Cuesta College(SLO Campus)

Cuesta College(South County Center)

Cuesta College(North County Campus)

San Luis Obispo County SchoolsAnnual Education Report 2013

0Years

CUESTACOLLEGE

1963 - 201 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 A T I O N R E P O R T 2 0132

F R O M T H E 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 a n d T H E S U P E R I N T E N D E N T / P R E S I D E N T O F C U E S T A C O L L E G E

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.

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,

Julian D. CrockerCounty Superintendent of Schools

Our future depends on the investment we make in the education of our children today.

Gil StorkCuesta College Superintendent/President

L to R: Count y Super in tendent o f Schoo ls Ju l ian Crocker and Cues ta Col lege Super in tendent/President Gi l S tork.

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 A T I O N R E P O R T 2 013 3

E X PA N D I N G A C C E S S F O R Q U A L I T Y P R E S C H O O LA 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.

T H E C H A N G I N G N AT U R E O F H O W S T U D E N T S L E A R N 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 F O R T H E F U T U R EMany 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.

C H A L L E N G E S F O R T H E F U T U R E

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 PData 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.

P R O V I D I N G Q U A L I T Y T E A C H E R SThe 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 exper-tise 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.

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.

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 A T I O N R E P O R T 2 0134

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.

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.

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.

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.

FREE/REDUCED - PRICE MEALS*

*Measure of Pover t y

DISTRICT K 1 2 3 4 5 6 7 8 9 10 11 12 MALE FEMALE TOTAL

ATASCADERO U.S.D. 399 327 360 360 378 379 339 371 328 0 366 378 385 402 12 2,435 2,349 4,784

CAYUCOS E.S.D.* 19 21 23 30 28 15 23 32 26 0 - - - - - 112 105 217

COAST U.S.D. 71 35 43 75 59 52 54 59 60 0 62 62 70 60 0 396 366 762

LUCIA MAR U.S.D. 825 796 732 752 761 724 778 820 874 0 911 880 840 872 0 5440 5125 10,565

PASO ROBLES J.U.S.D. 512 481 462 495 485 443 509 500 448 0 574 570 547 566 12 3311 3293 6,604

PLEASANT VALLEY J.U.E.S.D.* 17 14 14 15 12 19 11 11 13 0 - - - - - 55 71 126

SAN LUIS COASTAL U.S.D. 600 588 604 600 592 539 555 555 535 0 569 620 571 607 0 3881 3654 7,535

SAN MIGUEL J.U.S.D. 97 90 88 84 104 84 78 47 54 0 - - - - - 391 335 726

SHANDON J.U.S.D. 29 28 23 34 28 28 26 26 14 0 21 13 16 22 0 151 157 308

TEMPLETON U.S.D. 212 150 153 151 159 165 171 188 171 0 191 235 210 204 0 1173 1187 2,360

SLO COUNTY OFFICE OF EDUCATION 7 7 9 7 6 10 6 4 22 0 31 82 194 255 27 465 202 667

GRAND TOTALS 2,788 2,537 2,511 2,603 2,612 2,458 2,550 2,613 2,545 0 2,725 2,840 2,833 2,988 51 17,810 16,844 34,654

*THESE DISTRICTS SERVE KINDERGARTEN THROUGH EIGHTH GRADE ONLY. SOURCE: CALIFORNIA LONGITUDINAL PUPIL ACHIEVEMENT DATA SYSTEM (CALPADS)

OTHERELEM

OTHERSEC

GENDERGRADESSCHOOL D I S TR ICT ENROL LMENT 2012–13

29%32%

43%

01– 02 06 – 07 11–12

ENGLISH LANGUAGE LEARNERS

15%

10%

25%

14%

25%22%

COUNTY STATE

37,693

35,618

34,521

K – 1 2 E N R O L L M E N T

01– 02 11–1206 – 07

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

00 – 01 05– 06 10 –11

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S P E C I A L E D U C AT I O N S T U D E N T S BY D I S A B I L I T Y

Cuesta Col lege

S T U D E N T E T H N I C I T Y

S T U D E N T D E M O G R A P H I C S 2 0 1 2

Hispanic

B lack/Not o f Hispanic Origin

Asian

White/Not o f Hispanic Origin

Other

Cali fornia K–12

Source: Cal i fo rnia Depar tment o f Educat ion, Specia l Educat ion Div is ion.

Speci f ic Learning Disabi l i t y

Speech or Language Impairment

Aut ism

Other

Emot ional Dis turbance

Deve lopmenta l l y Disab led

Source: Of f ice of Ins t i t u t ional Research, Cues ta.

*Other Disabi l i t y inc ludes s tudent s wi th disabi l i t ies who do not fa l l in to any of the ca tegor ies descr ibed and who indica te a need for suppor t se r v ices or ins t ruc t ion.

Acquired Brain Injur y

Deve lopmenta l l y De layed Learner

Mobi l i t y Impaired

Speech/Language Impaired

Hear ing Impaired

Other Disabi l i t y*

Visual ly Impaired

Psycho logica l Disabi l i t y

Learning Disab led

SLO Count y K–12 Cuesta Col lege

28%

7.5%

60%

8%

53%

California K–12

24%

6%

10%

4%

41%

15%

6%4%

10%

15%

24%

41%

SLO Count y K–12

26%

5%

9%

5%

42%

13%

47%

5%5%

9%

13%

26%

6%

7%

26%35%

1%

2%

5%

57%

33%

7%

28%

16%

3%

4%

0.4%2.6%

6%

3%

1.5%

Source: Cal i fo rnia Depar tment o f Educat ion and Of f ice of Ins t i t u t ional Research, Cues ta.

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 A T I O N R E P O R T 2 0136

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 ref lects 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 SITE Fall 08 Fall 12

San Luis Obispo 9,298 7,389North County 3,424 2,518 South County 1,112 423Distance Education (Online) 1,532 1,834Total District* 13,140 10,343

ENROLLMENT BY STATUS Fall 08 Fall 12

First Time College Student 3,144 1,936First Time Transfer Student 1,792 1,157 Returning Student 1,807 1,146Special Admit/HS Enrichment 614 460Continuing Student 5,774 5,644Unknown 9 0Total 13,140 10,343

COUNTY RESIDENCE Fall 08 Fall 12

Central County 4,836 3,353North Coast 546 246North County Inland 4,257 3,389South County 1,936 1,203No County Address Provided 1,565 2,152Total 13,140 10,343

LOCAL HIGH SCHOOL Fall 08 Fall 12

Atascadero Unified 198 125Coast Unified 31 24Lucia Mar Unified 182 126Paso Robles Joint Unified 198 174San Luis Coastal Unified 278 196Shandon Joint Unified 5 12Templeton Unified 110 75Total 1,002 732

W H O A R E O U R S T U D E N T S ? C u e s t a C o l l e g e

Source: Of f ice of Ins t i t u t ional Research, Cues ta Col lege

*Because s tudent s can take courses a t mul t ip le s i t es, the numbers l is ted may be grea ter than the undup l ica ted s tudent to ta l o f 10,343.

ENROLLMENT BY GENDER

45%

54%1%

51%

48%

1%

malefemaleunknown

Fal l 2008 Fal l 2012

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.

28%

38%

12%

7%

4%

6%5%

30%

30%

9%

4%

3%

6%

17%

ENROLLMENT BY AGE GROUP

19/Under

20 -24

30 -3425 -29

35 -3940 -4950+

Fal l 2008 Fal l 2012

30% 28%5%

6%

4%

7%

12%

38%

17%

6%

3%

4%

9%

31%

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S U C C E S S S T O R I E S

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.

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.

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.

Lehmkuhl’s goal is to earn a bachelor’s degree and perhaps teach high school automotive.

Rodger Anderson had what many San Luis Obispo County schoolchildren want someday: A successful local family business to join after college.

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.

“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.”

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.

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.

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.

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.

Wetterstrand lives in Paso Robles and is the director and chief financial officer of Western Quartz Products, Inc.

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.

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 polit ica l science. But a f ter becoming a foreign service officer with the U.S. Department of State, his role as an educator took a new turn.

“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.

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.

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 A T I O N R E P O R T 2 0138

Student achievement in San Luis Obispo County is

well above the average for California, as measured

by state and national criteria and norms.

AC A D E M I C P E R F O R M A N C E I N D E X ( A P I )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.

H O W D I D W E D O ?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. Forty-eight schools have reached the 800 target and seven of the 48 have surpassed the 900 mark.

C A L I F O R N I A H I G H S C H O O L E X I T E X A M ( C A H S E E )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.

H O W D I D W E D O ?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).

2012 ACADEMIC PERFORMANCE INDEX*

SLO County Average California Average 2011 809 7782012 822 788

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.

Source: California Department of Education. Individual school scores are available at www.cde.ca.gov.

Grade 2 3 4 5 6 7 8 9 10

SLO Count y 57 51 71 69 69 72 68 64 57

Cal i fo rnia 58 48 67 63 59 62 59 57 50

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

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 A T I O N R E P O R T 2 013 9

2012 Cali fornia Standards Tes t s — English - Language Ar t s80

70

60

50

40

30

20

10

0

San Luis Obispo Count y

Cal i fo rniaPerc

ent P

rofic

ient

and

Abo

ve

2012 Cali fornia Standards Tes t s — Mathematics

Grade 2 3 4 5 6 7 GM* A1* G* A2*

SLO Count y 66 72 73 59 64 62 37 32 21 18

Cal i fo rnia 64 69 71 65 55 52 32 25 17 15

80

70

60

50

40

30

20

10

0

Perc

ent P

rofic

ient

and

Abo

ve

*GM: General Math *A1: Algebra *G: Geometry *A2: Algebra 2

2006 2012S C I EN C E

Chemistry (Grades 10 & 11)

Biology (Grades 9, 10 & 11)

56%

45% 52%

40%

U.S . H I S TO RY

Grade 11

51%47%

M AT H

Grade 3 Grade 5 Grade 8* (Alg 1)

69%57%

72%65% 60%64%

EN G L I S H - L A N G UAG E A RTS

Grade 3 Grade 5 Grade 8 Grade 10

69%

54%51%47%

68%

54% 57%48%

A C A D E M I C P E R F O R M A N C E— STU D E N T P R O G R E S S 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).

C A L I F O R N I A S T A N D A R D S T E S T S ( C S T )

H O W D I D W E D O ?M os t o f t h e coun t y s c ho o l s and dis t r ic t s exceed the s ta te average i n t h e p r o f i c i e n t o r a d v a n c e d ca t e go r i e s i n Eng l i s h - L angu a g e Arts and in all areas of Mathematics, for most grade levels.

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.

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 English-Language 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.

*In 2006, only 34% of 8th graders took Algebra 1 and in 2012, 51% of 8th graders took Algebra 1.

Grade 2 3 4 5 6 7 8 9 10

SLO Count y 57 51 71 69 69 72 68 64 57

Cal i fo rnia 58 48 67 63 59 62 59 57 50

11

53

48

San Luis Obispo Count y

Cal i fo rnia

SOURCE: Cal i fo rnia Depar tment o f Educat ion

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 A T I O N R E P O R T 2 01310

L I FE S C I EN C E

2006 2012

EN G L I S H - L A N G UAG E A RTS M AT H

Grade 3

Grade 5

Grade 8

Grade 3

Grade 5

Grade 8

Grade 5

Grade 8

Grade 10

52% 53%59%

30% 27%36%33%40%

63%

23%18%

49%50%

38%

59%

30%

19%

44%

Percentage of Hispanic-Latino Students Scoring at the Proficient or Above Level on the California Standards Tests

The score reported is the percentage of students scoring at the “proficient” or h ighe r l eve l o f ach ievemen t on t he t e s t s . The s co re s repo r t ed he re a re countywide averages based on scores received by each local school district.

Source: Cal i fo rnia Depar tment o f Educat ion. Indiv idual dis t r ic t and schoo l scores are avai lab le a t www.cde.ca.gov

S T U D EN TS S CO R I N G AT P RO F I C I EN T O R H I G H ER O N CS T 2012

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

C LO S I N G T H E AC H I E V E M E N T GA P

The data on this page shows that students who are English language learners and those l iv ing in pover t y are 15 to 40 pe rcen tage poin t s lower in academic achievemen t than their peers. This achievement gap must be narrowed i f we are to fu l f i l l our commitment to a be t te r fu ture for al l chi ldren. The good news is that we know what works: high expecta t ions for a l l s tudents, a quali t y teacher for a l l s tudent s, ongoing profess ional deve lopment for our s taf f, ear ly inter vent ion star t ing in preschool and careful monitoring of s tudent progress.

Grade

80

70

60

50

40

30

20

10

02 3 4 5 6 7 8 9 10 11

English - Language Ar t s80

70

60

50

40

30

20

2 3 4 5 6 7 8 *A1

Mathematics

Grade

Countywide

Economically Disadvantaged

English Learner

Students with Disabili t ies

*A1 = Algebra

(A lg 1)

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 A T I O N R E P O R T 2 013 11

S T U D E N T P E R F O R M A N C E : C u e s t a C o l l e g e

07– 08 08– 09 09–10 10 –11 11–12

800

700

600

500

400

300

200

100

0

CERT IFICATES & DEGREES

Associa te o f Ar t s

Cer t i f ica tesAssocia te o f Sciences

07– 08 08– 09 09–10 10 –11 11–12

50%

40%

30%

20%

10%

0

TRANSFER- PREPARED SUCCESS RATESta tewideCues ta

100%

80%

60%

40%

20%

0

2008 2009 2010 2011 2012

VOCATIONAL EMPLOYMENT

Sta te BenchmarkCues ta

07– 08 08– 09 09–10 10 –11 11–12

800

700

600

500

400

300

200

100

0

ACTUAL CSU & UC TRANSFERSCSU

Cal Po lyUC

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.

*From the RP Group CTE Employment Outcomes, 2012 Sur vey of Comple te rs.

Each year, Cuesta College transfers twice as many students to Cal Poly as any other community college.

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 A T I O N R E P O R T 2 01312

D I S T R I C T R E V EN U E BY S O U RC E 2011–12

7%

62%

22%

2%

7%

Local Proper t y Taxes

Federa l Government

S ta te Funds

Lo t te r y

Misc. Local Revenue

Source: San Luis Obispo Count y Of f ice o f Educa t ion Bus iness Ser v ices Div is ion.

60%

3%10%

6%1%

10%

10%

E X PEN D I T U R ES BY AC T I V I T Y 2011–12

Source: EdSource, How Are Cal i fo rnia’s Educa t ion Do l lars Spent?

Classroom Ins t ruc t ion

Anci l lar y Ser v ices

Ins t ruc t ional Re la ted Ser v ices

Pupi l Suppor t Ser v ices

Other Outgo

Genera l Adminis t ra t ion

Bui lding & Grounds

HIGHER EDUCATION: COST OF ATTENDANCE (for s tudents l iv ing of f campus)

Source: Cal i fo rniaCol leges.edu.

* Fu l l T ime s ta tus a t Communi t y Col lege.

CCC CSU UCCALIFORNIA

INDEPENDENT

Fees and Tui t ion $1,104* $7,025 $13,200 $32,100

Books and Suppl ies $1,675 $1,666 $1,550 $1,650

Room and Board $10,975 $11,448 $9,600 $10,962

Misce l laneous $4,135 $4,160 $4,250 $4,225

TOTAL $17,889 $24,299 $28,600 $48,397

B U D G E T: U N R ES T R I C T ED E X PEN D I T U R ES

B U D G E T: U N R ES T R I C T ED R E V EN U ES

Salar ies and Benef i t s

Other Outgo, Capi ta l Out lay, and Trans fe rs

Books and Suppl ies

Opera t ing Expenses

2%

24%

2%

10%3%

7%7%

2%

22%

62%

61%

12%4%

82%

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

C U ES TA C O L L E G ES LO C O U N T Y K –12

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.

Local Proper t y Taxes

Federa l Government*

Misc. Local Revenue

Sta te Funds

Lo t te r y

S tudent Fees

* Federa l Government f unding account s fo r less than 0.1% of to ta l budget

1%

88%

3%

8%

U N R ES T R I C T ED E X PEN D I T U R ES BY C AT EG O RY 2011–12

Salar ies and Benef i t s

Opera t ing Expenses

Books & Suppl ies

Other Outgo, Capi ta l Out lay, and Trans fe rs

Source: San Luis Obispo Count y Of f ice o f Educa t ion Bus iness Ser v ices Div is ion .

1%8%3%

88%

60%

3%10%

6%1%

10%

10%

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 A T I O N R E P O R T 2 013 13

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.

Source: Communi t y Col lege League of Cal i fo rnia & Educat ion Week Qual i t y Count s. Januar y 2013.

R E D U C E D R ES O U R C ES — 2 0 07– 2 012

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.

S LO 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

C U ES TA C O 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

Vermont $ 18,924 1st

Wyoming $ 18,814 2nd

Alaska $ 16,675 3rd

New York $ 16,239 4th

New Jersey $ 15,384 5th

US Average $11,824

Cali fornia* $ 8,482 48th

Utah $ 7,042 50th

H OW D O ES O U R S P E N D I N G C O M PA R E ?

K–12 PER-STUDENT FUNDING BY STATE

Source: Educat ion Week Qual i t y Count s. Januar y 2013.Per- pupi l expendi tures adjus ted for regional cos t di f fe rences (2010).

*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 U S T A I N I N G P R O G R E S S W I T H D E C R E A S I N G R E S O U R C E S

TURNING THE FINANCIAL CORNER

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.

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.

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 A T I O N R E P O R T 2 01314

Erik Beni tezSan Luis Coastal USD

Jef f rey MountPaso Robles JUSD

Ann El l io t tLucia Mar USDand San Luis Obispo County Teacher of the Year

L inda Harr isCues ta Col lege

Toby CinqueCoast USD

Mari lyn WardAtascadero USD

Jessica Pe tersonCayucos ESD

Brian Far re l lPleasant Valley JUESD

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.

T E A C H E R S A N D C L A S S I F I E D E M P LOY E E S 2 012

Liza Fier ro Shandon JUSD

Carr ie DavisonSan Luis Obispo Count y Of f ice of Educat ion

Deanna RamosSan Migue l JUSD

Rick PierceSanta Lucia Regional Occupational Program

Ji l l LanesTemple ton USD

“Teachers affect eternity; no one can tell where their influence stops.”

– Henry AdamsElaine Rosenf ie ld, 2011–12 San Luis Obispo Count y Teacher o f the Year f rom San Luis Coas ta l Uni f ied Schoo l Dis t r ic t.

C L A S S I F I E D E M P L O Y E E S

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

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 A T I O N R E P O R T 2 013 15

ANN ELLIOTTS A N L U I S O B I S P O C O U N T Y 2 0 1 2 – 1 3 T E A C H E R O F T H E Y E A R

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.

L U C I A M A R U N I F I E D S C H O O L D I S T R I C T

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.”

Faculty Senate President Kevin Bontenba l, who presented the teaching excellence award to Harris, said the award “recognizes faculty who show leadership in course organization and presentation while keeping c u r r e n t w i t h e d u c a t i o n a l methodology.”

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.”

“Linda understands the college, i s e xc e l lent a t implement ing

curriculum and makes teaching and learning current, enjoyable and rigorous,” Bontenbal added.

The latter is something not missed by Harris’ students.

“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!”

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.

“To be there and watch students grow in their ability 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.”

C U E S T A C O L L E G E

LINDA HARRIS, RN MSNA C A D E M I C E M P L O Y E E O F T H E Y E A R 2 0 1 2

COUNTY SUPERINTENDENT OF SCHOOLS

Julian D. Crocker

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 A T I O N R E P O R T 2 01316

Annual Report and Education Forecast

Thank you to Pacific Gas & Electric Company and The Tribune for their generous sponsorship of this Annual Report.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. Printing and Distribution

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 D I S T R I C T SD 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

Atascadero Uni f ied (K–12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dr. Deborah Bowers . . . . . . . . . . . . . . . . . 805–462–4200

Cayucos Elementar y (K–8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dr. J im Brescia . . . . . . . . . . . . . . . . . . . . . . . . 805–995–3694

Coast Uni f ied (K–12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chr is Adams .. . . . . . . . . . . . . . . . . . . . . . . . . . 805–927–3880

Lucia Mar Unif ied (K–12) ......................................... J im Hogeboom ......................... 805–474–3000

Paso Rob les Join t Uni f ied (K–12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dr. Ka th leen McNamara .. . . . . . . . . . 805–769–1000

Pleasant Val ley Join t Union Elementar y (K–8) . . . . . . . . . . . . . Gi l Campos ( In te r im) . . . . . . . . . . . . . . . . 805–467–3453

San Luis Coas ta l Uni f ied (K–12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dr. Er ic Pra te r . . . . . . . . . . . . . . . . . . . . . . . . . 805–549–1200

San Migue l Jo in t Union (K–8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dr. Cur t Dubos t . . . . . . . . . . . . . . . . . . . . . . . 805–467–3216

Shandon Joint Unif ied (K–12) .................................... Rodney Wallace ...................... 805–238–0286

Templeton Unif ied (K–12) ......................................... Dr. Joe Koski ........................... 805–434–5800

Santa Lucia Regional Occupat ional Program (10–12) ..... J im Souza ............................... 805–474–3000

SLO Count y Of f ice of Educat ion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dr. Ju l ian Crocker . . . . . . . . . . . . . . . . . . . . . 805–543–7732

www.slocoe.org

www.cuesta.edu

Desig

n: Ve

rdin

CUESTA COLLEGE BOARD OF TRUSTEES

PresidentPatrick Mullen

Vice PresidentAngela Mitchell

Charlot te Alexander

Gaye L. Galvan

Dr. Barbara George

Student TrusteeJordan Knowles

COUNTY BOARD OF EDUCATION

PresidentPaul Madonna

Gaye L. Galvan

Floyd Moffat t

Larry Peterson

Diane Ward

0Years

CUESTACOLLEGE

1963 - 201 3

S A N LU I S O B I S P O CO U N T Y CO M M U N I T Y CO L L E G E D I S T R I C T

San Luis Obispo Campus Hwy 1 San Luis Obispo, CA 93403–8106(805) 546–3100

North County Campus 2800 Buena Vista Drive Paso Robles, CA 93446(805) 591–6200

South County Center 495 Valley Road Arroyo Grande, CA 93420 (805) 474–3913

CUESTA COLLEGE SUPERINTENDENT/PRESIDENT

Gil Stork