##### *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. Loren
Kleinrock                                                                                                       ]{.underline}

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

Official School Name [San Marino High
School                                                                                            ]{.underline}

(As it should appear in the official records)

School Mailing Address [2701 Huntington
Drive                                                                                         ]{.underline}

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

[San Marino                            
                                            California                   91401-2218            ]{.underline}

City State Zip Code+4 (9 digits total)

County [Los
Angeles                                             ]{.underline}State
School Code Number\*
[1937754                               ]{.underline}

Telephone [(626) 299-7020, ext. 840]{.underline} Fax [(626) 299-7023
            ]{.underline}

Website/URL
[sanmarinohs.org                                            ]{.underline}E-mail:
<vfan@san-marino,k12.ca.us>[                  ]{.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 all information is accurate.

Date
[                                                         ]{.underline}

(Principal's Signature)

Name of Superintendent\* [Mr. Jack
Rose                                                                  
                                       ]{.underline}

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

District Name [San Marino Unified School
District                       ]{.underline} Tel. [( 626)
299-7000]{.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

President/Chairperson [Mr. Joseph
Chang                                                                                                       ]{.underline}

(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)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [2]{.underline} Elementary
schools

[1]{.underline} Middle schools

Junior high schools

[1]{.underline} High schools

Other

[4]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,768.00]{.underline}

Average State Per Pupil Expenditure: [\$6,987.00]{.underline}

**SCHOOL** (To be completed by all schools)

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
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [12]{.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**       143       132         275

  **2**                                                     **10**      154       147         301

  **3**                                                     **11**      180       140         320

  **4**                                                     **12**      163       158         321

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   1217
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [27]{.underline} % White

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

[4]{.underline} % Hispanic or Latino

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

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[3%]{.underline}

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      15
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Total of all transferred    40
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1217
                            the school as of October 1  

  **(5)**                   Total transferred students  .0329
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3.29
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[5%   ]{.underline}

[57]{.underline} Total Number Limited English Proficient

Number of languages represented: [     6      ]{.underline}

Specify languages: Cantonese, Dutch, English, Japanese, Mandarin,
Spanish

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

Total number students who qualify: [      13     ]{.underline}

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: [5%  ]{.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.

[   4 ]{.underline} Autism [   2   ]{.underline}Orthopedic Impairment

[   0   ]{.underline}Deafness [   5   ]{.underline}Other Health Impaired

[   0   ]{.underline}Deaf-Blindness [  42  ]{.underline}Specific
Learning Disability

[   4   ]{.underline}Emotional Disturbance [   2   ]{.underline}Speech
or Language Impairment

[   0   ]{.underline}Hearing Impairment [   1   ]{.underline}Traumatic
Brain Injury

> [   2   ]{.underline}Mental Retardation [   0   ]{.underline}Visual
> Impairment Including Blindness
>
> [   1   ]{.underline}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 [     48     ]{.underline}
[       8     ]{.underline}

Special resource teachers/specialists [      8      ]{.underline}
[       3     ]{.underline}

Paraprofessionals [      1       ]{.underline}
[       6     ]{.underline}

> Support staff [     16      ]{.underline} [       3     ]{.underline}
>
> Total number [     76      ]{.underline} [      20     ]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[    22       ]{.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. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.

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

  Daily student attendance   98%         98%         98%         97%         97%

  Daily teacher attendance   99%         99%         98%         99%         98%

  Teacher turnover rate      6%          6%          8%          8%          8%

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

  Student drop-off rate      8%          13%         10%         10%         11%
  (high school)\*                                                            
  -------------------------- ----------- ----------- ----------- ----------- -----------

\*Because of the quality of the school district and its location close
to local business centers, families of business people who will be
working in the Los Angeles or Pasadena areas on a short-term basis often
choose San Marino for their temporary residence. The majority of these
families are from China and Japan. When their work here is completed,
they return to their respective homelands. This accounts for the
difference between the school's drop-off rate and its dropout rate. The
school has successfully integrated students of these families into the
school community. Despite the drop-off, the senior class will typically
have more students graduating than entered the school in the freshman
year.

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > [        |
|                                                         | > 269  ]{. |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [   80   |
|                                                         | >  ]{.u    |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [   20   |
|                                                         | >  ]{.u    |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

San Marino, home of the world famous Huntington Library and Gardens, is
a small suburban community of 13,000 people, located ten miles northeast
of downtown Los Angeles. One public high school serves 1200 students in
grades 9-12. The quality of the schools draws families to San Marino,
and property values reflect the desirability of the schools. The
community contributes a guaranteed \$750,000 each year to the Schools
Foundation, with this money going directly to the district's general
fund. In the 2002-2003 school year, when the impact of the state's
financial crisis forced the district to look at cuts, the Foundation
raised \$900,000 in three months to retain certificated positions.
Additionally, the community passed two separate bond issues totaling
\$52,000,000. \$34,000,000 of this has gone directly to the high school,
allowing the building of state-of-the-art facilities. The PTSA annually
raises over \$50,000 available to staff for classrooms and programs.
Parents at the high school have averaged over 32,800 hours per year in
volunteer hours for the last five years. The community also assesses
itself an additional tax of \$195 per parcel that goes directly to the
district's general fund.

The strong partnership with parents and the community supports an
environment of high expectations and promotes strong student
achievement. With an Academic Performance Index (API) score of 915 and
an average SAT score of 1232 for the most recent tests, the school has
continued to enjoy a reputation as one of the finest high schools in
California. Last year 80% of students went directly to four-year
universities, and 19% to community colleges. Typically, 95% or more of
the students pass the California High School Exit Exam (CAHSEE) on the
first attempt. Parents expect the high school to provide an education
allowing students access to top universities and preparing them to
succeed there. A standards-based curriculum is built on a vision that is
committed to nurturing students who will develop global awareness, civic
responsibility, and critical thinking skills necessary to respond and
adapt to the changes of the 21^st^ century.

This vision is expressed in a formal statement that declares, "The
mission of the San Marino Unified School District is to create and
maintain a learning environment that fosters in students the ability to
make choices based upon well reasoned strategies; to develop the
capacity to respond and adapt to changing circumstances and
environments; to gain an appreciation for learning as a lifelong
process; and to gain the skills and knowledge necessary for a diverse,
ever changing world."

Career technical education electives allow students to gain hands-on
experience developing marketable employment skills in a variety of
fields. Courses include digital photography, architectural design, web
page design, small business management, fashion design, theater stage
management, media arts/TV production, and graphic design.

The high school has always received a full six-year clear accreditation
form the Western Association of Schools and Colleges (WASC). Based on
scores from California's standards tests (CST's) San Marino has the
ninth highest API in the state, fourth highest among non-magnet
(non-selective entrance) schools, and the highest of non-magnet schools
in Southern California.

In addition to supporting students' academic development, the school
challenges students to grow as complete people. Students must complete
40 hours of community service to earn their diplomas. A proud tradition
of athletic excellence allows the school to boast of 63 CIF
championships, more than any school our size in the Southern Section. An
annual musical that rivals professional productions highlights an award
winning visual and performing arts program.

SMHS is proud of its tradition of preparing students for success in
school and in life.

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

**1. Assessment Results:**

The accountability system for the State of California, includes two
major exams: the California Standards Tests (CST's) and the California
High School Exit Exam (CAHSEE). The CST's measure progress in
mathematics, language arts, science, and social studies. The exam is
scored at 5 levels for each student: advanced, proficient, basic, below
basic, or far below basic, with "proficient" indicating adequate
understanding of state standards. The overall results for spring 2005
demonstrated that the school-wide performance significantly exceeds the
state averages. Forty-three percent of ninth graders state wide achieved
the "proficiency" level or higher. Ninety percent of SMHS freshmen were
assessed to be proficient or higher. At grade 10, the state average was
36% and SMHS 82%. Similarly, 87% of eleventh grade students met the
target, compared to 36% statewide.

CST results in mathematics demonstrate a similar pattern. 60% of SMHS
ninth graders were enrolled in geometry in 2005. Of these students, 98%
scored proficient or above, more than 2 times the pass rate of 47%
statewide. Of the 27% of ninth graders taking first-year algebra, 70%
scored proficient or above. Ninety percent of tenth graders enrolled in
second-year algebra (65% of the tenth grade class) exceeded the state
requirement, compared with 36% statewide. Twenty-two percent (22%) of
sophomores were enrolled in geometry, and 22% scored proficient or
better. Sixty-seven percent of all eleventh graders took the summative
math test for students enrolled in a math course higher than second-year
algebra. Eighty nine percent of these scored proficient or better.
Analysis of CST results demonstrates that the school's one significant
sub-group White (non-Hispanic) scored in the same range for these tests.

Results for the CAHSEE indicate that nearly all students pass this
measure of high school proficiency on the first attempt. Ninety eight
percent (98%) of the tenth graders who took the test in spring 2005
passed the mathematics portion of the test; 94% passed the
English/language arts. No significant differences were noted for the
White (non-Hispanic) sub-group. Statewide, 40% of sophomores taking the
exam passed the math portion, and 50% achieved proficiency on the
English/language arts exam.

A majority of students who fail to meet state proficiency standards on
the CST's and/or the CAHSEE are either special needs students or English
language learners. It should be noted, however, that most of these
students score significantly higher than their statewide counterparts,
with many scoring significantly higher than the statewide averages for
all students.

School scores from the CST's and the CAHSEE provide for a general
measure of school performance, the Academic Performance Index (API). API
scores range from a low of 200 to a maximum of 1000. The SMHS score,
currently 918 and increasing each year, places it as the highest scoring
non-magnet school in Southern California and fourth highest in the
state, significantly exceeding the state's performance target
performance of 800. The school has met state growth targets school-wide
for all subgroups, with 100% of students tested. Information on the
state assessment system can be found at <http://www.cde.ca.gov/ta/>.

Other nationally normed test data corroborates the high academic
performance of San Marino High students. In 2004-2005, 96% of all SMHS
seniors took the SAT. The mean score was 1232, highest among non-magnet
schools in Southern California. SMHS students achieved four of 127
nationwide perfect 2400 scores on the first administration of the new
SAT testing. The school was named as one of the top 100 high schools in
the country by *Newsweek* magazine based on the number of Advanced
Placement tests taken by the school's seniors.

**2. Using Assessment Results:**

In addition to analysis of student performance on California's Standards
Tests (CST's) and the California High School Exit Exam, each subject
department has created "anchor assessments" that are benchmarked and
used to assess student performance on critical subject standards. In the
most recent WASC report, the visiting team cited our local assessment
efforts as a strength. Where applicable, results from SAT's and Advanced
Placement exams are also studied. Department chairs are given grade
distribution data for all courses in their department. Progress towards
the school's Expected Schoolwide Learning Results (ESLRs) is assessed
through a graduation portfolio required of all students. Data analysis
takes place formally on professional development days and on site
created "late start" days.

Teachers of core courses receive student performance results for all
students scoring below basic on the CST's so that they can provide
additional support to these students. Similarly, counselors use
assessment results to ascertain that all students receive appropriate
remediation for any areas of needed growth. Test results are also used
to assess program strengths and areas of needed growth. Based on these
results, the math department developed new University of California
approved courses in algebra and geometry that meet state standards and
offer more individual help to students who benefit from a slower pace.
The school initiated a summer remedial reading course for students
scoring below basic in language arts on the CST. In some cases, low test
scores have led to Student Success Team (SST) meetings that identify
students in need of special education services.

For local assessments, teachers work together to establish performance
levels and identify examples of quality student work. On a regular
basis, teachers discuss results from common assessments and, where
beneficial, revise teaching materials and pedagogy. These practices have
improved the academic program.

**3. Communicating Assessment Results:**

The school and district use a variety of methods to disseminate
assessment results. Results of the California Standards Tests are mailed
home to all families. The Assistant Superintendent of Instruction
subsequently holds an open meeting to explain to families how to
interpret test results. Similarly, results of the California High School
Exit Exam are mailed home. The principal also discusses school
assessment performance at PTSA executive board and governing board
meetings. Results are presented to the School Site Council, who
considers this data in formulating the Single School Plan. The community
newspaper reports on the school's Academic Performance Index.

School documents such as the School Accountability Report Card and the
school's College Profile provide assessment data. These documents are
available on-line and in hard copy in the school's offices. The school's
revised website will contain these documents, and visitors will be
referred to the California Department of Education's website and to
"DataQuest", where they can view detailed assessment information.

Local assessment data is compiled by departments and presented to the
principal in year-end reports. The principal submits these reports to
the district's governing board and discusses the results at an open
school board meeting.

Grade information is reported to parents through quarter and semester
report cards. Semester report cards are mailed home. By governing board
policy, teachers must send a progress report to any parent whose child
is receiving a grade below a "C." The school will soon install a new
student information system that will enable students and parents to view
on-line an individual student's classroom grades. Student classroom and
statewide assessment performance are discussed in counselor-parent and
teacher-parent conferences throughout the year.

**4. Sharing Success:**

The major sharing effort is through a group known as "The Principals'
Collaborative." The school's current principal formed this group to
promote the discussion of best practices and to search for solutions to
common challenges faced by member schools. The eleven member schools are
among the top academic public schools in Los Angeles County. The
informal setting allows principals freedom to discuss a wide range of
topics relevant to high performing schools. Between formal meetings,
members regularly email and phone one another when they have questions
or are seeking advice on educational practices. As an outgrowth of this
group, member schools have now begun the annual practice of having
department chairs from core courses meet to share ideas. Similarly,
assistant principals and counselors meet with their counterparts.

School administrators have also regularly been members of accreditation
visiting teams and have served as reviewers for California's
Distinguished Schools recognition process. Through this participation,
the school has been able to share its best practices and learn from the
experiences of other schools. The school's assistant principal belongs
to the National Association for College Admissions Counseling and
subscribes to a list-serve, a primary source of sharing information
regarding college counseling. The counselors belong to the Western
Association for College Admissions Counseling and network through this
group.

Through their participation in professional organizations, teachers
network with their colleagues to share best practices. The Science
Department chairperson is a member of "Quarknet," which meets at UCLA
and involves high school and college teachers to develop modern physics
curriculum. A Math Department chair annually attends the Southern
California Council of Teachers of Mathematics NCTM/CMC conference, where
teachers share ideas about math curriculum and pedagogy. An English
Department chair has presented at Advanced Placement workshops and
screened exams.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:**

The school is committed to providing a curriculum ensuring all students
receive the support necessary to attain their post-secondary goals. With
typically 99% of the students attending college immediately after high
school, the curriculum is primarily focused towards college preparation.
All curricula are aligned with state standards, with a majority of
courses being University of California (UC) approved.

Students are required to complete four years of English. A
literature-based curriculum stresses language study and expository
writing skills. Honors classes are offered all four years, with Advanced
Placement courses offered in the junior and senior years. Students
requiring extra support can enroll in the English Preparation class,
which strengthens basic skills required for success in regular courses.
English Language Learning students take two periods of language each
day.

Students place a strong emphasis on mathematics, and the mathematics
department offers the widest range of classes for students. A typical
course sequence would proceed from Geometry, to second year Algebra, to
Math Analysis. At this point, students focusing on liberal arts would
normally take Statistics. Students with a math-science emphasis would
take Calculus. It is not uncommon, however, for students to take both.
61% of last year's graduates completed five years of college preparatory
math. Students can also take Computer Programming. Honors courses are
offered at all levels, and Advanced Placement courses are offered in
Calculus, Statistics, and Computer Science. Students needing additional
support in math can take UC approved courses that meet state standards
but move at a slightly slower pace.

Three years of social studies are required for graduation. Students take
one year of World History, one year of US History, a semester of
Economics, and a semester of American Government. Honors courses are
offered in eleventh and twelfth grade courses, and students can take an
Advanced Placement course that combines Government and Economics.

Science classes include a strong laboratory component and experience in
computer-based simulations. The preparatory sequence for students
wishing to matriculate to a four-year university offers Biology,
Chemistry, and Physics. Advanced Placement courses are available in
these subjects. Students requiring additional support can take a year of
Earth Science and a year of Life Science to meet the two-year graduation
requirement. Many students graduate with four years of science.

Graduation requirements include one-year of a visual or performing art.
An extensive arts program is aligned to state standards. Virtually all
courses offered are UC approved for fine arts credit. Visual arts
include Drawing and Painting, Advanced Drawing and Painting,
Fundamentals of Art, 3-D Art, Studio Art, and Advanced Placement Art.
Performing arts include dance, drama, chorus, instrumental music, and
speech.

World Language courses include Spanish and French. Courses focus on
speaking, writing, reading, and listening. AP courses are available for
both languages. Students also can receive credit for Chinese, taken
through the community's Chinese Club. Although foreign language is not
required for graduation, the majority of students take at least three
years of language.

Technical education is offered through the Regional Occupational Program
and includes Computer Web Design, Computer Graphics, Animation, Digital
Photography, Architectural Design, Small Business, Fashion Design, and
Media Production.

Nearly all students in the Special Education program are mainstreamed
for the majority of the day. Mainstreamed students receive additional
support through Study Skills classes. When beneficial, core courses in
social studies, math, English, or science are available to special needs
students in the Resource Specialist Program.

Students are required to take two years of Physical Education and a
semester of Health/Driver's Education. The emphasis in Physical
Education is on life-long fitness skills. Over 60% of the student body
participates in interscholastic athletics.

**2b. English:**

Four years of English are required for graduation from SMHS. All courses
are aligned to California ELA standards, approved by the University of
California, and are literature based. Survey classes at grades nine and
ten introduce students to a variety of literary genres and analytical
writing. A two year curricular cycle has been organized for the juniors
and seniors, grouped together for language arts instruction. The first
semester of the cycle includes literary works selected by the individual
teacher, often thematically arranged and explored. The second semester
of the first year cycle focuses on core works by British authors. During
year two of the cycle, the core works read and studied are from the
world literature canon. A formal research paper utilizing MLA standards
is required both years. Advanced Placement courses are offered in both
the junior and senior years. All levels, while being literature-based,
incorporate language study with expository writing skills. Teachers keep
individual student writing folders for each student throughout their
high school career, and students create personal writing portfolios at
grades nine and twelve.

Students needing English skill-building are able to take English Prep,
also literature based. Specific reading strategies such as annotation,
think-pair-share, teacher modeled reading, visualization, and Cornell
notes, are regularly employed in all English classes. An interactive
reader was adopted for ninth and tenth grade with the expectation of
improving inferential reading. School-wide Sustained Silent Reading
(SSR) is practiced in all classrooms each day as an integral part of
period two. The English Department has instituted a summer reading
requirement for all grade levels, and a reading improvement class,
offered during the summer, is especially designed for those students who
have not met the CAHSEE proficiency requirements.

**3. Visual and Performing Arts:**

An award winning visual and performing arts program gives students a
variety of opportunities to develop their talents. Students are
fortunate to learn their respective crafts in a newly remodeled Visual
and Performing Arts wing. Updated technologies in each new space provide
hands on learning opportunities for the student.

All VAPA departments offer sequential programs meeting the needs of
every student, allowing each to participate to his/her fullest
potential. Through art exhibits, theatre productions, dance, choral and
music concerts students are exposed to every aspect of the creative
process. This includes skills such as scene painting, hanging an art
exhibit, choreographing a dance piece, or running a box office. This
exposure provides the opportunity to gain "lifelong skills and knowledge
for a diverse and ever changing world."

Students within the visual arts display their work in several Art
Exhibits. The new art gallery will provide ongoing opportunities to
showcase their work.

Dancers of all levels perform in two major concerts and members of the
dance company perform at community events. Advanced dance students have
an opportunity to develop their skills by teaching and choreographing
for lower levels.

The drama department presents four productions each year, including one
musical. One of the productions is student directed; three are extra
curricular, allowing any student to participate.

Vocal music features three choral groups that perform three concerts per
year. They also participate in numerous music festivals throughout
California. The Chamber Singers have performed in Rome and at Carnegie
Hall.

Instrumental music features four diverse performing groups. Students
perform at school and community functions and music festivals. Musical
tours have included, Australia, Canada, United States and Europe.

The speech and debate program has gained national prominence in recent
years. The program has produced national champions in extemporaneous
speaking and has sent students to the world championships on policy
debate.

**4. Instructional Methods:**

Teachers across curricula employ a wide variety of research-based
instructional strategies including those set forth by Marzano, *et.al*
in [Classroom Instruction that Works]{.underline}, and [Dimensions of
Learning]{.underline}. Students are often required to demonstrate
problem-solving and decision-making skills, deductive and inductive
reasoning, and analyze perspectives. Although lecture/discussion is
employed in most courses, the emphasis is on active student learning.
Virtually all courses require project-based authentic learning designed
to promote critical thinking and often requiring the use of technology
in acquiring, processing, or reporting out information. Consistent with
research on how adolescents learn most effectively, collaborative
learning is frequently utilized to promote discussion and teamwork.

-   In science, students perform experiments that have real world
    application. Biology students perform an Amgen transformation lab
    that simulates genetic engineering by requiring the extraction of
    DNA from a jellyfish and its insertion into bacteria, resulting in
    bacteria that glows green.

-   In Statistics, groups of students research opinions on topics such
    as **"**Kids Under Pressure" (is there too much academic pressure on
    elementary school students) and "Should Only the U.S. Be Allowed to
    Rebuild Iraq?" Students must design their research and determine
    whether findings support or reject their hypotheses, using
    mathematical analysis to support their conclusions. Students present
    their findings in both written and oral form.

-   In Economics, students participate in a stock market simulation that
    requires them to research and pick stocks, build a simulated
    portfolio and track their fortunes throughout the semester. In
    picking stocks, students must employ three strategies, one of which
    must include stock research using an established research source.

-   In English, consistent with the theory of Multiple Intelligences,
    students read, [Les Miserables,]{.underline} hear music from the
    musical, and then write their own song lyrics to represent a
    character or event in the novel.

**5. Professional Development:**

A culture of continuous improvement promotes ongoing professional
development. Consistent with research cited by the California Department
of Education that "effective learning takes place when there is a clear
linkage between standards, curriculum, instruction, and assessment," the
school has developed an accountability system aligning all curriculum to
state standards. State and local assessment data are analyzed to
determine the need for curriculum revision or alternative instructional
strategies. An action research format is the basis for a multi-faceted
approach to professional development, utilizing a high quality teaching
staff to share expertise. For the past two years, efforts have been
focused on meeting standards five and six of the California Standards
for the Teaching Profession: "Assessing Student Learning," and
"Developing as a Professional Educator." Professional development
buy-back days have been used to create local assessments and benchmarks
for scoring and analyzing student work based on the state rubric.
Teachers also develop action plans to strengthen the instructional
program and share instructional strategies and best practices.
Continuing API improvement demonstrates the effectiveness of this
approach.

Special education teachers and the ELD teacher provide relevant
in-service to the entire staff to support mainstreamed students.
Teachers choose conferences to make instruction more effective, and all
conferences must reflect current research in the best teaching and
learning strategies supporting standards-based learning. A sampling of
conferences includes "Teaching Chemistry Concepts," "Linking Instruction
to Students' Lives," and "Practical Classroom Techniques for Highly
Gifted and Capable Students." Professional development funds are also
available for counselors and all support staff. Newer teachers receive
support from the Beginning Teachers Support and Assessment Program and
the Peer Assistance Review program. The principal also meets monthly
with this group to discuss research-based instructional strategies. The
Instructional Council and the School Site Council examine student
performance data to guide professional development.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION REFERENCE TEST**

Subject: [**English/Language Arts**]{.underline} Grade [  10
  ]{.underline}  Test: [California High School Exit Exam  ]{.underline}

Edition/Publication Year: [Annual  ]{.underline} Publisher: [Educational
Testing Service (ETS)                                      ]{.underline}

  --------------------------------------------- --------------- --------------- ---------------
  **TESTING YEAR:**                             **2004-2005**   **2003-2004**   **2002-2003**

  Testing month: March                                                          

  **ENGLISH/LANGUAGE ARTS**                                                     

                                                                                

  **ALL STUDENTS**                                                              

  Number Tested                                 322             315             260

  Percent of Students Tested                    100             99              98

  Percent Proficient & Above                    86              90              88

  Percent Passing                               94              97              98

                                                                                

  **SUBGROUP SCORES**                                                           

                                                                                

  **ASIAN**                                                                     

  Number Tested                                 219             227             179

  Percent of Students Tested                    100             100             98

  Percent Proficient & Above                    88              91              87

  Percent Passing                               94              97              97

                                                                                

  **WHITE (not of Hispanic Origin)**                                            

  Number Tested                                 79              73              68

  Percent of Students Tested                    99              99              99

  Percent Proficient & Above                    86              92              90

  Percent Passing                               95              96              100
  --------------------------------------------- --------------- --------------- ---------------

**STATE CRITERION REFERENCE TEST**

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

Edition/Publication Year: [Annual  ]{.underline} Publisher: [Educational
Testing Service (ETS)                                      ]{.underline}

  --------------------------------------------- --------------- --------------- ---------------
                                                                                

  **TESTING YEAR:**                             **2004-2005**   **2003-2004**   **2002-2003**

  Testing Month: March                                                          

  **MATHEMATICS**                                                               

                                                                                

  **ALL STUDENTS**                                                              

  Number Tested                                 322             315             263

  Percent of Students Tested                    100             99              98

  Percent Proficient & Above                    90              93              85

  Percent Passing                               98              98              95

                                                                                

  **SUBGROUP SCORES**                                                           

                                                                                

  **ASIAN**                                                                     

  Number Tested                                 218             227             178

  Percent of Students Tested                    100             100             98

  Percent Proficient & Above                    96              97              92

  Percent Passing                               100             99              97

                                                                                

  **WHITE (not of Hispanic Origin)**                                            

  Number Tested                                 80              72              64

  Percent of Students Tested                    100             98              100

  Percent Proficient & Above                    81              87              73

  Percent Passing                               96              97              92
  --------------------------------------------- --------------- --------------- ---------------