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San Marcos High presents new motto, expanded CTE pathways and inclusive special‑education changes
Summary
School leaders told the board the campus has adopted a new motto, expanded career and technical education pathways including a new game‑design lab, and restructured its extensive support needs program toward inclusion.
San Marcos High School Principal Christina Wilde and her staff described program changes and student supports to the San Marcos Unified School District Board on Sept. 11, saying the campus — home to 3,071 students — has adopted a new motto, grown career and technical education offerings and restructured its special‑education program toward inclusion.
“San Marcos High School is home to 3,071 students. We're the biggest school in the district,” Principal Wilde said, and described the school’s new motto: “We pursue honor, we seek wisdom, we stand united.” Wilde told the board the school’s student body is diverse, with about 42% identifying as Latinx and about 42% identifying as white; staff said the campus serves over 200 English learners and nearly 400 students with disabilities.
Presenters highlighted career and technical education (CTE) programs. Joshua Knudsen said the school offers career pathway training in seven of California’s industry sectors, with more than 100 students in work‑based learning and partnerships that include local health providers. Knudsen noted a growing health‑care pathway and new programs such as game design and an interpretation and translation pathway, which the presenters said is uncommon in the state.
School leaders described an operational shift in the extensive support needs program — moving from a primarily self‑contained model to one that places education specialists in typical high‑school classrooms to deliver core instruction and support inclusive options. Assistant Principal Jesse Midland reported program results: a 99.6% graduation rate, 71% of seniors meeting A‑G requirements, and high participation in FAFSA/CA Dream Act filings (more than 76%).
Student leaders described inclusive opportunities such as a Unified ASB class and peer programs that integrate students with disabilities into student government and activities. Senior Joseph Warner and classmate Sean Coates described how a unified ASB gives students leadership roles and chances to contribute to school events.
No board action was required; the presentation was informational. Board members thanked school leaders and staff for the update.
Why it matters: The presentation outlines district priorities — career readiness, inclusive special‑education practices and student engagement — and signals programmatic shifts that affect staffing, facilities and partnerships going forward.
What’s next: School leaders and the board indicated ongoing monitoring and updates will follow as program changes are implemented.
