2018 school accountability report card filethat provides reports for accountability (e.g., test...

2017-18 School Accountability Report Card for Pacheco High School of 12

Pacheco High School

School Accountability Report Card

Reported Using Data from the 2017-18 School Year

Published During 2018-19

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

http://www.cde.ca.gov/ta/ac/sa/. • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://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 http://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). Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

About This School Contact Information (School Year 2018-19)

School Contact Information

School Name------- Pacheco High School

Street------- 200 North Ward Road

City, State, Zip------- Los Banos, CA 93635

Phone Number------- (209) 827-4506

Principal------- Mr. Daniel F. Sutton, Principal

E-mail Address------- [email protected]

Web Site------- http://www.losbanosusd.k12.ca.us/phs

CDS Code 24 65755 0120923

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/


District Contact Information

District Name------- Los Banos Unified School District

Phone Number------- (209) 826-3801

Superintendent-------

Dr. Mark Marshal

E-mail Address------- [email protected]

Web Site------- www.losbanosusd.k12.ca.us

School Description and Mission Statement (School Year 2018-19)

Pacheco High School opened its doors in August of 2010. The school is located in the northeast corner in the city of Los Banos. The campus consists of twelve buildings that include an Administration building, theater, library, a variety of core academic and shop classrooms as well as two gymnasiums. Pacheco High School also houses a near Olympic size pool, synthetic turf stadium with an all-weather track, and a synthetic softball diamond and practice soccer facility. The administrative staff consists of the Principal, three Assistant Principals, a Learning Directors, a Mental Health Counselor, and three Academic Counselors. Pacheco High School also has support personnel serving as Campus Security, Computer Lab Technician, Librarian, Health Aide, Custodians, Bi-lingual Aides (Paraprofessionals), Behavior Support Aides (Paraprofessionals), Psychologist, and Food Service staff. Extra-curricular clubs, organizations and athletic programs are supported by both on and off campus staffing, parents, and a variety of foundations. Vision Statement Pacheco High School views the educational process as a Student-Centered endeavor consisting of rigor, relevance, and personalization while focusing on achievement, opportunities for success and support of all students. Mission Statement Pacheco High School will provide a Student-Centered education through the implementation of common, consistent, and equitable practices, policies, expectations, and procedures, as well as engage in a continuous cycle of improvement that incorporates data and reflective analysis. Pacheco High School works to create an educational program, which addresses the academic, social, and personal needs of all students, so they will grow to meet their maximum potential. We also strive to produce balanced individuals capable of interacting and collaborating in a safe environment that is multilingual and multicultural. Our staff will be empowered with the proper tools and resources and will maximize our relationship with the greater school community. Student Enrollment by Grade Level (School Year 2017-18)

Grade Number of

Level Students

Grade 9 447

Grade 10 453

Grade 11 433

Grade 12 376

Total Enrollment 1,709


Student Enrollment by Group (School Year 2017-18)

Student Percent of

Group Total Enrollment

Black or African American 1.8

American Indian or Alaska Native 0.5

Asian 1.3

Filipino 1.2

Hispanic or Latino 86.4

Native Hawaiian or Pacific Islander 1.1

White 7.3

Socioeconomically Disadvantaged 61.8

English Learners 17.6

Students with Disabilities 13.0

Foster Youth 0.8

A. Conditions of Learning

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

Teachers School District

2016-17 2017-18 2018-19 2018-19

With Full Credential 60 67 70 447

Without Full Credential 11 6 7 45

Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0

Teacher Misassignments and Vacant Teacher Positions

Indicator 2016-17 2017-18 2018-19

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments * 0 0 0

Vacant Teacher Positions 1 1 1 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. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018-19) Year and month in which data were collected: September 13, 2018


Subject Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts Literature 9 , 2012

Literature 10, 2012

Literature American 11, 2012

Literature British 12, 2012

50 Essays a Portable Anthology 3rd Ed., 2011

Everything’s an Argument 6th Ed., 2013

Bedford Introduction to Literature 10th Ed., 2013

Reflections Patterns for Reading and Writing 1st Ed., 2014

Yes 0

Mathematics Algebra 2, CA Ed., 2005

Geometry, Concepts & Applications, 2002

Geometry, CA Ed., 2005

Calculus, 8th Ed., 2005

Adv. Math Concepts, 2005

The Practice of Statistics 2nd. Ed., 2003

Thinking Mathematically 6th Ed., 2015

Yes 0

Science Conceptual Physics, 11th Ed., 2011

Holes Essentials of Human Anatomy & Physiology, 10th Ed., 2009

Chemistry in the Community, 4th Ed., 2005

Modern Chemistry, 2002

Earth Science 1st Ed., 2006

Biology: Principles & Explorations, 2001

Biology 10th 6th Ed., 2014

Living in the Environment 18th Ed., 2014

Yes 0

History-Social Science World Geography, 2009

History of Western Society Since 1300, 11th Ed., 2013

The American Pageant, History of the Republic, 14th Edition, 2009

Modern World History: Patterns of Interaction, 2003

The Americans, 2003

Psychology, 2010

Holt Economics, 1999

Economics: Principles, Problems, and Policies 18th Ed., 2009

U.S. Government Democracy in Action 18th Ed., 2009

American Government and Politics Today 16th Ed., 2014

Human Geography 10th Ed., 2012

AP Psychology, 2nd, Ed., 2014

Yes 0


Subject Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Foreign Language Nuestro Mundo, 2004

Dime-Dos, Spanish II, 1995

Discovering French, Level III, 2004

Bienvenue, French I, 2001

A bord, French II, 2001

Bienvenidos, Spanish I, 1999

Realidades-Spanish I, 2007

Realidades-Spanish II 1st Ed., 2008

Realidades-Spanish 2, 2008

Una Vez Mas, 2nd Ed., 2006

Reflexiones 1st Ed., 2013

Abriendo Puertas Tomo I, 2003

Abriendo Puertas: Antologia de Literatura en Espanol Vol II, 2003

El Espanol Para Nosotros, 1st Ed., 2014

El Mundo 21, 2nd Ed., 2013

Yes 0

Health Health Care Science Technology, 1st Ed., 2003 Yes 0

Visual and Performing Arts Art Through the Ages, 12th Ed., 2007

Exploring Visual Design,4th Ed., 2011

Art of Floral Design 2nd Ed., 2000

Focus on Photography, 2007

Foundations of Restaurant Management & Culinary Arts (lvl 1), 2011

Foundations of Restaurant Management & Culinary Arts (lvl 2), 2011

Yes 0

School Facility Conditions and Planned Improvements (Most Recent Year)

Pacheco High School grounds, buildings, and restrooms are in excellent condition, with only minor repairs necessitating work orders. Facility improvements will occur as needed. Pacheco High School has not received an inspection as per Williams Settlement litigation. School Facility Good Repair Status (Most Recent Year) Using the most recently collected 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 overall rating

School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 08/20/2018

System Inspected Repair Status Repair Needed and

Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer

XGood

AC uni not working in L8/9 and damaged ceiling tiles from water leak need to be replaced.


School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 08/20/2018

System Inspected Repair Status Repair Needed and

Action Taken or Planned

Interior: Interior Surfaces XFair

Ladies' RR: 2 lights need to e replaced. Men's RR: Toilet leaks when flushing and the 3rd urinal leaks when flushing. Replace ceiling tile damaged by water. Replace ceiling tile damaged by water leak and clean/replace plastic cover.

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

XGood

Electrical: Electrical XGood

BLDG M Large Gym: There continues to be intermittent power outages in the evenings during night events. PG&E and FOT have done an inspection, but have not been able to identify the cause of the outages.

Restrooms/Fountains: Restrooms, Sinks/ Fountains

XPoor

There are many locations throughout the campus that require work orders to repair water fountains, sinks, and leaking toilets.

Safety: Fire Safety, Hazardous Materials XGood

Structural: Structural Damage, Roofs XGood

Part of the fence on the north side of visitors side needs to be repaired.

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

XGood

Overall Facility Rating (Most Recent Year)

Year and month of the most recent FIT report: 08/20/2018

Overall Rating X Good


B. Pupil Outcomes

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 English Language Arts/Literacy (ELA) and Mathematics for All Students Grades Three through Eight and Grade Eleven

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

2016-17 2017-18 2016-17 2017-18 2016-17 2017-18

English Language Arts/Literacy (grades 3-8 and 11)

55.0 48.0 35.0 38.0 48.0 50.0

Mathematics (grades 3-8 and 11)

22.0 14.0 22.0 23.0 37.0 38.0

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.

CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2017-18)

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or Exceeded

All Students 406 393 96.80 48.09

Male 192 184 95.83 39.67

Female 214 209 97.66 55.50

Black or African American -- -- -- --

American Indian or Alaska Native -- -- -- --

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Latino 360 348 96.67 46.55

Native Hawaiian or Pacific Islander -- -- -- --

White 25 24 96.00 70.83

Two or More Races -- -- -- --

Socioeconomically Disadvantaged 326 316 96.93 46.20

English Learners 92 88 95.65 11.36

Students with Disabilities 44 38 86.36 5.26

Students Receiving Migrant Education Services -- -- -- --


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.

CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2017-18)

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or Exceeded

All Students 406 389 95.81 14.14

Male 192 183 95.31 13.11

Female 214 206 96.26 15.05

Black or African American -- -- -- --

American Indian or Alaska Native -- -- -- --

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Latino 360 346 96.11 13.87

Native Hawaiian or Pacific Islander -- -- -- --

White 25 23 92 17.39

Two or More Races -- -- -- --

Socioeconomically Disadvantaged 326 313 96.01 12.14

English Learners 92 87 94.57 1.15

Students with Disabilities 44 39 88.64 0

Students Receiving Migrant Education Services -- -- -- -- 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.

CAASPP Test Results in Science for All Students Grades Five, Eight, and Ten

Subject

Percentage of Students Meeting or Exceeding the State Standard


2016-17 2017-18 2016-17 2017-18 2016-17 2017-18

Science (grades 5, 8, and 10) N/A N/A N/A N/A N/A N/A Note: Cells with N/A values do not require data. 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 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.


Career Technical Education Programs (School Year 2017-18)

Pacheco High School students, as referenced in our Mission Statement, are educated with the goal of preparing them for post secondary education opportunities. Pacheco High School has an Agriculture department with a formalized course sequence (pathways). Additionally, Pacheco High School is offering courses in the career pathway of Culinary Arts and Behavioral Justice. These courses combine academic rigor with specific industry hands-on application for students to be career, college and citizen-ready. Career Technical Education Participation (School Year 2017-18)

Measure CTE Program Participation

Number of pupils participating in CTE 596

% of pupils completing a CTE program and earning a high school diploma 71%

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education 15%

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

UC/CSU Course Measure Percent

2017–18 Pupils Enrolled in Courses Required for UC/CSU Admission 99.3

2016–17 Graduates Who Completed All Courses Required for UC/CSU Admission 39.8

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 areas of physical education. California Physical Fitness Test Results (School Year 2017-18)

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

---9--- 21.3 15.4 20.3 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.

C. Engagement

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 2018-19)

Parents are encouraged to participate in Pacheco High School programs. Pacheco High School continues to look for more and more opportunities for parents to become involved. Opportunities to participate include serving on the School Site Council and English Language Advisory Committee (ELAC), Academic Boosters, Athletic Boosters, Ag Boosters, PHS Music program and a host of parent volunteer events. Parents are encouraged to maintain a strong connection with Pacheco High School, with access to staff members in person, by phone, e-mail, via school website, and the Parent Portal (Aeries student data-base) which allows parents to review their student’s attendance, class grade book entries, and current grades for each of their student’s courses.


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)

Indicator School District State

2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17

Dropout Rate 2.5 1.5 1.5 3.2 2.9 2.6 10.7 9.7 9.1

Graduation Rate 96.5 96.1 97.0 94.5 95.5 95.2 82.3 83.8 82.7 For the formula to calculate the 2016–17 adjusted cohort graduation rate, see the 2017–18 Data Element Definitions document located on the SARC web page at https://www.cde.ca.gov/ta/ac/sa/.

Completion of High School Graduation Requirements - Graduating Class of 2017 (One-Year Rate)

Group Graduating Class of 2017


All Students 95.9 96.2 88.7

Black or African American 100.0 88.9 82.2

American Indian or Alaska Native 100.0 85.7 82.8

Asian 66.7 88.9 94.9

Filipino 100.0 100.0 93.5

Hispanic or Latino 95.7 96.1 86.5

Native Hawaiian/Pacific Islander 75.0 77.8 88.6

White 100.0 99.2 92.1

Two or More Races 100.0 100.0 91.2

Socioeconomically Disadvantaged 98.9 99.0 88.6

English Learners 66.7 65.7 56.7

Students with Disabilities 82.5 85.9 67.1

Foster Youth 66.7 75.0 74.1

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. Suspensions and Expulsions

Rate School District State

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

Suspensions------- 10.4 8.0 6.4 6.1 5.8 5.7 3.7 3.7 3.5

Expulsions------- 0.6 0.5 0.4 0.2 0.2 0.2 0.1 0.1 0.1

https://www.cde.ca.gov/ta/ac/sa/


School Safety Plan (School Year 2018-19)

The Pacheco High School safety plan was developed in conjunction with the district safety plan and is to be reviewed annually by the English Language Advisory Council (ELAC) and the School Site Council (SSC). The purpose of the plan is to provide information regarding daily campus safety as well as prompt and orderly responses to a wide variety of potential emergency situations. Emergencies might include fire, earthquake, bomb threats, poisonous gas, intruders on campus, active shooters, weapons, and medical emergencies. The plan assigns specific personnel duties during emergency situations and indicates what notifications are made to local authorities. Emergency drills are practiced as required. School Safety Plans can be viewed in the front office of the school and at the District Office. Average Class Size and Class Size Distribution (Secondary)

Subject

2015-16 2016-17 2017-18

Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English------- ----------

28.0 12 21 24 27.0 17 33 14 28.0 12 33 19

Mathematics ----------

29.0 9 18 24 29.0 5 31 16 30.0 6 27 23

Science------- ----------

28.0 5 24 12 29.0 8 21 21 26.0 17 23 18

Social Science ----------

29.0 10 19 28 32.0 7 12 38 32.0 7 14 38 Note: 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.

Academic Counselors and Other Support Staff (School Year 2017-18)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 3 590

Counselor (Social/Behavioral or Career Development) 1 N/A

Library Media Teacher (Librarian) N/A

Library Media Services Staff (Paraprofessional) 1 N/A

Psychologist------- 1 N/A

Social Worker------- 0 N/A

Nurse------- Health Aide N/A

Speech/Language/Hearing Specialist 1 N/A

Resource Specialist (non-teaching)------- 0 N/A

Other------- 14 N/A Note: Cells with N/A values do not require data. *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.

Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2016-17)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- 8797 1479 7318 58213

District------- N/A N/A 9070 $70,699

Percent Difference: School Site and District N/A N/A -21.4 -19.4

State------- N/A N/A $7,125 $79,665

Percent Difference: School Site and State N/A N/A 2.7 -31.1 Note: Cells with N/A values do not require data. The California Department of Education issued guidance to LEAs on August 1, 2018, regarding how to calculate school-level per-pupil expenditures that will be reported on 2018-19 report cards.


Types of Services Funded (Fiscal Year 2017-18)

Pacheco High School students benefit from Federal and State categorical funding sources, as well as other funding sources related to socio-economic status, English Learner status, learning disabilities and/or health related limitations. Beginning in 2016, Pacheco High School began receiving Title I Federal Funds for the first time. Specialized staffing support the achievement of these students. Pacheco High School implements activities and programs alignment with site and district goals. Teacher and Administrative Salaries (Fiscal Year 2016-17)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $49,428 $49,512

Mid-Range Teacher Salary $77,367 $77,880

Highest Teacher Salary $104,220 $96,387

Average Principal Salary (Elementary) $122,384 $123,139

Average Principal Salary (Middle) $127,556 $129,919

Average Principal Salary (High) $135,596 $140,111

Superintendent Salary $180,021 $238,324

Percent of Budget for Teacher Salaries 34.0 36.0

Percent of Budget for Administrative Salaries 4.0 5.0 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Advanced Placement (AP) Courses (School Year 2017-18)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English------- 5 N/A

Fine and Performing Arts 0 N/A

Foreign Language 3 N/A

Mathematics 1 N/A

Science------- 4 N/A

Social Science 8 N/A

All courses 21 18.9 Cells with N/A values do not require data. *Where there are student course enrollments of at least one student.

Professional Development (Most Recent Three Years)

Los Banos Unified has included three student non-contact days utilized for staff development. The focus for the 2018-2019 school year will be Common Core Units of Instruction and classroom implementation, focusing primarily on math development and Science NGSS alignment. Professional Learning Communities (PLCs) by department also allow for professional development 14 times a year. In PLCs, department members engage in conversations about data, instruction and improvement in their craft. The focus for the 2018-2019 school year will be Common Core Rigorous Curriculum Design implementation and Next Generation Science Standards (NGSS) at PHS. Additional training and development opportunities have been given to various staff in regards to specific programs and/or student achievement during the year. Identified staff members also participated in a Rigorous Curriculum Design teams in order to create Common Core State Standard units of instruction. These units are then shared with our counterparts at the other District comprehensive high school. PHS science teachers have now begun training for Next Generation Science Standards Units of Instructional development and implementation. The consulting firm Math Solutions, Inc., has been retained to offer additional pedagogical training for all math instructors. PHS will continue to increase the number of technology devices in order to create a one-to-one teach-student technology ratio. Many of our classes have morphed into a digital-based curriculum that allows students the ability to access the curriculum through individual devices. The goal is for the District to establish a one-to-one device to student ratio.

http://www.cde.ca.gov/ds/fd/cs/

2018 school accountability report card filethat provides reports for accountability (e.g., test...

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