SARC Report for Summit Public School: Tahoma · Filipino 6.1 Hispanic or Latino 69.0 Native Hawaiian or Pacific Islander 0.0 White 8.7 Two or More Races 4.3 ... Copy Reading/Language

Summit Public School: Tahoma

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

View this SARC online at the school and/or LEA Web sites.

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents and community members should contact the school principal or the district office.

California Department of Education

School Accountability Report CardReported Using Data from the 2013-14 School Year

Published During 2014-15

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Mr. Nicholas KimPrincipal, Summit Public School: Tahoma

14271 Story Rd. San Jose, CA 95127

Phone: 408-729 - 1981E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/.

https://maps.google.com/maps?q=14271+Story+Rd.%2cSan+Jose%2cCA&t=m&z=16

mailto:[email protected]

Last updated: 1/26/2015

About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

School

School Name Summit Public School: Tahoma

Street 14271 Story Rd.

City, State, Zip San Jose, Ca, 95127

Phone Number 408-729 - 1981

Principal Mr. Nicholas Kim

E-mail Address [email protected]

Web Site tahoma.summitps.org

County-District-School (CDS) Code

43104390123794

District

District Name Santa Clara County Office of Educat ion

Phone Number (408) 453-6500

Web Site http://www.sccoe.org

SuperintendentFirst Name

Mr.

SuperintendentLast Name

Jon R Gundry

E-mail Address [email protected]

School Description and Mission Statement (Most Recent Year)School Description and Mission Statement (Most Recent Year)

Summit Public School: Tahoma (Tahoma) is a fourth-year, public charter high school authorized by the Santa Clara County Office of Educat ion. Tahoma welcomedits first freshman class in 2011, w ith the mission of preparing a diverse student body for college, and to be thoughtful, contribut ing members of society. We haveour first graduat ing class this year (2014-2015).

Our Mission:To prepare a diverse student populat ion for success in a 4-year university and to be thoughtful, contribut ing members of society.

Our Core Characterist ics:All students and teachers are expected to embody the six core characterist ics: respect, responsibility, compassion, curiosity, courage, and integrity.

Academic ProgramEvery student completes a college-prep course of study that is aligned to the Common Core Standards, and prepares all students for AP classes beginning theirjunior year. 100% of Summit graduates meet or exceed UC/CSU entrance requirements; 100% of Summit seniors take the SAT or ACT exam and at least two APexams.

We focus on the four elements that are the foundation of college and career success in the 21st century:Cognit ive Skills – The deeper learning, crit ical thinking, communicat ion and problem-solving skills needed to succeed in today and tomorrow ’s workforceContent Knowledge – Engaging in learning that is personalized for each student, filling learning gaps and moving students towards competency in all subject-areas.Habits of Success – Empowering students to self-direct their learning and develop the habits that are invaluable for college and life successExpedit ion – immersing in real-world experiences to discover and explore passions and careers, applying learning in authent ic ways.Personalized Learning and Mentoring Program:Every Summit student has a Personalized Learning Plan (PLP), where students set learning and personal growthgoals, track progress, receive immediate feedback and are able to access learning resources at any t ime. The PLP is designed to be a dynamic tool where familiesand teachers alike can offer support and coaching.Summit students have mentors who individually support them through their goals. Mentors serve as college counselors, coaches, family liaisons and advocates,ensuring their mentees are excelling inside and outside of the classroom every day.

Our Faculty:Our teachers are highly motivated, academically accomplished, innovat ive and creat ive. At Summit, teachers part icipate in 40 days of professional developmenteach year, during which they work together to ensure students are always receiving the highest quality educat ion.

Extra-Curricular Activit iesPart icipat ion in extra-curricular act ivit ies is essent ial to developing a well-rounded, college and career-ready student. Summit focuses on developing happy, healthystudents who have a well-balanced lifestyle that mixes academic classes w ith personal passions and enjoyable extra-curriculars.

Teaching and Assessment:Summit uses research-based instruct ional methods and leverages technology in all subjects. Students are immersed in project-based learning and learn contentand skills by developing solut ions to engaging, real-world problems. Instruct ion is rigorous for all students, regardless of previous preparat ion, and curriculum isdifferent iated to provide a personal pathway to success.

AssessmentSummit students demonstrate competency of content knowledge and cognit ive skills compared to state, nat ional, and collegiate standards. Culminat ing projectsare used to assess the college-ready content knowledge and crit ical thinking skills. Letter grades are assigned for coursework and are consistent w ith state andcollege measures. Students take all state standardized exams, Advanced Placement Tests, and the ACT and SAT.

2013-14 SARC - Summit Public School: Tahoma

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tahoma.summitps.org

http://www.sccoe.org




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Student Enrollment by Grade Level (School Year 2013-14)Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Grade 9 102

Grade 10 101

Grade 11 74

Total Enrollment 277

Grade 9 Grade 10 Grade 110

20

40

60

80

100

120

Student Enrollment by Student Group (School Year 2013-14)Student Enrollment by Student Group (School Year 2013-14)

Group Percent of Total Enrollment

Black or African American 1.8

American Indian or Alaska Nat ive 0.0

Asian 10.1

Filipino 6.1

Hispanic or Lat ino 69.0

Native Hawaiian or Pacific Islander 0.0

White 8.7

Two or More Races 4.3

Socioeconomically Disadvantaged 51.3

English Learners 8.3

Students w ith Disabilit ies 8.3

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

1%10%

6%

69%

8%4%


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the Basic State Priority (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair.

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2012-13

2013-14

2014-15

2014-15

With Full Credent ial 8 13 19

Without Full Credent ial 0 0 0

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0

2012-13 2013-14 2014-150

5

10

15

20Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2012-

132013-

142014-

15

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2012-13 2013-14 2014-15-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100 0

All Schools in District 89 11

High-Poverty Schoolsin District

81 19


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: August 2014

Low-Poverty Schoolsin District

98 2

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

Subject Textbooks and Instructional Materials/year of Adoption

From MostRecent

Adoption?

PercentStudentsLacking

OwnAssigned

Copy

Reading/LanguageArts Summit Public School: Tahoma has a 1:1 technology rat io. Students in our school use Chromebooks to access curriculum. The major

online curricular resources support ing our academic program are listed below:

No Red Ink - Grammar and process writ ing support - www.noredink.comPBS.org - http://www.pbs.org/teachers/classroom/9-12/

SAS Curriculum PathwaysOnlinePoetry Foundat ion - Poetry terms and poems

BrainPop - www.brainpop.comPurdue OWL Writ ing Exercises Online - grammar/convent ions resources

Grammar Girl Online - grammar/convent ion resources - http://grammar.quickanddirtyt ips.com/CNN/CBS Story Archive - Reading comprehension - http://literacynet.org/cnnsf/archives.html

Open Yale Courses - College lecture on poet ic meter - http://oyc.yale.edu/english/engl-310/lecture-3EReadingWorksheets General ELA - http://www.ereadingworksheets.com/

Poetry Out Loud - Poetry terms and poemsESL Bee Grammar - http://eslbee.com/sentences.htm

My English Teacher Grammar - http://www.myenglishteacher.net/Brain PopGrammar/Literature - www.brainpop.com

Time4Writ ingGrammar - http://www.t ime4writ ing.com/sentence-writ ing/simple-complex-compound-sentences/Libraryspot.comLiterary Glossary Literary Terms - http://www.shmoop.com/literature-glossary/

Research - http://www.libraryspot.com/ShmoopWrit ing Commons - Rhetoric - writ ingcommons.orgMontgomery KY School District - Literary Terms -

http://www.montgomery.kyschools.us/userfiles/1501/Classes/686/sound%20devices%20foundat ion%20lesson.pdfhttp://depts.dyc.edu/learningcenter/ow l/exercises/run-ons_ex1.htm

English Club Grammar Terms - http://www.englishclub.com/grammar/terms.htmSuper Teacher Tools General ELA - http://www.superteachertools.com/

W ise Geek Literary Terms - http://www.wisegeek.com/what-is-consonance.htmBright Hub Educat ion Literary Terms - http://www.brighthubeducat ion.com/homework-help-literature/47533-examples-of-assonance-and-

consonance-in-poetry/Shakespeare Glossary Literary Glossary - http://www.shakespeareswords.com

No Fear Shakespeare Shakespeare - http://www.nfs.sparknotes.comTeacher Google site Literary Terms - https://sites.google.com/site/examplesinpoetry/rhythm-poetry-examples-definit ion

Folger Shakespeare Library Shakespeare/Drama - http://www.folger.edu/Content/Teach-and-Learn/Teaching-Resources/Chomp Chomp Grammar - http://www.chompchomp.com/

Guide to Grammar & Writ ing - http://grammar.ccc.commnet.edu/grammar/American Literature Books and Short Stories - http://www.americanliterature.com/

Jeopardy Labs - https://jeopardylabs.com/UPenn Writ ing Center - PoetryPoetry resources (audio, text, etc) - http://www.writ ing.upenn.edu/~afilreis/88/home.html

Brain Pickings - English/Art - ephemerabrainpickings.orgVocabulary - vocab lists, puzzles, some quizzes - myvocabulary.com

Yes 0.0

MathematicsSummit Public School: Tahoma has a 1:1 technology rat io. Students in our school use Chromebooks to access curriculum. The major


Virtual Nerd - http://www.virtualnerd.com/HippoCampus - http://www.hippocampus.org/HippoCampus/

Brightstorm Big Textbook Bank - http://www.brightstorm.com/textbook/Dan Meyer Three Act Tasks - https://docs.google.com/spreadsheet/pub?

key=0AjIqyKM9d7ZYdEhtR3BJMmdBWnM2YWxWYVM1UWowTEE&output=htmlhttp://www.pearltrees.com/#/N-u=1_620884&N-p=42387527&N-s=1_4969282&N-f=1_4969282&N-fa=4969282

Kuta Software customizeable worksheets - www.kutasoftware.comhttp://www.screencast.com/users/Ms.Roshan

http://www.stupidcalculat ions.com/Rossman/Chance Applets - http://www.rossmanchance.com/applets/

PBS.org - Online videos and curricular resources - http://www.pbs.org/teachers/classroom/9-12/Manga High math games - http://www.mangahigh.com/en_us/games

WTAMU Math Lab website tutorials http://www.wtamu.edu/academic/anns/mps/math/mathlab/Khan Academy math videos and exercises - www.khanacademy.org

CK-12 online textbook(s) http://www.ck12.org/teacher/NrichBank of good problems! http://nrich.maths.org/8517

Nrich Harder bank of good problems http://nrich.maths.org/9088Purple Math online textbook http://www.purplemath.com/

Regents Prep test prep / online textbook http://regentsprep.org/Math Is Fun online textbook w/ pract ice problems http://www.mathisfun.com/National Library of Virtual Manipulat ives http://nlvm.usu.edu/en/nav/vlibrary.html

Illustrat ive Mathematics Bank of good problems http://www.illustrat ivemathematics.org/illustrat ions that tutorguy Videos http://www.thattutorguy.com/free-sample-videos/

Mathematics Vision Project http://www.mathematicsvisionproject.org/Gooru currates online science, math, and social science teaching resources

Yes 0.0


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http://www.goorulearning.org/#!discoverLearnisthttp://learni.st/category/1839-mathstandardsMath Goodies http://www.mathgoodies.com/standards/alignments/grade7.html

Quantitat ive Methods in Social Sciences websites http://ccnmtl.columbia.edu/projects/qmss/home.htmlSteve Mays videos http://www.youtube.com/user/maysterchief?feature=watch

Dummies.com http://www.dummies.com/how-to/educat ion-languages/mathHadoman Pursues EdD/videos http://educat ion-portal.com/academy/subject/mathematics.htmlIXL

Interact ive Mathematics textbook and pract ice problems www.intmath.comKendall Hunt High School Mathematics Resources curriculum materials (worksheets, lesson plans, etc.)

Illuminat ions NCTM Interact ives, Lessons, and Weblinks http://illuminat ions.nctm.orgThe Radix Endeavor Games created by MIThttp://educat ionarcade.us4.list-manage1.com/subscribe?

Ten Marks Math Problems, Videos, and assessments https://www.tenmarks.com/login?You Tube Stats videos http://www.youtube.com/user/

Math pract ice problems http://www.ixl.com/http://math.kendallhunt.com/x19356.html

Learn zillion short lessons http://learnzillion.com/lessonsu=0d1e2e201ebe2552f55e43748&id=19af442474

mkt_tok=3RkMMJWWfF9wsRonsqzLZKXonjHpfsX77ukqW6a%2FlMI%2F0ER3fOvrPUfGjI4DSsZjI%2BSLDwEYGJlv6SgFQrnCMat10LgNXBA%3Dhttp://www.wolframalpha.com/problem-generator/

Mathalicious Lessons aligned w ith Common Core http://www.mathalicious.com/lessons/Balanced Assessment Tasks, Assessment http://balancedassessment.concord.org/

Mathematics Assessment ProjectTasks, Assessment http://map.mathshell.org/materials/index.phpPhETInteract ive Simulat ions http://phet.colorado.edu/

Wolfram Educat ional Portal Go here for textbooks, lesson plans, w idgets, and interact ives related to math.https://educat ion.wolfram.com/

ScienceSummit Public School: Tahoma has a 1:1 technology rat io. Students in our school use Chromebooks to access curriculum. The major


Pract ical Work for Learning (Nuffield Foundat ion)Ben Canning (teacher connected w ith SPS)

Neo K12Crash Course

Bozeman ScienceBrain GenieBrightstorm

ck 12Ted-Ed

ChemThinkLearnGenetics

DNA from the beginningAAAS

Educat ion Portal: ScienceScience Case Studies Database

DNA learning centerHHMI - Biointeract ive

MESAUnderstanding Evolut ion

GooruPearson (Biology)

The Radix EndeavorPhET

Yes 0.0

History-SocialScience Summit Public School: Tahoma has a 1:1 technology rat io. Students in our school use Chromebooks to access curriculum. The major


Facing History Units and Resource BankStanford History Educat ion Group Assessments and Resources

PBS.orgCrash Course by John Greene (search on YouTube)

http://www.eyewitnesstohistory.com/Gooru

Big Historysmart history

scholast ic

Yes 0.0

Foreign LanguageSummit Public School: Tahoma has a 1:1 technology rat io. Students in our school use Chromebooks to access curriculum. The major


Trent University- Spanish language exercisesDr. Lemon

Avenue Language LearningStudy Spanish

Proyecto Aula LiteraturaProyecto Aula Lengua

Music to help you learn SpanishCentro Virtual Cervantes

BBC SpanishRealidades - Companion sites

Aprender EspañolQuia

123 TeachMeSpanish.Language&Culture

LingueeQuizlet

DuolingoLibrotecaAudiria

Yes 0.0


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School Facility Conditions and Planned Improvements - Most Recent Year

School Facility Good Repair Status - Most Recent Year

Overall Facility Rate - Most Recent Year

Cliff-notes homework helpEcuRed

Biblioteca Virtual Miguel de Cervantes

HealthSummit Public School: Tahoma has a 1:1 technology rat io. Students in our school use Chromebooks to access curriculum. The major


Sex Ed Playlist - t inyurl.com/sj-sex-ed

Yes 0.0

Visual andPerforming Arts Summit Public School: Tahoma has an Expedit ions program where all students w ill fulfill their Visual Performing Arts requirements. These courses

have all of the necessary equipment and materials necessary for students to be successful.

Yes 0.0

Science LabEqpmt(9-12) At Summit Public School: Tahoma, Biology, Physics, Chemistry and AP Environmental Science each have a variety of equipment for students to do

projects and run experiments. In Biology, the equipment is primarily to grow and measure plants and do DNA analysis. In Physics, the equipment isprimarily sensors to help measure motion and speed. In Chemistry, there is glassware and chemicals needed to perform react ions. In APES, theequipment is primarily to build ecosystems and observe trends. All of our science classrooms are outfit ted w ith laboratory equipment that allows

students to explore project-based learning, design their own experiments and fulfill advanced placement requirements when necessary.

Yes 0.0

Summit Public School: Tahoma is located in a privately funded facility at 14271 Story Road in San Jose. The campus is a former elementary school w ith portableclassrooms, a mult ipurpose room that is used as a gym, auditorium, community room, and a lunch area. There is a spacious outdoor area, teacher andadministrat ive offices, and outdoor parking.

Each classroom is equipped w ith an LCD projector and the ent ire building is equipped for w ireless internet. There is a separate student and teacher network. Thebuilding is equipped w ith an alarm system that is armed every evening when faculty leave.

The facilit ies are well maintained and in good condit ion and are adequate for the delivery of the instruct ional program. Tahoma contracts direct ly for custodialservices and the facilit ies are cleaned on a daily basis.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Good


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the Pupil Achievement State Priority (Priority 4):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Test ing and Report ing Program);The Academic Performance Index; andThe percentage of pupils who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for AllCalifornia Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All

Students in Science – Three-Year ComparisonStudents in Science – Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Science (grades 5, 8, and 10) 83 65 62 61 60 60 59 60

California Assessment of Student Performance and Progress Results by Student Group in Science (School YearCalifornia Assessment of Student Performance and Progress Results by Student Group in Science (School Year

2013-14)2013-14)

Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 60

All Students at the School 65

Male 64

Female 65


American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino 48


White

Two or More Races

Socioeconomically Disadvantaged 51

English Learners

Students w ith Disabilit ies

Students Receiving Migrant Educat ion Services


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Note: STAR Program was last administered in 2012–13. Percentages are not calculated when the number of students tested is ten or less, either because the number ofstudents in this category is too small for stat ist ical accuracy or to protect student privacy.

Note: For 2014 and subsequent years, the statew ide and similar schools ranks w ill no longer be produced.

Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or targetinformation. “C” means the school had significant demographic changes and there is no Growth or target information.

Standardized Testing and Reporting Results for All Students - Three-Year ComparisonStandardized Testing and Reporting Results for All Students - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts N/A 67% 69% 55% 58% 57% 54% 56% 55%

Mathematics N/A 61% 33% 55% 57% 58% 49% 50% 50%

History-Social Science N/A N/A 70% 30% 46% 44% 48% 49% 49%

Academic Performance Index Ranks – Three-Year ComparisonAcademic Performance Index Ranks – Three-Year Comparison

API Rank 2011 2012 2013

Statew ide 9 9

Similar Schools 10

Academic Performance Index Growth by Student Group – Three-Year ComparisonAcademic Performance Index Growth by Student Group – Three-Year Comparison

Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013

All Students at the School B -1



Asian

Filipino

Hispanic or Lat ino 11


White

Two or More Races

Socioeconomically Disadvantaged

English Learners



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Career Technical Education Programs (School Year 2013-14)Career Technical Education Programs (School Year 2013-14)

Tahoma does not current ly offer any Career Technical Educat ion Programs.

Career Technical Education Participation (School Year 2013-14)Career Technical Education Participation (School Year 2013-14)

Measure CTE Program Participation

Number of pupils part icipat ing in CTE 0

Percent of pupils complet ing a CTE program and earning a high school diploma 0.0

Percent of CTE courses sequenced or art iculated between the school and inst itut ions of postsecondary educat ion 0.0

Courses for University of California and/or California State University AdmissionCourses for University of California and/or California State University Admission

UC/CSU Course Measure Percent

2013-14 Students Enrolled in Courses Required for UC/CSU Admission 98.8

2012-13 Graduates Who Completed All Courses Required for UC/CSU Admission


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the Other Pupil Outcomes State Priority (Priority 8):

Pupil outcomes in the subject areas of English, mathematics, and physical educat ion.

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (ifCalifornia High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if

applicable)applicable)

Subject

Percent of Students Scoring at Proficient or Advanced


2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

English-Language Arts N/A 79% 68% 39% 45% 28% 56% 57% 56%

Mathematics N/A 78% 70% 40% 47% 28% 58% 60% 62%

English-Language Arts Percent of Students Scoring at Proficient orAdvanced

2011-12 2012-13 2013-140

10

20

30

40

50

60

70

80

90

Mathematics Percent of Students Scoring at Proficient or Advanced

2011-12 2012-13 2013-140

10

20

30

40

50

60

70

80


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California High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (ifCalifornia High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (if

applicable)applicable)

Group

English-Language Arts Mathematics

Percent NotProficient

PercentProficient

PercentAdvanced

Percent NotProficient

PercentProficient

PercentAdvanced

All Students in the LEA 51% 18% 31% 47% 32% 22%

All Students at the School 32% 30% 38% 30% 46% 24%

Male 40% 24% 36% 29% 47% 24%

Female 24% 35% 41% 30% 46% 24%

Black or African American N/A N/A N/A N/A N/A N/A

American Indian or Alaska Nat ive N/A N/A N/A N/A N/A N/A

Asian N/A N/A N/A N/A N/A N/A

Filipino N/A N/A N/A N/A N/A N/A

Hispanic or Lat ino 42% 32% 26% 40% 48% 11%

Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A N/A

White N/A N/A N/A N/A N/A N/A

Two or More Races N/A N/A N/A N/A N/A N/A

Socioeconomically Disadvantaged 39% 42% 18% 34% 50% 16%

English Learners N/A N/A N/A N/A N/A N/A

Students w ith Disabilit ies N/A N/A N/A N/A N/A N/A

Students Receiving Migrant Educat ionServices

N/A N/A N/A N/A N/A N/A

California Physical Fitness Test Results (School Year 2013-14)California Physical Fitness Test Results (School Year 2013-14)

Grade level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

5 N/A N/A N/A

7 N/A N/A N/A

9 23.1% 28.6% 27.5%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the Parental Involvement State Priority (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the Pupil Engagement State Priority (Priority 5):

High school dropout rates; andHigh school graduat ion rates.

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

Tahoma recognizes that students learn best when parents are involved in their learning and their learning community. Almost all current research indicates thatparental involvement is the single most important ingredient to student success after socioeconomic status. Accordingly, Tahoma act ively reaches out to parentsto encourage them to be involved in the school in many ways. The Tahoma parent organizat ion (PIVOT is responsible for coordinat ing Tahoma volunteer needsand act ivit ies, and recording volunteer part icipat ion. The parent management team strives to match school needs w ith the interests and schedules of each familyand values input from the ent ire Tahoma community. PIVOT is divided into 6 funct ional committees w ith Managers for each group, and leads for each subgroup.The committees are as follows: Fundraising, Communicat ions, Events, Student Recruit ing, and Facilit ies. Some examples of volunteer opportunit ies include:

Driving, chaperoning, or helping to plan the school camping trip

Driving, chaperoning, or helping to plan grade level Study Trips

Helping to serve lunch

Doing data entry, mailings, translat ion, & other community outreach

Assist ing w ith Open Houses & other recruit ing events

Helping w ith the college process

Assist ing w ith school clubs and sports

Tahoma's PIVOT website can be found at: https://sites.google.com/site/tahomaspivot/

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Dropout Rate

Graduat ion Rate 79.98 82.2 82.92 77.14 78.87 80.44

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

1.0


Page 14 of 25


2010-11 2011-12 2012-13-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


Page 15 of 25

Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Group

Graduating Class of 2013


All Students



Asian

Filipino

Hispanic or Lat ino


White

Two or More Races

Socioeconomically Disadvantaged

English Learners



Page 16 of 25



State Priority: School Climate

The SARC provides the follow ing information relevant to the School Climate State Priority (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety.

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Suspensions 4.40 3.30 4.10 5.30 5.70 5.30 5.70 5.10 4.40

Expulsions 1.80 5.20 0.00 0.00 0.10 0.00 0.10 0.10 0.10

Suspensions

2011-12 2012-13 2013-140

1

2

3

4

5

6School Suspensions

District Suspensions

State Suspensions

Expulsions

2011-12 2012-13 2013-140.0

1.0

2.0

3.0

4.0

5.0

6.0School Expulsions

District Expulsions

State Expulsions


Page 17 of 25


School Safety Plan - Most Recent YearSchool Safety Plan - Most Recent Year

Tahoma has worked hard to ensure the School Safety Plan meets or exceeds safety standards. There is a designated team on site to review and monitor thesafety plan periodically. The Plan includes but is not limited to Emergency Safety Drills, building inspect ions and safety training for staff members. All staff andstudents part icipate in training to ensure familiarity w ith emergency procedures. All staff members are cert ified in first aid and CPR.

The School also complies w ith the Educat ion Code requirement that each new employee be fingerprinted for the purpose of obtaining a criminal backgroundcheck as a condit ion of employment. Tahoma follows standard health and safety pract ices as required by State and local law.

All visitors to the school are required to sign in and indicate the purpose of their visit . No unauthorized visitors are allowed on the campus. The School pract icesclose communicat ion w ith parents, such as calling home when a student is sick or in the case of a medical emergency to ensure the health and safety of thestudent body.


Page 18 of 25



D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

* DW (determinat ion waiver) indicates that the PI status of the school was carried over from the prior year in accordance w ith the flexibility granted through the federalwaiver process.

Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)

AYP Criteria School District

Made AYP Overall No

Met Part icipat ion Rate - English-Language Arts Yes

Met Part icipat ion Rate - Mathematics Yes

Met Percent Proficient - English-Language Arts No

Met Percent Proficient - Mathematics No

Met Graduat ion Rate N/A

Federal Intervention Program (School Year 2014-15)Federal Intervention Program (School Year 2014-15)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2013-2014 2007-2008

Year in Program Improvement * Year 2 Year 3

Number of Schools Current ly in Program Improvement N/A 10

Percent of Schools Current ly in Program Improvement N/A 66.7%


Page 19 of 25



* Number of classes indicates how many classes fall into each size category (a range of total students per class).

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information isreported by subject area rather than grade level.

Average Class Size and Class Size Distribution (Elementary)Average Class Size and Class Size Distribution (Elementary)

2011-12 2012-13 2013-14

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K

1

2

3

4

5

6

Other

Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2011-12 2012-13 2013-14

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English 24.5 0 4 0 25.0 2 6 23.0 4 8

Mathematics 24.5 4 2 2 51.0 6 23.0 4 8

Science 26.0 0 4 0 25.0 1 7 23.0 4 8

Social Science 24.5 0 4 0 25.0 2 6 23.0 4 8


Page 20 of 25



Note: Cells w ith N/A values do not require data.

* One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Academic Counselors and Other Support Staff (School Year 2013-14)Academic Counselors and Other Support Staff (School Year 2013-14)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor

Counselor (Social/Behavioral or Career Development) N/A

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) N/A

Psychologist N/A

Social Worker N/A

Nurse N/A

Speech/Language/Hearing Specialist N/A

Resource Specialist (non-teaching) N/A

Other 2.0 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $9,415 $3,124 $6,290 $52,904

District N/A N/A N/A N/A

Percent Difference – School Site andDistrict

N/A N/A N/A N/A

State N/A N/A $4,690 N/A

Percent Difference – School Site and State N/A N/A N/A N/A


Page 21 of 25


For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2013-14)Types of Services Funded (Fiscal Year 2013-14)

Tahoma’s parents fundraises each year between 3 and 5 % of total revenue. Each year, Tahoma determines which programs would best benefit from thisfunding and the overall funding from the state.

Addit ionally, Tahoma outsources to various part ies for its Expedit ions courses, operat ions and housekeeping (custodial services, facilit ies, and lunch), back officesupport (accounting, payroll), special educat ion (test ing, placements), athlet ics (coaching), and legal counsel.

We also have many different types of programs and services available at the school that support and assist students. Those are:

Office Hours - before or after school, there are about 5 hours where students can come get support from their teachers and peers outside of the regularschool day. During these office hours, teachers are available to support students in their learning of content, pract ice on skills they haven’t mastered yet,or to get work done in a quiet and safe place.

Tutoring Bar - during the school day, we also offer t imes where students can get support from their teachers through a structure called the tutoring bar.At the tutoring bar, teachers make themselves available to support students in pract icing their self-directed learning, to learn content of their courses, orto work on skills that are important for their projects.

Summit Reads - during the school day, we also offer t imes where students can get support in their reading. There is a dedicated t ime everyday whenstudents are required to read, and we use data to decide what level of support students need in their reading. Students who are reading at grade levelare simply required to read for that t ime. Students reading below grade level use a reading remediat ion program to support them in actually learning theskills necessary to get back to grade level. And students who are far below grade level in their reading have small, teacher-driven reading remediat ion tolearn remedial reading skills.

Summit Solves - similarly to Summit Reads, during the school day, we offer t imes where students can get support in their numeracy. This is a dedicatedt ime everyday when students are required to work on math, and we use data to decide what level of suppor students need in their numeracy. Studentswho are at grade level w ith their numeracy are simply required to do math problems at their grade level for this t ime. Students who are below grade levelare doing math at their math level, and students who are far below grade level have small, teacher-driven numeracy remediat ion to learn remedialmathematics skills.

Peer tutoring - during the day, as well as after school, we also have t imes where students support other students academically. The peer tutoring club issomething driven by students, and is used w idely by students to get help on content or skills for their courses.

Reading Plus - is a program we use to support students in their reading. It is a program designed to teach students how to improve in their reading, w ithexercises and tests that have proven growth in comprehension, scanning, and reading speed.

Mentor Check ins - every student, every week, has an extended check in w ith their mentor. During this check in, mentors use this as an opportunity tosupport students in goal-sett ing, making plans, advocat ing for them, and how to improve their learning habits. This is a structured t ime where mentors canget at the root causes of why students need support.

Data - we also have a dedicated t ime for teachers to look at achievement data and meet in teams to dissect and make plans for students who needsupport. Every week, there is a t ime for data to be looked at to help students make plans, ident ify students who need more targeted support, and tosee which students need to be more challenged.

Teacher and Administrative Salaries (Fiscal Year 2012-13)Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary N/A N/A

Mid-Range Teacher Salary N/A N/A

Highest Teacher Salary N/A N/A

Average Principal Salary (Elementary) N/A N/A

Average Principal Salary (Middle) N/A N/A

Average Principal Salary (High) N/A N/A

Superintendent Salary N/A N/A

Percent of Budget for Teacher Salaries % %

Percent of Budget for Administrat ive Salaries % %


Page 22 of 25

http://www.cde.ca.gov/ds/fd/cs/


Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary-1.0

-0.5

0.0

0.5

1.0

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

-1.0

-0.5

0.0

0.5

1.0


Page 23 of 25



*Where there are student course enrollments.

Advanced Placement Courses (School Year 2013-14)Advanced Placement Courses (School Year 2013-14)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science N/A

English 4 N/A

Fine and Performing Arts N/A

Foreign Language 2 N/A

Mathematics N/A

Science N/A

Social Science 4 N/A

All Courses 10 4.2


Page 24 of 25


Professional Development – Most Recent Three YearsProfessional Development – Most Recent Three Years

Professional development starts w ith every Summit teacher an empowered, self-directed and cont inuous learner who is working to improve student outcomesevery day. We know that providing students w ith high-quality, high-impact teachers is one of the most important factors in their success.

Every year, the faculty comes together to look at student acheivement data as well as reflect ions from the previous year to determine the needs of the schooland its students. From there, we decide what school goals most align to better support teacher growth and student achievement. For example, these schoolgoals include: creat ing and maintaining a college-bound culture, act ively engaging students in learning, creat ing a sense of belonging and ownership, and makingprogress in our work daily. These goals then inform the work that we do as a faculty and the individual goals of each teacher.

Teachers professionally develop skills and knowledge focused on enabling high-impact act ivit ies w ith every student, every day. We do this through an innovat iveprofessional development program in which:

• Every teacher part icipates in 40 days of professional development each year.• Every teacher has access to professional development experiences that are personalized to meet their needs, goal-driven, and supported by high-quality toolsand resources. These experiences could be workshops, collaborat ion w ith colleagues, peer observat ions, support from external partners, and individual coachingfrom administrat ion.• Every teacher’s development is linked to student success. • Every teacher has the opportunity to share best pract ices and collaborate w ith his or her peers to ensure we are always providing students w ith the highestquality educat ion.

These professional development experiences must ensure that teachers are empowered to drive their own development, growth and improvement.

Tahoma believes that it is possible to attract and retain talented teachers by sharing a dynamic vision committed to excellence. Creat ing a professional Tahomarelies heavily on the professional development of our staff.

Every teacher has a two hour block of t ime every day to plan individually or to work w ith other department members for collaborat ive planning. Each week,approximately 4 hours of t ime is allotted for staff meeting t ime; this t ime is broken down in to full faculty planning for common goals, visions, and school w ideconcerns, grade level t ime, and t ime for teams and individuals can work towards meeting goals set forth on their personal educator plans.


Page 25 of 25

Documents

SARC Report for Summit Public School: Tahoma · Filipino 6.1 Hispanic or Latino 69.0 Native Hawaiian or Pacific Islander 0.0 White 8.7 Two or More Races 4.3 ... Copy Reading/Language