Casillas-García

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

10


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

Verónica García-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 Jiménez, Social Science

David Jones, Art

Sarah Lipetz, Science

José López, 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

Verónica García-Hecht, Faculty Advisory to Student Home Group

11

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. Samohi’s 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

12

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


John Adams Middle School Lincoln Middle School

Edison Grant Muir Will Rogers SMASH Franklin McKinley Roosevelt

13


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

14

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

Samohi’s 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

15

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 (SOS’s) 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. SOS’s help

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

make parent contact. In addition, SOS’s 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.

16

Enrollment Data

Samohi’s student population reflects the multicultural community that surrounding the school.

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

the district’s 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

17

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 ELL’s 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

18

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.

19

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

20

Samohi’s 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, Women’s 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 school’s 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 school’s discipline rubric. Students and parents are notified of Santa

Monica High School’s 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. PTSA’s 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.)

Samohi’s 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.)

Samohi’s AAPSSSG consists of parents of African American students, school employees,

community representatives and other parents interested in issues involving the school’s 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 school’s

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

600

700

800

900

1000

2003 2004 2005 2006 2007 2008 2009 2010

Nu

mb

er

of

Stu

de

nts

E

nro

lle

d i

n O

ne

or

Mo

re

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 year’s 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

Samohi’s 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 Philharmonic’s “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 Beijing’s 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 ASB’s 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 Leadership’s 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


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


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


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 group’s 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



Made AYP: Yes




Percent Proficient Yes Yes

API Yes

Graduation Rate Yes





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

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

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

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


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


Socioeconomically Disadvantaged Yes Yes Yes Yes

ELL Yes Yes Yes Yes

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



Made AYP: No




Percent Proficient No No

API Yes

Graduation Rate Yes





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

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

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

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


Pacific Islander


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 that’s 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



2007-2008 2008-2009 2009-2010


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%




2007-2008 2008-2009 2009-2010


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%


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


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


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


2007-2008 2008-1009 2009-2010


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%


49

CST Geometry


2007-1008 2008-2009 2009-2010


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%


CST Algebra II


2007-2008 2008-2009 2009-2010


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


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


51

CST Biology


2007-2008 2008-2009 2009-2010


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%


0

10

20

30

40

50

60

70

80

2007 2008 2009 2010

Life

Biology

Chemistry

Physics

CST Science


52

CST Grade 10 Life Science


2007-2008 2008-2009 2009-2010


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%


CST Chemistry


2007-2008 2008-2008 2009-2010


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


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


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


CST World History


0

10

20

30

40

50

60

70

80

2007 2008 2009 2010

World History

U.S.History

2007-2008 2008-2009 2009-2010


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%


55

CST U.S. History


2007-2008 2008-2009 2009-2010


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%


56

California High School Exam

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

below provide Santa Monica High School’s 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%

# Tested Math 724 197 56 34 72 67 234 338

CAHSEE performance 2008-2009 (10th


Overall Low

SES

ELL Special

Ed.


% Passing ELA 91% 82% 68% 59% 96% 75% 86% 98%

# Tested ELA 767 259 74 59 50 68 286 330

% Passing Math 93% 90% 79% 85% 98% 83% 89% 97%

# Tested Math 732 215 67 27 49 60 270 339

CAHSEE performance 2009-2010 (10th


Overall Low

SES

ELL Special

Ed.


% Passing ELA 90% 78% 62% 49% 94% 88% 83% 95%

# Tested ELA 749 203 66 45 50 57 275 240

% Passing Math 91% 83% 74% 56% 98% 78% 87% 95%

# Tested Math 725 217 62 67 48 51 268 238

57

2010 CAHSEE Results by Performance Level for Student Groups

10th

Grade, First Time Test takers

College Entrance Exam Results

PSAT

In 2010-2011 Samohi again gave the PSAT to over 1,100 students. Students and parents were

provided with presentations on the test, results, and the tools that can be used for college

research, SAT preparation, and career exploration. Freshman, sophomore and juniors were

encouraged to take the PSAT. In 2009-2010 six Samohi seniors were chosen as National Merit

Semi-Finalists as well as fourteen National Merit Commended Students.

SAT

While there has been a slight drop in our average SAT scores over the last three years, Santa

Monica High School students consistently score above the county and state averages. One

contributor to success is the Revolution Prep. Revolution Prep offers three mock tests, two SAT

Boot Camps and countless preparation classes each year for our students. The large costs

associated with these program are subsidized by the Revolution Prep.

Group English Math

Passed Proficient

and above

Passed Proficient

and above

All Students 90% 70% 91% 70%

Male 88% 63% 90% 70%

Female 94% 78% 92% 69%

African American 88% 59% 78% 22%

Asian 94% 78% 98% 90%

Latino 83% 59% 87% 54%

White 95% 83% 95% 82%

ELL 62% 24% 74% 37%

Low SES 78% 50% 83% 48%

Special Education 49% 19% 56% 22%

58

SAT: 2006-2007

# Tested Verbal Average Math Average Writing Average % at or

above 1500

Samohi 493 541 554 542 43.50

SMMUSD 632 5442 556 544 44.03

County 44,074 472 492 474 16.78

State 162,786 493 513 491 17.81

SAT: 2007-2008

SAT: 2008-2009


above 1500

Samohi 515 538 550 549 65.40

SMMUSD 675 542 550 549 66.52

County 45,881 472 490 475 40.56

State 167,035 494 5134 493 48.67


above 1500

Samohi 486 534 547 544 63.80

SMMUSD 615 538 552 549 65.85

County 45,192 39.32 474 488 40.62

State 164,275 496 513 494 48.92

59

ACT

Samohi’s average composite score on the American College Test has declined slightly over the

last three years. In 2009-2010 the average ACT composite score was 23.4, exceeding the

national and state averages.

ACT: 2006-2007

ACT: 2007-2008

ACT: 2008-2009

# Tested Average Score % at or above 21

Samohi 222 29.96 18.76

SMMUSD 261 27.36 17.92

County 11,193 20.41 4.81

State 46,788 21.79 6.13


Samohi 252 23.18 67.86

SMMUSD 301 23.61 71.10

County 14,149 20.56 46.14

State 55,086 22.0 58.80


Samohi 278 22.9 67.27

SMMUSD 340 23.2 68.82

County 18,347 20.44 45.00

State 66,293 21.92 57.42

60

Advanced Placement Tests

Santa Monica High School’s Advanced Placement Program has been very successful in recent

years and continues to improve. Overall AP scores continue to rise. Scores of underrepresented

groups have risen over the years as well. While we agree that our open enrollment policy has

been responsible for helping to add underrepresented students to our AP classes, more still

needs to be done. Concerns have been raised about our ability to support students that need

skill building help in our Advanced Placement course. Some highlights of the program are

listed below:

In 2009, Santa Monica High School had 111 students pass 3 AP Exams

58 students passed 4 AP Exams with an average score of 3.25 or higher

101 Students passed 5 AP Exams with an average score of 3.5 or higher

15 Students scored 4 or 5 on AP Exams

Advanced Placement Exam (# of test takers) Pass Rates

2006 2007 2008 2009 2010 2010

National

Pass rate

Biology (96)82% (96) 90% (102) 78% (79) 71% (84) 82% 49%

Calculus AB (85) 86% (82) 61% (78) 86% (89) 73% (70) 89% 56%

Calculus BC (96)68% (82) 61% (98) 90% (90) 92% (84) 98% 85%

Chemistry (84) 68% (126) 71% (108) 81% (114) 86% (94) 82% 55%

Physics (18) 89% (30) 90% (58) 69% (78) 79% (103) 81% 73%

English 11(Lang) (323) 50% (382) 61% (359) 62% (393) 62% (328) 64% 61%

English 12(Lit) (136) 62% (143) 72% (143) 86% (62) 79% (93) 85% 57%

Government (41) 59% (42) 52% (94) 47% (95)57% (96) 64% 51%

Spanish(Lang) (69) 99% (56) 98% (95) 91% (33) 94% (96) 93% 55%

Spanish(Lit) (21) 86% (22) 86% (19) 89% (22) 91% (14) 86% 61%

Psychology (137) 59% (124) 75% (138) 66% (151) 79% (139) 70% 70%

U.S. History (180) 47% (259) 45% (205)46% (145) 55% (120) 58% 53%

Economics (Micro) (161) 69% (114) 69% (147)69% (87) 75% (99) 80% 64%

Economics(Macro) (166) 67% (118) 73% (141) 54% (88) 74% (98) 83% 55%

Statistics (147) 53% (82) 72% (95) 63% (85) 76% (104) 76% 59%

61

9 12 9 6

23 2120

18

27 2828

27

26 2424

29

15 15 19 20

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007 2008 2009 2010

Pe

rce

nt

of

Ex

am

Sco

res

Samohi AP Exam Scores 2007 - 2010

5

4

3

2

1

14.8 14.4 15.220.1 19.2 20.2

43.9 4351.8 54.854.9

59.363.9

58.8

0

10

20

30

40

50

60

70

80

90

100

2006 2007 2008 2009

Pe

rce

nt

of

12

th G

rad

e E

nro

llm

en

t

Equity and Excellence: Pecent of Senior Class Student Enrollment with at Least One Score of 3

or Better on AP Exams

US

CA

Samohi

Malibu

62

67

39

74

54

71

59 60

73

57

82

53

77

50

65

76

59

80

59

81

60

66

0

10

20

30

40

50

60

70

80

90

100

Overall African American

Asian Latino White Low Income EL & R-FEP

Pe

rce

nt

of

Stu

de

nts

Re

ceiv

ing

a S

core

of

3 o

r H

igh

er

Samohi AP "Pass" Rates by Group2008 - 2010

2008

2009

2010

63

Spring 2010, Grade Point Averages by Subgroup, Significant Subgroups

Grade Data

The staff at Samohi works throughout the year to respond to data generated at each grading

period. Teachers, counselors, and administrators meet regularly to review and discuss the

performance of students at all grade levels. Of particular interest and concern over the past few

years have been trends in GPA data that suggest the need for close, ongoing monitoring of

achievement gap between African American/Latino Students and White/Asian Students.

Providing Support for our struggling students has been identified as one of our Critical Areas

of Academic Need.

9th

Grade Total % of

Total

0-1.99 2.0-2.99 3.0-3.99 4.0-above

African American 97 12% 30(31%) 44 (45%) 22 (23%) 1(1%)

Asian 65 9% 3 (1%) 7 (11%) 41 (63%) 14 (22%)

Latino 258 32% 72 (28%) 87 (34%) 92 (36%) 7 (1%)

White 366 46% 35 (10%) 91 (25%) 170 (46%) 70 (19%)

Grand Total 794 140(18%) 229(29%) 325 (41%) 92 (12%)

10th

Grade Total % of

Total

0-1.99 2.0-2.99 3.0-3.99 4.0-above

African American 84 11% 31(37%) 30 (36%) 21(25%) 2(2%)

Asian 64 9% 2 (3%) 8 (13%) 47 (73%) 7 (11%)

Latino 236 32% 69(29%) 96 (41%) 70 (30%) 1 (1%)

White 349 47% 50 (14%) 87 (25%) 192 (55%) 20 (6%)

Grand Total 746 152(20%) 221(30%) 330 (44%) 30 (4%)

11th

Grade Total % of

Total

0-1.99 2.0-2.99 3.0-3.99 4.0-above

African American 73 10% 28 (38%) 30 (41%) 15 (21%) 0 (0%)

Asian 49 7% 1 (1%) 4 (8%) 39 (80%) 5 (10%)

Latino 273 36% 66 (24%) 132 (48%) 75(27%) 0 (0%)

White 341 46% 30 (9%) 83 (24%) 209(61%) 19 (5%)

Grand Total 748 125 (17%) 249(33%) 338 (45%) 24 (3%)

12th

Grade Total % of

Total

0-1.99 2.0-2.99 3.0-3.99 4.0-above

African American 63 9% 18 (28%) 31 (49%) 14 (22%) 0 (0%)

Asian 75 11% 4 (5%) 20 (27%) 45 (60%) 6 (9%)

Latino 221 31% 51 (23%) 94 (43%) 73(33%) 3 (1%)

White 340 48% 28 (8%) 79 (23%) 219(64%) 14 (4%)

Grand Total 708 101 (14%) 224 (32%) 351(50%) 233(3%)

64

POP Program Data

Tenth and eleventh grade students who were earning failing grades in both Math and English

were placed into a tutoring class with credentialed Math and English teachers for one period

per day. The following charts show the difference in student grades for both semesters.

POP Program Math Grades by Semester, 2008-2009

POP English Grades by Semester, 2008-2009

45

61

33

7 6

01020304050

F's D's C's

Semester 1

Semester 2

29

21

52

0

21

11

15

8

2

0

5

10

15

20

25

30

35

F's D's C's B's A's

Semester 1

Semester 2

65

Perception Data – Surveys

Teacher Survey

The teacher survey was done through the Survey Monkey website over a two week period in

October of 2010. While our teachers’ responses were positive for the most part, teachers did

raise concerns regarding the school’s understanding of and commitment to the ESLR’s, cross

curricular planning time, the allocation of time for planning and the measuring of the

effectiveness of professional development on student achievement and adequately well

maintained facilities.

Strongly

Agree

Agree Disagree Strongly

Disagree

Not

Sure

1. The school has established clear, coherent ESLR's based upon

high quality standards and is congruent with research, practices, the

community, and the belief that all students can learn.

13.5%

58.4%

7.9%

3.4%

16.9%

2. Students, parents and other members of the school community

demonstrate an understanding of and commitment to the mission and

ESLR's.

2.2%

39.3%

27.0%

6.7%

24.7%

3. The school staff is implementing an effective process for regular

review/revision of the mission and ESLR's based on student need,

global, national, and local needs, and community conditions.

11.2% 48.3% 23.6% 3.4% 13.5%

4. The school's planning process is broad-based, collaborative and

has commitment of the shareholders, including the staff, students and

parents.

14.6% 50.6% 22.5% 2.2% 10.1%

5. The school's Single Plan for Student Achievement correlates with

the analysis of student achievement of the critical academic needs

and ESLR's/content standards.

3.4% 52.8% 9 % 1.1% 33.7%

6. Allocation of time/fiscal/personnel/material resources correlates

with ESLR's and the schoolwide action plan.

6.7% 33.7% 34.8% 1.1% 23.6%

7. The school has procedures to ensure that staff members are

qualified based on staff background, training and preparation.

22.5% 56.2% 7.9% 5.6% 7.9%

8. The process to assign staff members in order to maximize the use

of their expertise in accomplishing quality student learning is

effective.

12.4% 60.7% 14.6% 5.6% 6.7%

9. The school has clearly written administrative and faculty policies,

charts, and handbooks that define responsibilities, operational

practices, decision-making processes, and relationships of leadership

and staff.

23.6% 55.1% 9 % 2.2% 10.1%

10. The school has effective existing structures for internal

communication, planning, and resolving differences.

7.9% 44.9% 23.6% 12.4% 11.2%

11. The school effectively supports professional development with

time, personnel, material, and fiscal resources to facilitate all

students achieving the ESLR's/content standards.

5.6% 39.3% 31.5% 14.6% 9 %

12. There are effective operating processes that determine the

measurable effect of professional development on student

performance.

2.2% 29.2% 39.3% 9 % 20.2%

13. The school's facilities are adequate to meet the school's vision

and purpose and are safe, functional, and well maintained.

6.7% 37.1% 32.6% 18 % 5.6%

14. The procedures are effective for acquiring and maintaining

adequate instructional materials and equipment, such as standards

aligned textbooks, other printed materials, audio-visuals, support

technology, manipulatives, and laboratory materials.

7.9% 38.2% 29.2% 16.9% 7.9%

15. Resources are available to enable the hiring and nurturing of

well- qualified staff, including on-going professional development.

5.6% 49.4% 29.2% 5.6% 10.1%

66

16. (Written Feedback Question….)

17. The school provides examples that document the use of current

educational research related to the curricular standards in order to

maintain a viable, meaningful instructional program for students.

4.6% 51.7% 21.8%

0 % 21.8%

18. The school has defined academic standards for each subject area,

course, and/or program.

23 % 60.9% 8 % 1.1% 6.9%

19. There is congruence between the actual concepts and skills

taught and the ESLR's/content standards.

6.9% 63.2% 9.2% 1.1% 19.5%

20. The school's examination of representative samples of student

work and snapshots of student engagement in learning demonstrates

the implementation of standards-based curriculum and the ESLR's.

6.9% 62.1% 9.2% 0 % 21.8%

21. A rigorous, relevant and coherent curriculum is accessible to all

students.

25.3% 54 % 12.6% 1.1% 6.9%

22. The school regularly examines the demographics of students

within class offerings to ensure equity and access for all students.

11.5% 43.7% 19.5% 4.6% 20.7%

23. The school's instructional practices and other activities facilitate

access and success for special needs students.

17.2% 55.2% 8 % 4.6% 14.9%

24. The school communicates regularly with the feeder middle

schools and local colleges to ensure successful transitions for

students.

9.2% 32.2% 25.3% 4.6% 28.7%

25. There is integration among the disciplines and cross-curricular

planning and/or assignments at the school.

3.4% 34.5% 40.2% 6.9% 14.9%

26. The school provides for career exploration, preparation for post-

secondary education and pre-technical training for all students.

10.3% 58.6% 16.1% 4.6% 10.3%

27. Parents, students and staff collaborate in the development and

monitoring of a student's personal learning plan, based upon a

student's learning style and career and educational goals.

6.9% 59.8% 13.8% 1.1% 18.4%

28. The school implements processes for monitoring and making

appropriate changes in students' personal learning goals (e.g., classes

and programs) and regularly evaluates them.

10.3% 64.4% 5.7% 1.1% 18.4%

29. All students have access to real world applications of their

educational interests in relationship to a rigorous, standards-based

curriculum.

6.9% 54 % 17.2% 3.4% 18.4%

30. The school implements academic support programs to ensure

students are meeting all requirements, including CAHSEE.

25.3% 65.5% 2.3% 0 % 6.9 %

31. (Written feedback question….)

32. The school has evaluated the degree of involvement in the

learning of students with diverse backgrounds and abilities and

modified approaches based on findings.

11.6% 51.2% 16.3% 0 % 20.9%

33. The students know the standards/expected performance levels

beforehand for each area of study.

10.5% 52.3% 18.6% 0 % 18.6%

34. The school's instructional staff members differentiate instruction

and evaluate its impact on student learning.

17.4% 55.8% 15.1% 0 % 11.6%

35. Teachers are current in the instructional content taught and

research- based instructional methodology.

16.3% 54.7% 14 % 0 % 15.1%

36. Teachers work as content standards coaches to facilitate learning

for all students.

10.5% 62.8% 9.3% 0% 17.4%

37. Opportunities for shadowing, apprenticeships, community

projects and other real world experiences and applications are

available to all students.

3.5% 43 % 29.1% 1.2% 23.3%

38. All teachers use a variety of strategies and resources that actively

engage students and emphasize higher order thinking skills.

12.8% 53.5% 19.8% 0 % 14 %

39. (Written feedback question…)

40. The school uses effective assessment processes to collect,

disaggregate, analyze, and report student performance data to the

parents, staff and other shareholders in the community.

12.9% 62.4% 12.9% 1.2% 10.6%

41. The school has determined the basis upon which students' grades 7.1% 55.3% 20 % 0 % 17.6%

67

and their growth and performance level are measured and uses that

information to strengthen high achievement for all students.

42. The school has an effective system to monitor all students'

progress toward meeting the ESLR's/content standards.

5.9% 35.3% 31.8% 2.4% 24.7%

43. Teachers use appropriate assessment strategies to measure

student progress toward acquiring a specific body of knowledge or

skills such as content standards essays, portfolios, individual or

group projects, test, etc.

28.2% 61.2% 3.5% 0% 7.1%

44. Teachers and staff collect, analyze and use assessment data to

make decisions and changes in their curricular and instructional

approaches.

18.8% 55.3% 10.6% 0 % 15.3%

45. Student feedback is an important part of monitoring student

progress over time based on the ESLR's/content standards.

9.4% 48.2% 15.3% 3.5% 23.5%

46. Student feedback is an important part of monitoring student

progress over time based on the ESLR's/content standards.

8.2% 52.9% 12.9% 2.4% 23.5%

47. The district, board, staff, students and parents are involved in

assessing and monitoring student progress

4.7% 52.9% 15.3% 2.4% 24.7%

48. There are effective processes to keep the district, the board and

parents informed about student progress toward achieving the

ESLR's/content standards.

3.5% 51.8% 22.4% 0 % 22.4%


50. The school implements strategies and processes for the regular

involvement of parents and the community.

21.7% 62.7% 9.6% 0 % 6 %

51. The school uses community resources to support students, such

as professional services, business partnerships, and speakers.

20.5% 63.9% 6 % 0 % 9.6%

52. The school uses its resources to ensure a safe, clean and orderly

place that nurtures learning.

15.7% 59 % 20.5% 1.2% 3.6%

53. The school demonstrates caring, concern, and high expectations

for students in an environment that honors individual differences and

is conducive to learning.

22.9% 66.3% 6 % 0 % 4.8%

54. The school has an atmosphere of trust, respect, and

professionalism

19.3% 55.4% 15.7% 3.6% 6 %

55. The school has available adequate services including referral

services to support student in areas such as health, career, and

personal counseling and academic assistance.

19.3% 66.3% 3.6% 0 % 10.8%

56. School leadership and staff link curricular and co-curricular

activities to the ESLR's/content standards.

4.8% 45.8% 15.7% 2.4% 31.3%

57. The school has an effective process for regularly evaluating the

level of student involvement in curricular/co-curricular activities and

student use of support services.

4.8% 39.8% 16.9% 1.2% 37.3%

58. The school is aware of the student view of student support

services through such approaches as interviewing and discussing

with student representatives.

9.6% 44.6% 12 % 0 % 33.7%


68

Parent Survey

Parent Surveys are completed annually to gain feedback from parents in efforts to improve the

quality of the school program. This year, the survey was distributed as part of the registration

packet. Over 1,500 parents completed this year’s survey. By a large majority, parent responses

were favorable in almost all categories. Parent responses regarding restroom cleanliness and

teacher lag time in inputting grades did show their concern in those areas.

Strongly

Agree

Agree Disagree Strongly

Disagree

I Don’t

Know

1. My oldest or only student at Samohi is a member of:

2. My oldest or only student at Samohi is in:

3. The school leaders(administrators, house principals, teachers,

coaches, counselors) are effective

27.6%

64.4%

4.1%

0.5%

3.0%

4. The House System serves the needs of my student 29.7% 58.2% 4.6% 0.7% 6.1%

5. My child finds the classes he/she is taking are appropriately

challenging.

25.3% 62.6% 6.9% 0.9% 2.9%

6. My child finds the classes that he or she is taking are relevant

to his/her post secondary goals.

24.7%

60.3%

6.8%

1%

5.6%

7. My child is being well prepared for college. 28.8% 55% 8.2% 0.9% 5.4%

8. There is and adequate number and variety of extra-curricular

activities for my child.

34.8%

54.9%

5%

0.8%

3.5%

9. There is a sufficient variety of classes offered and times

available to meet child’s academic goals.

28.1%

58.8%

7.5%

1.2%

3.6%

10. The school offers opportunities for my child to gain real

world experiences through job shadowing, apprenticeships, ROP

and volunteering.

23.1%

51.1%

7.0%

0.7

17.2%

11. I am involved in the development and monitoring of my

child’s four-year plan.

38.1%

52.1%

4.5%

0.6%

4%

12. Samohi’s programs meet the unique needs of children. (for

example, learning disabled, accelerated, advanced, limited

English, etc.)

23.1%

51.6%

4.5%

1.5%

18.8%

13. My child feels he/she is learning the material in his/her

classes.

24.7% 65.4% 6% 0.9% 2%

14. Samohi students have adequate computer instruction. 16% 49.7% 12.4% 2.2% 17.4%

15. I am aware of the many tutoring opportunities on campus. 19.1% 51.8% 13.6% 2.1% 12.5%

16. My child finds the classes he/she is taking to be interesting. 16.3% 64.7% 11.8% 1.7% 4.5%

17. Homework is useful and relevant to the learning goals of the

class.

21.9% 62.7% 8.9% 2.2% 3.7%

18. The pace of instruction is appropriate. 17.2% 65.2% 9.2% 1% 6.4%

19. The teachers use a variety of strategies and resources…that

engage my child and him/her think at a high level.

20.3%

59%

9.6%

1.1%

8.9%

20. My child’s teachers are knowledgeable in the subject matter. 23.4% 63% 4.4% 0.7% 8%

21. My child’s teachers communicate their subject matter

effectively.

17.1% 64.8% 7.5% 1% 8.7%

22. My child’s teachers are enthusiastic and supportive. 21.5% 59% 8.1% 1.3% 8.9%

23. Extra-curricular activities leave enough time to complete

academic assignments.

12.4%

57.1%

16.4%

3%

9.9%

24. My child’s academic workload is reasonable. 14.3% 69% 10.9% 1.8% 3.1%

25. My student receives the help needed to be successful in

school.

19.1% 64.0% 9.0% 1.6% 5.0%

26. At Samohi, students have regular access to computers for

their schoolwork.

17.9%

48.2%

6.4%

1.6%

24.2%

27. My child’s teachers update their Pinnacle online grades in a

timely manner.

16%

50.6%

21.4%

5.8%

4.9%

28. My child understands what he/she needs to study in order to

69

do well on quizzes. 22.1% 63.1% 9.6% 1.3% 2.8%

29. Assignments, tests and projects reflect what is taught in

class.

16.3% 68.8% 5.1% 0.3% 8.1%

30. Teachers set high expectation for performance for my child. 20.5% 62.5% 7.6% 0.5% 7.7%

31. Teachers provide timely feedback on assignments and tests

so that my child and I know how he/she is doing in class and

what he/she needs to do to improve.

14.6%

57%

18.3%

2.9%

5.6%

32. The grades that my child receives accurately reflect what

he/she has learned and can do.

17.4%

60.8%

13.3%

2.5%

4.2%

33. My child feels prepared for state standardized testing and/or

the CAHSEE.

22%

55.7%

11%

1.9%

8.2%

34. I received sufficient feedback on my child’s performance on

the state’s standardized testing system (STAR).

20.1%

56%

13.9%

1.8%

6%

35. I view the Pinnacle online grading system regularly to

monitor my student’s progress.

29%

51.8%

11.7%

3.4%

3%

36.I am encouraged to be involved in my child’s education, both

at home and on campus.

31.8%

56.7%

7.2%

1.3%

1.8%

37. My child feels safe on campus and is free from bullying,

harassment and/or discrimination.

27.3%

57.6%

8%

1.9%

4%

38. Restrooms, eating areas and classrooms are clean and well

maintained.

7.8% 33.9% 26.7% 17.8% 12.4%

39. School staff (administrators, teachers, advisors, coaches, etc.)

is helpful to me and my child.

24.1%

64.5%

6%

1.2%

2.8%

40. School staff (administrators, teachers, advisors, coaches, etc.)

is respectful to me and my child.

29.2%

61.6%

4%

1.4%

2.5%

41. I feel comfortable talking with school staff and resolving

issues that concern my child.

28.7%

60.8%

5.5%

0.7%

3.2%

42. Samohi welcomes and encourages parents to be involved in

all kinds of ways.

34%

56%

4.5%

0.3%

4.3%

43. Samohi keeps me informed about what goes on a

school(Samohi Website, Viking Voice, Samohi-Pals, School

Newspaper, etc.)

37.6%

53.9%

4.4%

0.7%%

2.2%

44. Samohi handles discipline problems fairly. 19.1% 50.8% 5.5% 1.9% 21.6%

45. Samohi effectively fundraises for the Annual Giving

Campaign which benefits the educational experience of every

student.

20.3%

57.1%

3.9%

0.2%.

17.1%

46. Samohi has many donation opportunities. 28.1% 57.1% 2.3% 0.2% 10.7%

47. Samohi is free from racial tension on campus. 13.7% 43.3% 17.1% 3.1% 20.8%

48. Overall, I am satisfied with Samohi. 33.9% 59.4% 2.5% 1% 1.6%

49. The counselor knows my student well. 31.1% 46.2% 9.8% 2.3% 8.8%

50. The counselor provided my student with emotional and

academic support.

30.5%

47.8%

8.8%

1.9%

9.2%

51. Samohi has respect for the diversity of families and students. 33% 56.9% 2% 0.5% 6.2%

70

Student Survey

Student responses were favorable in almost all areas. Students feel teachers have high

expectations for all students on campus. Ninety percent of parents surveyed and the majority of

students surveyed consider Samohi to be an excellent/good school. Just as the parents did,

students raised concerns regarding restroom/eating area cleanliness.

Strongly

Agree

Agree Neutral Disagree Strongly

Disagree

1. I am a member of

2. I am confident that I am being prepared well

for college and the real world

17.7%

54.8%

21.4%

4.3%

1.4%

3. Overall, teachers set expectations for

performance and academic ability that

reflect/match my own expectations for myself

13.2% 50.6% 27.2 7.2% 1.5%

4. My homework assignments are directly related

to classroom activities.

25.9% 50.2% 19 % 3.8% 0.8%

5. Concepts and information in class are covered

at an appropriate pace.

12.1% 46.6% 30.7% 8.4% 1.2%

6. Overall, my teachers use a variety of

instructional materials.

29.3% 44.1% 19.1% 5.9% 1.1%

7. Instruction in the classroom encourages an

understanding of diverse opinions, values, and

cultures.

14.8% 42.2% 32.6% 7.9% 1.7%

8. My teachers generally use the entire class

period effectively.

21.1% 46.5% 23.4% 7% 1.7%

9. In general, my teachers return papers and

grades in a timely manner.

8.4% 34% 35.8% 15.2% 6%

10. Extra-curricular activities leave enough time

for academic work.

7.6% 33.6% 35% 17.4% 5.5%

11. I am satisfied with the variety of classes at

Samohi.

25.1% 43.8% 20.6% 7.4% 2.2%

12. There are adequate amounts of clubs and

extracurricular activities available to me.

33.4% 43.2% 17.7% 3.6% 1.3%

13. The curriculum is rigorous. 11.2% 39.7% 38.7% 6.7% 1.9%

14. The curriculum is interesting and appealing to

me.

7.8% 37.4% 38.9% 11% 4.1%

15. The classes I need to complete my four-year

plan for high school are readily available.

37% 44.6% 14% 2.6% 1.3%

16. Samohi provides a challenging,

comprehensive and relevant curriculum for me.

13.8% 53.8% 25.6% 5.1% 1.3%

17. Teachers provide extra help and support

when I need it.

22.7% 49.7% 20.2% 5.3% 1.9%

18. I am given a sufficient amount of time to

study for tests and quizzes.

10% 41.8% 32.2% 12.7% 2.9%

19. I am tested on relevant information that I have

learned in class.

17.3% 56.3% 19.7% 4.8% 0.8%

20. I am given enough time to complete tests and

quizzes.

20.6% 51.7% 19.5% 6.2% 1.5%

21. I am given assignments /tests that are at my

level of learning.

16.7% 55.4% 21.1% 4.3% 1.7%

22. I believe that there are a reasonable number of

tests and quizzes administered in my classes.

13.3% 52.4% 25.1% 6.7% 1.8%

23. Santa Monica High School teachers are

respectful to me.

25.5% 43.7% 21.1% 6.3% 2.6%

24. Samohi is a safe place to attend school. 25.8% 47.6% 19.4% 4.2% 2.2%

71

25. Restrooms are clean and well maintained. 1.2% 5.7% 13.8% 25% 53.3%

26. Eating areas are cleaned and well maintained. 4.7% 22.3% 38.4% 24.2% 9.2%

27. Samohi encourages an understanding of

diverse opinions, values and cultures.

15.9% 45.6% 29.3% 6.1% 2%

28. I am comfortable talking with my advisor to

resolve a problem.

25.9% 38% 22% 8.5% 4.9%

29. I am comfortable talking to my principal to

resolve a problem.

9.7% 26.2% 37.2% 16.7% 9.2%

30. There is adequate technology on campus to

meet my academic needs.

14.2% 48.3% 25.9% 8.1% 2.4%

31. I regularly use the school’s computer

labs/school computers.

5.9% 15.8% 27.6% 32.5% 17%

32. I regularly use the school’s library. 6.2% 17.9% 30.1% 31.4% 12.8%

33. In general, I enjoy my time and feel welcome

at Samohi

17% 42.4% 26.9% 7.9% 4.2%

34. Samohi students are respectful towards

teachers and administrators.

5.8% 24.9% 43.9% 17.7% 6.1%

35. There is at least one adult I can go to if I have

a problem on campus.

31.3% 37.8% 19.3% 6.3% 3.8%

SANTA MONICA HIGH SCHOOL - Santa Monica-Malibu

Documents

Transcript of SANTA MONICA HIGH SCHOOL - Santa Monica-Malibu