Upload
lamnguyet
View
219
Download
2
Embed Size (px)
Citation preview
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
Visiting Committee Member Name
Title
School
Visiting Committee Member Name
Title
School
Visiting Committee Member Name
Title
School
Visiting Committee Member Name
Title
School
Visiting Committee Member Name
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
Santa Monica High School
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
Santa Monica High School
John Adams Middle School Lincoln Middle School
Edison Grant Muir Will Rogers SMASH Franklin McKinley Roosevelt
13
Santa Monica High School
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.
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
2007-2008 API Growth Report
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
2008-2009 API Growth Report
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
2009-2010 API Growth Report
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
Santa Monica High School 2008-2009
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 2008-2009 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 ------- ------- ------- ------
Santa Monica High School 2009-2010
Federal Accountability: Adequate Yearly Progress (AYP)
Made AYP: No
Met 19 of 22 Criteria
Meet AYP Criteria ELA Math
Participation Rate Yes Yes
Percent Proficient No No
API Yes
Graduation Rate Yes
Met 2009-2010 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 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
CST Grade 10 English Language Arts
Significant Subgroups (# Test) Proficient and Advanced
2007-2008 2008-2009 2009-2010
African American (67) 25% (63) 22% (55) 38%
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%
Special Education (45) 13% (64) 17%
CST Grade 11 English Language Arts
Significant Subgroups (# Test) Proficient and Advanced
2007-2008 2008-2009 2009-2010
African American (51) 31% (60) 27% (49) 24%
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%
Special Education (53) 21% (43) 5%
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
Students Scoring Advanced and Proficient, 2007-2010
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
African American (17) 0% (17) 6% (14) 21%
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
Significant Subgroups (# Test) Proficient and Advanced, 2007-2010
2007-2008 2008-1009 2009-2010
African American (65) 8% (51) 12% (47) 6%
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%
Special Education (34) 6% (81) 6% (33) 12%
49
CST Geometry
Significant Subgroups (# Test) Proficient and Advanced, 2007-2010
2007-1008 2008-2009 2009-2010
African American (71) 20% (71) 20% (50) 18%
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%
Special Education (29) 10% (34) 12% (45) 7%
CST Algebra II
Significant Subgroups (# Test) Proficient and Advanced, 2007-2010
2007-2008 2008-2009 2009-2010
African American (46) 13% (31) 16% (34) 15%
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
Significant Subgroups (# Test) Proficient and Advanced, 2007-2010
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
Students Scoring Advanced and Proficient, 2009-2010
51
CST Biology
Significant Subgroups (# Test) Proficient and Advanced, 2007-2010
2007-2008 2008-2009 2009-2010
African American (73) 25% (106) 32% (80) 24%
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%
Special Education (60) 13% (73) 18% (75) 12%
0
10
20
30
40
50
60
70
80
2007 2008 2009 2010
Life
Biology
Chemistry
Physics
CST Science
Students Scoring Advanced and Proficient, 2007-2010
52
CST Grade 10 Life Science
Significant Subgroups (# Test) Proficient and Advanced, 2007-2010
2007-2008 2008-2009 2009-2010
African American (66) 30% (63) 37% (55) 20%
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%
Special Education (45) 22% (57) 21% (61) 21%
CST Chemistry
Significant Subgroups (# Test) Proficient and Advanced, 2007-2010
2007-2008 2008-2008 2009-2010
African American (43) 16% (49) 22% (36) 22%
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
Significant Subgroups (# Test) Proficient and Advanced, 2007-2010
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
Students Scoring Advanced and Proficient, 2009-2010
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
Students Scoring Advanced and Proficient, 2007-2010
CST World History
Significant Subgroups (# Test) Proficient and Advanced, 2007-2010
0
10
20
30
40
50
60
70
80
2007 2008 2009 2010
World History
U.S.History
2007-2008 2008-2009 2009-2010
African American (70) 17% (63) 22% (55) 19%
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%
Special Education (45) 9% (57) 12% (60) 15%
55
CST U.S. History
Significant Subgroups (# Test) Proficient and Advanced, 2007-2010
2007-2008 2008-2009 2009-2010
African American (50) 26% (60) 35% (47) 26%
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%
Special Education (48) 27% (40) 15% (41) 5%
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
Grade, First Time Test Takers)
Overall Low
SES
ELL Special
Ed.
Asian Black Latino White
% 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
Grade, First Time Test Takers)
Overall Low
SES
ELL Special
Ed.
Asian Black Latino White
% 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
# Tested Verbal Average Math Average Writing Average % at or
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
# Tested Verbal Average Math Average Writing Average % at or
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
# Tested Average Score % at or above 21
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
# Tested Average Score % at or above 21
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%
49. (Written feedback question…)
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%
59. (Written feedback question…)
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%