Summit Public School: Tahoma
California Department of Education
School Accountability Report Card
Reported Using Data from the 2013-14 School Year
Published During 2014-15
Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about
the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to
prepare a Local Control Accountability Plan (LCAP), w hich describes how they intend to meet annual school-specific goals for all pupils, w ith specific activities to address
state and local priorities. Additionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.
For more information about SARC requirements, see the California Department of Education (CDE) SARC W eb page at http://w w w .cde.ca.gov/ta/ac/sa/.
View this SARC online at the school and/or LEA W eb sites.
For more information about the LCFF or LCAP, see the CDE LCFF W eb page at http://w w w .cde.ca.gov/fg/aa/lc/.
For additional information about the school, parents and community members should contact the school principal or the district office.
Mr. Nicholas Kim
Principal, Summit Public School: Tahoma
About Our School
Contact
14271 Story Rd.
San Jose, CA 95127
Phone: 408-729 - 1981
E-mail: nkim@summitps.org
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2013-14 SARC - Summit Public School: Tahoma
About This School
Contact Information - Most Recent Year
School
District
School Name
Summit Public School: Tahoma
District Name
Santa Clara County Office of Education
Street
14271 Story Rd.
Phone Number
(408) 453-6500
City, State, Zip
San Jose, Ca, 95127
Web Site
http://w w w .sccoe.org
Phone Number
408-729 - 1981
Superintendent
First Name
Mr.
Principal
Mr. Nicholas Kim
Superintendent
Last Name
Jon R Gundry
E-mail Address
nkim@summitps.org
E-mail Address
jon_gundry@sccoe.org
Web Site
tahoma.summitps.org
Last updated: 1/26/2015
County-District43104390123794
School (CDS) Code
School Description and Mission Statement (Most Recent Year)
Summit Public School: Tahoma (Tahoma) is a fourth-year, public charter high school authorized by the Santa Clara County Office of Education. Tahoma w elcomed
its first freshman class in 2011, w ith the mission of preparing a diverse student body for college, and to be thoughtful, contributing members of society. W e have
our first graduating class this year (2014-2015).
Our Mission:
To prepare a diverse student population for success in a 4-year university and to be thoughtful, contributing members of society.
Our Core Characteristics:
All students and teachers are expected to embody the six core characteristics: respect, responsibility, compassion, curiosity, courage, and integrity.
Academic Program
Every student completes a college-prep course of study that is aligned to the Common Core Standards, and prepares all students for AP classes beginning their
junior year. 100% of Summit graduates meet or exceed UC/CSU entrance requirements; 100% of Summit seniors take the SAT or ACT exam and at least tw o AP
exams.
We focus on the four elements that are the foundation of college and career success in the 21st century:
Cognitive Skills – The deeper learning, critical thinking, communication and problem-solving skills needed to succeed in today and tomorrow ’s w orkforce
Content Know ledge – Engaging in learning that is personalized for each student, filling learning gaps and moving students tow ards competency in all subjectareas.
Habits of Success – Empow ering students to self-direct their learning and develop the habits that are invaluable for college and life success
Expedition – immersing in real-w orld experiences to discover and explore passions and careers, applying learning in authentic w ays.
Personalized Learning and Mentoring Program:Every Summit student has a Personalized Learning Plan (PLP), w here students set learning and personal grow th
goals, track progress, receive immediate feedback and are able to access learning resources at any time. The PLP is designed to be a dynamic tool w here families
and teachers alike can offer support and coaching.
Summit students have mentors w ho individually support them through their goals. Mentors serve as college counselors, coaches, family liaisons and advocates,
ensuring their mentees are excelling inside and outside of the classroom every day.
Our Faculty:
Our teachers are highly motivated, academically accomplished, innovative and creative. At Summit, teachers participate in 40 days of professional development
each year, during w hich they w ork together to ensure students are alw ays receiving the highest quality education.
Extra-Curricular Activities
Participation in extra-curricular activities is essential to developing a w ell-rounded, college and career-ready student. Summit focuses on developing happy, healthy
students w ho have a w ell-balanced lifestyle that mixes academic classes w ith personal passions and enjoyable extra-curriculars.
Teaching and Assessment:
Summit uses research-based instructional methods and leverages technology in all subjects. Students are immersed in project-based learning and learn content
and skills by developing solutions to engaging, real-w orld problems. Instruction is rigorous for all students, regardless of previous preparation, and curriculum is
differentiated to provide a personal pathw ay to success.
Assessment
Summit students demonstrate competency of content know ledge and cognitive skills compared to state, national, and collegiate standards. Culminating projects
are used to assess the college-ready content know ledge and critical thinking skills. Letter grades are assigned for coursew ork and are consistent w ith state and
college measures. Students take all state standardized exams, Advanced Placement Tests, and the ACT and SAT.
Page 2 of 25
2013-14 SARC - Summit Public School: Tahoma
Last updated: 1/26/2015
Page 3 of 25
2013-14 SARC - Summit Public School: Tahoma
Student Enrollment by Grade Level (School Year 2013-14)
Grade Level
Number of Students
Grade 9
102
Grade 10
101
Grade 11
74
Total Enrollment
277
120
100
80
60
40
20
0
Grade 9
Grade 10
Grade 11
Last updated: 1/27/2015
Student Enrollment by Student Group (School Year 2013-14)
Group
Percent of Total Enrollment
Black or African American
1.8
American Indian or Alaska Native
0.0
Asian
10.1
Filipino
6.1
Hispanic or Latino
69.0
Native Haw aiian or Pacific Islander
0.0
W hite
8.7
Tw o or More Races
4.3
Socioeconomically Disadvantaged
51.3
English Learners
8.3
Students w ith Disabilities
8.3
8%
4%1% 10%
6%
Black or African American
American Indian or Alaska Native
Asian
69%
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Last updated: 1/27/2015
Page 4 of 25
2013-14 SARC - Summit Public School: Tahoma
A. Conditions of Learning
State Priority: Basic
The SARC provides the follow ing information relevant to the Basic State Priority (Priority 1):
Degree to w hich teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
Pupils have access to standards-aligned instructional materials; and
School facilities are maintained in good repair.
Teacher Credentials
Teachers
School
District
201213
201314
201415
W ith Full Credential
8
13
19
W ithout Full Credential
0
0
0
Teachers Teaching Outside Subject
Area of Competence (w ith full
credential)
0
0
0
201415
20
Teachers with Full Credential
Teachers without Full Credential
Teachers Teaching Outside Subject Area of Competence
15
10
5
0
2012-13
2013-14
2014-15
Last updated: 1/27/2015
Teacher Misassignments and Vacant Teacher Positions
201213
201314
201415
Misassignments of Teachers of English
Learners
0
0
0
Total Teacher Misassignments*
0
0
0
Vacant Teacher Positions
0
0
0
Indicator
1.0
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Vacant Teacher Positions
0.5
0.0
-0.5
-1.0
2012-13
2013-14
2014-15
Note: “Misassignments” refers to the number of positions filled by teachers w ho lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Last updated: 1/27/2015
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)
Percent of Classes In Core Academic Subjects Taught by
Highly Qualified Teachers
Percent of Classes In Core Academic Subjects Not Taught by
Highly Qualified Teachers
This School
100
0
All Schools in District
89
11
High-Poverty Schools
in District
81
19
Location of Classes
Page 5 of 25
2013-14 SARC - Summit Public School: Tahoma
Low -Poverty Schools
in District
98
2
Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.
Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year
Year and month in w hich data w ere collected: August 2014
Subject
Reading/Language
Arts
Textbooks and Instructional Materials/year of Adoption
From Most
Recent
Adoption?
Percent
Students
Lacking
Own
Assigned
Copy
Yes
0.0
Yes
0.0
Summit Public School: Tahoma has a 1:1 technology ratio. Students in our school use Chromebooks to access curriculum. The major
online curricular resources supporting our academic program are listed below :
No Red Ink - Grammar and process w riting support - w w w .noredink.com
PBS.org - http://w w w .pbs.org/teachers/classroom/9-12/
SAS Curriculum Pathw aysOnline
Poetry Foundation - Poetry terms and poems
BrainPop - w w w .brainpop.com
Purdue OW L W riting Exercises Online - grammar/conventions resources
Grammar Girl Online - grammar/convention resources - http://grammar.quickanddirtytips.com/
CNN/CBS Story Archive - Reading comprehension - http://literacynet.org/cnnsf/archives.html
Open Yale Courses - College lecture on poetic meter - http://oyc.yale.edu/english/engl-310/lecture-3
EReadingW orksheets General ELA - http://w w w .ereadingw orksheets.com/
Poetry Out Loud - Poetry terms and poems
ESL Bee Grammar - http://eslbee.com/sentences.htm
My English Teacher Grammar - http://w w w .myenglishteacher.net/
Brain PopGrammar/Literature - w w w .brainpop.com
Time4W ritingGrammar - http://w w w .time4w riting.com/sentence-w riting/simple-complex-compound-sentences/Libraryspot.com
Literary Glossary Literary Terms - http://w w w .shmoop.com/literature-glossary/
Research - http://w w w .libraryspot.com/Shmoop
W riting Commons - Rhetoric - w ritingcommons.org
Montgomery KY School District - Literary Terms http://w w w .montgomery.kyschools.us/userfiles/1501/Classes/686/sound%20devices%20foundation%20lesson.pdf
http://depts.dyc.edu/learningcenter/ow l/exercises/run-ons_ex1.htm
English Club Grammar Terms - http://w w w .englishclub.com/grammar/terms.htm
Super Teacher Tools General ELA - http://w w w .superteachertools.com/
W ise Geek Literary Terms - http://w w w .w isegeek.com/w hat-is-consonance.htm
Bright Hub Education Literary Terms - http://w w w .brighthubeducation.com/homew ork-help-literature/47533-examples-of-assonance-andconsonance-in-poetry/
Shakespeare Glossary Literary Glossary - http://w w w .shakespearesw ords.com
No Fear Shakespeare Shakespeare - http://w w w .nfs.sparknotes.com
Teacher Google site Literary Terms - https://sites.google.com/site/examplesinpoetry/rhythm-poetry-examples-definition
Folger Shakespeare Library Shakespeare/Drama - http://w w w .folger.edu/Content/Teach-and-Learn/Teaching-Resources/
Chomp Chomp Grammar - http://w w w .chompchomp.com/
Guide to Grammar & W riting - http://grammar.ccc.commnet.edu/grammar/
American Literature Books and Short Stories - http://w w w .americanliterature.com/
Jeopardy Labs - https://jeopardylabs.com/
UPenn W riting Center - PoetryPoetry resources (audio, text, etc) - http://w w w .w riting.upenn.edu/~afilreis/88/home.html
Brain Pickings - English/Art - ephemerabrainpickings.org
Vocabulary - vocab lists, puzzles, some quizzes - myvocabulary.com
Mathematics
Summit Public School: Tahoma has a 1:1 technology ratio. Students in our school use Chromebooks to access curriculum. The major
online curricular resources supporting our academic program are listed below :
Virtual Nerd - http://w w w .virtualnerd.com/
HippoCampus - http://w w w .hippocampus.org/HippoCampus/
Brightstorm Big Textbook Bank - http://w w w .brightstorm.com/textbook/
Dan Meyer Three Act Tasks - https://docs.google.com/spreadsheet/pub?
key=0AjIqyKM9d7ZYdEhtR3BJMmdBW nM2YW xW YVM1UW ow TEE&output=html
http://w w w .pearltrees.com/#/N-u=1_620884&N-p=42387527&N-s=1_4969282&N-f=1_4969282&N-fa=4969282
Kuta Softw are customizeable w orksheets - w w w .kutasoftw are.com
http://w w w .screencast.com/users/Ms.Roshan
http://w w w .stupidcalculations.com/
Rossman/Chance Applets - http://w w w .rossmanchance.com/applets/
PBS.org - Online videos and curricular resources - http://w w w .pbs.org/teachers/classroom/9-12/
Manga High math games - http://w w w .mangahigh.com/en_us/games
W TAMU Math Lab w ebsite tutorials http://w w w .w tamu.edu/academic/anns/mps/math/mathlab/
Khan Academy math videos and exercises - w w w .khanacademy.org
CK-12 online textbook(s) http://w w w .ck12.org/teacher/
NrichBank of good problems! http://nrich.maths.org/8517
Nrich Harder bank of good problems http://nrich.maths.org/9088
Purple Math online textbook http://w w w .purplemath.com/
Regents Prep test prep / online textbook http://regentsprep.org/
Math Is Fun online textbook w / practice problems http://w w w .mathisfun.com/
National Library of Virtual Manipulatives http://nlvm.usu.edu/en/nav/vlibrary.html
Illustrative Mathematics Bank of good problems http://w w w .illustrativemathematics.org/
illustrations that tutorguy Videos http://w w w .thattutorguy.com/free-sample-videos/
Mathematics Vision Project http://w w w .mathematicsvisionproject.org/
Gooru currates online science, math, and social science teaching resources
Page 6 of 25
2013-14 SARC - Summit Public School: Tahoma
http://w w w .goorulearning.org/#!discoverLearnisthttp://learni.st/category/1839-mathstandards
Math Goodies http://w w w .mathgoodies.com/standards/alignments/grade7.html
Quantitative Methods in Social Sciences w ebsites http://ccnmtl.columbia.edu/projects/qmss/home.html
Steve Mays videos http://w w w .youtube.com/user/maysterchief?feature=w atch
Dummies.com http://w w w .dummies.com/how -to/education-languages/math
Hadoman Pursues EdD/videos http://education-portal.com/academy/subject/mathematics.htmlIXL
Interactive Mathematics textbook and practice problems w w w .intmath.com
Kendall Hunt High School Mathematics Resources curriculum materials (w orksheets, lesson plans, etc.)
Illuminations NCTM Interactives, Lessons, and W eblinks http://illuminations.nctm.org
The Radix Endeavor Games created by MIThttp://educationarcade.us4.list-manage1.com/subscribe?
Ten Marks Math Problems, Videos, and assessments https://w w w .tenmarks.com/login?
You Tube Stats videos http://w w w .youtube.com/user/
Math practice problems http://w w w .ixl.com/
http://math.kendallhunt.com/x19356.html
Learn zillion short lessons http://learnzillion.com/lessons
u=0d1e2e201ebe2552f55e43748&id=19af442474
mkt_tok=3RkMMJW W fF9w sRonsqzLZKXonjHpfsX77ukqW 6a%2FlMI%2F0ER3fOvrPUfGjI4DSsZjI%2BSLDw EYGJlv6SgFQrnCMat10LgNXBA%3D
http://w w w .w olframalpha.com/problem-generator/
Mathalicious Lessons aligned w ith Common Core http://w w w .mathalicious.com/lessons/
Balanced Assessment Tasks, Assessment http://balancedassessment.concord.org/
Mathematics Assessment ProjectTasks, Assessment http://map.mathshell.org/materials/index.phpPhET
Interactive Simulations http://phet.colorado.edu/
W olfram Educational Portal Go here for textbooks, lesson plans, w idgets, and interactives related to math.https://education.w olfram.com/
Science
Yes
0.0
Yes
0.0
Yes
0.0
Summit Public School: Tahoma has a 1:1 technology ratio. Students in our school use Chromebooks to access curriculum. The major
online curricular resources supporting our academic program are listed below :
Practical W ork for Learning (Nuffield Foundation)
Ben Canning (teacher connected w ith SPS)
Neo K12
Crash Course
Bozeman Science
Brain Genie
Brightstorm
ck 12
Ted-Ed
ChemThinkLearn
Genetics
DNA from the beginning
AAAS
Education Portal: Science
Science Case Studies Database
DNA learning center
HHMI - Biointeractive
MESA
Understanding Evolution
Gooru
Pearson (Biology)
The Radix Endeavor
PhET
History-Social
Science
Summit Public School: Tahoma has a 1:1 technology ratio. Students in our school use Chromebooks to access curriculum. The major
online curricular resources supporting our academic program are listed below :
Facing History Units and Resource Bank
Stanford History Education Group Assessments and Resources
PBS.org
Crash Course by John Greene (search on YouTube)
http://w w w .eyew itnesstohistory.com/
Gooru
Big History
smart history
scholastic
Foreign Language
Summit Public School: Tahoma has a 1:1 technology ratio. Students in our school use Chromebooks to access curriculum. The major
online curricular resources supporting our academic program are listed below :
Trent University- Spanish language exercises
Dr. Lemon
Avenue Language Learning
Study Spanish
Proyecto Aula Literatura
Proyecto Aula Lengua
Music to help you learn Spanish
Centro Virtual Cervantes
BBC Spanish
Realidades - Companion sites
Aprender Español
Quia
123 TeachMe
Spanish.Language&Culture
Linguee
Quizlet
Duolingo
Libroteca
Audiria
Page 7 of 25
2013-14 SARC - Summit Public School: Tahoma
Cliff-notes homew ork help
EcuRed
Biblioteca Virtual Miguel de Cervantes
Health
Yes
0.0
Yes
0.0
Yes
0.0
Summit Public School: Tahoma has a 1:1 technology ratio. Students in our school use Chromebooks to access curriculum. The major
online curricular resources supporting our academic program are listed below :
Sex Ed Playlist - tinyurl.com/sj-sex-ed
Visual and
Performing Arts
Science Lab
Eqpmt(9-12)
Summit Public School: Tahoma has an Expeditions program w here all students w ill fulfill their Visual Performing Arts requirements. These courses
have all of the necessary equipment and materials necessary for students to be successful.
At Summit Public School: Tahoma, Biology, Physics, Chemistry and AP Environmental Science each have a variety of equipment for students to do
projects and run experiments. In Biology, the equipment is primarily to grow and measure plants and do DNA analysis. In Physics, the equipment is
primarily sensors to help measure motion and speed. In Chemistry, there is glassw are and chemicals needed to perform reactions. In APES, the
equipment is primarily to build ecosystems and observe trends. All of our science classrooms are outfitted w ith laboratory equipment that allow s
students to explore project-based learning, design their ow n experiments and fulfill advanced placement requirements w hen necessary.
Last updated: 1/27/2015
School Facility Conditions and Planned Improvements - Most Recent Year
Summit Public School: Tahoma is located in a privately funded facility at 14271 Story Road in San Jose. The campus is a former elementary school w ith portable
classrooms, a multipurpose room that is used as a gym, auditorium, community room, and a lunch area. There is a spacious outdoor area, teacher and
administrative offices, and outdoor parking.
Each classroom is equipped w ith an LCD projector and the entire building is equipped for w ireless internet. There is a separate student and teacher netw ork. The
building is equipped w ith an alarm system that is armed every evening w hen faculty leave.
The facilities are w ell maintained and in good condition and are adequate for the delivery of the instructional program. Tahoma contracts directly for custodial
services and the facilities are cleaned on a daily basis.
Last updated: 1/27/2015
School Facility Good Repair Status - Most Recent Year
System Inspected
Rating
Systems: Gas Leaks, Mechanical/HVAC,
Sew er
Good
Interior: Interior Surfaces
Good
Cleanliness: Overall Cleanliness,
Pest/Vermin Infestation
Good
Electrical: Electrical
Good
Restrooms/Fountains: Restrooms,
Sinks/Fountains
Good
Safety: Fire Safety, Hazardous Materials
Good
Structural: Structural Damage, Roofs
Good
External: Playground/School Grounds,
W indow s/Doors/Gates/Fences
Good
Repair Needed and
Action Taken or
Planned
Overall Facility Rate - Most Recent Year
Overall Rating
Good
Last updated: 1/27/2015
Page 8 of 25
2013-14 SARC - Summit Public School: Tahoma
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the follow ing information relevant to the Pupil Achievement State Priority (Priority 4):
Statew ide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program);
The Academic Performance Index; and
The percentage of pupils w ho have successfully completed courses that satisfy the requirements for entrance to the University of California and the California
State University, or career technical education sequences or programs of study.
California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All
Students in Science – Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
School
Subject
2011-12
Science (grades 5, 8, and 10)
District
State
2012-13
2013-14
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
83
65
62
61
60
60
59
60
Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).
Note: Scores are not show n w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
Last updated: 1/27/2015
California Assessment of Student Performance and Progress Results by Student Group in Science (School Year
2013-14)
Group
Percent of Students Scoring at Proficient or Advanced
All Students in the LEA
60
All Students at the School
65
Male
64
Female
65
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
48
Native Haw aiian or Pacific Islander
W hite
Tw o or More Races
Socioeconomically Disadvantaged
51
English Learners
Students w ith Disabilities
Students Receiving Migrant Education Services
Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10.
Note: Scores are not show n w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
Page 9 of 25
2013-14 SARC - Summit Public School: Tahoma
Last updated: 1/27/2015
Standardized Testing and Reporting Results for All Students - Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
School
Subject
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
English-Language Arts
N/A
67%
69%
55%
58%
57%
54%
56%
55%
Mathematics
N/A
61%
33%
55%
57%
58%
49%
50%
50%
History-Social Science
N/A
N/A
70%
30%
46%
44%
48%
49%
49%
Note: STAR Program w as last administered in 2012–13. Percentages are not calculated w hen the number of students tested is ten or less, either because the number of
students in this category is too small for statistical accuracy or to protect student privacy.
Last updated: 1/27/2015
Academic Performance Index Ranks – Three-Year Comparison
API Rank
2011
Statew ide
2012
2013
9
9
Similar Schools
10
Note: For 2014 and subsequent years, the statew ide and similar schools ranks w ill no longer be produced.
Last updated: 1/27/2015
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group
All Students at the School
Actual API Change 2011
Actual API Change 2012
Actual API Change 2013
B
-1
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
11
Native Haw aiian or Pacific Islander
W hite
Tw o or More Races
Socioeconomically Disadvantaged
English Learners
Students w ith Disabilities
Note: “N/D” means that no data w ere available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Grow th or target
information. “C” means the school had significant demographic changes and there is no Grow th or target information.
Last updated: 1/27/2015
Page 10 of 25
2013-14 SARC - Summit Public School: Tahoma
Career Technical Education Programs (School Year 2013-14)
Tahoma does not currently offer any Career Technical Education Programs.
Last updated: 1/27/2015
Career Technical Education Participation (School Year 2013-14)
Measure
Number of pupils participating in CTE
CTE Program Participation
0
Percent of pupils completing a CTE program and earning a high school diploma
0.0
Percent of CTE courses sequenced or articulated betw een the school and institutions of postsecondary education
0.0
Last updated: 1/27/2015
Courses for University of California and/or California State University Admission
UC/CSU Course Measure
2013-14 Students Enrolled in Courses Required for UC/CSU Admission
Percent
98.8
2012-13 Graduates W ho Completed All Courses Required for UC/CSU Admission
Page 11 of 25
2013-14 SARC - Summit Public School: Tahoma
Last updated: 1/27/2015
State Priority: Other Pupil Outcomes
The SARC provides the follow ing information relevant to the Other Pupil Outcomes State Priority (Priority 8):
Pupil outcomes in the subject areas of English, mathematics, and physical education.
California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if
applicable)
Percent of Students Scoring at Proficient or Advanced
School
Subject
District
State
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
English-Language Arts
N/A
79%
68%
39%
45%
28%
56%
57%
56%
Mathematics
N/A
78%
70%
40%
47%
28%
58%
60%
62%
Note: Percentages are not calculated w hen the number of students tested is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
English-Language Arts Percent of Students Scoring at Proficient or
Advanced
Mathematics Percent of Students Scoring at Proficient or Advanced
80
90
70
80
70
60
60
50
50
40
40
30
30
20
20
10
10
0
2011-12
0
2011-12
2012-13
2012-13
2013-14
2013-14
Last updated: 1/27/2015
Page 12 of 25
2013-14 SARC - Summit Public School: Tahoma
California High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (if
applicable)
English-Language Arts
Mathematics
Percent Not
Proficient
Percent
Proficient
Percent
Advanced
Percent Not
Proficient
Percent
Proficient
Percent
Advanced
All Students in the LEA
51%
18%
31%
47%
32%
22%
All Students at the School
32%
30%
38%
30%
46%
24%
Male
40%
24%
36%
29%
47%
24%
Female
24%
35%
41%
30%
46%
24%
Black or African American
N/A
N/A
N/A
N/A
N/A
N/A
American Indian or Alaska Native
N/A
N/A
N/A
N/A
N/A
N/A
Asian
N/A
N/A
N/A
N/A
N/A
N/A
Filipino
N/A
N/A
N/A
N/A
N/A
N/A
Hispanic or Latino
42%
32%
26%
40%
48%
11%
Native Haw aiian or Pacific Islander
N/A
N/A
N/A
N/A
N/A
N/A
W hite
N/A
N/A
N/A
N/A
N/A
N/A
Tw o or More Races
N/A
N/A
N/A
N/A
N/A
N/A
Socioeconomically Disadvantaged
39%
42%
18%
34%
50%
16%
English Learners
N/A
N/A
N/A
N/A
N/A
N/A
Students w ith Disabilities
N/A
N/A
N/A
N/A
N/A
N/A
Students Receiving Migrant Education
Services
N/A
N/A
N/A
N/A
N/A
N/A
Group
Note: Percentages are not calculated w hen the number of students tested is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
Last updated: 1/27/2015
California Physical Fitness Test Results (School Year 2013-14)
Percent of Students Meeting Fitness Standards
Grade level
Four of Six Standards
Five of Six Standards
Six of Six Standards
5
N/A
N/A
N/A
7
N/A
N/A
N/A
9
23.1%
28.6%
27.5%
Note: Percentages are not calculated w hen the number of students tested is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
Last updated: 1/27/2015
Page 13 of 25
2013-14 SARC - Summit Public School: Tahoma
C. Engagement
State Priority: Parental Involvement
The SARC provides the follow ing information relevant to the Parental Involvement State Priority (Priority 3):
Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.
Opportunities for Parental Involvement - Most Recent Year
Tahoma recognizes that students learn best w hen parents are involved in their learning and their learning community. Almost all current research indicates that
parental involvement is the single most important ingredient to student success after socioeconomic status. Accordingly, Tahoma actively reaches out to parents
to encourage them to be involved in the school in many w ays. The Tahoma parent organization (PIVOT is responsible for coordinating Tahoma volunteer needs
and activities, and recording volunteer participation. The parent management team strives to match school needs w ith the interests and schedules of each family
and values input from the entire Tahoma community. PIVOT is divided into 6 functional committees w ith Managers for each group, and leads for each subgroup.
The committees are as follow s: Fundraising, Communications, Events, Student Recruiting, and Facilities. Some examples of volunteer opportunities include:
Driving, chaperoning, or helping to plan the school camping trip
Driving, chaperoning, or helping to plan grade level Study Trips
Helping to serve lunch
Doing data entry, mailings, translation, & other community outreach
Assisting w ith Open Houses & other recruiting events
Helping w ith the college process
Assisting w ith school clubs and sports
Tahoma's PIVOT w ebsite can be found at: https://sites.google.com/site/tahomaspivot/
Last updated: 1/27/2015
State Priority: Pupil Engagement
The SARC provides the follow ing information relevant to the Pupil Engagement State Priority (Priority 5):
High school dropout rates; and
High school graduation rates.
Dropout Rate and Graduation Rate (Four-Year Cohort Rate)
School
Indicator
2010-11
2011-12
District
2012-13
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
79.98
82.2
82.92
77.14
78.87
80.44
Dropout Rate
Graduation Rate
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart
1.0
Page 14 of 25
2013-14 SARC - Summit Public School: Tahoma
1.0
Dropout Rate
Graduation Rate
0.5
0.0
-0.5
-1.0
2010-11
2011-12
2012-13
Last updated: 1/27/2015
Page 15 of 25
2013-14 SARC - Summit Public School: Tahoma
Completion of High School Graduation Requirements
Graduating Class of 2013
Group
School
District
State
All Students
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Haw aiian or Pacific Islander
W hite
Tw o or More Races
Socioeconomically Disadvantaged
English Learners
Students w ith Disabilities
Page 16 of 25
2013-14 SARC - Summit Public School: Tahoma
Last updated: 1/27/2015
State Priority: School Climate
The SARC provides the follow ing information relevant to the School Climate State Priority (Priority 6):
Pupil suspension rates;
Pupil expulsion rates; and
Other local measures on the sense of safety.
Suspensions and Expulsions
School
Rate
District
State
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
Suspensions
4.40
3.30
4.10
5.30
5.70
5.30
5.70
5.10
4.40
Expulsions
1.80
5.20
0.00
0.00
0.10
0.00
0.10
0.10
0.10
Suspensions
Expulsions
6
6.0
5
School Suspensions
School Expulsions
District Suspensions
State Suspensions
District Expulsions
State Expulsions
5.0
4
4.0
3
3.0
2
2.0
1
1.0
0
0.0
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
Last updated: 1/27/2015
Page 17 of 25
2013-14 SARC - Summit Public School: Tahoma
School Safety Plan - Most Recent Year
Tahoma has w orked hard to ensure the School Safety Plan meets or exceeds safety standards. There is a designated team on site to review and monitor the
safety plan periodically. The Plan includes but is not limited to Emergency Safety Drills, building inspections and safety training for staff members. All staff and
students participate in training to ensure familiarity w ith emergency procedures. All staff members are certified in first aid and CPR.
The School also complies w ith the Education Code requirement that each new employee be fingerprinted for the purpose of obtaining a criminal background
check as a condition of employment. Tahoma follow s standard health and safety practices as required by State and local law .
All visitors to the school are required to sign in and indicate the purpose of their visit. No unauthorized visitors are allow ed on the campus. The School practices
close communication w ith parents, such as calling home w hen a student is sick or in the case of a medical emergency to ensure the health and safety of the
student body.
Last updated: 1/27/2015
Page 18 of 25
2013-14 SARC - Summit Public School: Tahoma
D. Other SARC Information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)
AYP Criteria
School
Made AYP Overall
No
Met Participation Rate - English-Language Arts
Yes
Met Participation Rate - Mathematics
Yes
Met Percent Proficient - English-Language Arts
No
Met Percent Proficient - Mathematics
No
Met Graduation Rate
N/A
District
Last updated: 1/27/2015
Federal Intervention Program (School Year 2014-15)
Indicator
School
District
In PI
In PI
2013-2014
2007-2008
Year 2
Year 3
Number of Schools Currently in Program Improvement
N/A
10
Percent of Schools Currently in Program Improvement
N/A
66.7%
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement *
Note: Cells w ith NA values do not require data.
* DW (determination w aiver) indicates that the PI status of the school w as carried over from the prior year in accordance w ith the flexibility granted through the federal
w aiver process.
Last updated: 1/27/2015
Page 19 of 25
2013-14 SARC - Summit Public School: Tahoma
Average Class Size and Class Size Distribution (Elementary)
2011-12
2012-13
Number of Classes *
Grade Level
Average Class Size
1-20
21-32
33+
2013-14
Number of Classes *
Average Class Size
1-20
21-32
33+
Number of Classes *
Average Class Size
1-20
21-32
33+
K
1
2
3
4
5
6
Other
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
Last updated: 1/27/2015
Average Class Size and Class Size Distribution (Secondary)
2011-12
2012-13
Number of Classes *
Subject
2013-14
Number of Classes *
Average Class Size
1-22
23-32
33+
Average Class Size
1-22
23-32
English
24.5
0
4
0
25.0
2
6
Mathematics
24.5
4
2
2
51.0
Science
26.0
0
4
0
25.0
1
Social Science
24.5
0
4
0
25.0
2
33+
Number of Classes *
Average Class Size
1-22
23-32
23.0
4
8
23.0
4
8
7
23.0
4
8
6
23.0
4
8
6
33+
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is
reported by subject area rather than grade level.
Last updated: 1/27/2015
Page 20 of 25
2013-14 SARC - Summit Public School: Tahoma
Academic Counselors and Other Support Staff (School Year 2013-14)
Title
Number of FTE* Assigned to School
Average Number of Students per Academic Counselor
Academic Counselor
Counselor (Social/Behavioral or Career Development)
N/A
Library Media Teacher (librarian)
N/A
Library Media Services Staff (paraprofessional)
N/A
Psychologist
N/A
Social W orker
N/A
Nurse
N/A
Speech/Language/Hearing Specialist
N/A
Resource Specialist (non-teaching)
N/A
Other
2.0
N/A
Note: Cells w ith N/A values do not require data.
* One Full Time Equivalent (FTE) equals one staff member w orking full time; one FTE could also represent tw o staff members w ho each w ork 50 percent of full time.
Last updated: 1/27/2015
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)
Total Expenditures Per
Pupil
Expenditures Per Pupil
(Supplemental/Restricted)
Expenditures Per
Pupil
(Basic/Unrestricted)
Average Teacher
Salary
$9,415
$3,124
$6,290
$52,904
District
N/A
N/A
N/A
N/A
Percent Difference – School Site and
District
N/A
N/A
N/A
N/A
State
N/A
N/A
$4,690
N/A
Percent Difference – School Site and State
N/A
N/A
N/A
N/A
Level
School Site
Note: Cells w ith N/A values do not require data.
Last updated: 1/30/2015
Page 21 of 25
2013-14 SARC - Summit Public School: Tahoma
Types of Services Funded (Fiscal Year 2013-14)
Tahoma’s parents fundraises each year betw een 3 and 5 % of total revenue. Each year, Tahoma determines w hich programs w ould best benefit from this
funding and the overall funding from the state.
Additionally, Tahoma outsources to various parties for its Expeditions courses, operations and housekeeping (custodial services, facilities, and lunch), back office
support (accounting, payroll), special education (testing, placements), athletics (coaching), and legal counsel.
W e also have many different types of programs and services available at the school that support and assist students. Those are:
Office Hours - before or after school, there are about 5 hours w here students can come get support from their teachers and peers outside of the regular
school day. During these office hours, teachers are available to support students in their learning of content, practice on skills they haven’t mastered yet,
or to get w ork done in a quiet and safe place.
Tutoring Bar - during the school day, w e also offer times w here students can get support from their teachers through a structure called the tutoring bar.
At the tutoring bar, teachers make themselves available to support students in practicing their self-directed learning, to learn content of their courses, or
to w ork on skills that are important for their projects.
Summit Reads - during the school day, w e also offer times w here students can get support in their reading. There is a dedicated time everyday w hen
students are required to read, and w e use data to decide w hat level of support students need in their reading. Students w ho are reading at grade level
are simply required to read for that time. Students reading below grade level use a reading remediation program to support them in actually learning the
skills necessary to get back to grade level. And students w ho are far below grade level in their reading have small, teacher-driven reading remediation to
learn remedial reading skills.
Summit Solves - similarly to Summit Reads, during the school day, w e offer times w here students can get support in their numeracy. This is a dedicated
time everyday w hen students are required to w ork on math, and w e use data to decide w hat level of suppor students need in their numeracy. Students
w ho are at grade level w ith their numeracy are simply required to do math problems at their grade level for this time. Students w ho are below grade level
are doing math at their math level, and students w ho are far below grade level have small, teacher-driven numeracy remediation to learn remedial
mathematics skills.
Peer tutoring - during the day, as w ell as after school, w e also have times w here students support other students academically. The peer tutoring club is
something driven by students, and is used w idely by students to get help on content or skills for their courses.
Reading Plus - is a program w e use to support students in their reading. It is a program designed to teach students how to improve in their reading, w ith
exercises and tests that have proven grow th in comprehension, scanning, and reading speed.
Mentor Check ins - every student, every w eek, has an extended check in w ith their mentor. During this check in, mentors use this as an opportunity to
support students in goal-setting, making plans, advocating for them, and how to improve their learning habits. This is a structured time w here mentors can
get at the root causes of w hy students need support.
Data - w e also have a dedicated time for teachers to look at achievement data and meet in teams to dissect and make plans for students w ho need
support. Every w eek, there is a time for data to be looked at to help students make plans, identify students w ho need more targeted support, and to
see w hich students need to be more challenged.
Last updated: 1/27/2015
Teacher and Administrative Salaries (Fiscal Year 2012-13)
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
N/A
N/A
Mid-Range Teacher Salary
N/A
N/A
Highest Teacher Salary
N/A
N/A
Average Principal Salary (Elementary)
N/A
N/A
Average Principal Salary (Middle)
N/A
N/A
Average Principal Salary (High)
N/A
N/A
Superintendent Salary
N/A
N/A
Percent of Budget for Teacher Salaries
%
%
Percent of Budget for Administrative Salaries
%
%
For detailed information on salaries, see the CDE Certificated Salaries & Benefits W eb page at http://w w w .cde.ca.gov/ds/fd/cs/ .
Page 22 of 25
2013-14 SARC - Summit Public School: Tahoma
Teacher Salary Chart
Principal Salary Chart
1.0
1.0
0.5
0.5
0.0
0.0
-0.5
-0.5
-1.0
Beginning Teacher Salary
Mid-Range Teacher Salary
Highest Teacher Salary
-1.0
Average Principal Salary
(Elementary)
Average Principal Salary
(Middle)
Average Principal Salary
(High)
Last updated: 1/27/2015
Page 23 of 25
2013-14 SARC - Summit Public School: Tahoma
Advanced Placement Courses (School Year 2013-14)
Subject
Number of AP Courses Offered*
Computer Science
English
N/A
4
Fine and Performing Arts
Foreign Language
Percent of Students In AP Courses
N/A
N/A
2
N/A
Mathematics
N/A
Science
N/A
Social Science
4
N/A
All Courses
10
4.2
Note: Cells w ith N/A values do not require data.
*W here there are student course enrollments.
Last updated: 1/27/2015
Page 24 of 25
2013-14 SARC - Summit Public School: Tahoma
Professional Development – Most Recent Three Years
Professional development starts w ith every Summit teacher an empow ered, self-directed and continuous learner w ho is w orking to improve student outcomes
every day. W e know that providing students w ith high-quality, high-impact teachers is one of the most important factors in their success.
Every year, the faculty comes together to look at student acheivement data as w ell as reflections from the previous year to determine the needs of the school
and its students. From there, w e decide w hat school goals most align to better support teacher grow th and student achievement. For example, these school
goals include: creating and maintaining a college-bound culture, actively engaging students in learning, creating a sense of belonging and ow nership, and making
progress in our w ork daily. These goals then inform the w ork that w e do as a faculty and the individual goals of each teacher.
Teachers professionally develop skills and know ledge focused on enabling high-impact activities w ith every student, every day. W e do this through an innovative
professional development program in w hich:
• Every teacher participates in 40 days of professional development each year.
• Every teacher has access to professional development experiences that are personalized to meet their needs, goal-driven, and supported by high-quality tools
and resources. These experiences could be w orkshops, collaboration w ith colleagues, peer observations, support from external partners, and individual coaching
from administration.
• Every teacher’s development is linked to student success.
• Every teacher has the opportunity to share best practices and collaborate w ith his or her peers to ensure w e are alw ays providing students w ith the highest
quality education.
These professional development experiences must ensure that teachers are empow ered to drive their ow n development, grow th and improvement.
Tahoma believes that it is possible to attract and retain talented teachers by sharing a dynamic vision committed to excellence. Creating a professional Tahoma
relies heavily on the professional development of our staff.
Every teacher has a tw o hour block of time every day to plan individually or to w ork w ith other department members for collaborative planning. Each w eek,
approximately 4 hours of time is allotted for staff meeting time; this time is broken dow n in to full faculty planning for common goals, visions, and school w ide
concerns, grade level time, and time for teams and individuals can w ork tow ards meeting goals set forth on their personal educator plans.
Last updated: 1/26/2015
Page 25 of 25