San Luis Obispo County Schools Annual

San Luis Obispo County Schools
Annual Education Report 2013
Cuesta College
(North County Campus)
Cuesta College
(SLO Campus)
0
CUESTA
COLLEGE
s
Yea r
Cuesta College
(South County Center)
FROM THE COUNTY SUPERINTENDENT
T H E S U P E R I N T EN D E N T/P R ES I D EN T O F
OF SCHOOLS and
CUESTA COLLEGE
Dear Count y Residents,
Nearly $200 million in local property taxes and other tax revenue from the state
support about 34,600 students from kindergarten through high school who attend 80
public schools in our county. An additional $40 million support the 10,343 who
attend Cuesta Community College at one of our three locations. We are pleased to
present the ninth Annual Education Report for San Luis Obispo County, which
highlights these students, the schools, classes, and programs they attend, and some of
our achievements and challenges.
Traditionally, America’s public schools and colleges have had a two-fold purpose of
providing both excellence and equity. We are in the midst of responding to the
challenge for increased excellence, and student achievement is steadily increasing.
California has some of the highest academic standards in the nation and we hold high
expectations for all students regardless of their circumstance. The doors of our public
schools and colleges are open to all
students, without exception. These twin
purposes have long defined American
public education and have set us apart
from other countries.
Our future depends on the investment we make
in the education of our children today.
Students in our schools and colleges are
the future of our county, state and nation. The quality of their education has a direct
influence on the quality of life they will have as adults. Our future depends on the
investment we make in the education of our children today. Our adult citizens also
have educational needs as employment opportunities demand additional skills. The
task of providing educational equity is neither easy nor cheap in a state as large and
diverse as ours.
Our community has high expectations for our public schools.
Here are a few of those expectations:
All students will:
• Be prepared to take the next step toward higher education and a productive career.
• Participate as citizens in our democracy.
• Be lifelong learners and able to adjust to a rapidly changing world.
• Know how to lead healthy lives.
• Be financially literate.
• Appreciate the arts and enjoy various modes of self-expression and interpretation.
• Respect the rights of others.
• Value individual effort and the ability to improve one’s life through hard work and innovation.
These are ambitious goals, but we are committed to their accomplishment. We
appreciate the strong support from our families, businesses, supporters and the
partnership with our local communities in this effort.
Thank you,
L t o R: C o u n t y S u p e r i n t e n d e n t o f S c h o o l s J u l i a n Cro c ke r a n d
Cu e s t a C o l l e g e S u p e r i n t e n d e n t/P r e s i d e n t G i l S t o r k .
2
S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 013
Julian D. Crocker
County Superintendent of Schools
Gil Stork
Cuesta College Superintendent/President
C H A L L E N G E S
F O R
T H E
F U T U R E
TH E BI GGEST CHALLEN GE:
REDUCING THE ACHIEVEMENT GAP
E X PA N D I N G A C C E S S F O R Q U A L I T Y
PRESCHOOL
Data shows that students who are English learners and those living in
poverty are 15 to 40 percentage points lower in academic achievement
than their peers (see data on page 10). This achievement gap must be
narrowed if we are to fulfill our commitment to a better future for all
children. The good news is that we know what works: high expectations
for all students, a quality teacher for all students, ongoing professional
development for our staff, early intervention starting in preschool and
careful monitoring of student progress.
A dollar spent today on quality preschool has a return of $2 to $7 later
in reduced crime and unemployment costs. Research and experience
confirm the impact of providing a quality preschool experience for the
future academic success of 3- and 4-year-old children. The challenge is
funding expanded access to include all children and developing a
qualified workforce to meet the needs of our preschool-age children. A
quality preschool experience is especially effective in meeting the
language needs of young English learners. We have some excellent
examples of quality preschools in the county, but over half of our
children do not have access to such programs.
PROVIDING QUALIT Y TEACHERS
The most important thing a school can do to increase and sustain
student success is to ensure that every student has a well-qualified teacher
every minute in school. An estimated 25 to 35 percent of the current
teaching staff in the county will retire within the next five years, leaving
an acute shortage of teachers in the areas of science, math and special
education. The challenge will be to replace these teachers and the expertise they represent, given the greatly reduced funding in recent years. A
continuous plan for high-quality staff development is also essential to
keep the skills of our teachers at a high level.
T H E C H A N G I N G N AT U R E O F H OW
STUDENTS LEARN
The digital intelligence that characterizes our students today is very
different from the students of just a few years ago. The technological
competence and expectations that students now bring to school demand
changes in both what we teach and how we teach. The instant and
interactive access to information that is available to most students creates
an entirely new role for schools and teachers. Now more than ever, the
role of the teacher will be to present how to use information to solve
problems, to think analytically and to evaluate possible solutions from
several perspectives. This is another area that will call for high-quality
and relevant staff development that will be challenged to keep pace with
the development of new technologies.
P R E PA R I N G S T U D E N T S W I T H S K I L L S
FOR THE FUTURE
Many students will work in jobs that don’t exist yet. The pace of
technological change and the globalization of the economy will require
that students have skills and knowledge that allow them to meet these
challenges and to thrive. This means we must approach teaching and
learning very differently than we have in the past. Our schools and
colleges must emphasize such skills as
communication, problem-solving,
critical thinking, accessing relevant
information, working collaboratively,
and being comfortable in an international
environment. This challenge will require
that we dramatically rethink both what
we teach and how we teach if we expect
to prepare our students for the future.
Now more than ever, the role of the teacher will be to
present how to use information to solve problems, to
think analytically and to evaluate possible solutions
from several perspectives.
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W H O A R E O U R S T U D E N T S ? S a n L u i s O b i s p o C o u n t y K – 12
For the 2012–13 school year, San Luis Obispo
County has 34,654 students enrolled in our public
schools, which places us in the middle range of
California’s 58 counties.
ENGLISH L ANGUAGE LEARNERS
K –12
COUNTY
ENROLLMENT
25%
25%
22%
37,693
Our students are enrolled in 10 local school districts, the County Office
of Education, and three charter schools. Local districts range in size from
the largest, Lucia Mar Unified School District with 10,565 students, to
the smallest, Pleasant Valley Joint Union Elementary School District,
with 126 students in kindergarten through eighth grade.
STATE
15%
14%
10%
35,618
01– 0 2
California has 6.2 million students in public schools, by far the largest
number of any state. California’s schools are the most ethnically diverse
in the nation with 74 percent of students classified as non-white. San
Luis Obispo County’s student population is less ethnically diverse than
the state with 45 percent being non-white. The largest ethnic minority
in San Luis Obispo County schools is Hispanic with 36 percent as
compared to the state with 53 percent.
0 6 – 07
11–12
FR E E/R E D U C E D - P R I C E M E A L S*
34,521
43%
29%
01– 0 2
The enrollment in our public schools has declined over the past 10 years
due to a decline in the birth rate and the high cost of housing for young
families. While the county experienced a very slight increase in total
enrollmentthis year, the percentage of English learners remained level.
The percentage of students with special education needs mirrors
statewide percentages.
32%
0 6 – 07 11–12
0 0 – 01 0 5 – 0 6 10 –11
*M e a s u r e o f Po v e r t y
SCHOOL DISTRICT ENROLLMENT 2012–13
GRADES
DISTRICT
GENDER
OTHER
OTHER
K12345 67 8
910
11
12
ELEM
SEC
MALEFEMALE
TOTAL
ATASCADERO U.S.D.
399327360360378379 339371 328 0 366378385402 12
2,435
2,349
CAYUCOS E.S.D.*
192123302815 2332 26 0 - - - - -
112
105
217
COAST U.S.D.
713543755952 5459 60 0 62627060 0
396
366
762
LUCIA MAR U.S.D.
825796732752761724 778820 874 0 911880840872 0
5440
5125 10,565
PASO ROBLES J.U.S.D.
512481462495485443 509500 448 0 574570547566 12
3311
3293
171414151219 1111 13 0 - - - - -
55
71
3881
3654
PLEASANT VALLEY J.U.E.S.D.*
SAN LUIS COASTAL U.S.D.
SAN MIGUEL J.U.S.D.
SHANDON J.U.S.D.
TEMPLETON U.S.D.
SLO COUNTY OFFICE OF EDUCATION
GRAND TOTALS
600588604600592539 555555 535 0 569620571607 0
9790888410484 7847 54 0 - - - - -
292823342828 2626 14 0 21131622 0
212150153151159165 171188 171 0 191235210204 0
7
7
9
7
6
10
6
4
22
0
2,7882,5372,5112,6032,6122,458 2,5502,613 2,545 0
31
82
194
255
27
2,7252,8402,8332,988 51
391
151
1173
335
157
1187
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6,604
126
7,535
726
308
2,360
465
202
667
17,810
16,844
34,654
*THESE DISTRICTS SERVE KINDERGARTEN THROUGH EIGHTH GRADE ONLY.SOURCE: CALIFORNIA LONGITUDINAL PUPIL ACHIEVEMENT DATA SYSTEM (CALPADS)
4
4,784
S T U D E N T
D E M O G R A P H I C S
2 012
STUDENT ETHNICITY
26%
5%
35%
28%
6%
57%
8%
7.5%
3%
1.5%
7%
W hi t e/N o t o f H i s p a ni c O r i gi n
B l a c k /N o t o f H i s p a ni c O r i gi n
Asian
2%
H i s p a ni c
1%
53%
SLO Co unt y K–12
Other
60%
Calif o r nia K–12
S o u rc e: C a l i f o r ni a D e p a r t m e n t
o f Ed u c a t i o n a n d O f f i c e o f
I n s t i t u t i o n a l Re s e a rc h, Cu e s t a.
Cu e st a Co ll e g e
S P E C I A L ED U C AT I O N S T U D EN T S BY D I SA B I L I T Y
5%
5%
5%
5%
4%
4%
47%
42%
9%
9%
6%
6%
41%
41%
10%
10%
S p e c i f i c L e a r ni n g D i s a b i l i t y
Speech or Language Impairment
Other
15%
15%
13%
13%
Autism
Em o t i o n a l D i s t u r b a n c e
Developmentally Disabled
S o u rc e: C a l i f o r ni a D e p a r t m e n t o f
Ed u c a t i o n, S p e c i a l Ed u c a t i o n D i v is i o n.
24%
24%
26%
26%
SLO Co unt y K–12
33%
Calif o r nia K–12
A c q u i r e d B ra i n I nj u r y
16%
Developmentally Delayed Learner
Hearing Impaired
0.4%
2.6%
7%
6%
3%
4%
28%
Cu e st a Co ll e g e
*O t h e r D is a b i l i t y i n c l u d e s s t u d e n t s w i t h
d is a b i l i t i e s w h o d o n o t f a l l i n t o a ny o f t h e
categories described and who indicate a
n e e d f o r s u p p o r t s e r v i c e s o r i n s t r u c t i o n.
L e a r ni n g D i s a b l e d
Mobilit y Impaired
O t h e r D i s a b i l i t y*
Ps y c h o l o gi c a l D i s a b i l i t y
S p e e c h/L a n g u a g e I m p a i r e d
V is u a l l y I m p a i r e d
S o u rc e: O f f i c e o f I n s t i t u t i o n a l Re s e a rc h, Cu e s t a.
S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 013
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WHO ARE OUR STUDENTS? Cuesta College
Cuesta College’s student enrollment for Fall
2012 was 10,343. More than 700,000 students
were enrolled statewide in one of California’s
112 community colleges.
Students at Cuesta College, also known as the San Luis Obispo County
Community College District, take courses online or from one of our
three locations: San Luis Obispo in the central county, Paso Robles in
north county, and Arroyo Grande in south county. Some students choose
more than one option, including online education, to meet the need for
flexible schedules.
The enrollment at Cuesta College has declined over the past four years,
primarily due to a lack of resources provided by the State of California.
Even though the overall number of students has decreased dramatically
during the recession, there are some patterns of growth, especially with
an increase of female students, 20- to 39-year-old students returning to
college, and distance education (online learners).
Like the county’s school districts, Cuesta’s ethnic diversity reflects
its community and is less ethnically diverse than the state. The college
has many avenues to support students with diverse needs. Disabled
Student Programs and Services, Veterans Resource Center, and the
recent mental health grant creating the Wellness Arts program are some
of the resources available.
ENROLLMENT BY GENDER
1%
1%
54%
E NR O L L M E NT B Y S I T E Fall 08
Fall 12
San Luis Obispo
North County
South County
Distance Education (Online)
Total District*
9,298
3,424
1,112
1,532
13,140
7,389
2,518
423
1,834
10,343
*B e c a u s e s t u d e n t s c a n t a ke c o u r s e s a t m u l t i p l e s i t e s, t h e n u m b e r s
l is t e d m a y b e g r e a t e r t h a n t h e u n d u p l i c a t e d s t u d e n t t o t a l o f 10,3 4 3.
E NR O L L M E NT B Y S TAT US Fall 08
Fall 12
First Time College Student
First Time Transfer Student
Returning Student
Special Admit/HS Enrichment
Continuing Student
Unknown
Total
3,144
1,936
1,792
1,157
1,807
1,146
614
460
5,774
5,644
90
13,14010,343
LOCAL HIGH SCHOOL
Fall 08
48%
45%
Atascadero Unified
Coast Unified
Lucia Mar Unified
Paso Robles Joint Unified
San Luis Coastal Unified
Shandon Joint Unified
Templeton Unified
Total
male
female
51%
unknown
Fa l l 20 0 8
Fa l l 2012
E NROLLME NT BY AGE GROUP
17%
17%
6%
30%
30%
5%
5%
4%
4%
28%
28%
7%
7%
6%
6%
3%
3%
12%
12%
4%
4%
19/Under
35 - 39
20 -24
4 0 - 49
50 +
25 -29
30 - 34
9%
9%
31%
30%
Fa l l 20 0 8
6
38%
Fa l l 2012
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Fall 12
198
125
31
24
182
126
198
174
278
196
5
12
110
75
1,002732
C O UNT Y R E S I D E NC E Fall 08
Central County
North Coast
North County Inland
South County
No County Address Provided
Total
4,836
3,353
546
246
4,257
3,389
1,936
1,203
1,565
2,152
13,14010,343
S o u rc e: O f f i c e o f I n s t i t u t i o n a l Re s e a rc h, Cu e s t a C o l l e g e
Fall 12
S U C C E S S
S T O R I E S
Rodger Anderson had what many San
Luis Obispo County schoolchildren
want someday: A successful local
family business to join after college.
One could easily see John Connerley as
a teacher. He’s outgoing, enjoys guest
lecturing, and his folks served on the
PTA in Arroyo Grande.
His dad, Bud, ran the Anderson Hotel
in San Luis Obispo and the Galley
restaurant in Morro Bay, and Rodger
started working at the restaurant at 14
while attending Morro Bay High
School.After graduation, he set off for
what was then Chico State College for
a year and a half. He came back home and went to Cuesta before
transferring to Cal Poly for a degree in speech communication.
After graduating from Arroyo Grande
High School in 1972, attending
Cuesta College and going on to
university, Connerley came back to
Cuesta to teach American government
and politica l science. But af ter
becoming a foreign service officer with
the U.S. Department of State, his role
as an educator took a new turn.
“I didn’t have difficulty transitioning from public school to college level
work,” Anderson said. “I think that Cuesta, Cal Poly and our public
schools get a higher quality of teaching applicants because this is such a
desirable place to live.”
“It’s not a typical educator’s path, but education is a constant theme,” he
says. He has lived abroad in places like Tijuana and Moscow during his
more than 25-year career, but he still calls Arroyo Grande home. His
wife and son stayed behind for his current tour in Kabul, Afghanistan.
Anderson was pleased to stay in San Luis Obispo County and go into
the family business and city politics. He owned the Galley and in 2008
opened a new Anderson Inn with family members next to a rebuilt
Galley. Anderson’s political career includes two four-year stints on the
Morro Bay City Council in the 1980s and 1990s and two terms as mayor
from 1998 to 2002.
He’ll have three two-week trips back home during his year-long tour.
During those breaks, he will volunteer with the Secretary of State’s
Hometown Diplomats Program to talk to community groups about
foreign policy.
Daniel Lehmkuhl has always liked
working on cars. The San Luis Obispo
native has even won silver and gold
medals for automobile technology
competitions since he was a high
school student in auto classes taught by
his dad, Jeff.
Kathryn Wetterstrand wasn’t sure
what she wanted to be when she grew
up, but she knew she loved history.
Starting at Sinsheimer Elementary
School in San Luis Obispo, teachers
sparked her interest in history and
other cultures.
As a Cuesta College student, he earned
silver in the National SkillsUSA
Leadership and Skills Conference in
2009. The next year Lehmkuhl was off
to Rio de Janeiro, Brazil, for WorldSkills Americas and picked up another
silver medal after spending 20 hours a week preparing, in addition to
working and taking classes at Cuesta.
After graduating from San Luis High
School, she majored in history at Cuesta
College. Her mom, Berna Dallons, was
a counselor at Morro Bay High School
and sometimes brought home brochures for studying and traveling abroad.
Wetterstrand was on the same wavelength and moved overseas after
Cuesta, beginning a love affair with travel and volunteer work.
He juggled work at Rizzoli’s Automotive in San Luis Obispo and school
again in 2011 and was able to call himself the sixth-best auto mechanic
in the world after participating at WorldSkills London that year.
She volunteers locally, nationally and internationally, including serving
as the representative for the Paso Robles Rotary Club at the Annual
Poverty Conference and coordinating humanitarian matching grants to
install water wells in Uganda.
Lehmkuhl’s goal is to earn a bachelor’s degree and perhaps teach high
school automotive.
Wetterstrand lives in Paso Robles and is the director and chief financial
officer of Western Quartz Products, Inc.
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S T U D E N T P E R F O R M A N C E : S a n L u i s O b i s p o C o u n t y K – 12
Student achievement in San Luis Obispo County is
well above the average for California, as measured
by state and national criteria and norms.
ACADEMIC PERFOR M ANCE INDEX (API)
The Academic Performance Index (API) is the cornerstone of
California’s Public Schools Accountability Act. The purpose of the
API is to measure the academic performance and growth of schools
on a numeric scale that ranges from a low of 200 to a high of 1,000.
The statewide API target for all schools is 800. The API score
summarizes the results of student performance in grades two through
11 on several tests including the California Standards Tests, which
cover specific content areas; the California Alternative Performance
Assessment, for students with significant cognitive disabilities; and
the California High School Exit Exam for high schools. This report
uses district and county averages for general comparison purposes,
but actual scores are assigned only to schools.
HOW DID WE DO?
The average API score for San Luis Obispo County continues to be
above the state average. Seven of our 10 districts continue to have an
average API score above the state target of 800. Eighteen schools made
outstanding gains ranging from a 12-point gain to a 70-point. Fortyeight schools have reached the 800 target and seven of the 48 have
surpassed the 900 mark.
2012 AC ADEM IC PER F O R M A N C E I N D E X *
SLO County Average C alifornia Average 2011
2012
809778
822788
Atascadero USD
813
Cayucos ESD
906
Coast USD
816
Lucia Mar USD
813
Paso Robles JUSD
794
Pleasant Valley JUESD
832
San Luis Coastal USD
845
San Miguel JUSD
783
Shandon JUSD
756
Templeton USD
859
*The Academic Performance Index (API) is a numeric scale from a low of 200 to
a high of 1,000 based on the results of student testing. The scores reported
here are an average score for the district based on the scores received by
each school in the district.
ource: California Department of Education. Individual school scores are
S
available at www.cde.ca.gov.
C A L I F O R N I A
H I G H
EXIT EX A M (CAHSEE)
S C H O O L
The California High School Exit Exam (CAHSEE) is a two-part exam
covering English-Language Arts and Mathematics. Students must meet
the district’s graduation requirements and pass both sections of the
CAHSEE in order to receive a public high school diploma. Students
have up to seven opportunities in high school, beginning in 10th grade,
as well as six opportunities in the two consecutive years after grade 12,
to retake parts of the CAHSEE not previously passed.
HOW DID WE DO?
Historically, classes that graduate from our local high schools have a
passing rate of over 95 percent. Schools are focusing attention on
10th-grade students, as this is the first time students take the exam.
Eighty-eight percent of 10th-grade students passed the English
Language Arts portion of the exam and 89 percent passed the
Mathematics portion. (Based on March 2012 administration to
10th-grade students).
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CALIFORNIA
STANDARDS
The California Standards Tests (CST) are specific
assessments of student performance on the state’s
academic content standards by grade level.
Educators pay close attention to these test results
since they are directly linked to what is being
taught. These criterion-referenced tests currently
include English-Language Arts in grades two
through 11, including a writing assessment in grade
seven; math in grades two through 11, history and
social science in grades 10 and 11, and science in
grades nine through 11. California’s content
standards are considered to be rigorous and set a
high level of expectation for student performance at
each grade level.
ACAD E M I C P E R FO R MAN C E—
STU DENT PROGRESS
20 0 6
Most of the count y schools and
d is t r i c t s e xc e e d t h e s t a t e a v e ra g e
in the proficient or advanced
categories in English - Language
Arts and in all areas of Mathematics,
f o r most gra d e l eve ls.
2012
ENGLISH - L ANGUAGE ARTS
SCIENCE
69%
56%
52%
51%
40%
Chemistry
(Grades 10 & 11)
Biology
(Grades 9, 10 & 11)
Grade 3
57%
54%
Grade 5
Grade 8
U.S. H I S TO RY
48%
Grade 10
M AT H
65%
47%
68%
54%
47%
45%
72%
69%
Grade 3
Grade 11
64% 60%
57%
51%
Grade 5
Grade 8* (Alg 1)
*In 2006, only 34% of 8th graders took Algebra 1
and in 2012, 51% of 8th graders took Algebra 1.
2012 Ca lif o r nia S t a n d a rd s Te s t s — En glis h - L a n gu a g e A r t s
2012 Ca lif o r nia S t a n d a rd s Te s t s — M a t h e m a t ic s
80
80
70
70
Percent Proficient and Above
Percent Proficient and Above
(CST)
HOW DID WE DO?
Here are some benchmarks that indicate that
students are performing at a higher level and are
taking more rigorous courses. The results below
reflect percentage of students who scored at the
“proficient” (B+) or above level on the California
Standards Tests (CSTs).
The federal government uses the results from these
tests to identify progress that schools and districts
are making to meet the requirements of the No
Child Left Behind Act (NCLB). That Act requires
that all students reach proficiency in EnglishLanguage Arts and Mathematics by 2014. There
are five possible levels of student performance on
the CSTs: far below basic; below basic; basic;
proficient; and advanced. Only the top two levels,
proficient and advanced, are considered to meet the
requirement of prof iciency for the federal
government. The proficient level is equivalent to a
B+ letter grade. Schools and districts that fail to
meet the proficiency targets for two consecutive
years are identified for program improvement and
must take action to improve their performance.
60
50
40
30
20
San Luis Obispo Count y
10
TESTS
California
0
San Luis Obispo Count y
California
60
50
40
30
20
10
0
2
3
4
5
6
7
8
9
10
11
Grade
2
3
4
5
6
7
G M*
A1*
G*
A 2*
S LO C o u n t y
57
51
71
69
69
72
68
64
57
53
S LO C o u n t y
66
72
73
59
64
62
37
32
21
18
California
58
48
67
63
59
62
59
57
50
48
California
64
69
71
65
55
52
32
25
17
15
Grade
S O U RC E: C a l i f o r ni a D e p a r t m e n t o f Ed u c a t i o n
*GM: General M ath *A1: Algebra *G: Geometr y *A 2: Algebra 2
S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 013
9
T H E B I G G E S T C H A L L E N G E: R E D U C I N G T H E A C H I E V E M E N T G A P
The data on this page shows that students who are English
l an gu a g e l e a r n e rs an d t h os e livin g in p ove r t y a re 15 t o
40 percentage points lower in academic achievement
t han t heir p e ers. This a chievement gap must b e narrowe d
if we a re t o f u l f il l o u r c o m mi t m e n t t o a b e t t e r f u t u re f o r
all c hil dre n. T h e go o d n ews is t h a t we k now w h a t wo r ks:
high ex p e c t a t io ns f o r a l l s t u d e n t s, a q u a lit y t e a c h e r f o r
a l l s t u d e n t s, o n g o in g p ro f e s s i o n a l d e v e l o p m e n t f o r o u r
st af f, e ar l y int e r ve ntion st ar tin g in p re s c ho o l and c are f ul
m o nit o rin g of st u d e nt p ro gre s s.
S T U D E N T S S C O R I N G A T P R O F I C I E N T O R H I G H E R O N C S T 2 012
The score reported is the percentage of
students scoring at the “proficient” or
higher level of achievement on the
tests. The scores reported here are
count y wide averages based on scores
received by each local school district.
80
80
En glis h - L a n gu a g e A r t s
70
70
60
60
50
Count y wide
Economically Disadvantaged
40
50
English Learner
Students with Disabilities
M a t h e m a t ic s
30
40
*A1 = Algebra
20
S o u rc e: C a l i f o r ni a D e p a r t m e n t
o f Ed u c a t i o n. I n d i v i d u a l d is t r i c t
and school scores are available
a t w w w.c d e.c a.g o v
30
10
0
20
2
3
4
5
6
7
8
9
10
11
2
3
4
Grade
5
6
7
8 *A1
Grade
CLOSI N G TH E ACH I EVEM ENT GA P
Percentage of Hispanic-Latino Students Scoring at the Proficient or Above Level on the California Standards Tests
20 0 6
2012
ENGLISH - L ANGUAGE ARTS
52%
33%
23%
Grade 3
10
30%
M AT H
63%
50%
59%
49%
30%
LIFE SCIENCE
59%
53%
44%
40%
36%
38%
27%
18%
Grade 5
Grade 8
Grade 3
S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 013
Grade 5
Grade 8
( A l g 1)
Grade 5
19%
Grade 8
Grade 10
STUDENT PERFOR M ANCE: Cuesta College
Each year, Cuesta College transfers twice as many
students to Cal Poly as any other community college.
C E RT I FI C AT ES & D E G R E ES
800
Associate of Arts
70 0
Associate of Sciences
Cer tificates
600
50 0
400
300
20 0
Students come to Cuesta College with a wide variety of goals. Some are
looking for an associate degree or certificate to get ahead in a current or
future job. More and more students want to gain trade or technical skills
to immediately join the workforce. Others are interested in starting their
higher education in a more affordable way with plans to transfer to
another college or university.
Cuesta’s vocational employment and transfer rates are consistently
comparable to statewide averages. Even with fewer numbers of students
and reduced courses, the number of degrees and certificates awarded
(with the exception of A.S. degrees) has remained strong.
Overall, this means that Cuesta students are able to identify and
achieve their educational goals at a higher rate than in previous years.
Cuesta College has a 97 percent satisfaction rate from career technical
education graduates, and those alumni earn 66 percent more money
than they did before completing their education.* Nursing and
psychiatric technician graduates outshine their peers by consistently
achieving a 100 percent pass rate on their licensing exams.
10 0
0
07– 0 8
08 – 09
0 9 –10
10 –11
11–12
VO C AT I O N A L E M P LOYM EN T
Cu e s t a
10 0 %
State Benchmark
80%
60%
40%
20 %
0
20 0 8
20 0 9
2010
2011
2012
*Fro m t h e R P G ro u p C T E Em p l o y m e n t O u t c o m e s, 2012 S u r v e y o f C o m p l e t e r s .
T R A N S FE R - P R E PA R E D S U CC ES S R AT E
AC T UA L C S U & U C T R A N S FE RS
Cu e s t a
Statewide
50%
800
UC
C a l Po l y
70 0
40%
CSU
600
50 0
30%
400
20 %
300
20 0
10 %
10 0
0
0
07– 0 8
08 – 09
0 9 –10
10 –11
11–12
07– 0 8
08 – 09
0 9 –10
10 –11
11–12
S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 013
11
S H O W U S T H E M O N E Y: R e v e n u e & E x p e n d i t u r e s
Operating budgets for all school districts and the County Office of Education total $309 million annually.
Monthly payroll for all school districts, the County Office of Education and Cuesta College is $22.6 million.
S L O C O U N T Y K – 12
C U ES TA CO L L E G E
D I S T R I C T R E V E N U E B Y S O U R C E 2 011 – 12
B U D G E T: U N R E S T R I C T E D R E V E N U E S
7%
7%
7%
10%
2%
2%
3%
61%
2%
L o c a l P ro p e r t y Ta x e s
S t a t e Fu n d s
Lotter y
22%
22%
L o c a l P ro p e r t y Ta x e s
24%
Fe d e ra l G o v e r n m e n t*
S t u d e n t Fe e s
S t a t e Fu n d s
M i s c . L o c a l Re v e n u e
Lotter y
* Fe d e ra l G o v e r n m e n t
funding accounts for less
t h a n 0.1% o f t o t a l b u d g e t
Fe d e r a l G o v e r n m e n t
M i s c . L o c a l Re v e n u e
62%
62%
S o u r c e: S a n L u i s O b i s p o C o u n t y O f f i c e o f Ed u c a t i o n B u s i n e s s S e r v i c e s D i v i s i o n.
U N R E S T R I C T E D E X P E N D I T U R E S B Y C A T E G O R Y 2 011 – 12
3%
3%
8%
1%
B U D G E T: U N R E S T R I C T E D E X P E N D I T U R E S
12%
4%
82%
2%
Salaries and Benefits
Salaries and Benefits
Books and Supplies
Books & Supplies
O p e ra t i n g E x p e n s e s
Operating Expenses
88%
O t h e r O u t g o, C a p i t a l
O u t l a y, a n d Tra n s f e r s
O t h e r O u t g o, C a p i t a l O u t l a y,
a n d Tr a n s f e r s
S o u r c e: S a n L u i s O b i s p o C o u n t y O f f i c e o f Ed u c a t i o n B u s i n e s s S e r v i c e s D i v i s i o n .
E X P E N D I T U R E S B Y A C T I V I T Y 2 011 – 12
H I G H ER ED U C AT I O N: CO S T O F AT T EN DA N C E
3%
3%
10%
10%
6%
6%
1%
1%
10%
10%
60%
60%
Cl a s s ro o m I n s t r u c t i o n
I n s t r u c t i o n a l Re l a t e d S e r v i c e s
Pupil Suppor t Ser vices
Ancillar y Ser vices
10%
10%
G e n e r a l A d m i ni s t r a t i o n
B u i l d i n g & G ro u n d s
(f o r st u d e nt s livin g of f c amp us)
CSU
UC
Fe e s a n d Tu i t i o n
$1,10 4*
$7,0 25
$13,20 0
$32,10 0
Books and Supplies
$1,675
$1,6 6 6
$1, 550
$1,6 50
Ro o m a n d B o a rd
$10,975
$11, 4 48
$9,6 0 0
$10,962
M is c e l l a n e o u s
$ 4,135
$ 4,16 0
$ 4,250
$ 4,225
T O TA L
$17,889
$24,29 9
$28,6 0 0
$ 48,397
Other Outgo
S o u rc e: C a l i f o r ni a C o l l e g e s .e d u.
S o u r c e: Ed S o u r c e, H o w A r e C a l i f o r n i a’s Ed u c a t i o n D o l l a r s S p e n t ?
12
S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 013
CALIFORNIA
CCC
* Fu l l T i m e s t a t u s a t C o m m u ni t y C o l l e g e.
INDEPENDENT
S U S TA I N I N G P RO G R ES S W I T H D EC R E AS I N G R ES O U RC ES
R E D U C E D R E S O U R C E S — 2 0 0 7– 2 012
TURNING THE FINANCIAL CORNER
The revenue for public schools and colleges in California is heavily
dependent on the state budget and to a much lesser degree on federal
allocations. Since 2007, there has been a 22 percent reduction in state
funding for our schools and Cuesta College. This has equated to a
cumulative loss of $111 million for our K–12 schools and more than $9.3
million for Cuesta. This loss of revenue has resulted in fewer staff, larger
class sizes, reduced specialists to help struggling students, reduction in
course offerings and reduction in training and materials.
With the statewide passage of Proposition 30 last November and a
projected improvement in our state’s economy, we are hopeful that
additional state funding will allow us to rebuild our capacity to offer the
high quality education that is required for ALL students. Governor
Brown has proposed an innovative change to school finance in California
and a five-year path to fiscal stability and growth.
S L O C O U N T Y K – 12
2007–2008
2011–2012
Teaching Staff
1,935
1,728
Classified Staff
2,030
1,904
3,965
3,632
Since 1998, California has implemented a program to improve our
schools based on rigorous content standards for all students, student
assessment based on these standards, and a system of public accountability
for results. This approach is having positive results and we know what to
do to continue this improvement. However, our state is embarrassingly
under-investing in school improvement efforts. California is currently
48th in the nation in educational spending per student. There are no
quick solutions to improving our schools and it takes a sustained financial
commitment to support the hard work that needs to be done.
H O W D O E S O U R S P E N D I N G C O M PA R E ?
C U ES TA CO L L E G E
Fall 2008
Employee Count
Fall 2012
Employee Count
Educational
Administrator
13
12
Academic, Tenured/
Tenure Track
167
143
Academic, Temporary
408
343
Classified
253
267
841
765
K–12 PER- S T U D EN T FU N D I N G BY S TAT E
Vermont
$ 18,9 24
1s t
Wyoming
$ 18,814
2n d
A l a s ka
$ 16,675
3rd
N ew Yo r k
$ 16,239
4th
N ew J e rs ey
$ 15,38 4
5t h
U S Ave r a g e
$11, 82 4
C a lif o r ni a*
$ 8, 482
48 t h
Utah
$ 7,0 42
50 t h
*If California was spending
at the national average, our
county would be receiving
approximately $115 million
more each year for our local
schools, or $100,000 more
per classroom!
S o u rc e: Ed u c a t i o n We e k Q u a l i t y C o u n t s . J a n u a r y 2013.
Pe r- p u p i l e x p e n d i t u r e s a d j u s t e d f o r r e gi o n a l c o s t d i f f e r e n c e s (2010 ).
CALIFORNIA PER-STUDENT FUNDING
BY EDUCATION SYSTEM 2012–2013
K–12
$8,482
California Community Colleges (CCC)
$5,447
California State University (CSU)
$12,729
University of California (UC)
$24,909
Amount includes state General Fund, local property tax, student fee revenue,
and federal stimulus, but not STRS or lottery funds.
S o u rc e: C o m m u ni t y C o l l e g e L e a g u e o f C a l i f o r ni a & Ed u c a t i o n We e k Q u a l i t y
C o u n t s . J a n u a r y 2013.
S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 013
13
T E A C H E R S A N D C L A S S I F I E D E M P L O Y E E S 2 0 12
Annually, each local school district, Cuesta College, and the County Office of Education select and honor an “Employee of the Year,” representing
teachers and classified staff. All of our honorees display an excitement about education, show a real interest in all students, and demonstrate teamwork
and dedication that makes a difference in the lives of our students. Here are this years honorees.
M a r il y n Wa rd
Atascadero USD
Er ik B e ni t ez
San Luis Coastal USD
J e s s i c a Pe t e r s o n
C a y u c o s ES D
C a r r i e D a v is o n
S a n L u is O b is p o
Count y Of fice of
To by Cin q u e
Coast USD
D e a n n a Ra m o s
San Miguel JUSD
Ed u c a t i o n
L in d a H a r r is
Cu e s t a C o l l e g e
A n n El li o t t
Lucia Mar USD
Ri c k Pi e rc e
Santa Lucia Regional
Occupational Program
L i z a Fi e r ro
Shandon JUSD
J e f f rey M o u n t
Pa s o Ro b l e s J U S D
and San Luis Obispo County
Teacher of the Year
J il l L a n e s
Te m p l e t o n U S D
CL ASSIFIED EMPLOYEES
DISTRICT SCHOOL
EMPLOYEE
Atascadero Unified School District
Genevieve Clayburg
Coast Unified School District
Lorenza Nunez
Lucia Mar Unified School District
Linnea Wilson
Pleasant Valley Joint Union Elementary School District
Rhonda O’Neal
San Luis Coastal Unified School District
Cindee Varni
San Miguel Joint Union School District
Shelley Batrum
Shandon Joint Unified School District
Kelly Kuhnle
Templeton Unified School District
Janice Harington
Cuesta Community College
Jim Dewing
San Luis Obispo County Office of Education
Jacki Seibert
“Teachers affect eternity; no one can
tell where their influence stops.”
– Henry Adams
14
S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 013
El a i n e Ro s e n f i e l d, 2011–12 S a n L u i s O b i s p o
C o u n t y Te a c h e r o f t h e Ye a r f ro m S a n L u i s
C o a s t a l U ni f i e d S c h o o l D i s t r i c t.
B r ia n Fa r re l l
Pleasant Valley JUESD
S A N L U I S O B I S P O C O U N T Y 2 012 –13 T E A C H E R O F T H E Y E A R
L U C I A
ANN ELLIOTT
M A R
U N I F I E D
S C H O O L
D I S T R I C T
Ann Elliott began her career in education in 1981 while attending college at CSU
Fullerton. She worked part time at a group home working with severely autistic
children. She continued her work and school until graduating from CSU Fullerton
with a bachelor’s degree in child development in 1985. She continued on to graduate
school at Claremont Graduate School from 1985 to 1986, earning her multiple subject
teaching credential and a master’s degree in education.
In 1988 Ann got married, moved to the Central Coast, and started her career with the
Lucia Mar Unified School District. Ann taught first and second grades at Nipomo
Elementary from 1988 to 2006, while taking on the extra responsibility of Grade
Level Chairperson. When Dorothea Lange Elementary School opened in the fall of
2006, she became an integral team member on that staff. She has continued to teach
second and third grades while continuing her role as Grade Level Chairperson.
The only thing that has remained unchanged is her compassion for her students and
desire to help them reach their potential. She strives to make the curriculum
interesting and fun for her students, while helping them learn critical skills. Her
students are successful because of her dedication to education and compassion for
each individual student.
CUESTA COLLEGE
LINDA HARRIS, RN MSN
A C A D E M I C
E M P L O Y E E
Linda Harris knew from a young age
that she would be a nurse, but her
dream was always to teach — a
calling she has perfected during her
past 15 years as a nursing instructor at
Cuesta College.
When her name was called as this
year’s Teaching Excellence Award
recipient, Harris admitted she was
completely humbled. Harris added,
“So much of nursing is teamwork, so
to be honored by the people who are a
part of the team that you’ve worked
with, people that you admire, that you
rely on, that have helped you to grow,
it’s incredible to realize that these are
the people who are honoring you. It’s
unbelievable.”
O F
T H E
Y E A R
“It’s easy to get caught up in the
science of nursing,” said one in an
online review of her teaching style.
“Linda brings the art of nursing to
life. She always ties the human to the
technology. LOVE her!”
2 0 1 2
Faculty Senate President Kevin
Bontenba l, who presented t he
teaching excellence award to Harris,
said the award “recognizes faculty who
show leadership in course organization
and presentation while keeping
current with educationa l
methodology.”
Harris admits that her students keep
her refreshed and inspired.
“I love it when I see the student’s light
bulb go on,” she said. She also enjoys
interacting with her students in a
hospital setting where there are real
patients, with real problems.
According to Harris’ colleagues, Linda
is the go-to person in her division for
everything. Bontenbal listed a litany
of adjectives about the honoree,
including imaginative and creative,
generous mentor and “very humble in
spite of her ability.”
curriculum and makes teaching and
learning current, enjoyable and
rigorous,” Bontenbal added.
“Linda understands the college,
i s e xc e l le nt a t i mple me nt i n g
The latter is something not missed by
Harris’ students.
“To be there and watch students grow
in their abilit y to care and be
advocates for their patients and be
able to put the pieces together about
what’s happening and then be able to
make a difference — and students
make a difference — to watch all that
happen is so cool.”
S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 013
15
COUNTY SUPERINTENDENT OF SCHOOLS
Julian D. Crocker
SAN LUIS OBISPO COUNT Y SCHOOL DISTRICTS
D I S T R I C T . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S U P E R I N T E N D E N T .. . . . . . . . . P H O N E
www.slocoe.org
A t a s c a d e ro U ni f i e d ( K–12) ...................................... D r. D e b o ra h B o w e r s . . . . . . . . . . . . . . . . . . 8 0 5 – 4 62– 420 0
C a y u c o s E l e m e n t a r y ( K– 8) ...................................... D r. J i m B r e s c i a .. . . . . . . . . . . . . . . . . . . . . . . . 8 0 5 – 9 95 – 3694
C o a s t U ni f i e d ( K–12).. ............................................ Ch r is A d a m s.. . . . . . . . . . . . . . . . . . . . . . . . . . . 8 0 5 – 9 27– 388 0
COUNTY BOARD
OF EDUCATION
President
Paul Madonna
Gaye L. Galvan
Floyd Moffatt
Lu cia M a r U nif ie d ( K–12).......................................... Jim H o g e b o o m.......................... 805 – 474 – 30 0 0
Pa s o Ro b l e s J o i n t U ni f i e d ( K–12) ............................... D r. Ka t h l e e n M c N a m a ra . . . . . . . . . . . . 8 0 5 – 769 –10 0 0
P l e a s a n t Va l l e y J o i n t U ni o n El e m e n t a r y ( K– 8) .............. G i l C a m p o s ( I n t e r i m) . . . . . . . . . . . . . . . . . 8 0 5 – 4 67– 3 4 53
S a n L u is C o a s t a l U ni f i e d ( K–12) . . .............................. D r. Er i c P ra t e r .. . . . . . . . . . . . . . . . . . . . . . . . . 8 0 5 – 5 49 –120 0
S a n M i g u e l J o i n t U ni o n ( K– 8) . . ................................. D r. Cu r t D u b o s t . . . . . . . . . . . . . . . . . . . . . . . . 8 0 5 – 4 67– 3216
S h a n d o n J oint U nif ie d ( K–12).. ................................... Ro d n ey Wa ll a c e ....................... 805 –238 – 0286
Te m p l e t o n U nif ie d ( K–12) . . ........................................ D r. J o e Kos ki............................ 805 – 434 – 580 0
Larr y Peterson
S a nt a Lu cia Re gio n a l O c c u p a t io n a l Pro gra m (10 –12) . . .... Jim S o uza................................ 805 – 474 – 30 0 0
Diane Ward
S LO C o u n t y O f f i c e o f Ed u c a t i o n ................................ D r. J u l i a n Cro c ke r...................... 8 0 5 – 54 3 – 7 732
0
CUESTA
COLLEGE
CUESTA COLLEGE
SUPERINTENDENT/PRESIDENT
Gil Stork
CUESTA COLLEGE BOARD OF TRUSTEES
President
Patrick Mullen
s
Yea r
Vice President
Angela Mitchell
Charlotte Alexander
www.cuesta.edu
Gaye L. Galvan
SAN LUIS OBISPO
COUNT Y COM MUNIT Y
COLLEGE DISTRICT
San Luis Obispo Campus
Hw y 1 San Luis Obispo,
CA 93403–8106
(805) 546–3100
North Count y Campus
2800 Buena Vista Drive
Paso Robles, CA 93446
(805) 591–6200
South Count y Center
495 Valley Road
Arroyo Grande, CA 93420
(805) 474–3913
Dr. Barbara George
Student Trustee
Jordan Knowles
1 9 6 3 - 2 01 3
16
S A N L U I S O B I S P O C O U N T Y S C H O O L S A N N U A L E D U C AT I O N R E P O R T 2 013
Thank you to Pacific Gas & Electric Company and The Tribune for their generous sponsorship of this Annual Report.
Annual Report and Education Forecast
Printing and Distribution
Design: Verdin
For more information about local K-12 schools, contact the San Luis Obispo
County Office of Education at (805) 543-7732, or visit www.slocoe.org for
links to local school districts. For more information about the San Luis
Obispo County Community College District, contact Cuesta College at (805)
546-3100, or visit www.cuesta.edu. Additional information is available
through the California Department of Education online at www.cde.ca.gov,
or by visiting EdSource at www.edsource.org.