##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_\_ Middle [X]{.underline} High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Peter J. Zotovich]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Morro Bay High School]{.underline}

(As it should appear in the official records)

School Mailing Address [235 Atascadero Road]{.underline}

(If address is P.O. Box, also include street address)

[Morro Bay California 93442-1597 \_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [San Luis Obispo]{.underline} State School Code Number
[40-68809-4034807]{.underline}

Telephone [(805) 771-1845]{.underline} Fax [(805) 772-5944]{.underline}

Website/URL [http://mbhs.slcusd.org](http://mbhs.slcusd.org/) E-mail
<pzotovic@slcusd.org>

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent: [Dr. Edward T. Valentine]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [San Luis Coastal Unified School District]{.underline}
Tel. [(805) 549-1334]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mrs. Patricia Andreen

President/Chairperson

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**DISTRICT**

1\. Number of schools in the district: [9]{.underline} Elementary
schools

> [2]{.underline} Middle schools

[0]{.underline} Junior high schools

[2]{.underline} High schools

> [3]{.underline} Other (Charter elementary school, continuation high
> school, and an adult school)

[16]{.underline} TOTAL

2\. District Per Pupil Expenditure:
[\_\_\$7,497\_\_\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\_\$6,987\_\_\_\_\_\_\_]{.underline}

**SCHOOL**

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[X \] Small city or town in a rural area
>
> \[ \] Rural

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       120       132         252

  **2**                                                     **10**      140       119         259

  **3**                                                     **11**      119       104         223

  **4**                                                     **12**      109       113         222

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   956
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [79 %]{.underline} White

the students in the school: [1 %]{.underline} Black or African American

[13 %]{.underline} Hispanic or Latino

[6 %]{.underline} Asian/Pacific Islander

[1 %]{.underline} American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[\_\_\_12%\_\_\_\_]{.underline}

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      25
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      89
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    114
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 956
                            the school as of October 1  

  **(5)**                   Total transferred students  .1192
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           11.92
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [\_\_
3%]{.underline}

[\_\_\_26\_\_]{.underline} Total Number Limited English Proficient
Number of languages represented: [\_\_\_3\_\_\_]{.underline}

Specify languages: Illocano, Spanish, Tagalog

9\. Students eligible for free/reduced-priced meals:
[\_\_\_\_19%\_\_\_]{.underline}

Total number students who qualify: [\_\_\_\_178\_\_\_\_]{.underline}

10\. Students receiving special education services: [\_\_\_\_
7%\_]{.underline}

[\_\_\_\_\_63\_\_\_]{.underline}Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [\_\_8\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness [\_49\_]{.underline}Specific Learning Disability

\_\_\_\_Emotional Disturbance [\_\_4\_]{.underline}Speech or Language
Impairment

[\_\_1\_]{.underline}Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation [\_\_1\_]{.underline}Visual Impairment
> Including Blindness
>
> \_\_\_\_Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [\_\_\_3\_\_\_]{.underline} [\_\_\_0\_\_\_]{.underline}

Classroom teachers [\_\_36\_\_\_]{.underline}
[\_\_\_7\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_3\_\_\_]{.underline}
[\_\_\_2\_\_\_]{.underline}

Paraprofessionals [\_\_\_0\_\_\_]{.underline}
[\_\_\_5\_\_\_]{.underline}

> Support staff [\_\_17\_\_\_]{.underline} [\_\_11\_\_\_]{.underline}
>
> Total number [\_\_59\_\_\_]{.underline} [\_\_25\_\_\_]{.underline}

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[\_\_\_24:1\_\_\_]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. The
student drop-off rate has remained relatively consistent over the five
years reported. The student dropout rate has gone from two percent to
zero percent over the same five years.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  95 %        95 %        95 %        94 %        95 %

  Daily teacher attendance  96 %        96 %        95 %        94 %        96 %

  Teacher turnover rate     22 %        2 %         6 %         11 %        18 %

  Student dropout rate      0 %         0 %         1 %         1 %         2 %
  (middle/high)                                                             

  Student drop-off rate     6 %         6 %         4 %         5 %         5 %
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

14\. Show what the students who graduated in Spring 2005 are doing as of
September 2005.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \        |
|                                                         | _[197\_]{. |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [\_      |
|                                                         | \_29\_]{.u |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [\_      |
|                                                         | \_58\_]{.u |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > [\_\     |
|                                                         | _\_2\_]{.u |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Found employment                                        | > [\_\     |
|                                                         | _\_2\_]{.u |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Military service                                        | > [\_\     |
|                                                         | _\_2\_]{.u |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > [\_\     |
|                                                         | _\_1\_]{.u |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > [\_\     |
|                                                         | _\_6\_]{.u |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| **Total**                                               | > **100    |
|                                                         | > %**      |
+---------------------------------------------------------+------------+

**PART III -- SUMMARY**

Established in 1959, Morro Bay High School has been an integral part of
our coastal community for more than forty years. Morro Bay, once a quiet
fishing town, and Los Osos, a bedroom community to San Luis Obispo, have
transformed into vital socio-economic centers of their own. Morro Bay
High School is part of the San Luis Coastal Unified School District, and
our 43-acre campus is unique in that it is one of only a few schools in
the country bordering the Pacific Ocean. MBHS is a four-year
comprehensive high school with a current student population of 956
(CBEDS 2005). The mission of MBHS is to challenge each student to
achieve his/her maximum potential in the areas of academics,
occupational skills, social development and personal growth. Upon
graduation, each student is expected to be a critical thinker, effective
communicator, and a responsible citizen. Morro Bay High School serves a
predominately middle-class community. Our student population reflects
the ethnic composition of the small rural towns of Morro Bay and Los
Osos.

Though the campus is aging, buildings and grounds are well maintained.
The campus has been recently modernized with a new heating system, a new
computer lab, security cameras, three P.E./athletic fields, additional
space for the agricultural department, and some refurbished classrooms.
MBHS was named a California Digital High School Grant recipient, and our
students' and teachers' use of technology has blossomed as a result.
Numerous co-curricular and extra-curricular activities attest to the
fact that over the last five years approximately 85% of our students are
actively involved in our school community beyond the classroom. Sixteen
clubs offer opportunities for such involvement, with new clubs forming
to meet student needs. These co-curricular and extra-curricular
activities require substantial commitments of after-school time, whether
for practice, competition, or performances. As a result, the MBHS campus
is a lively place well into the evening.

Parent support at MBHS is well established. Numerous booster
organizations\--Aggie Backers, Athletic Boosters, Grad Night Committee,
Music Boosters and the Blue and White\--offer invaluable financial
support to our co-curricular programs. Within the last two years, MBHS
and our district has benefited from T.E.A.C.h. (The Endowment for the
Advancement of Children), whose purpose is to foster excellence in the
San Luis Coastal United School District by providing grants for special
classroom projects and materials that benefit students. Parents serve as
members of our school Management Team, one of its tasks being to oversee
the School Improvement Plan. Parents also serve on the District
Reconceptualization Team which was formed to explore opportunities for
improvement of the high school experience. Parents have an opportunity
to meet with the administration in bi-monthly Principal's Forums as well
as attend our Back-to-School and Open House events each year. Parents
know that they are a vital part of the school community.

Our focus at MBHS is on every student. We help each individual student
become successful in every aspect of the high school experience. Not
only are they remarkable scholars, athletes, musicians, artists, and
technicians, our students are empowered members of the school community
who demonstrate that they are concerned citizens of the world. Our
students' California State Academic Performance Index (API) standardized
test scores have shown constant growth from 718 in 1999 to 818 in 2005.
MBHS is the first high school in San Luis Obispo County to reach the API
Statewide Performance Target of 800. All subgroups have met the NCLB AYP
targets since the beginning of this program in the 2001-02 school year.
Our students' PSAT/SAT/ACT and AP scores are outstanding and have
continued to grow each year.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  **Assessment Results:** Morro Bay High School participates in the
    California Assessment System. Several tests in this system are
    aligned to the California State Standards. One of these aligned
    tests is the California High School Exit Examination (CAHSEE) which
    tests students' knowledge in English-Language Arts (ELA) and
    Mathematics. Grade 10 students' results from this test are used, in
    part, to determine if a school has met the No Child Left Behind
    (NCLB) criteria for Adequate Yearly Progress (AYP). All California
    high school students must pass the ELA and mathematics parts of the
    CAHSEE with a score of 350 in order to graduate. However, the AYP
    criterion requires a targeted percentage of students, both school
    wide and from each numerically significant subgroup, to achieve a
    level of performance called Proficient. The score for reaching
    proficient for the CAHSEE is 387 in ELA and 373 for mathematics. For
    the 2001-02 through 2003-04 school years, the targeted percentage
    for proficient in ELA was 11.2%, while math was targeted at 10%. In
    the 2004-05 school year, the targeted percentage for proficient for
    ELA was increased to 22%, and math was increased to 21%. The next
    time the targeted percent for proficient in ELA and math will
    increase will be in the 2007-08 school year. In addition to meeting
    these required levels of proficiency, a school and each of its
    subgroups must have a participation rate of 95% or higher.

+---------------------------------+-----+-----+-----+-----+-----+-----+
| Percent Proficient or Above     | E   |     |     | Ma  |     |     |
| Target                          | ngl |     |     | the |     |     |
|                                 | ish |     |     | mat |     |     |
| 02-03 and 03-04 ELA 11% Math    | -La |     |     | ics |     |     |
| 10%                             | ngu |     |     |     |     |     |
|                                 | age |     |     | \%  |     |     |
| 04-05 ELA 22% Math 21%          | A   |     |     | P   |     |     |
|                                 | rts |     |     | rof |     |     |
|                                 |     |     |     | ici |     |     |
|                                 | \%  |     |     | ent |     |     |
|                                 | P   |     |     | or  |     |     |
|                                 | rof |     |     | Ab  |     |     |
|                                 | ici |     |     | ove |     |     |
|                                 | ent |     |     |     |     |     |
|                                 | or  |     |     |     |     |     |
|                                 | Ab  |     |     |     |     |     |
|                                 | ove |     |     |     |     |     |
+---------------------------------+-----+-----+-----+-----+-----+-----+
| Year                            | 02  | 03  | 04  | 02  | 03  | 04  |
|                                 | -03 | -04 | -05 | -03 | -04 | -05 |
+---------------------------------+-----+-----+-----+-----+-----+-----+
| -   Schoolwide                  | 75  | 80  | 83  | 66  | 85  | 75  |
+---------------------------------+-----+-----+-----+-----+-----+-----+
| Subgroups                       |     |     |     |     |     |     |
+---------------------------------+-----+-----+-----+-----+-----+-----+
| -   Hispanic                    | 62  | 57  | 74  | 44  | 61  | 35  |
+---------------------------------+-----+-----+-----+-----+-----+-----+
| -   White                       | 80  | 85  | 85  | 71  | 90  | 80  |
+---------------------------------+-----+-----+-----+-----+-----+-----+
| -   Socioeconomically           | 46  | 57  | 59  | 24  | 67  | 50  |
|     Disadvantaged               |     |     |     |     |     |     |
+---------------------------------+-----+-----+-----+-----+-----+-----+
| -   English Learners            | 36  | 32  | 57  | 18  | 58  | 43  |
+---------------------------------+-----+-----+-----+-----+-----+-----+
| -   Students with Disabilities  | 29  | 25  | 41  | 19  | 37  | 40  |
+---------------------------------+-----+-----+-----+-----+-----+-----+

Our percent proficient for ELA on the three years reported above have
dramatically risen with a few dips in the 2003-04 school year. Our
percent proficient for math on the three years reported above have also
dramatically risen; however, there was a dip in almost all groups except
students with disabilities in the 2004-05 school year. While this dip is
lower than the 2003-04 school year, it is still significantly above the
ELA and math targeted percent proficient. If our current scores were to
remain constant, all groups but one would make the targeted AYP until
the 2009-10 school year. As we analyze our results of all our groups we
find that the primary reasons for disparities among subgroups are those
students whose primary language is other than English and students with
disabilities. Individual student academic plans are written for our most
challenged learners. Although each subgroup is currently performing
above the targeted score for proficient, MBHS has implemented a number
of strategies to close the achievement gap which exists between groups.
Part V of this application describes in detail the curriculum,
instructional methods, and professional development that has been
implemented to address our concern regarding the gap between groups. The
website where information on the state of California's assessment system
can be found is [http://ayp.cde.ca.gov](http://ayp.cde.ca.gov/).

2.  **Using Assessment Results:** Assessment results, both state
    assessment and site assessments, are extensively used to evaluate
    progress of all students. Our School Improvement Plan (SIP) is
    formulated by reviewing state and school assessment data. Teachers
    are given each student's previous year's disaggregated assessment
    data at the beginning of each semester, identifying students who
    will need individual academic support by highlighting those students
    in their roll book and developing an academic plan to help those
    students improve. This attention to each individual student is a
    common teacher objective school wide, monitored by site
    administration through teacher conferences in the fall of each
    school year. Core and elective departments are given overall results
    of core department subject clusters from each test so they can
    evaluate and plan how to improve areas of weakness. All departments
    write, implement and evaluate common assessments so they can analyze
    student results and improve student achievement. Addressing the
    identified achievement gap between subgroups, assessment data has
    been used to implement intensive programs to support students who
    need additional support within the school day. In support of our EL
    population, an ELD English class is in place, and instruction is
    based on the ELD Standards. Additionally, sheltered math, science
    and social studies classes are also provided to support the academic
    growth of our EL population. EL aide support has also been allocated
    to support this subgroup. To prepare for the CAHSEE Test, tenth
    grade English teachers review class data and state testing data to
    recommend tenth grade students who will benefit from a CAHSEE
    enrichment class. As a result of evaluating our assessment data, a
    school wide focus to improve students' reading comprehension was
    prioritized and incorporated in every class. Students who meet the
    district criteria can take advantage of reading classes to improve
    their reading skills. We have seen tremendous academic growth by our
    students because of our attention to and application of assessment
    results.

3.  **Communicating Assessment Results:** Morro Bay High School is part
    of a small coastal community that celebrates community success. Our
    two local newspapers have been very active in publishing our
    school's academic successes, allowing parents, students and
    community members to understand our goals and achievements. Eight
    times a year parents receive their student's progress reports or
    report cards. Counselors and teachers return and make phone calls to
    parents discussing these reports. Each year parents receive their
    student's results on all state testing along with details on how to
    interpret these reports. Four times a year student academic success
    is acknowledged with a special academic presentation in their
    classrooms. Teachers review state testing results with their
    students yearly and classroom assessment results weekly. Other
    communication vehicles are used within the school, such as: an
    Academic Award night, daily bulletin announcements, our student
    produced newspaper, student created and maintained school website,
    principal's discussion forums, and school newsletters. MBHS has five
    parent booster clubs. The school's successes and assessment data is
    shared with each of these groups. Parents and students are members
    of our school Management Team that analyze the school's assessment
    data and use this data to write a yearly School Improvement Plan.
    Parents, students and community members were members of our WASC
    Accreditation Team that helped analyze data about the school which
    included student performance and assessment data. They helped us
    write a WASC accreditation report that received a full six-year
    accreditation, the highest you can receive. In an effort to make
    communication even more accessible to our families, each staff
    member has an active classroom webpage for parents to access
    classroom information that will help them with their student's
    success. Counselors review assessment data of students, looking to
    identify those students who could benefit from further school
    support. During a weekly counselor meeting, students are identified
    and a Student Study Team meeting involving the student, parents, and
    teachers is scheduled.

4.  **Sharing Success:** MBHS, through intensive planning, goal setting,
    and analysis of academic and social student data, has been able to
    help many of our students meet state and federal academic goals.
    Because of this hard work focused on student achievement, we have
    been honored with a six-year WASC Accreditation, California
    Distinguished School designation, and now the opportunity to become
    a National Blue Ribbon School. MBHS has been the leader in the
    county for student academic success and achievement for the last
    three years. Our school administration and staff have openly shared
    our strategies and school focus with our central administration, the
    schools within our district, and schools outside of our district. We
    have made presentations to our school board, the County Office of
    Education, and other school district administrative staffs.
    Benefiting from our small local communities, stakeholders from area
    schools have many opportunities to meet and collaborate on best
    practices, School Improvement Plans, and materials that have helped
    to increase student success. Through the continued development of
    our school website, one of our goals is to continue to share the
    path we traveled leading to our students' success. MBHS has openly
    shared its focus and strategies for student success with other
    schools in our county and North Santa Barbara County. We have worked
    very hard to achieve the academic student success that we have
    experienced, and we can only become stronger if we collaborate with
    others so we learn new ideas and goals for student success.
    Currently a plan is in place for the high school principals in this
    area to meet bi-monthly and talk about our schools with a special
    emphasis placed on our strategies for our students' academic
    success. MBHS attends the regularly scheduled county meetings that
    focus on the California High School Exit Exam, with student success
    as the main objective.

    **PART V -- CURRICULUM AND INSTRUCTION**

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1.  **Curriculum:** All departments have aligned curriculum to our
    California State Academic Content Standards (SACS), the California
    High School Exit Exam (CAHSEE), and we meet or surpass the minimum
    high school graduation requirements of the state of California. All
    departments have provided evidence that the math and/or English
    standards are integrated into their courses. Common instructional
    calendars and common assessments ensure that all students are being
    taught the essential SACS. With very few exceptions, all courses
    required for graduation in English, mathematics, science, social
    studies, foreign language and art are college prep, honors or
    Advanced Placement. All core textbooks and supplemental materials
    are new and are aligned with the SACS.

> Our academic core departments are English, math, social studies and
> science. Students are required to pass four years of required English
> courses. There is an English Language Development (ELD) class for
> students needing ELD support and there are Special Education courses
> for students with disabilities in all core subjects. These courses are
> also aligned to the state standards. The English department provides a
> two-tier reading skills program for at-risk students. English elective
> courses include, Creative Writing, Classical Mythology, Speech,
> Theatre, Journalism, Newspaper, and Peer Communication.
>
> Students are required to take three years of mathematics; however,
> many take four. All students must pass Algebra I which is a state of
> California graduation requirement. We have a strong college
> preparatory mathematics program that comprises the usual sequence of
> Algebra I through AP Calculus and AP Statistics. Our mathematics
> department ascertained that at-risk students would benefit from an
> Algebra I course that would cover two years instead of one.
>
> Students are required to take three years of core social studies
> courses which are either college prep, honors or AP. These courses are
> World History and Culture, U.S. History/Geography and Culture,
> American Government, and Economics and ROP Agriculture Economics.
> Electives are Psychology, Sociology, and ROP Criminal Justice.
>
> Students are required to take two years of science either through the
> agriculture or science departments. These courses are physical science
> or biology. The difference between the two is that the agricultural
> courses are designed for students who have a strong desire to pursue a
> future in agriculture. Many students take additional science courses.
> These courses, which are college prep, honors or AP, are Chemistry,
> Physics, Anatomy and Physiology, and Microbiology/Marine Biology.
> Electives are Amateur Naturalist, Astronomy, Agricultural Mechanics,
> Ornamental Horticulture, ROP Floral Design, ROP Greenhouse, ROP
> Landscape Maintenance, and ROP Small and Large Animal Management.
>
> There is a one year foreign language and/or visual and performing arts
> graduation requirement that all students must take. Students are
> encouraged to enroll for three years in foreign language to be
> competitive entering college. Three foreign language programs are
> offered: Spanish, French and Latin. Each foreign language has four
> levels, with AP courses offered in all three languages. The focus of
> the Art Department's curriculum is on building artistic skills, the
> ability of students to critically analyze art work, and to appreciate
> the visual expressions of different art mediums and cultures. The
> following courses are in the art department and are college prep:
> Freehand Drawing, Ceramics, Painting, Photography, and ROP Electronic
> Media. Additional courses in art are Printmaking, ROP Web Page Design,
> and ROP Professional Imaging-Digital Photography. Courses in
> performing arts, which are all college prep, are: Dance, Theatre, Band
> 9-12, Jazz/Stage Band, Bass Choir, Treble Choir, Concert Choir and
> Chamber Singers.
>
> Students are also required to take two years of physical education,
> one semester of health, and one semester of computer applications. The
> computer application course is taught using the most current system
> and program, Windows XP and Office 2003. The health and physical
> education courses and curriculum are currently being aligned with the
> new California standards in PE and health.
>
> Students must take 155 credits from the required departments listed
> above. Additionally, they must take 75 elective credits. MBHS also
> offers courses in the following departments: Business/Computer, Home
> Economics Careers and Technology, and Industrial Technology.

2 **English:** The English Department's curriculum is aligned to the
California State Academic Content Standards (SACS), and the California
High School Exit Exam (CAHSEE), where each 9-12 high school receives its
AYP state score. Students are required to pass four years of
curriculum-based English instruction through college prep, honors, AP,
EL, or special education classes. Additional elective courses are:
Intensive and Strategic Reading, Creative Writing, Classical Mythology,
Speech, Theatre, Journalism, Newspaper and Peer Communication. Newly
adopted English textbooks, workbooks and supplemental materials are also
aligned to the SACS. Our School Improvement Plan (SIP) emphasizes that
all grade level teachers create common calendars and common assessments
that help them monitor student success and embed English standards into
the curriculum. Annually, students take a District Direct Writing
Assessment (DWA). The results give both the student and teacher
information on how to improve individual writing skills. The Accelerated
Reader/Star Program manages and tracks students' improvement through the
department's leisure reading requirement. Six years ago, MBHS started a
program to embed reading into every course so that we could raise every
students' reading score. Two years ago, a new two-tiered reading program
was introduced that uses NCLB approved reading programs. All students
who met the district criteria to enter this program were given the
opportunity to take one of two specialized reading courses. Both courses
target decoding, vocabulary building and comprehension skills for each
student. The Intensive Reading Course was created to help students who
test far below basic and below basic on the state English Content
Standard Test (CST). This course supports many of our EL and special
education students who need more coral and oral pronunciation and
vocabulary building of grade level words. This course is built around
the [SRA Corrective Reading Program]{.underline}. The Strategic Reading
Course uses [Read Naturally]{.underline} which emphasizes comprehension
and test taking skills for below basic and basic skills students.

3.  **Mathematics:** The Morro Bay High School mathematics department is
    committed to supporting our school's mission statement in the areas
    of academics, occupational skills, social development and personal
    growth. We have a strong college preparatory mathematics program
    that comprises the usual sequence of Algebra I through AP Calculus
    and AP Statistics. Our students have the option of taking an
    embedded honors program that requires them to extend their effort
    and knowledge by completing extra challenging problems daily and on
    exams. Our mathematics students practice critical thinking daily.
    Our program engages the students in several areas. Comprehension is
    shown through illustrating figures, demonstrating applications,
    summarizing processes and relating previously learned materials to
    new concepts. Students apply their knowledge when they select
    appropriate methods of solution or model real work situations. When
    students simplify a complex process into a more comprehensible
    scheme or draw a conclusion about a class of functions they are
    using analysis. Synthesis is in use when students formulate a plan
    for solving a problem or for predicting a future result. When
    students justify a result or prove/disprove a theorem, they are
    using evaluation. An applied mathematics course is offered for post
    geometry students entering the community college or the world of
    work. This course presents its mathematical content in an
    application format using five different sectors of the economy;
    agriculture and agribusiness, business and marketing, health
    occupations, home economics and industrial technology. All of our
    mathematics courses incorporate some form of cooperative group work
    either in lessons or quizzes. All students learn to work with a wide
    range of personalities and skill levels. They demonstrate personal
    responsibility in completing their portion of the work and in
    communicating their methods to others.

4.  **Instructional Methods:** In addition to the traditional methods of
    instruction such as direct instruction through lectures,
    demonstrations, practice follow-up assignments, lab experiments,
    quizzes, and tests, other instructional methods are employed. All
    teachers use a variety of questions and strategies to promote
    thinking skills: compare/contrast, hypothesize, predict, etc.
    Debates, simulations, and role-play can be found in such courses as
    English, ROP Criminal Justice, Drama, and Peer Communication. Math,
    science, English, foreign language courses are just a few using
    cooperative learning groups to facilitate lesson investigations,
    reinforcement of skills, and peer modeling. All senior English
    students are required to write a term paper about a future
    occupation they would like to enter. They must all do a job shadow
    as part of their term paper. Students are held accountable through
    learning contracts in the agricultural science program, and courses
    such as ROP Teaching Careers, Work Experience, and Workability.
    Graphic organizers and other visual strategies are utilized to
    visually explain and/or search for information. Multi-media formats
    including computers, projectors, monitors, and DVD/VCR machines, are
    used in every classroom in every department to complete and present
    research papers, essays, projects and portfolios. All English
    students participate in the Accelerated Reading/Star Program,
    designed to motivate students to read and also improve their reading
    comprehension skills. In addition, hands-on learning can be found in
    many of our programs: all ROP classes, Art, Home Economics, Auto,
    Industrial Technology, Computer Technology, and numerous academic
    classes as well. Hands-on learning facilitates participation in many
    competitions: California Troubleshooting Contest, local and state
    writing contests, history and science competitions, and art
    competitions are a few examples. Computer-Aided Drafting, Auto CAD,
    Wood Technology, Metal Technology, and our Agricultural Program
    prepare students in class for local and state competitions. Field
    trips and guest speakers are an important instructional tool for all
    departments. Special need students (RSP, EL, 504, etc.) are provided
    modified instruction, flexible time, and flexible settings both
    through mainstreamed classes and learning/tutorial settings.

5.  **Professional Development:** Each year Morro Bay High School
    Management Team establishes the performance objectives for our
    certificated staff. These performance objectives are based on our
    School Improvement Plan (SIP). The performance objectives align
    specific SIP growth goals that will assist the teacher in
    instructional delivery of the California State Standards. At the
    beginning of each year, each administrator reviews the current
    year's professional goals and also reviews the past years goals with
    each teacher to see if they were accomplished. This has been a
    valuable professional development tool for our school. The State of
    California has implemented a program to help districts supplement
    staff development programs with three State funded buy-back days
    each year. Using our SIP Plan, our Management Team, administration,
    and teachers decide what professional development opportunities will
    be the most beneficial to support our staff to help the academic
    success of all our students. The following is a list of some of the
    topics of these professional development opportunities: WASC
    Accreditation work, common instructional calendars, common
    assessments, teachers' web page development, technology equipment
    usage, effective reading strategies, analyzing data to improve
    student success, using effective instructional strategies in the
    block, establishing benchmark expectations, and CTAP level I and II
    training. Additionally, many professional development opportunities
    have been offered through our district and County Office of
    Education. CLAD training, ELD/SDAIE training, Special Education
    teacher training, School-to-Career workshops, Blackboard and ETC
    Portal training, and principal's forums are examples. The Governor's
    Incentive Awards Funds and district funded professional development
    activities have allowed us to send certificated staff to English and
    math workshops to: assist students scoring Far Below Basic and Below
    Basic on our state testing, AP teacher trainings, CAHSEE training,
    Accelerator/Star Program training, ROP teacher training, and
    Beginning Teacher Support & Assessment program training. The impact
    on student achievement has been remarkable. Student achievement on
    state testing has steadily gone up. SAT/ACT scores, AP scores, GSE
    scores, and the number of students on honor roll have also increased
    as a result of our professional development plan.

    **PART VII - ASSESSMENT RESULTS**

    As we analyze our results of all our groups we find that the primary
    reasons for disparities among subgroups are those students whose
    primary language is other than English and students with
    disabilities. Individual student academic plans are written for our
    most challenged learners. Although each subgroup is currently
    performing above the targeted score for proficient, Morro Bay High
    School has implemented a number of school wide strategies to close
    the achievement gap which exists between groups.

    **Subject:** [English-Language Arts]{.underline} **Grade:**
    [10\_\_]{.underline} **Test:** [California High School Exit Exam
    (CAHSEE)]{.underline}

**Edition/Publication Year:** [2001-02, revised each year]{.underline}
**Publisher:** [Educational Testing Services (ETS)]{.underline}

  ----------------------------------- ------------- ------------- ------------- -------------
  **Year**                            **2004-05**   **2003-04**   **2002-03**   **2001-02**

                                                                                

  **Testing Month March**                                                       

                                                                                

  **Schoolwide Scores**                                                         

  Number of students tested           222           243           207           79

  \% of total students tested         100           100           100           100

  \% Participation rate               100           99            97            100

  \% Proficient or Above              83            80            75            57

                                                                                

  **Subgroup Scores**                                                           

                                                                                

  **Hispanic or Latino**                                                        

  Number of students tested           22            27            21            15

  \% of total students tested         10            11            10            19

  \% Participation rate               100           97            92            100

  \% Proficient or Above              74            57            62            38

  **White**                                                                     

  Number of students tested           180           176           167           55

  \% of total students tested         81            72            81            70

  \% Participation rate               99            99            97            100

  \% Proficient or Above              85            85            80            61

  **Socioeconomically Disadvantaged**                                           

  Number of students tested           48            54            24            21

  \% of total students tested         22            22            12            27

  \% Participation rate               95            99            97            100

  \% Proficient or Above              59            57            46            35

  **Students with Disabilities**                                                

  Number of students tested           12            21            21            17

  \% of total students tested         5             9             10            22

  \% Participation rate               100           100           95            100

  \% Proficient or Above              41            25            29            5
  ----------------------------------- ------------- ------------- ------------- -------------

**Note: During the years listed above, no student has been alternatively
assessed.**

**Subject:** [Mathematics]{.underline} **Grade:** [10]{.underline}
**Test:** [California High School Exit Exam (CAHSEE)]{.underline}

**Edition/Publication Year:** [2001-02, revised each year]{.underline}
**Publisher:** [Educational Testing Services (ETS)]{.underline}

  ----------------------------------- ------------- ------------- ------------- -------------
  **Year**                            **2004-05**   **2003-04**   **2002-03**   **2001-02**

                                                                                

  **Testing Month March**                                                       

                                                                                

  **Schoolwide Scores**                                                         

  Number of students tested           224           248           214           90

  \% of total students tested         100           100           100           100

  \% Participation rate               100           99            100           100

  \% Proficient or Above              75            85            66            59

                                                                                

  **Subgroup Scores**                                                           

                                                                                

  **Hispanic or Latino**                                                        

  Number of students tested           21            28            21            17

  \% of total students tested         9             11            10            19

  \% Participation rate               100           97            92            100

  \% Proficient or Above              35            61            43            29

  **White**                                                                     

  Number of students tested           183           180           173           65

  \% of total students tested         82            73            81            72

  \% Participation rate               99            99            100           100

  \% Proficient or Above              80            90            71            64

  **Socioeconomically Disadvantaged**                                           

  Number of students tested           51            55            25            22

  \% of total students tested         23            22            12            24

  \% Participation rate               99            99            93            100

  \% Proficient or Above              50            67            24            40

  **Students with Disabilities**                                                

  Number of students tested           13            20            21            15

  \% of total students tested         6             8             10            17

  \% Participation rate               100           96            95            100

  \% Proficient or Above              40            37            19            5
  ----------------------------------- ------------- ------------- ------------- -------------

**Note: During the years listed above, no student has been alternatively
assessed.**