2018–2019 School Accountability Report Card

School Accountability Report Card

Reported Using Data from the 2018–2019 School Year

California Department of Education
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).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 and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
  • For more information about SARC requirements, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.
  • For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.
  • For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

California School Dashboard

The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.

Kelly Lowry, Principal

  • Principal, Point Loma High

About Our School

We promise to prepare our students to meet the challenges of their futures.  Every member of the Point Loma School community will help students…


  • Know who they are as individuals through focuses on students:

    • strengths, interests, challenges, and values

  • Have a plan for the next steps after high school

  • Know the steps to achieve their own plan 

    • School, career, vocation, military

  • Build the necessary knowledge, skills, and attitudes to succeed?

So that when students graduate they have developed a road map to guide them through the next steps in their life’s journey.

Contact

Point Loma High
2335 Chatsworth Blvd.
San Diego, CA 92106-1646

Phone: 619-860-5000
Email: klowry@sandi.net




About This School

Contact Information (School Year 2019–2020)

District Contact Information (School Year 2019–2020)
District Name
San Diego Unified
Phone Number
(619) 725-8000
Superintendent
Cindy Marten
Email Address
cmarten@sandi.net
Website
www.sandi.net
School Contact Information (School Year 2019–2020)
School Name
Point Loma High
Street
2335 Chatsworth Blvd.
City, State, Zip
San Diego, Ca, 92106-1646
Phone Number
619-860-5000
Principal
Hans Becker, Principal
Email Address
hbecker@sandi.net
Website
www.pointlomahigh.com
County-District-School (CDS) Code
37683383735750

Last updated: 1/17/2020



Student Enrollment by Grade Level (School Year 2018–2019)

Most of the data in this SARC are from the 2017–18 school year or the two preceding years (2015–16 and 2016–17). Graduation, dropout, and fiscal data are from 2016–17. Contact information and data on facilities, curriculum and instructional materials, and certain teacher information are from the 2018–19 school year. When no year is specified, data are from the most recent year available. Data included in this SARC are consistent with State Board of Education guidelines, available at the California Department of Education website: www.cde.ca.gov/ta/ac/sa/.

Grade Level Number of Students
Grade 9 486
Grade 10 485
Grade 11 480
Grade 12 456
Total Enrollment 1907

Last updated: 1/17/2020

Student Enrollment by Student Group (School Year 2018–2019)

Student Group Percent of Total Enrollment
Black or African American 2.70 %
American Indian or Alaska Native 0.30 %
Asian 1.90 %
Filipino 1.00 %
Hispanic or Latino 36.50 %
Native Hawaiian or Pacific Islander 0.50 %
White 49.60 %
Two or More Races 7.20 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 36.10 %
English Learners 3.80 %
Students with Disabilities 9.40 %
Foster Youth 0.20 %
Homeless 1.60 %

State Priority: Basic

The SARC provides the following information relevant to the State priority: Basic (Priority 1):

  • Degree to which 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

This table displays the number of teachers assigned to the school who are fully credentialed, who are working without a full credential, and who are credentialed but teaching outside of their subject area of competence. District totals do not include charter schools. Detailed information about teachers’ qualifications can be found on the CDE DataQuest website at dq.cde.ca.gov/dataquest/.

* This year’s data were unavailable at the time of publication. For up-to-date information, contact the San Diego Unified School District’s Human Resources Department: credentials@sandi.net or www.sandiegounified.org/human-resources.


Teachers		 School
2017–2018		 School
2018–2019		 School
2019–2020		 District
2019–2020
With Full Credential
Without Full Credential
Teachers Teaching Outside Subject Area of Competence (with full credential)

Last updated: 1/17/2020

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teachers assigned to the school who are fully credentialed, who are working without a full credential, and who are credentialed but teaching outside of their subject area of competence. District totals do not include charter schools. Detailed information about teachers’ qualifications can be found on the CDE DataQuest website at dq.cde.ca.gov/dataquest/.

* This year’s data were unavailable at the time of publication. For up-to-date information, contact the San Diego Unified School District’s Human Resources Department: credentials@sandi.net or www.sandiegounified.org/human-resources.

Indicator 2017–2018 2018–2019 2019–2020
Misassignments of Teachers of English Learners 0 0 0
Total Teacher Misassignments* 0 0 0
Vacant Teacher Positions 0 0 0
Note: “Misassignments” refers to the number of positions filled by teachers who 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: 1/31/2020


Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2019–2020)

The district adopts textbooks and instructional materials based on the implementation cycle established by the state. The district provides a sufficient number of standards-aligned textbooks and other instructional materials for all students in the subject areas of English language arts, health, history–social science, mathematics, science, and world languages. Science laboratory equipment is available to students enrolled in laboratory science courses in grades 9–12. The following table displays information about the availability of the standards-aligned textbooks and other instructional materials used at the school.

All textbooks and instructional materials come from state or district lists. Descriptions of the district’s courses, including current instructional materials, may be found in the Course of Study, TK–12, revised annually and available on-line at www.sandiegounified.org/course-study.

Year and month in which the data were collected: December 2019

Subject Textbooks and Other Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy
Reading/Language Arts

English 1,2 Literature for California, Grade 9, McDougal Littell

English 3,4 Literature for California, Grade 10, McDougal Littell

English 3,4 Advanced Prentice Hall Literature: World Masterpieces, Pearson  Prentice Hall

American Literature 1,2 Language of Literature, American Literature, McDougal Littell

American Literature 1,2 Honors Language of Literature, American Literature, McDougal Littell

Contemporary Voices in Literature 1,2 Contemporary Reader, Prentice Hall Legacies, Thomson Learning

World Literature 1,2 The Language of Literature, World Literature, McDougal Littell

English Language & Composition AP 1,2 Readings for Writers, Thomson Learning Norton Reader, Norton

English Literature 1,2 Timeless Voices, Timeless Themes—The British Tradition, Prentice Hall

English Literature Literature: Reading Fiction, Poetry, and Drama, Glencoe/McGraw-Hill

Writers Workshop 1,2 Steps to Writing Well, with Additional Readings, Thomson Learning

Writers INC, Great Source

 Yes 0.00 %
Mathematics

Math 9–10 Integrated Math I Mathematics I: Integrated CME Project, Pearson

Math 9-10 Advanced Integrated Math I Mathematics I: Integrated CME Project, Pearson

Math 9–11 Integrated Math II Mathematics II: Integrated CME Project, Pearson

Math  9–11 Advanced Integrated Math II Mathematics II: Integrated CME Project, Pearson

Math 10–12 Integrated Math III Mathematics III: Integrated CME Project, Pearson

Math 10–12 Advanced Integrated Math III  Mathematics III: Integrated CME Project, Pearson

Math 11–12 Precalculus 1-2 Honors Precalculus: Graphical, Numerical, Algebraic, Prentice Hall

Math 11–12 Precalculus 1-2 Precalculus, Prentice Hall

Math 11–12 Statistics and Data Analysis 1-2 Workshop Statistics: Discovery with Data and the Graphing Calculator, Key Curriculum Press

Math 11–12 Statistics 1-2 AP The Practice of Statistics for the AP Exam, BFW/Freeman

Math 11–12 Topics in Discrete Mathematics 1,2  Finite Mathematics and Calculus with Applications, Prentice Hall

Math 11-12 Calculus AB 1,2 AP Calculus: Graphical, Numerical, Algebraic AP, Pearson

Math 11-12 Calculus BC 1,2 AP Calculus: Graphical, Numerical, Algebraic AP, Pearson

 Yes 0.00 %
Science

Science 9–12 Earth Science 1,2 Holt Earth Science, California Edition, Holt Rinehart Winston

Science 9–12 Physics 1,2 Conceptual Physics, Pearson Prentice Hall

Science 9–12 Physics 1,2 Advanced CA Physics: Principles and Problems, Glencoe/McGraw-Hill

Science 11–12 Physics I A,B AP Wilson and Buffa, Physics, Prentice Hall

Science 11–12  Physics II A,B AP Wilson and Buffa, Physics, Prentice Hall

Science 11–12 Physics C 1,2 AP Physics for Scientists and Engineers, Cengage

Science 9–12 Chemistry 1,2 Chemistry, California Edition, Prentice Hall

Science 9–12 Chemistry 1,2 Honors Principles of General Chemistry, Glencoe McGraw-Hill

Science 11–12 Chemistry 1,2 AP Chemistry: The Central Science, Prentice Hall

Science 9–12 Biology 1,2 BSCS Biology: A Human Approach, Kendall Hunt

Science 9–12 Biology 1,2 Advanced Biology: Concepts and Connections, Pearson Prentice Hall

Science 11–12 Biology 1,2 AP Campbell Biology AP Pearson

Science 11–12 Marine Science 1,2 Oceanography: An Invitation to Marine Science, Thomson

Science 11–12 Physiology 1,2 Principles of Anatomy and Physiology, Wiley

Science 11–12 Environmental Science 1,2 AP Environment: The Science Behind the Stories AP, Pearson

 Yes 0.00 %
History-Social Science

H-SS 10 World History 1,2 Advanced  World History: Modern Times, California Edition, Glencoe

H-SS 10 World History 1-2 AP The Earth and Its Peoples, McDougal Littell

H-SS 10-12 European History 1,2 AP Western Civilization, Thomson

H-SS 10-12 Psychology 1,2 AP Myer’s Psychology for AP, BFW/Worth

H-SS 11 U.S. History & Geography 1,2 The Americans: Reconstruction to the 21st Century, California Edition, McDougal Littell

H-SS 11 U.S. History & Geography 1,2 Honors A People and a Nation, McDougal Littell

H-SS 11 U.S. History 1,2 AP AP American History: Connecting with the Past, McGraw-Hill

H-SS 12 Principles of Economics 1 Economics: Principles In Action, Prentice Hall

H-SS 12 Government 1 United States Government: Democracy in Action, Glencoe

H-SS 12 Government & Politics: United States AP Government in America: People, Politics, and Policy AP, Pearson

H-SS 12 Microeconomics 1 AP Economics, Glencoe/McGraw-Hill

H-SS 12 Macroeconomics 2 AP Economics, Glencoe/McGraw-Hill

 Yes 0.00 %
Foreign Language 0.00 %
Health 0.00 %
Visual and Performing Arts 0.00 %
Science Lab Eqpmt (Grades 9-12) N/A N/A 0.00 %
Note: Cells with N/A values do not require data.

Last updated: 1/17/2020


School Facility Conditions and Planned Improvements

Point Loma High is the third oldest high school in the San Diego Unified School District. As such it has continuously evolved over the years. The campus is consistently being updated and upgraded to meet the needs of the 21st century learner. Many new buildings and facilities have been completed recently over the years due to Propositions MM, S & Z. This includes our new state of the art stadium lighting, sound system and scoreboard. We recently completed our gym improvements which include, new flooring, paint and bleachers. A new electronic marquee will be installed by June, 2019. We are looking forward to our whole site modernization beginning the summer of 2019. This will include the demolition of the existing 800 building and the construction of a new state-of-the-art learning commons and 20 new classrooms.

Last updated: 1/17/2020

School Facility Good Repair Status

Using the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:
  • Determination of repair status for systems listed
  • Description of any needed maintenance to ensure good repair
  • The year and month in which the data were collected
  • The rate for each system inspected
  • The overall rating

Year and month of the most recent FIT report: November 2019

System Inspected Rating Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Good
Interior: Interior Surfaces Fair

wall damage - in progress
Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Good
Electrical: Electrical Fair

missing diffusers, appliances plugged into power strips - in progress
Restrooms/Fountains: Restrooms, Sinks/Fountains Fair

loose toilets, leaking faucet - in progress
Safety: Fire Safety, Hazardous Materials Good
Structural: Structural Damage, Roofs Good
External: Playground/School Grounds, Windows/Doors/Gates/Fences Good

Overall Facility Rate

Year and month of the most recent FIT report: November 2019

Overall Rating Good

Last updated: 1/17/2020


State Priority: Pupil Achievement

The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):

  • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

  • The percentage of students who 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.


CAASPP Test Results in ELA and Mathematics for All Students
Grades Three through Eight and Grade Eleven
Percentage of Students Meeting or Exceeding the State Standard

CAASPP scores are ranked according to four “performance levels”: Level 1 indicates that the student has not met the standard tested; Level 2 indicates that the student has nearly met the standard; Level 3 indicates that the student has met the standard; Level 4 indicates that the student has exceeded the standard. Students scoring at Levels 3 and 4 have met state standards in that content area.

Note: In the tables that follow the number of students tested includes students who did not receive a valid test score; however, achievement-level percentages have been calculated using only those students who did receive valid scores.


Subject		 School
2017–2018		 School
2018–2019		 District
2017–2018		 District
2018–2019		 State
2017–2018		 State
2018–2019
English Language Arts / Literacy (grades 3-8 and 11) 70.0% 63.0 55.0% 55.0 50.0% 50.0
Mathematics (grades 3-8 and 11) 43.0% 37.0 45.0% 46.0 38.0% 39.0

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Note: Percentages are not calculated when 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.
Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Last updated: 1/17/2020

CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2018–2019)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students 459 443 96.51% 3.49% 62.98%
Male 243 238 97.94% 2.06% 56.72%
Female 216 205 94.91% 5.09% 70.24%
Black or African American 14 12 85.71% 14.29% 16.67%
American Indian or Alaska Native -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Latino 181 175 96.69% 3.31% 51.43%
Native Hawaiian or Pacific Islander -- -- -- --
White 208 201 96.63% 3.37% 74.13%
Two or More Races 37 36 97.30% 2.70% 69.44%
Socioeconomically Disadvantaged 188 178 94.68% 5.32% 51.12%
English Learners 39 37 94.87% 5.13% 10.81%
Students with Disabilities 39 35 89.74% 10.26% 25.71%
Students Receiving Migrant Education Services
Foster Youth -- -- -- --
Homeless -- -- -- -- --

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

Last updated: 1/17/2020

CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2018–2019)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students 459 441 96.08% 3.92% 37.41%
Male 243 237 97.53% 2.47% 35.86%
Female 216 204 94.44% 5.56% 39.22%
Black or African American 14 12 85.71% 14.29% 16.67%
American Indian or Alaska Native -- -- -- --
Asian -- -- -- --
Filipino -- -- -- --
Hispanic or Latino 181 174 96.13% 3.87% 24.14%
Native Hawaiian or Pacific Islander -- -- -- --
White 208 200 96.15% 3.85% 48.00%
Two or More Races 37 36 97.30% 2.70% 38.89%
Socioeconomically Disadvantaged 188 178 94.68% 5.32% 25.84%
English Learners 39 37 94.87% 5.13% 2.70%
Students with Disabilities 39 35 89.74% 10.26% 11.43%
Students Receiving Migrant Education Services
Foster Youth -- -- -- --
Homeless -- -- -- -- --

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

Last updated: 1/17/2020




CAASPP Test Results in Science for All Students
Grades Five, Eight and High School
Percentage of Students Meeting or Exceeding the State Standard

Subject		 School
2017–2018		 School
2018–2019		 District
2017–2018		 District
2018–2019		 State
2017–2018		 State
2018–2019
Science (grades 5, 8, and high school) N/A N/A N/A N/A N/A N/A

Note: The 2016–17 and 2017–18 data are not available. The CDE is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST will be administered operationally during the 2018–19 school year. The CAA for Science was pilot-tested for two years (i.e., 2016–17 and 2017–18) and the CAA for Science will be field-tested in 2018–19.
Note: Science test results include the CAST and the CAA for Science. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA for Science divided by the total number of students who participated on both assessments.
Note: This is a placeholder for the California Science Test (CAST) which was administered operationally during the 2018–19 school year. However, these data are not available for inclusion in the 2018–19 SARC posting due February 1, 2020. These data will be included in the 2019–20 SARC posting due February 1, 2021.

Last updated: 1/17/2020





Career Technical Education (CTE) Programs (School Year 2018–2019)

(PRINCIPAL: Edit your existing narrative, or add new site information, below.)


Career Technical Education (CTE) in San Diego Unified School District is a program of study involving a sequence of courses within an industry pathway that integrates core academic knowledge with technical skills. The program provides students with multiple pathways to college and careers. The career pathways are organized within 15 state-defined industry sectors, which have been identified as critical for the fiscal stability and prosperity of the State of California. Students complete a career pathway by (a) taking and passing three or more CTE courses in a single, defined field of study, (b) completing the pre- and co-requisite CTE and core curriculum courses, and (c) passing at least one CTE advanced-level course. Student internship opportunities are often available within the advanced-level CTE course curriculum. CTE programs of study often fulfill the “a–g” subject-area requirements of the University of California and the California State University and may lead to community college credit, an industry-recognized credential, a certificate, or a degree at the postsecondary level.


At Point Loma, we offer three pathways which are, Engineering, Arts & Entertainment and Health Sciences.  These pathways include the following courses: Intoduction to Engineering and Design, Principles of Engineering, Digital Electronics, Engineering Design & Development, Computer Graphic Design, Video Production, Cinematic Arts, Principles of Bio Medicine, Human Body Systems and Sports Medicine. The internships that students participate in, through these courses, give them a multitude of real world experiences.

Last updated: 1/31/2020


Career Technical Education (CTE) Participation (School Year 2018–2019)

Data reported in the following table are intended to measure the performance of the school’s career technical education (CTE) programs.

“Number of pupils” is the total number of students in all grades at the school who took at least one CTE course during the most recently completed school year.

“Pupils earning a high school diploma who also completed a CTE program” is the number of students who earned a high school diploma during the most recently completed school year and who completed a CTE program at some time during their high school career, divided by the total number of students who earned a high school diploma during the most recently completed school year.

“CTE courses sequenced between the school and postsecondary institutions” is the number of CTE courses the school offers that are sequence or linked (through formal articulation agreements) to courses or programs offered by colleges, universities, or other institutions of postsecondary education, divided by the total number of all CTE courses offered by the school. Such articulation provides high school students the opportunity to transfer smoothly into postsecondary education and training programs without experiencing delay or duplication of learning.

Measure CTE Program Participation
Number of Pupils Participating in CTE
Percent of Pupils that Complete a CTE Program and Earn a High School Diploma 43.20%
Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education --

Last updated: 1/31/2020

Courses for University of California (UC) and/or California State University (CSU) Admission

Admission to the University of California (UC) and California State University (CSU) requires completion of a specific set of college-preparatory courses that have been certified by UC. The table below displays two measures related to these courses at the school.

UC/CSU Course Measure Percent
2018–2019 Pupils Enrolled in Courses Required for UC/CSU Admission 99.84%
2017–2018 Graduates Who Completed All Courses Required for UC/CSU Admission 73.07%

Last updated: 1/31/2020

State Priority: Other Pupil Outcomes

The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):

  • Pupil outcomes in the subject area of physical education

California Physical Fitness Test Results (School Year 2018–2019)

The California Physical Fitness Test provides the outcomes in physical education and is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percentage of students tested who met the fitness standards for the most recent testing period. Data on students receiving migrant education services are not available. Detailed infor­mation regarding this test, and comparisons of a school’s test results to the district and state levels, may be found at the CDE website at www.cde.ca.gov/ta/tg/pf/.

Grade Level Percentage of Students Meeting Four of Six Fitness Standards Percentage of Students Meeting Five of Six Fitness Standards Percentage of Students Meeting Six of Six Fitness Standards

Note: Percentages are not calculated and double dashes (--) appear in the table when 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: 1/17/2020



State Priority: Parental Involvement

The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):

  • Efforts the school district makes to seek parent input in making decisions for the school district and each school site

Opportunities for Parental Involvement (School Year 2019–2020)

Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. There are many opportunities to be involved at Point Loma H.S., including: govern­ance committees, special events, classroom assistance, fundraising events, parent organizations and volunteering opportunities, and at the district level by participating in cluster councils and district advisory councils/committees. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment.


Parent, alumni, and community involvement is very active at Point Loma High School. Some of our organizations include the Pointer Association, Instructional Governance Council, School Site Council (SSC), Point Loma Cluster Schools, English Language Advisory Committee (ELAC), and several partnerships in education alliances. Opportunities for families to be involved in boosters is highly encouraged.


If you would like to get involved, please contact Hans Becker at (619) 860-5000.

Last updated: 1/17/2020


State Priority: Pupil Engagement

The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):

  • High school dropout rates; and
  • High school graduation rates

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

This table displays the school’s four-year “cohort” dropout rates and graduation rates for the most recent three-year period for which data are available. (A cohort is the group of first-time grade 9 students in a given school year, plus students who transfer in, less students who transfer out, emigrate, or die, during that and the following three school years. A graduate is a cohort member who earns a regular high school diploma by the end of the cohort’s fourth year.) For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the DataQuest website at dq.cde.ca.gov/dataquest/.


Indicator		 School
2015–2016		 School
2016–2017		 School
2017–2018		 District
2015–2016		 District
2016–2017		 District
2017–2018		 State
2015–2016		 State
2016–2017		 State
2017–2018
Dropout Rate -- -- -- -- -- -- -- -- --
Graduation Rate 96.40% 94.40% 93.40% 91.30% 82.00% 83.10% 83.80% 82.70% 83.00%
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

Last updated: 1/17/2020


State Priority: School Climate

The SARC provides the following information relevant to the State priority: School Climate (Priority 6):

  • Pupil suspension rates;
  • Pupil expulsion rates; and
  • Other local measures on the sense of safety


The following table shows the rates of suspensions and expulsions. Rates per 100 students are the total number of incidents divided by the school’s enrollment for the given year, multiplied by 100. The district comparison rates are the expected rates for the school’s enrollment and grade-level composition, based on actual districtwide rates. Because suspension and expulsion rates vary greatly by grade level, and since any given two schools are not likely to have identical enrollment numbers per grade, schools will have different district comparison rates. District figures do not include charter schools.

Suspensions and Expulsions

Rate School
2016–2017		 School
2017–2018		 School
2018–2019		 District
2016–2017		 District
2017–2018		 District
2018–2019		 State
2016–2017		 State
2017–2018		 State
2018–2019
Suspensions 2.70% 2.50% 1.90% 3.30% 3.50% 3.60% 3.60% 3.50% 3.50%
Expulsions 0.00% 0.10% 0.20% 0.00% 0.10% 0.10% 0.10% 0.10% 0.10%

Last updated: 1/17/2020


School Safety Plan (School Year 2019–2020)

Last Review/Update: September, 2019


Last Discussed with Staff: January, 2020


School safety is the district’s top priority. District leadership, principals, teachers, support staff, school police services, and community partners collaborate to ensure a safe school environment, including efforts to mitigate, prepare, and respond to emergency situations. To ensure safety and security, each school has a state-mandated individual Comprehensive School Safety Plan, containing policies and procedures to address the safe school climate and emergency readiness to include a safe entry and exit of students; serious disciplinary problems; discrimination, harassment and bullying; mandated child abuse reporting procedures; substance abuse prevention programs; and, gang dress attire prohibition policy.


Adult supervision is provided in the classrooms and outside areas before, during, and after school hours. Under the direction of the principal or site administrator, school staff members implement specific school-building security procedures. In addition, district offices support schools by reviewing and disseminating safety requirements and information, coordinating safety-related services, and providing safety training and assistance.


 

Last updated: 1/17/2020

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.


Average Class Size and Class Size Distribution (Secondary) (School Year 2016–2017)

Subject Average Class Size Number of Classes *
1-22 		Number of Classes *
23-32 		Number of Classes *
33+
English 30.00 10 23 33
Mathematics 28.00 9 28 23
Science 26.00 13 16 34
Social Science 31.00 6 7 32

* 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.


Average Class Size and Class Size Distribution (Secondary) (School Year 2017–2018)

Subject Average Class Size Number of Classes *
1-22 		Number of Classes *
23-32 		Number of Classes *
33+
English 30.00 7 18 39
Mathematics 29.00 8 30 24
Science 27.00 13 19 30
Social Science 28.00 6 25 24

* 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.


Average Class Size and Class Size Distribution (Secondary) (School Year 2018–2019)

Subject Average Class Size Number of Classes *
1-22 		Number of Classes *
23-32 		Number of Classes *
33+
English 29.00 8 32 27
Mathematics 28.00 13 33 19
Science 28.00 10 19 29
Social Science 27.00 12 22 23

* 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: 1/17/2020


Ratio of Pupils to Academic Counselor (School Year 2018–2019)

Title Ratio**
Counselor* 381.40

*One full time equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

**Average Number of Pupils per Counselor

Last updated: 1/17/2020


Student Support Services Staff (School Year 2018–2019)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff members who are assigned to the school. The table also displays the average number of students for each academic counselor.

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 5.00
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional)
Psychologist 2.00
Social Worker
Nurse 1.00
Speech/Language/Hearing Specialist 1.00
Resource Specialist (non-teaching)
Other

*One full time equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Last updated: 1/17/2020


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2017–2018)

The following table displays this school’s expenditures per student from basic (unrestricted) sources, from any supplemental (restricted) sources, and its total per-pupil expenditures. The table also provides a comparison of the school’s per-pupil expenditures from basic sources with other schools in the district and throughout the state. Finally, it compares the average teacher salary at the school with average teacher salaries in the district and the state.

Basic or unrestricted sources are funds that, except for general guidelines, are not controlled by law or by a donor. Supplemental or restricted sources are funds whose use is controlled by law or by a donor. Money that is designated for specific purposes by the Board of Education is not considered restricted.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education and Per-pupil Spending webpage: www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries and Benefits webpage: www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data website at: www.ed-data.org.

Level Total Expenditures Per Pupil Expenditures Per Pupil
(Restricted) 		Expenditures Per Pupil
(Unrestricted) 		Average Teacher Salary
School Site -- -- -- --
District N/A N/A -- --
Percent Difference – School Site and District N/A N/A -- --
State N/A N/A -- --
Percent Difference – School Site and State N/A N/A -- --

Note: Cells with N/A values do not require data.

Last updated: 2/5/2020


Types of Services Funded (Fiscal Year 2018–2019)

The district’s general fund includes monies for:



  • General operations—salaries, benefits, services, materials, and support to the general education

  • Special Education—programs offering appropriate, individualized instruction to students with special needs

  • Special projects—monies from agencies (federal or state) earmarked for specific programs/projects or services

  • Transportation

  • Maintenance and operations

  • District administration


Each school in the district receives an instructional budget based on enrollment, programs, and formulas set by Board of Education policy, state law, agreements with employee bargaining units, and guidelines of outside funding sources.

Last updated: 1/17/2020


Teacher and Administrative Salaries (Fiscal Year 2017–2018)

This table displays district-level salary information for teachers, principals, and the superintendent, and compares these figures to the state aver­ages for districts of the same type and size. The table also displays teachers and administrative salaries as a percentage of a district’s budget, and compares these figures to the state averages for districts of the same type and size.

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $46,124 $48,612
Mid-Range Teacher Salary $70,086 $74,676
Highest Teacher Salary $95,262 $99,791
Average Principal Salary (Elementary) $125,328 $125,830
Average Principal Salary (Middle) $128,724 $131,167
Average Principal Salary (High) $138,823 $144,822
Superintendent Salary $259,600 $275,796
Percent of Budget for Teacher Salaries 35.00% 34.00%
Percent of Budget for Administrative Salaries 4.00% 5.00%

For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/ .

Teacher Salary Chart
Principal Salary Chart

Last updated: 1/17/2020

Advanced Placement (AP) Courses (School Year 2018–2019)

This table displays for the most recent year the number of Advanced Placement (AP) courses offered by the school, by subject, in which at least one student was enrolled, and the percent­age of the school’s students enrolled in all AP courses.

Subject Number of AP Courses Offered* Percent of Students In AP Courses
Computer Science N/A
English N/A
Fine and Performing Arts N/A
Foreign Language N/A
Mathematics N/A
Science N/A
Social Science N/A
All Courses 48.00%

Note: Cells with N/A values do not require data.

*Where there are student course enrollments of at least one student.

Last updated: 1/17/2020


Professional Development

Measure 2017–2018 2018–2019 2019–2020
Number of school days dedicated to Staff Development and Continuous Improvement