San Luis Obispo County Schools Annual Education Report 2014

F R O M T H E C O U N T Y S U P E R I N T E N D E N T O F S C H O O L S a nd T H E S U P E R I N T E N D E N T/ P R E S I D E N T O F C U E S TA C O L L E G E D e a r C ounty R esidents , Education is the clear path to sustainable jobs and satisfying careers. In San Luis Obispo County, this career path runs through our public schools and Cuesta Community College. Approximately 34,500 students from kindergarten through high school attend 80 public schools in our county and 9,400 students attend Cuesta Community College at one of our three locations. Almost $250 million in local and state taxes support this investment in our collective future. We are pleased to present this tenth Annual Education Report for San Luis Obispo County, which highlights these students, the schools, classes and programs they attend, and some of our achievements and challenges.

Traditionally, America’s public schools and colleges have had a two-fold purpose of providing both excellence and equity. We are responding to the challenge for increased excellence with student achievement, graduation rates, and workforce preparation that continue to exceed the state averages. California has some of the highest academic standards in the nation, and we hold high expectations for all students regardless of their circumstance. The doors of our public schools and colleges are open to all students, without exception, to provide a path for success. These twin purposes of excellence and equity have long defined American public education and have set us apart from other countries.

The doors of our public schools and colleges are open to all students, without exception, to provide a path for success.

Our future depends on the investment we make in the education of our children today.

Our adult citizens also have educational needs as employment opportunities demand additional skills. The task of providing educational equity and excellence is neither easy nor cheap in a state as large and diverse as ours.

Our community has high expectations for our public schools.

We have ambitious goals for all our students: • To be prepared to take the next step toward additional education and a productive career • To participate as citizens in our democracy • To be lifelong learners and able to adjust to a rapidly changing world • To know how to lead healthy lives • To be financially literate • To appreciate the arts and enjoy various modes of self-expression and interpretation • To respect the rights of others • To value individual effort and the ability to improve one’s life through hard work and innovation We appreciate the strong support from our families, businesses, volunteers, supporters, donors, and the partnership with our local communities in this effort.

Thank you,

Julian D. Crocker

L t o R: C o u n t y S u p e r i n t e n d e n t o f S c h o o l s J u l i a n Cro c ke r a n d Cu e s t a C o l l e g e S u p e r i n t e n d e n t/P r e s i d e n t G i l S t o r k .

2

County Superintendent of Schools

S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 0 1 4

Gilbert H. Stork

Cuesta College Superintendent/President

CHALLENGES

FOR

THE

FUTURE

T he B ig g est C h a lleng E : R educin g the Achie v ement G a p

E x pa ndin g Access for Q u a lity P reschool

Data shows that students who are English learners and those living in poverty are 20 to 55 percent lower in academic achievement than those who are not (see data on page 10). This achievement gap must be narrowed if we are to fulfill our commitment to a better future for all children. The good news is that we know what works: high expectations and quality teachers for all students, ongoing professional development for our staff, early intervention starting in preschool and careful monitoring of student progress.

A dollar spent on quality preschool has a return of two to seven dollars later in reduced crime and unemployment costs. Research and experience confirm the impact of providing a quality preschool experience for the future academic success of 3- and 4-year-old children. The challenges include funding expanded access to include all children and developing a qualified workforce to meet the needs of our preschool-age children. A quality preschool experience is especially effective in meeting the language needs of young English learners. We have some excellent examples of quality preschools in the county, but over half of our children do not have access to such programs.

P ro v idin g Q u a lity T e a chers F or All S tudents The most important thing a school can do to increase and sustain student success is to ensure that every student has a well-qualified teacher.

An estimated 25 to 35 percent of the current teaching staff in the county will retire within the next five years, leaving an acute shortage of teachers in the areas of science, math and special education. The challenge will be to replace these teachers and the expertise they represent. A continuous plan for high-quality staff development is also essential to keep the skills of our teachers at a high level, especially with the implementation of the Common Core State Standards.

T he C h a n g in g N ature of H o w S tudents L e a rn The digital intelligence that characterizes our students today is very different from the students of just a few years ago. The technological competence and expectations that students now bring to school demand changes in both what we teach and how we teach. The instant and interactive access to information that is available to most students creates an entirely new role for schools and teachers. Now more than ever, the role of the teacher will be to present how to use information to solve problems, to think analytically and to evaluate possible solutions from several perspectives. This is another area that will call for relevant staff development that will need to keep pace with new technologies.

P re pa rin g S tudents w ith S k ills for the F uture Many students will work in jobs that don’t exist yet. The pace of technological change and the globalization of the economy will require that students have skills and knowledge that allow them to meet these challenges and thrive. This means we must approach teaching and learning very differently than we have in the past. Our schools and colleges must emphasize such skills as communication, problemsolving, critical thinking, accessing relevant information, working collaboratively, and being comfortable in an international environment.

This challenge will require that we dramatically rethink both what we teach and how we teach if we expect to information that prepare our students for the future.

The instant and interactive access to is available to most students creates an entirely new role for schools and teachers.

S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 0 1 4

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W H O A R E O U R S T U D E N T S ? San Luis Obispo Count y K–12 For the 2013 -14 school year, San Luis Obispo County has 34,539 students enrolled in our public schools, which places us in the middle range of California’s 58 counties.

Our students are enrolled in 10 local school districts, the County Office of Education, and three district-authorized charter schools. Local districts range in size from the largest, Lucia Mar Unified School District with 10,634 students, to the smallest, Pleasant Valley Joint Union Elementary School District with 125 students in kindergarten through eighth grade.

California has 6.2 million students in our public schools, by far the largest number of any state. California’s schools are the most ethnically diverse in the nation with 74 percent of our students classified as nonwhite. However, our county’s student population is less ethnically diverse than the state’s with 44 percent being non-white. The largest ethnic minority in our schools is Hispanic with 36 percent as compared to the state with 53 percent.

While the total enrollment in our county remains level, the percentage of English learners is approximately 15 percent and children qualifying for free or reduced-price meals (measure of poverty) is 44 percent.

E ntering K indergartners

G raduating S eniors

2014

2,736

2,864

2015

2,627*

2,897

2016

2,527*

2,725

* C a l c u l a t i o n b a s e d o n a n a v e ra g e o f 96% o f t h e n u m b e r o f l i v e b i r t h s f i v e y e a r s e a r l i e r,

Approximately 12 percent of the county’s students qualify for Special Education services, and the percentage with various disabilities is similar to the state profile.

As we look ahead to the next couple of years, it is projected that our total enrollment will decline slightly as there will be more graduating seniors than students entering kindergarten.

S chool district enrollment 2 0 1 3 – 1 4 GRADES DISTRICT

GENDER

Other Other K 1 2 3 4 5 6 7 8 9 10 11 12 Elem sec

MALE FEMALE TOTAL

ATASCADERO U.S.D.

381 384 355 344 359 386 375 333 376 0 341 368 368 380 19

2,432

2,337

CAYUCOS E.S.D.*

22 21 24 18 28 27 17 25 31 0 - - - - -

106

107

4,769 213

COAST U.S.D.

63 61 35 46 70 57 49 54 57 0 59 59 59 70 0

397

342

739

LUCIA MAR U.S.D.

799 828 797 739 785 766 727 812 833 0 929 904 873 842 0

5,483

5,151 10,634

PASO ROBLES J.U.S.D.

513 464 484 464 499 487 454 498 490 0 548 540 544 535 8

3,272

3,256

PLEASANT VALLEY J.U.E.S.D.* SAN LUIS COASTAL U.S.D. SAN MIGUEL J.U.S.D.* SHANDON J.U.S.D. TEMPLETON U.S.D. SLO COUNTY OFFICE OF EDUCATION GRAND TOTALS

12 16 14 15 18 11 18 8 13 0 - - - - - 614 560 587 618 602 602 552 536 549 0 543 565 623 558 0 94 80 71 70 66 80 56 55 46 0 - - - - - 29 27 21 23 31 25 28 25 19 2 11 19 13 14 0 202 211 159 164 167 166 186 188 193 0 195 195 243 211 0 7

8

7

5

8

6

9

7

13

0

2,736 2,660 2,554 2,506 2,633 2,613 2,471 2,541 2,620 2

39

75

174

254

25

2,665 2,725 2,897 2,864 52

57

68

4,135

3,374

322

296

146

141

1,234

1,246

6,528 125 7,509 618 287 2,480

430

207

637

18,014

16,525

34,539

*These districts serve Kindergarten through Eighth Grade only.

Source: C a l i f o r ni a L o n gi t u d i n a l P u p i l A c hi e v e m e n t D a t a Sy s t e m ( C A L PA D S) N ote: D a t a r e p o r t e d p r i o r t o C A L PA D S c e r t i f i c a t i o n.

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S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 0 1 4

STU D ENT

D EM O G R APHIC S

2013

STUDENT ETHNICIT Y 5%

6%

2%

7%

9%

4% 29%

36%

W hi t e/N o t o f H i s p a ni c O r i gi n H i s p a ni c Other

26%

Asian B l a c k /N o t o f H i s p a ni c O r i gi n

56% 1%

6% 1%

53%

SLO Co unt y K–12

59%

S ource: Ed u c a t i o n D a t a Pa r t n e r s hi p ( Ed - D a t a): C a l i f o r ni a D e p a r t m e n t o f Ed u c a t i o n, a n d O f f i c e o f I n s t i t u t i o n a l Re s e a rc h, Cu e s t a

Cu e st a Co ll e g e

Calif o r nia K–12

S P E C I A L E D U C AT I O N S T U D E N T S BY D I S A B I L I T Y 15%

15% 39%

40% S p e c i f i c L e a r ni n g D i s a b i l i t y

11%

Speech or Language Impairment

11%

Other Autism

5%

Developmentally Disabled

6%

25%

Em o t i o n a l D i s t u r b a n c e

24% 5%

4%

SLO Co unt y K–12

33%

S ource: C a l i f o r ni a D e p a r t m e n t o f Ed u c a t i o n, S p e c i a l Ed u c a t i o n D i v is i o n

Calif o r nia K–12

16%

O t h e r D i s a b i l i t y* L e a r ni n g D i s a b l e d

0.4% 2% 7%

6% 3% 4%

28%

Cu e st a Co ll e g e

*O t h e r D is a b i l i t y i n c l u d e s s t u d e n t s w i t h d is a b i l i t i e s w h o d o n o t f a l l i n t o a ny o f t h e categories described and who indicate a n e e d f o r s u p p o r t s e r v i c e s o r i n s t r u c t i o n.

Ps y c h o l o gi c a l D i s a b i l i t y Mobilit y Impaired A c q u i r e d B ra i n I nj u r y Hearing Impaired Developmentally Delayed Learner V is u a l l y I m p a i r e d S p e e c h/L a n g u a g e I m p a i r e d

S ource: O f f i c e o f I n s t i t u t i o n a l Re s e a rc h, Cu e s t a

S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 0 1 4

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W H O A R E O U R S T U D E N T S ? Cuesta College ENROLLMENT BY GENDER 1% 1%

Cuesta College’s student enrollment for fall 2013 was 9,325 students.* More than two million students were enrolled statewide in one of California’s 112 community colleges.

52%

Male

*Please note that this is an estimated figure

Cuesta College has served San Luis Obispo County residents for nearly three generations, helping educate and train local students and families, preparing returning veterans for higher education and good-paying jobs, and providing essential job training and workforce preparation in nursing, paramedics, early childhood education, welding, construction, engineering, technology and architecture.

Students at Cuesta College, also known as the San Luis Obispo Community College District, take courses online or from one of our three locations: San Luis Obispo in the Central County, Paso Robles in the North County, and Arroyo Grande in the South County. Some students choose more than one option, including online education, to meet the need for flexible schedules.

The cost of attending California’s public universities continues to rise and is now more than six times that of attending a community college.

In an effort to increase Cuesta College’s affordability, all San Luis Obispo County high school seniors can now attend their first semester at Cuesta fee-free. The Cuesta Promise Scholarship Program will begin breaking down economic barriers in the fall of 2014.

The enrollment at Cuesta College has declined over the past four years, primarily due to a lack of resources provided by the state of California.

However, there are some patterns of growth, especially with an increase in female students returning to college and distance education (online learners). Additionally, the college is seeing an increase in full-time students, meaning today’s students are taking more classes. Cuesta has responded by adding 63 new courses for spring 2014. Cuesta is also seeing an upward trend in an older student population, specifically between the ages of 20 and 24.

Like the county’s school districts, Cuesta’s ethnic diversity reflects its community and is less ethnically diverse than the state. The college has many avenues to support students with diverse needs. A brand new Veterans Resource Center opened in 2013 to better serve the needs of returning veterans, and a mental health services grant has funded a Wellness Arts Program, giving much needed support to students in emotional and mental distress.

48%

47%

Fe m a l e

51% Fa l l 20 0 9

Fa l l 2013

Unknown

ENROL L MENT B Y AGE Group 12%

6%

31%

4% 34%

4%

6%

6%

3% 5%

12%

11%

19/Under

35 – 39

20 –24

4 0 – 49 50 +

25 –29 30 – 34

32%

34%

Fa l l 20 0 9

Fa l l 2013

E N R O L L M E N T B Y SI T E

Fall 09

Fall 13

San Luis Obispo North County South County Distance Education (Online) Total District*

9,641 3,437 1,062 1,795 13,218

6,613 2,300 347 1,735 9,325

*B e c a u s e s t u d e n t s c a n t a ke c o u r s e s a t m u l t i p l e s i t e s, t h e n u m b e r s l is t e d m a y b e g r e a t e r t h a n t h e u n d u p l i c a t e d s t u d e n t t o t a l o f 9,325.

E N R O L L M E N T B Y STAT U S

Fall 09

First Time College Student First Time Transfer Student Returning Student Special Admit/HS Enrichment Continuing Student Unknown Total

2,812 1,802 1,464 1,053 1,616 1,074 628 445 6,696 4,951 2 0 13,218 9,325

C ounty R esidence

Fall 09

Central County North Coast North County Inland South County No County Address Provided Total

4,566 3,072 484 223 4,484 3,374 1,946 1,142 1,738 1,514 13,218 9,325

S ource: O f f i c e o f I n s t i t u t i o n a l Re s e a rc h, Cu e s t a C o l l e g e

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S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 0 1 4

Fall 13

Fall 13

A year ago at this time, local high school seniors were anxiously anticipating enrolling in college but questioning how to afford it. A year ago at this time, a fee-free college semester sounded as likely as winning the lottery. A year ago at this time, no one had any idea that a new chapter of Cuesta College’s story was about to be written.

But a year has passed.

Chris t in a Rus c o, s e nio r a t Te m p l e t o n High

And that lottery was won.

Beginning in 2014, the Cuesta College Promise Scholarship will be providing a fee-free fall semester to all San Luis Obispo County high school seniors who submitted an application for the brand new financial aid opportunity.

“This scholarship is pretty much why I am even going to college,” says Christina Rusco.

Rusco, currently a senior at Templeton High School, is one of the hundreds of local students taking advantage of the opportunity to attend Cuesta fee-free. The intent of the Promise, unveiled in October of 2013, is to remove the economic barriers to attend college. So far, the Promise appears to be doing its job.

L ocal high sc h ool Atascadero Unified Coast Unified Lucia Mar Unified Paso Robles Joint Unified San Luis Coastal Unified Shandon Joint Unified Templeton Unified Total

Fall 09

Fall 13

140 134 26 21 122 105 128 157 210 194 9 5 80 65 715 681

“I could not have been more excited to learn about the Promise because, coming from a low-income family, any form of college is a challenge to finance,” said Paso Robles High School senior Jennifer Adamson. “I had planned to attend Cuesta after high school but only part-time so that I could get a job too. Now I can go full-time and work toward my associate’s degree.”

The Promise is a more than eight million dollar scholarship program being administered by the Cuesta College Foundation. It’s the result of an extremely generous donation from the Charles and Leeta Dovica Family Trust; it’s the most generous gift ever given to the college and in the top five biggest cash gifts ever to be bestowed upon a California community college.

The Dovica’s were a private Morro Bay couple who left two-thirds of their estate to Cuesta with the sole stipulation that it be used for scholarships. Last summer, college administrators, staff, faculty and students worked countless hours, participated in dozens of discussions, and drew plenty of plans – all with the intent to create a scholarship program that would allow all recent local high school completers to attend Cuesta for free. Months later, the Cuesta Promise Scholarship was born, and the rest, as they say, is history.

“I didn’t plan on going to Cuesta before I heard about the Promise,” said Sigourney Harrington, senior at Atascadero High School. “But then when I heard about it, I decided I should take advantage of this opportunity. The Promise is my impetus to take classes at Cuesta.”

Each Promise applicant has a story to tell, an unexpected opportunity to be found, a S i g o u r n e y H a r r i n g t o n, new path to be taken, and a reason to s e ni o r a t A t a s c a d e ro H i g h continue an education. In the coming years, Cuesta College looks forward to fostering these very promising stories.

For more information on the Cuesta College Promise Scholarship, visit www.cuesta.edu/student/aboutmoney/cuestapromise.

S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 0 1 4

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S T U D E N T P E R F O R MA N C E : San Luis Obispo Count y K–12 Student achievement in San Luis Obispo County is well above the average for California, as measured by state and national criteria and norms.

Ac a demic Performa nce I nde x ( A PI) The Academic Performance Index (API) is the cornerstone of California’s Public Schools Accountability Act. The purpose of the API is to measure the academic performance and growth of schools on a numeric indicator of a school’s performance level that ranges from a low of 200 to a high of 1,000. The statewide API target for all schools is 800. The API score summarizes the results of student performance in grades two through eleven on several tests including the California Standards Tests, which cover specific content areas, the California Alternative Performance Assessment (CAPA) for students with significant cognitive disabilities, and the California High School Exit Exam for high school students. This report uses district and county averages for general comparison purposes, but actual scores are assigned only to schools.

HOW DID WE DO? The average API score for San Luis Obispo County continues to be above the state average. Seven of our 10 districts continue to have an average score above the state target of 800. Eleven schools made outstanding gains from a 10-point gain to a 104-point gain. Forty-eight schools have reached the 800 target and four of the 48 have surpassed the 900 mark.

2013 AC ADEM IC PER F O R M A N C E I N D E X *

SLO County Average C alifornia Average

2012 2013

822 788 826 790

Atascadero USD

816

Cayucos ESD

911

Coast USD

805

Lucia Mar USD

816

Paso Robles JUSD

794

Pleasant Valley JUESD

850

San Luis Coastal USD

844

San Miguel JUSD

797

Shandon JUSD

767

Templeton USD

856

* The Academic Performance Index (API) is a numeric scale from a low of 200 to a high of 1,000 based on the results of student testing. The scores reported here are an average score for the district based on the scores received by each school in the district.

S ource: C a l i f o r ni a D e p a r t m e n t o f Ed u c a t i o n. I n d i v i d u a l s c h o o l s c o r e s a r e a v a i l a b l e a t w w w.c d e.c a.g o v

C a liforni a H igh E x it E x a m ( C A H S E E )

S chool

The California High School Exit Exam (CAHSEE) is a two-part exam covering the fundamentals in English-language arts and mathematics.

Students must meet the district’s graduation requirements and pass both sections of the CAHSEE in order to receive a public high school diploma. Students have up to seven opportunities in high school, beginning in 10th grade, as well as six opportunities in the two consecutive years after grade 12, to retake parts of the CAHSEE not previously passed.

HOW DID WE DO? Historically, classes that graduate from our local high schools have a passing rate of over 95 percent. Schools are focusing attention on 10th grade students, as this is the first time students take the exam. Eighty-seven percent of 10th grade students passed the English-language arts portion of the exam and eighty-eight percent passed the mathematics portion (based on 2013 administration to 10th grade students).

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S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 0 1 4

C A L I F O R N I A S TA N D A R D S T E S T S ( C S T s ) Prior to 2014, the California Standards Tests (CSTs) were used to assess student performance on the state’s academic content standards by grade level. Educators pay close attention to these test results since they are directly linked to what is being taught. These criterion-referenced tests currently include English-language arts in grades 2 through 11 (including a writing assessment in grade 7), math in grades 2 through 11, history and social science in grades 10 and 11 and science in grades 9 through 11.

HOW DID WE DO? Most county schools and districts exceed the state average in the proficient or advanced categories in most grade levels in English-language arts and in all areas of mathematics.

(SBAC) with a number of other states to prepare a common set of assessments based on the Common Core State Standards. The SBAC is developing new assessments that will be fully implemented by the 2014–15 school year, with field testing in 2013–14.

The federal government uses the results from these tests to identify progress that schools and districts are making to meet the requirements of the No Child Left Behind Act (NCLB). There are five possible levels of student performance on the CSTs: far below basic, below basic, basic, proficient, and advanced. Only the top two levels, proficient and advanced, are considered to meet the requirement of prof iciency for the federal government. Schools and districts that fail to meet the proficiency targets for two consecutive years are identified for program improvement and must take action to improve their performance.

C om m on core S tate S ta nd a rds Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through high school.

Since 2010, 45 states have adopted the same standards for English and math. These standards are called the Common Core State Standards (CCSS). Having the same standards helps all students get a good education, even if they change schools or move to a different state. Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace, recognizing that a welleducated citizenry is a national interest.

Beginning this year, California is participating in the Smarter Balanced Assessment Consortium

2013 Ca lif o r nia S t a n d a rd s Te s t s — M a t h e m a t ic s 80

70

70

Percent Proficient and Above

Percent Proficient and Above

2013 Ca lif o r nia S t a n d a rd s Te s t s — En glis h - L a n gu a g e A r t s 80

60 50 40 30 20

S LO C o u n t y

10

C a l i f o r ni a

0

60 50 40 30 20

S LO C o u n t y C a l i f o r ni a

10 0

2

3

4

5

6

7

8

9

10

11

Grade

2

3

4

5

6

7

G M*

A1*

G*

A 2*

S LO C o u n t y

55

52

69

65

68

68

67

67

55

51

S LO C o u n t y

69

72

75

69

62

59

39

27

20

18

California

56

45

65

60

60

60

57

62

52

49

California

65

66

72

65

55

52

31

25

15

15

Grade

*GM: General M ath *A1: Algebra *G: Geometr y *A 2: Algebra 2

S O U RC E: C a l i f o r ni a D e p a r t m e n t o f Ed u c a t i o n

S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 0 1 4

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THE BIGGEST CHALLENGE : REDUCING THE ACHIEVEMENT GAp The data on this page shows that students who are English language learners are up to 55% points lower in academic achievement than their peers; those living in poverty are up to 20% points lower in academic achievement than their peers.

This achievement gap must be narrowed if we are to fulfill our commitment to a better future for all children. The good news is that we know what works: high expectations for all students, a qu alit y t e a c he r f o r all st u d ent s, on goin g p rof e s sional d eve l o p m e nt f o r o ur st af f, e ar l y int e r ve ntion st ar tin g in preschool and careful monitoring of student progress.

S tudents S coring at P roficient or H igher on C S T 2 013 The score reported is the percentage of students scoring at the “proficient” or higher level of achievement on the tests. The scores reported here are count y wide averages based on scores received by each local school district.

Count y wide Economically Disadvantaged

80

En glis h - L a n gu a g e A r t s

80

70

70

60

60

50

50

40

40

30

30

20

20

10

10

M a t h e m a t ic s

Students with Disabilities English Learners *A1 = Algebra

S ource: C a l i f o r ni a D e p a r t m e n t o f Ed u c a t i o n. I n d i v i d u a l d is t r i c t a n d school scores are available at w w w.c d e.c a.g o v

0

2

3

4

5

6

7

8

9

10

0

11

2

3

4

Grade

5

6

7

8 (*A1)

Grade

C LO S IN G T H E AC H IE V EM EN T GA P – S ix Y e a r Pro g ress Percentage of English language learner students scoring at the proficient or above level on the California Standards Test ENGLISH - L ANGUAGE ARTS

M AT H

20 07

2013

LIFE SCIENCE 61%

53%

22% 14%

Grade 3

10

36%

27% 16%

Grade 5

39% 27%

27% 21%

20% 10% 12%

Grade 8

10%

Grade 3

Grade 5

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Grade 8 ( A l g 1)

Grade 5

16% 6%

Grade 8

10%

Grade 10

S T U D E N T P E R F O R MA N C E : Cuesta College Each year, Cuesta College transfers twice as many students to Cal Poly than any other community college in the state.

C E RT I FI C AT ES & D E G R E ES 800

Associate of Arts Associate of Sciences

70 0

Cer tificates

600 50 0 400 300 20 0

Cuesta’s acceptance rate to Cal Poly is 51 percent while the statewide average is 24 percent. Currently, an average of 186 students transfer to Cal Poly each year and, overall, more than 46 percent of the total student population transfers to another college or university each year. In addition to having transfer agreements with 13 universities, six of which are UC schools, Cuesta College offers more transfer degrees (16) than nearly all other California community colleges.

In addition to transferring, students come to Cuesta College with a wide variety of goals. Some are looking for an associate degree or certificate to get ahead in a current or future job. More and more students want to gain trade or technical skills to immediately join the workforce. Cuesta’s skilled workforce employment and transfer rates are consistently comparable to statewide averages. Even with fewer numbers of students, the number of degrees and certificates awarded (with the exception of A.S. degrees) has remained strong.

Overall, this means that Cuesta students continue to identify and achieve their educational goals at a higher rate than in previous years.

T R A N S FE R - P R E PA R E D S U CC ES S R AT E 50%

Cu e s t a Statewide

10 0 0

08 – 09

0 9 –10

10 –11

11–12

VO C AT I O N A L E M P LOYM EN T 10 0 %

Cu e s t a State Benchmark

80%

60%

40%

20 %

0

20 0 9

2010

2011

2012

AC T UA L C S U & U C T R A N S FE RS 800

2013

CSU UC C a l Po l y

70 0 40%

12–13

600 50 0

30%

400 20 %

300 20 0

10 % 10 0 0

0

07– 0 8

08 – 09

0 9 –10

10 –11

11–12

08 – 09

0 9 –10

10 –11

11–12

12–13

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11

S H O W U S T H E M O N E Y: Revenue & Expenditures Operating budgets for all school districts, the County Office of Education and Cuesta College total $364.4 million annually. Monthly payroll for all school districts, the County Office of Education and Cuesta College is $22.5 million.

S L O C ounty K– 1 2

C U E S TA C ollege

D I S T R I C T R E V E N U E B Y S O U R C E 2 012 – 13

B U D G E T: U N R E S T R I C T E D R E V E N U E S

2% 23%

6%

11%

8%

67%

2%

S ource: S a n L u i s O b i s p o C o u n t y O f f i c e o f Ed u c a t i o n B u s i n e s s S e r v i c e s D i v i s i o n.

L o c a l P ro p e r t y Ta x e s

1% L o c a l P ro p e r t y Ta x e s S t a t e Fu n d s S t u d e n t Fe e s

19%

Lotter y M i s c . L o c a l Re v e n u e

S t a t e Fu n d s

Fe d e ra l G o v e r n m e n t*

M i s c . L o c a l Re v e n u e

61%

* Fe d e ra l G o v e r n m e n t funding accounts for less t h a n 0.1% o f t o t a l b u d g e t

Fe d e r a l G o v e r n m e n t Lotter y

U N R E S T R I C T E D E X P E N D I T U R E S B Y C A T E G O R Y 2 012 – 13

2%

8%

B U D G E T: U N R E S T R I C T E D E X P E N D I T U R E S

1%

3%

S ource: S a n L u i s O b i s p o C o u n t y O f f i c e o f Ed u c a t i o n B u s i n e s s S e r v i c e s D i v i s i o n.

81%

14% 2%

Salaries and Benefits O p e ra t i n g E x p e n s e s

Salaries and Benefits

89%

Operating Expenses

O t h e r O u t g o, C a p i t a l O u t l a y, a n d Tra n s f e r s

Books & Supplies

Books and Supplies

O t h e r O u t g o, C a p i t a l O u t l a y, a n d Tr a n s f e r s

E X P E N D I T U R E S B Y A ctivity 2 012 – 13

10%

4% 58%

N O N R ES I D EN T

$1,38 0

$9,0 3 0

$ 6,612*

$16,6 32

$13,20 0*

$36,078

C o m m u ni t y C o l l e g e

1%

Cl a s s ro o m I n s t r u c t i o n

9%

Pupil Suppor t Ser vices

I n s t r u c t i o n - Re l a t e d S e r v i c e s G e n e r a l A d m i ni s t r a t i o n B u i l d i n g & G ro u n d s

C a l i f o r ni a S t a t e U ni v e r s i t y U ni v e r s i t y o f C a l i f o r ni a

Other Outgo

*I n c l u d e s c a m p u s - b a s e d f e e s

Ancillar y Ser vices

S ource: C o m m u ni t y C o l l e g e L e a g u e o f C a l i f o r ni a

S ource: Ed S o u r c e, H o w A r e C a l i f o r n i a’s Ed u c a t i o n D o l l a r s S p e n t ?

12

R ES I D EN T C a l i f o r ni a

7%

11%

U N D E R G R A D U A T E F E E S , 2 013 – 2 014

S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 0 1 4

S chool F undin g U ndergoes M a j or R eform From EdSource, November 2013

“I’m signing a bill that is truly revolutionary. We are bringing government closer to the people, to the classroom where real decisions are made and directing the money where the needs and the challenge is greatest. This is a good day for California, it’s a good day for school kids, and it’s a good day for our future.”

— Governor Jerry Brown, July 1, 2013 What is the Local Control Funding Formula (LCFF)?

The Local Control Funding Formula (LCFF) represents the most significant change in California’s funding system for K-12 schools in four decades. It will affect every school in the state, including charter schools. One goal of the new law is to improve academic outcomes by providing more money to school districts that serve highneeds students. Another goal is to give local school districts more authority to decide how to spend education dollars, and hold them accountable for getting results.

Frequently Asked Questions

How will districts be held accountable for how they spend state funds?

The new law requires that information on how funds are spent be provided in a transparent way to the public. By July 1, 2014, each school board must adopt a Local Control and Accountability Plan (LCAP) that sets out its goals and priorities, with special attention to high-needs students bringing additional funds to the district as a result of the law.

Will there be consequences for school districts that do not improve sufficiently?

The thrust of the new system is to provide support to schools and school districts that fail to show improvement. School districts will have to show progress in the state’s priority areas. The State Board of Education will draw up evaluation guidelines or “rubrics” that districts will use to assess their strengths and weaknesses.

E i g ht Are a s of S tate P riority Must B e Addressed in L C A P s

When does it start?

The transition to LCFF begins in the current school year, 2013-14, and will be phased in gradually.

Student Achievement

Student Engagement

Other Student Outcomes

School Climate

Areas of State Priority

Parental Involvement

Basic Services

Implementation of Common Core State Standards

Course Access

How will state funds be allocated to School districts?

There will be a base amount per student that districts will receive for all students in attendance. These base amounts vary depending on the grade levels of students with more funding allocated for high school students than elementary school students.

Districts will also receive additional funds based on the number of high-need students enrolled in the district. High-need students are those who are low-income, English learners, or foster youth. This funding will increase incrementally until full funding is reached in 2020-2021. Local Boards of Trustees (school boards) will have much more discretion and authority for allocating these funds than in the past.

So will my district get more or less money?

As a result of an improving state economy and funds generated by Proposition 30 approved by voters in 2012, most districts should receive significantly more money over the next eight years than they are currently receiving.

What about funding for special education students?

The new formula makes no changes in how special education is currently funded.

How can I get involved?

School districts must provide opportunities for input from teachers, principals, administrators and other school personnel, the district’s unions, parents, and students so that funds are spent appropriately and equitably. The primary vehicle for them to provide input is through the Local Control and Accountability Plan.

Does a district have to spend the additional funds it will receive on low-income and other high-needs students?

The new law gives districts flexibility to spend their base grants as they choose.

However, districts must use the additional state funds to “increase or improve services” for low-income students, English learners and foster youth.

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13

T E A C H E R S of the Y e a r 2 0 13 Annually, each local school district, Cuesta College, and the County Office of Education select and honor an “Employee of the Year,” representing teachers and classified staff. All of our honorees display an excitement about education, show a real interest in all students, and demonstrate teamwork and dedication that makes a difference in the lives of our students. Here are this year’s honorees.

Pe t e r S mi t h Atascadero USD

S a l l y D i M a g gi o Coast USD

San Luis Obispo County Teacher of the Year

S a ra h Tu c ke r San Luis Obispo County Of fice of Education

A n n G ra n a d o s (posthumously awarded)

San Miguel JUSD

Pe t ra Cl a y t o n Cu e s t a C o l l e g e Academic Employee of the Year

Anna Bates S ant a Lu cia Re gio n al O c c u p a t i o n P ro g ra m

Ru d y C a l d e ro n Lucia Mar USD

J im S t e a f f e ns Pa s o Ro b l e s J U S D

D e vo n Eu l b e rg Pleasant Valley JUESD

J u s t in Pi c ka rd S ant a Lu cia Re gio n al O c c u p a t i o n P ro g ra m

J o n Fu l l e r Shandon JUSD

Ro b e r t H a y s Te m p l e t o n U S D

Cherie Newell San Luis Coastal USD

C l a ssified E mployees of the Y e a r 2 0 13

14

M a r k B ro s t e r Atascadero USD

L in d a Pr i c e Atascadero USD

B e r n a d e t t e C o ro n a Pleasant Valley JUESD

Val Davies San Luis Coastal USD

S uz a n n e Ke n n e d y Coast USD

Pa t t i S t ro h Coast USD

D e nis e S t e r re t t S uz i e O r t uz a r San Luis Obispo County S a n M i g u e l J U S D Of fice of Education

S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 0 1 4

D in a B a c a - Eb e lin g Cu e s t a C o l l e g e

M ike T h o m a s Lucia Mar USD

K im Re n d o n Shandon JUSD

J e a n D e Cl u e Te m p l e t o n U S D

S A N L U I S O B I S P O C O U N T Y 2 013 – 1 4 T E A C H E R O F T H E Y E A R

Peter Smith ATA S C A D E RO U N I FI E D S C H O O L D I S T R I C T

Peter Smith, a Social Science teacher at Atascadero High School, has taught banking and business classes, career education, independent study, world history, political science, and economics for the past 18 years. He earned his undergraduate and graduate degrees from Cal Poly.

When Peter first came to Atascadero, he taught a Banking and Financial Services course that allowed him to place students in business internships throughout San Luis Obispo County and start his relationship with the local business community. He worked with the Atascadero Chamber of Commerce to coordinate grant applications for teachers to provide career educational opportunities for classes and students to be educated in the business community. Peter describes an ideal day in his classroom as “having fun while exploring a new concept and then leaving the room an hour later knowing that you just learned something new that you can apply to your actual life today.” Peter feels his greatest contribution to education is the spirit of unconventional enthusiasm that he brings to the classroom every day.

Peter credits his mother, a retired school teacher, for sharing her passion of helping others learn and recognizing his potential as a teacher. Her advice, “do what makes you happy and the rest will take care of itself.” He also recognizes his wife for encouraging him not to lose sight of the goal and to “become a great teacher.” For Peter, every day is like the first day of the school year: riddled with excitement, anticipation and a touch of anxiety.

C uesta C ollege

Petra Clayton A cademic E mployee of the Y ear 2 0 13

When describing the meaning of the word outstanding, a Cuesta College f acu lt y member st ated, “T he definition of outstanding is, number one, exceptionally good; number two, standing out among others of its kind; and number three, Petra Clayton.”

At Cuesta College’s Fall Opening Day ceremony in August of 2013, Petra Clayton was announced as the year’s Academic Employee of the Year. The crowd of Cuesta College faculty, staff and administration concurred with the aforementioned

definition of outstanding with a “Petra has made substantial and standing ovation and cheers of noteworthy contributions to student excitement. The German language learning here at Cuesta College,” instructor, who has been teaching said Dr. Stork. “She has coordinated at Cuesta for 26 years, was humbled overlapping issues and collaborates in practical ways. She’s dedicated to by it all. student learning, is enthusiastic “I was extremely surprised by the about the study of language and recognition,” said Clayton. “I am culture, and participates on multiple g r a t e f u l t h a t m y c o l l e a g u e s committees.” appreciate my contributions to the work of my division and the college Clayton says it’s all about a love of committees on which I serve. I am learning. inspired to continue to do my best to support our collective efforts for the “I love teaching beginners,” she said. sake of the students of Cuesta “My focus is on getting students to tap into their innate sense for language College.” a nd on helping t hem develop language survival skills which will be That dedication is not lost on Cuesta theirs for years to come.”

C o l l e g e S u p e r i nt e n d e nt a n d President Gil Stork.

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15

COUNTY SUPERINTENDENT OF SCHOOLS Julian D. Crocker

S A N LU I S O B I S P O C O U N T Y S C H O O L D I S T R I C T S D I S T R I C T . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S U P E R I N T E N D E N T .. . . . . . . . . . P H O N E

www.slocoe.org

A t a s c a d e r o U n i f i e d ( K–12) ......................................... D r. D e b o r a h B ow e r s . .................. 8 05 - 4 62- 42 0 0 C a y u c o s E l e m e n t a r y ( K– 8) ......................................... D r. J i m B r e s c i a . ......................... 8 05 -9 95 -3 694

San Luis Obispo COUNTY

C o a s t U n i f i e d ( K-12).. ................................................ D r. R i c h M a l f a t t i ( I n t e r i m) ............ 8 05 -9 27-388 0

BOARD OF EDUCATION

L u cia M ar Unif ie d (K–12)............................................. Jim H o g e b o o m........................... 805 - 474-30 0 0

Gaye L. Galvan

Pa s o Ro b l e s J o i n t U n i f i e d ( K–12)................................. D r. Ka t h l e e n M c N a m a r a . ............. 8 05 -769-10 0 0 P l e a s a n t Va l l e y J o i n t U n i o n E l e m e n t a r y ( K– 8).. .............. G i l C a m p o s ( I n t e r i m).................. 8 05 - 4 67-3 4 53 S a n L u is C o a s t a l U n i f i e d ( K–12).................................. D r. E r i c P r a t e r ........................... 8 05 -5 49-12 0 0 S a n M i g u e l J o i n t U n i o n ( K– 8)..................................... D r. Cu r t D u b o s t .......................... 8 05 - 4 67-3216

Floyd Moffatt

S h an d o n J oint Unif ie d (K–12)....................................... To m A p karian (I nt e rim) ............... 805 -238- 0286

Larry Peterson

Te mp l et o n Unif ie d (K–12)............................................ D r. J o e Kosk i . . ............................ 805 - 43 4-580 0

Diane Ward

S LO C o u n t y O f f i c e o f E d u c a t i o n.................................. D r. J u l i a n C r o c ke r...................... 8 05 -5 4 3 -7 732

CUESTA COLLEGE SUPERINTENDENT/PRESIDENT Gil Stork cuesta college Board of Trustees President Patrick Mullen

www.cuesta.edu

Vice President Angela Mitchell

Gaye L. Galvan

South Count y Center 495 Valley Road Arroyo Grande, CA 93420 (805) 474–3913

Dr. Barbara George Student Trustee Charles Scovell

16

S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 0 1 4

San Luis Obispo Campus Hw y 1 San Luis Obispo, CA 93403–8106 (805) 546–3100 North Count y Campus 2800 Buena Vista Drive Paso Robles, CA 93446 (805) 591–6200

Charlotte Alexander

For more information about local K-12 schools, contact the San Luis Obispo County Office of Education at (805) 543-7732, or www.slocoe.org for links to local school districts. For more information about the San Luis Obispo County Community College District, contact Cuesta College at (805) 546-3100, or visit www.cuesta.edu. Additional information is available through the California Department of Education online at www. cde.ca.gov, or by visiting EdSource at www.edsource.org.

S A N LU I S O B I S P O CO UNT Y COMMUNIT Y COLLEGE DISTRICT

Thank you to Pacific Gas & Electric Company and The Tribune for their generous sponsorship of this Annual Report.

Annual Report and Education Forecast

Printing and Distribution

Design: Verdin

President Paul Madonna