salinas union hsd · 2017. 4. 21. · salinas union hsd timothy j. vanoli, superintendent •...

SARC2015-16

School Accountability Report Card

Published in 2016-17

Para español, visita: www.salinasuhsd.org

Salinas Union HSDTimothy J. Vanoli, Superintendent • [email protected] • Phone: (831) 796-7000

Salinas Union High School District • 431 West Alisal Street Salinas, CA 93901 • www.salinasuhsd.org

North Salinas High School

Barabara Lawrence-Emanuel Principal

[email protected]

55 Kip Drive Salinas, CA 93906

Grades: 9-12 Phone: (831) 796-7510

http://nshs.salinasuhsd.org/pages/NorthSalinasHigh

CDS Code: 27-66159-2733178

2015-16 School Accountability Report Card • Published by School Innovations & Achievement • www.sia-us.com

North Salinas High SchoolSARC 3

Principal’s MessageNorth Salinas High School (NSHS) is committed to providing a safe environment and rigorous learning expe-rience for all students, focusing on creating graduates who are college and career ready. North Salinas High School graduates are:

• Compassionate, confident community members

• Innovative and flexible thinkers

• Prepared to thrive

As a comprehensive high school, North Salinas offers a wide variety of options for student connections to school. We have an excellent athletic program, well-equipped science laboratories, dozens of student-led clubs and organizations, band and vocal music programs, a folkloric dance program, and a dramatic arts program. We have two small learning communities on campus, Advancement Via Individual Determination (AVID) and Health Academy. Both are academies of choice, and students who meet the criteria and are ac-cepted into these small learning communities have a strong network of support. NSHS also offers Advanced Placement courses in a variety of areas, including science, social studies, English language arts, mathemat-ics and world languages. Our world languages program offers Advanced Placement courses in all three languages taught at North Salinas: French, Spanish and Japanese. We have a long-standing Future Farmers of America (FFA) program that prepares graduates to participate in the business of agriculture, a thriving enterprise in the Salinas Valley. We have recently expanded our career technical educational opportunities to include sports medicine, which is another growing area of interest for our student body.

This year we have added specific supports for freshmen, supporting at-risk students with the transition to high school. NSHS offers summer school classes to support grade nine students before freshmen year starts. Our Link Crew leaders have turned out in record numbers to assist the incoming freshmen in having a positive high school experience as a Viking. To further support students in understanding the importance of college, we started taking the freshmen to college. Last year, we hosted three days of field trips so that every freshmen student had an opportunity to visit a University of California campus. We are expanding that oppor-tunity this year to include a visit to a California State University for the sophomore class as well as continuing the freshmen field trip to UC Santa Cruz.

We continue to address the challenge of meeting the needs of a diverse population of students by providing a full range of educational offerings. Our faculty is committed to offering rigorous academic expectations, while providing the necessary supports for all students to excel. In a continued effort to support academic growth for all from new teachers to veterans, we have expanded our instructional coaching team. The North Salinas instructional leadership team includes four teacher leaders with teaching expertise in English language arts, mathematics and English language learning.

Barbara Lawrence-Emanuel

Principal

School Mission StatementNorth Salinas High School is dedicated to all students becoming a community of compassionate, innovative and flexible thinkers who are prepared to thrive in a complex world with confidence.

North Salinas High School Viking Creedorth Salinas High School staff and students strive to embody the Viking Creed:

“Never give up, stay focused, honor yourself and others, and stay positive.”

School SafetyWe maintain a very safe and orderly campus. In addition to our staff, there is a probation officer on our campus before the start of school and immediately after dismissal. We continuously monitor school grounds through our video surveillance system and strategically place campus supervisors and administrators around campus during high-traffic hours, including the beginning of the school day, lunch and at dismissal.

Our school is the first in the district to hire a school security officer. He oversees five campus supervisors, monitors the video surveillance system, manages the duty roster and maintains a visible presence on campus.

We maintain a closed campus and require all visitors to register with the office. We also hold fire drills and regular earthquake and disaster drills every semester. We review and update our school safety plan at the beginning of each school year and include the input of teachers, parents and campus security staff.

The North High Safety Committee meets monthly to ensure that each of the key elements of our school safety plan is up-to-date. The safety plan is approved by the School Site Council each year. The school administrators present important information regarding the school safety plan to students through in-class presentations in the fall and spring of each school year.

The school safety plan was last reviewed, updated and discussed with the school faculty in February 2017. The safety plan covers various safety procedures, including the visitor policy, emergency materials and evacuation procedures.


In accordance with state and federal requirements, the School Accountability

Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of

the school’s progress, test scores and achievements.

District Mission StatementThe Salinas Union High School District

develops educated learners to the highest standards, preparing them to achieve

their life’s aspirations and to be productive citizens in a global society.

4

Suspensions and ExpulsionsThis table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, regardless of the number of suspensions.

Suspension and Expulsion Rates

North Salinas HS

13-14 14-15 15-16

Suspension rates 6.2% 6.2% 3.8%

Expulsion rates 0.3% 0.0% 0.4%

Salinas UHSD

13-14 14-15 15-16



California

13-14 14-15 15-16



Three-Year DataNumber of Classrooms by Size

2013-14 2014-15 2015-16

SubjectNumber of Students

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

English language arts 59 43 9 66 43 7 16 61 1

Mathematics 41 45 5 24 28 2 7 48 6

Science 45 22 47 25 21 39

History/social science 36 31 6 36 33 4 12 35

Enrollment by Student GroupThe total enrollment at the school was 1,977 students for the 2015-16 school year. The pie chart displays the percentage of students enrolled in each group.

2015-16 School YearDemographics

Socioeconomically disadvantaged

68.90%English

learners22.80%

Students with disabilities

9.60%Foster youth

0.30%

Hispanic or Latino81.0%

American Indian or Alaska Native

0.3%

Asian1.4%

Native Hawaiian or Pacific Islander

0.1%

Filipino7.6%

Black or African-American

1.8%

White7.6%

Two or More Races0.2%

No Response 0.1%

Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2015-16 school year.

2015-16 Enrollment by Grade

Ungraded secondary 27

9

10

11

12

558

525

445

422

Class Size DistributionThe bar graph displays the three-year data for average class size, and the table displays the three-year data for the number of classrooms by size. The 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.

14-1513-14 15-16

Three-Year DataAverage Class Size

English languagearts

Mathematics Science History/socialscience

19 20

161919 19

1619

25 26 25 26


California Physical Fitness TestEach spring, all students in grades 5, 7 and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas:

1. Aerobic Capacity

2. Body Composition

3. Flexibility

4. Abdominal Strength and Endurance

5. Upper Body Strength and Endurance

6. Trunk Extensor Strength and Flexibility

Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.

Percentage of Students Meeting Fitness Standards

2015-16 School Year

Grade 9

Four of six standards 14.1%

Five of six standards 36.5%

Six of six standards 30.6%

Professional DevelopmentNorth Salinas High School is committed to supporting the district initiatives focused on supporting good “first teaching” and reaching subgroups to address the needs of underrepresented student populations. All NSHS teachers have received professional development in Gradual Release of Responsibility (GRR) and Constructing Meaning (CM). GRR is structured lesson planning and delivery to strengthen first teaching and create learner ownership. CM is structured to support English language learners, our largest at-risk subgroup. To further support staff in the implementation and use of GRR and CM, we have a full-time English learner specialist and a 40 percent academic coach. Both are available to support new and veteran teachers in struc-tured lesson design and delivery.

North Salinas High School trained 80 percent of teachers in both GRR and CM by the end of the 2013-14 school year and was able to train the remaining 20 percent of teachers, including new employees, by Decem-ber 2014. All administrators were also trained in GRR and CM by December 2014.

Three-Year DataProfessional Development Days

2014-15 2015-16 2016-17

North Salinas HS 1 day 1 day 1 day

North Salinas HS Salinas UHSD

Program Improvement status In PI In PI

First year of Program Improvement 2010-2011 2004-2005

Year in Program Improvement Year 5 Year 3

Number of schools currently in Program Improvement 10

Percentage of schools currently in Program Improvement 100.00%

2016-17 School YearFederal Intervention Program

Federal Intervention ProgramSchools and districts will not be newly identified for Program Improvement (PI) in the 2016-17 school year under the Every Student Succeeds Act (ESSA) that became law in December 2015, which reauthorized the Elementary and Secondary Education Act (ESEA). Schools and districts receiving Title I, Part A funding for the 2015-16 school year and were “In PI” in 2015-16 will retain their same PI status and placement year for 2016-17. Schools and districts receiving Title I, Part A funding for the 2015-16 school year and either had a status of “Not in PI” for the 2015-16 school year or did not receive Title I, Part A funding in the 2014-15 school year will have a status of “Not in PI” for the 2016-17 school year. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district.

This table displays the 2016-17 Program Improvement status for the school and district. For detailed information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

“North Salinas High School is committed to providing a safe environment and rigorous learning experience for all students.”

Public Internet AccessInternet access is available at public libraries and other locations that are publicly accessible (e.g., the Califor-nia State Library). Access to the internet at libraries and public locations is generally provided on first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents.

6

California Assessment of Student Performance and Progress (CAASPP)For the 2015-16 school year, the CAASSP consists of several key components, including:

California Alternate Assessment (CAA) test includes both ELA/literacy and mathematics in grades 3-8 and 11. The CAA is given to those students with significant cognitive disabilities which prevent them from taking the Smarter Balanced Assessments with universal tools, designated supports or accommodations.

Smarter Balanced Assessments include ELA/literacy in grades 3-8 and 11. Smarter Balanced Assessments are designed to measure student progress toward college and career readiness.

The assessments under CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards. For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

CAASPP by Student Group: English Language Arts/Literacy and MathematicsThe tables on the following pages display the percentage of students that met or exceeded state standards in English language arts and mathematics for the school by student groups for grade 11.

The “percentage 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 on the CAAs divided by the total number of students who participated in both assessments.

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.

v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Test Results for All Students: English Language Arts/Literacy and Mathematics (grades 3-8 and 11)The table below shows the percentage of students meeting or exceeding the state standards in English language arts (ELA) and literacy and mathematics.

Two-Year DataPercentage of Students Meeting or Exceeding State Standards

North Salinas HS Salinas UHDS California

Subject 14-15 15-16 14-15 15-16 14-15 15-16

English language arts/literacy 41% 58% 33% 39% 44% 48%

Mathematics 13% 24% 16% 21% 33% 36%

CAASPP Test Results by Student Group: Science (grades 5, 8 and 10)Science test results include CSTs, CMA, and CAPA in grades 5, 8, and 10. The “Proficient or Advanced” is calculated by taking the total number of students who scored proficient or Advanced on the science assess-ment divided by the total number of students with valid scores.

2015-16 School YearPercentage of Students Scoring at Proficient or Advanced

Group Total Enrollment

Number of Students with Valid Scores

Percentage of Students with Valid Scores

Percentage Proficient or Advanced

All students 512 501 97.85% 34.13%

Male 249 242 97.19% 34.71%

Female 263 259 98.48% 33.59%

Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian v v v v

Filipino 39 38 97.44% 52.63%

Hispanic or Latino 418 410 98.09% 30.98%

Native Hawaiian or Pacific Islander v v v v

White 36 35 97.22% 48.57%

Two or more races v v v v

Socioeconomically disadvantaged 367 359 97.82% 30.36%

English learners 106 103 97.17% 3.88%

Students with disabilities 43 42 97.67% 4.76%

Students receiving Migrant Education services 20 19 95.00% 10.53%

Foster youth v v v v

CAASPP Test Results for All Students: Science (grades 5, 8 and 10)Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA) in grades 5, 8 and 10. The tables show the percentage of students scoring at proficient or advanced.

Three-Year DataPercentage of Students Scoring at Proficient or Advanced

North Salinas HS Salinas UHSD California

Subject 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

Science 40% 40% 34% 51% 44% 38% 60% 56% 54%


CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 11

Percentage of Students Meeting or Exceeding State Standards 2015-16 School Year

English Language Arts: Grade 11

Group Total Enrollment Number Tested Percentage Tested Percentage Met or Exceeded

All students 451 437 96.90% 57.80%

Male 214 207 96.70% 53.60%

Female 237 230 97.10% 61.60%



Asian v v v v

Filipino 45 44 97.80% 70.50%



White 25 25 100.00% 64.00%







Mathematics: Grade 11

Group Total Enrollment Number Tested Percentage Tested Percentage Met or Exceeded

All students 450 440 97.80% 23.70%

Male 214 209 97.70% 22.00%

Female 236 231 97.90% 25.20%



Asian v v v v

Filipino 45 44 97.80% 34.10%



White 25 25 100.00% 36.00%








8

Career Technical Education ProgramsOur high school offers courses intended to help students prepare for the world of work. Our career technical education (CTE) courses are designed to prepare students for career options. Course sequences are designed to introduce students to a particular career area and then deepen their experience to prepare for a specific career field. NSHS CTE courses include Regional Occupational Program (ROP), business systems and agriculture courses, and they are open to all students. NSHS students have competed and ranked in SkillsUSA competitions locally and nationally.

Mission Trails ROP develops students to the highest of industry standards, preparing them to achieve their career aspirations and to be productive citizens in a global society.

The following courses are available to students through Mission Trails ROP:

Career Technical Education ParticipationThis table displays information about participation in the school’s Career Technical Education (CTE) programs.

2014-15 Participation

North Salinas HS

Number of pupils participating in CTE 499

Percentage of pupils who completed a CTE program and earned a high school diploma 100.00%

Percentage of CTE courses that are sequenced or articulated between a school and institutions of postsecondary education 100.00%

Career Technical Education Data

Admission Requirements for California’s Public UniversitiesUniversity of California: Admission require-ments for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer stu-dents who have successfully completed specified college course work, be eligible for admission to the UC. These require-ments are designed to ensure that all eligible students are adequately prepared for university-level work. For general admissions requirements, please visit the UC Admissions Information web page at http://admission.universityofcalifornia.edu.

California State University: Eligibility for admission to California State University (CSU) is determined by three factors: 1. specific high school courses, 2. grades in specified courses and test scores, and 3. graduation from high school. Some cam-puses have higher standards for particular majors or students who live outside the lo-cal campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission-guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admis-sion, application and fee information, see the CSU web page at www.calstate.edu/admission/admission.shtml.

Course Enrollment for UC/CSU AdmissionThe table displays two measures related to the school’s courses that are required for University of California and California State University admission for the most recent year for which data is available. For more detailed information, visit http://dq.cde.ca.gov/dataquest.

UC/CSU Admission

North Salinas HS

2014-15 and 2015-16 School Years

Percentage of students enrolled in courses required for UC/CSU admission in 2015-16

98.50%

Percentage of graduates who completed all courses required for UC/CSU admission in 2014-15

33.80%

• Agriculture Business Occupations

• Advanced Culinary Arts

• Anatomy Physiology

• Animal Care

• Art/History Floral Design

• Auto Service

• Cinema Arts/Production

• Computer Business Applications

• Cosmetology

• Dental Careers

• Dental X-ray

• Digital Electronics

• Registered Dental Assisting

• Emergency Medical Responder

• Emergency Medical Technician

• Engineering Design

• Engine Maintenance & Repair

• Environmental Horticulture

• Floristry

• Graphic Design

• Industrial Drafting

• Industrial Welding & Fabrication

• Introduction to Sports Medicine

• Health Careers

• Intro and Advanced Law Enforcement

• Media Productions

• Mill Cabinet Construction

• Medical Office Administrative Receptionist

• Physical Therapy Aide

• Principles of Engineering

• Restaurant Sales

• Retail Sales and Marketing

• Robotics

• Spanish Office Careers

• Sports Medicine

• Theater Technology

• Certified Nursing Assistant

• Bus Driver Training

• Continuing Education Units

• Forklift Operations & Licensing

• Pharmacy Technician

The following programs are available to students through Mission Trails ROP and the district:

• Agriculture & Natural Resources

• Hospitality, Tourism & Recreation

• Health Science & Medical Tech

• Transportation

• Arts, Media & Entertainment

• Finance & Business

• Marketing Sales & Services

• Engineering & Design

• Manufacturing & Product Development

• Public Services

• Building Trades & Construction

• Education, Child Development & Family Service

• Fashion & Interior Design

The following courses are available to students through the district:

• Agriculture Biology

• Agriculture Chemistry

• Agricultural Science

• Animal and Plant Science

• Livestock & Crops

• Agriculture Earth Science

• Agriculture Mechanics

• Agriculture Welding


Advanced Placement Courses The following is a list of Advanced Placement (AP) courses offered by subject at the school.

Advanced Placement Courses

2015-16 School Year

Percentage of total enrollment enrolled in AP courses 20.5%

Number of AP courses offered at the school 12

Number of AP Courses by Subject

Computer science 0

English 1

Fine and performing arts 0

Foreign language 2

Mathematics 2

Science 2

Social science 3

“As a comprehensive high school, North Salinas offers a

wide variety of options for student connections to school.”


± Information is not available at this time.

Completion of High School Graduation RequirementsThis table displays school, district and California data for the percentages of students in the most recent graduating class who met all state and local graduation requirements for grade 12 completion. The formula for the completion of graduation requirements is the number of grade 12 students who met all graduation requirements divided by the number of students enrolled in grade 12 at the time of the Fall Census Day. Therefore, results may include percentages over 100 percent if students transferred into the school and graduated but were not there at the time of the Fall Census Day enrollment count. For more information, please visit www.cde.ca.gov/ci/gs/hs/hsgrmin.asp or www.cde.ca.gov/ci/gs/hs/cefhsgradreq.asp.

Graduating Class of 2015Completion of High School Graduation Requirements

Group North Salinas HS Salinas UHSD California

All students 82.18% 85.99% 85.66%

Black or African-American 90.00% 103.33% 76.88%

American Indian or Alaska Native v 80.00% 74.87%

Asian 100.00% 97.56% 92.78%

Filipino 46.30% 70.48% 96.80%

Hispanic or Latino 86.46% 85.12% 84.49%

Native Hawaiian or Pacific Islander v 66.67% 84.88%

White 96.15% 92.31% 87.23%

Two or more races v 550.00% 91.36%

Socioeconomically disadvantaged 38.18% 44.94% 76.61%

English learners 45.26% 44.97% 50.90%

Students with disabilities 57.14% 71.20% 68.38%

Foster youth ± ± ±

Graduation and Dropout RatesThis table displays the graduation and dropout rates for the most recent three-year period for which data is available. The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of grade 9 (or the earliest high school grade), students who are entering that grade for the first time form a cohort that is “adjusted” by adding any students who subsequently transfer into the cohort and subtracting any students who subsequently transfer out. For more information, please visit http://dq.cde.ca.gov/dataquest.

Three-Year DataGraduation and Dropout Rates

Graduation Rate Dropout Rate

12-13 13-14 14-15 12-13 13-14 14-15

North Salinas HS 81.39% 89.46% 90.18% 8.40% 5.10% 3.10%

Salinas UHSD 80.24% 81.38% 84.80% 8.70% 7.40% 4.50%

California 80.44% 80.95% 82.27% 11.40% 11.50% 10.70%

10

Textbooks and Instructional MaterialsWe choose our textbooks from lists that have already been approved by state education officials. For a list of some of the textbooks we use at our school, see the Data Almanac that accompanies this report.

We have also reported additional facts about our textbooks called for by the Williams case legislation of 2004, which requires schools to provide textbooks and instructional materials to all students. This online report shows whether we had a textbook for each student in each core course during the 2015-16 school year and whether those textbooks covered the California content standards.

2016-17 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

English language arts California Literature, McDougal Littell 2009

English language arts The Language of Literature, California Edition 2003

English language arts Into the Wild 2012

English language arts To Kill a Mockingbird 1996

English language arts The InterActive Reader Plus for Language Learners 2003

English language arts The Joy Luck Club 1996

English language arts Hamlet 1996

English language arts Inside Writing 2006

English language arts A Raisin in the Sun 2003

English language arts Macbeth 2003

English language arts CSU Expository Reading and Writing Course 2013

English language arts The Great Gatsby 1996

English language arts The Language of Literature 2002

English language arts The Crucible 1996

English language arts Of Mice and Men 1971

English language arts Cannery Row 1970

English language arts Meeting the California Challenge 2003, 2005

English language arts Edge Series, National Geographic 2006

English language arts Inside Language Series, National Geographic 2001

English language arts Measuring Up: Early and Exit Levels 2007

English language arts Inside Writing series 2006

English language arts Rewards Social Studies 2006

English language arts Edge Fundamentals 2009

English language arts The Circuit 2004

English language arts Step-by-Step Writing: A Standards-Based Approach 2007

Mathematics Mathematics Vision Project 2013

Mathematics Trigonometry, Third Edition 2011

Mathematics The Practice of Statistics 2010

Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

Percentage of Students Lacking Materials by Subject

2016-17 School Year

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts 0%

Foreign language 0%

Health 0%

Science laboratory equipment 0%

“To further support students in understanding the importance

of college, we started taking the freshmen to college.”

Continued on page 11


2016-17 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

Mathematics Mathematics with Business Applications, Fifth Edition 2005

Mathematics Basic Math Skills, AGS 2003

Mathematics Business Math, 16th Edition 2005

Mathematics Calculus: Graphical, Numerical, Algebraic; Pearson 2010

Mathematics Consumer Mathematics, AGS 2005

Mathematics Math IA, IB 2014

Science Astronomy Today, Eighth Edition 2014

Science Foundations of Astronomy 2009

Science Biologia 2004

Science Understanding Human Anatomy and Physiology, 2008 Edition 2011

Science Biology: Concepts & Connections 2005

Science Biology: The Dynamics of Life 2004

Science Biology, California Edition 2007

Science Chemistry: Matter and Change 2009

Science Chemistry & Chemical Reactivity 2010

Science Chemistry 2009

Science Introduction to Marine Biology, Second Edition 2002

Science Earth Science, California Edition 2005

Science Environmental Science: Earth as a Living Planet, Ninth Edition 2014

Science Principles of Technology 2002

Science Science of Earth Systems 2004

Science (AP Biology) Biology: The Dynamics of Life 2004

Science (applied physics) Physics: A First Course 2009

Science (Honors chemistry) Chemistry and Chemical Reactivity, Fourth Edition 2001

Science (physics) Foundations of Physics 2009

Science (AP Physics) Physics, Advanced Edition 2009

Social Science (psych) Myers’ Psychology for AP 2012

Social Science (world) AP European History: The Western Heritage Since 1300, Revised AP Edition

2016

History/social science American History: A Survey, 12th Edition 2007

History/social science For the People, Volume 2 2001

History/social science The American Vision: Modern Times, California Edition 2006

History/social science World History: Modern Times, California Edition 2006

Quality of TextbooksThe following table outlines the criteria required for choosing textbooks and instructional materials.

Quality of Textbooks

2015-16 School Year

Criteria Yes/No

Are the textbooks adopted from the most recent state-approved or local governing- board-approved list?

Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education?

Yes

Do all students, including English learners, have access to their own textbooks and instructional materials to use in class and to take home?

Yes

Public Internet AccessInternet access is available at public libraries and other locations that are pub-licly 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 include the hours of oper-ation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents.

Currency of TextbooksThis table displays the date when the most recent hearing was held to adopt a resolution on the sufficiency of instructional materials.

Currency of Textbooks

2016-17 School Year

Data collection date 9/27/2016

Textbooks and Instructional Materials - Continued from page 10

12

School FacilitiesOur main building was constructed in 1959, and we modernized our campus in 2000. All school buildings have working heat and air-conditioning. None of the portables on our campus encroach on space that would otherwise be used for recreation.

Graffiti almost never appears on our campus, and our surveillance system ensures timely discovery and quick removal when it does occur. Custodial staff clean the restrooms several times daily and clean the classrooms each night and as needed.

During the summer of 2014, there were seismic structural upgrades done to the front entrance and the inner court. New windows were installed to decrease heat in the hallways as well as glare. Over winter break in 2014, one bank of lockers was removed at the end of the hallway in Building 400 to increase visibility and safety in the hallways. This has also decreased overcrowding, especially during passing periods, at the begin-ning and end of day and lunchtime when all students are out of class. A safer location has been identified for reinstallation of the lockers if enrollment increases and dictates the need for more lockers.

North Salinas High School is in a very good condition. It is cleaned on a daily basis. Our school mainte-nance staff consists of a plant foreman, a night lead custodian, four night custodians, a half-time custodian, a half-time groundskeeper and a full-time groundskeeper. The plant foreman conducts periodic inspections, authorizes repairs and submits work orders for repairs as needed to district maintenance. Maintenance staff check and secure all gates and doors as needed. Daily maintenance of all classrooms, offices, restrooms and hallways takes place in the evenings. Deeper cleaning and maintenance that takes more time and would impact instructional settings (for example, the removal of student lockers from a crowded hallway) are sched-uled during nonstudent days, such as winter and spring breaks.

During the day, the NSHS site maintenance staff, as well as the campus security, is constantly walking around, directing visitors and students in the right direction. Visitors are directed to go to the front of the school where they sign in and state their business on campus. Only necessary gates and doors are open during reg-ular class time and secured promptly after that. Our groundskeepers are constantly cleaning, picking up litter, removing any inappropriate markings on walls or grounds, and reporting deficiencies to our plant foreman.

North Salinas High School is implementing the Positive Behavioral Interventions and Supports (PBIS) sys-tem to further ensure that all students, staff and community will have a safe and secure learning environment and student achievement will be maximized. There are four general behavior expectations, also known as the Viking Creed, which correlate to PBIS implementation and are aimed at improving the school climate. Stu-dents are expected to: Never Give Up, Stay Focused, Honor Yourself and Others, and Stay Positive. Staff and students will continuously analyze, reflect upon and update what the Viking Creed looks like in the classroom, the hallways, the school yard and other parts of campus. Explicit lessons on positive expected behaviors are taught, acknowledged and reinforced throughout the year.

The campus is partially enclosed with perimeter fencing. There are two major points of entry—one is in the back parking lot, which is gated, and one is in the front of the school. Both entries are maintained throughout the school day with a campus supervisor under the direction of Campus Security Officer. A large sign located inside the glass doors of the main entry directs visitors and parents and guardians to the main office.

Over the past two years, upgrades have been made to exterior windows. Improvements have been made to security cameras and perimeter fencing, and the student bike lot has been fenced in.

Continued on page 13

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor. At the time of this school facility inspection, no deficiencies were found.

School Facility Good Repair Status 2016-17 School Year

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/fountains Good

Interior Good Safety Good

Cleanliness Good Structural Good

Electrical Good External Good

Overall summary of facility conditions Exemplary

Date of the most recent school site inspection 8/26/2016

Date of the most recent completion of the inspection form 8/26/2016

School Facility Items Inspected The tables show the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected.

• Systems: Gas systems and pipes, sewer, mechanical systems (heating, ventilation and air-conditioning)

• Interior: Interior surfaces (floors, ceilings, walls, and window casings)

• Cleanliness: Pest/vermin control, overall cleanliness (school grounds, buildings, rooms and common areas)

• Electrical: Electrical systems (interior and exterior)

• Restrooms/fountains: Restrooms, sinks and drinking fountains (interior and exterior)

• Safety: Fire safety equipment, emergency systems, hazardous materials (interior and exterior)

• Structural: Structural condition, roofs

• External: Windows/doors/gates/fences, playgrounds/school grounds

Types of Services Funded• Title I, Part A: Supplemental Educa-

tional Services, Youth in Transition, School Choice

• Title I, Part C: Migrant program, Out of School Youth Program, Student Health Screenings

• Local Control Funding Formula (LCFF): Link Crew (high school), WEB (middle school), AVID (Ad-vancement Via Individual Determi-nation), Read 180, Rosetta Stone, Summer Bridge, Extended Learning

• After School Education and Safety Program (ASES) (middle school)


School FacilitiesContinued from page 12

North Salinas High School currently employs a number of staff, outside agencies, strategies and programs dedicated to keeping the school safe and improving the learning environment for all members of the school community. North Salinas incorporates all staff (administrators, teachers, classified), students, and outside parties to maintain the safest and learning environment. The school has a full-time probation officer; four campus supervisors; a detention center aide; and two campus security officers to maintain safety, reduce tru-ancy and counsel and guide students in making the right decisions. In addition, the North Salinas Attendance Office utilizes the Salinas Police Department truancy officer in reducing absences. School administrators monitor campus and enforce school rules. Each of the four assistant principals shares a student list with four school guidance counselors and work collaboratively to maximize support for each student.

The attendance office plays a major role in keeping students in school and safe. Students are required to maintain 85 percent annual attendance per California Education Code and district policy to graduate. Stu-dents who are behind in attendance have the opportunity to remediate attendance through school interses-sion periods. Additionally, attendance clerks monitor student attendance and make appropriate referrals to administration, parents, the district attorney, probation and the Salinas Police truancy officer.

Communication and planning is a key component to ensuring safety at school. Administrators, campus su-pervisors and other law enforcement agencies communicate frequently to address safety issues in school. These communications range from weekly meetings to discuss current safety issues, reviewing the Emer-gency Action Plan, and a systematic radio and cellphone communication system to improve the emergency response communications. In addition, the School Safety Committee—consisting of staff, parents and law enforcement—meets monthly to address safety concerns for the school.

To support students in schoolwide safety, intervention systems are in place to aide students in addressing personal and community safety issues. Students and staff are supported by guidance counselors, an inter-vention specialist, a community liaison and Sunrise House outreach counselor. The community liaison meets weekly with parents and discusses strategies for supporting students at school, safety issues and parent con-cerns. The community liaison connects parent concerns to appropriate staff, administration and other com-munity resources through and detailed referral system. The community liaison also serves as a resource for families in crisis and is available to do home visits for a multitude of concerns including safety, truancies and support service referrals. The Sunrise House outreach counselor provides drug counseling, anger manage-ment services and makes referrals to outside agencies when necessary. The intervention counselor and the intervention specialist meet with teachers to address student concerns and provide systematic interventions working with administrators, counselors and public agencies to support students. Schoolwide systematic intervention programs include after-school tutoring, Link Crew mentoring program, winter and spring Inter-session (as well as summer school), Sunrise House referrals, and Strengthening Families. In addition to the intervention specialist, the school also houses a behavior health specialist.

Students sign a school compact and behavior manual annually prior to receiving student schedules. All stu-dents are expected to follow the Viking Creed, meet the dress code, and attend school regularly and on time to be productive members of the Viking community.

The school uses ProActive K9 detection services to do random searches in classrooms and lockers. These dogs are certified to be able to detect prescription and other pharmaceuticals, as well as gun powder-based products, firearms, tobacco and narcotics. In 2014, a fourth assistant principal position was added to the staff as well as an extra campus security officer. In 2015, our custodial staff and attendance staff increased by one position each to further support a clean, orderly and safe campus.

Appropriate members of administration receive training in school crisis response and safety planning through the Monterey County Office of Education annually.

All certificated and classified staff receive annual training in Uniform Complaint Procedures (UCPs) and man-dated reporting at the beginning of the school year.

Teachers, students and staff follow comprehensive evacuation procedures during emergencies. The Emer-gency Evacuation Plan outlines the process and procedures for safe ingress and egress in the event of an emergency. The evacuation plan is disseminated to staff at the beginning of each year reviewed at faculty meetings. During the monthly Safety Committee Meetings, students, staff and parents frequently review the plan to continually review the effectiveness of the schoolwide emergency responses.

North Salinas High School is a closed campus. All visitors must check in at the main office and receive an identifying sticker. Only parents and guardians are allowed to visit during the school day. Students wishing to visit must have the approval of both principals and must complete an application.

Parental InvolvementParents are an integral part of our commu-nity. Parents help our school by supporting athletic, academic and social events. Our School Site Council (SSC) and English Learner Advisory Committee (ELAC) include parent members who provide input regarding the Single Plan for Student Achievement. Parents participate as member of the school Safety Committee, helping identify opportunities for parents to participate on campus. Viking parents are also celebrated for their contributions at sports events, club events and activities such as homecoming.

We have a full-time community liaison. She dedicates her time to coordinating a variety of programs that aim to increase parent involvement including a weekly par-ent group and Strengthening Families, a nationally recognized program for parents and youth.

Opportunities for parents to interact with North Salinas High School also include involvement in specialized parent education nights, hosted by the Health Academy, AVID and the NSHS Guidance team. Parent information nights range in topics from graduation requirements and credit recovery to how to pay for college. Presentations also often include guest speakers from local universities and other agencies. NSHS hosts an alumni day, when former Vikings share their personal journey to varied careers. Parents also engage in supporting North Salinas High School seniors by volunteering for Mock Interview panels.

We also have parents that represent student interests beyond the classroom. NSHS parent booster clubs include Band Booster, The Future Farmers of America Boosters, Athletics Booster Club and the Japanese Club, to list a few. Parents are also active on the School Safety Com-mittee. We welcome parent support and engagement in the Viking community.

For more information on how to become involved at the school, please contact Teri Short, School Site Council president, at [email protected].

“We continue to address the challenge of meeting the needs of a diverse population of students by providing a full range of

educational offerings.”

14

² Not applicable.

Teacher QualificationsThis table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.

Three-Year Data

Salinas UHSD North Salinas HS

Teachers 16-17 14-15 15-16 16-17

With a full credential 607 81 81 82

Without a full credential 47 3 4 6

Teaching outside subject area of competence (with full credential) 2 0 0 1

Teacher Credential Information

Academic Counselors and School Support StaffThis table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).

Academic Counselors and School Support Staff Data

2015-16 School Year

Academic Counselors

FTE of academic counselors 5.0

Average number of students per academic counselor 400

Support Staff FTE

Social/behavioral counselor 0.2

Career development counselor 1.0

Library media teacher (librarian) 1.0

Library media services staff (paraprofessional) 1.0

Psychologist 1.0

Social worker 0.0

Nurse 0.0

Speech/language/hearing specialist 1.0

Resource specialist (nonteaching) 5.6

Other FTE

Health teacher 1.0

Intervention specialist 2.0

Teacher Misassignments and Vacant Teacher PositionsThis table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note that total teacher misassignments includes the number of teacher misassignments of English learners.

Three-Year DataTeacher Misassignments and Vacant Teacher Positions

North Salinas HS

Teachers 14-15 15-16 16-17

Teacher misassignments of English learners 0 0 0

Total teacher misassignments 0 1 0

Vacant teacher positions 0 0 0

Core Academic Classes Taught by Highly Qualified TeachersHigh-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced-priced meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced-priced meals program. For more information about ESEA teacher requirements, visit www.cde.ca.gov/nclb/sr/tq.

2015-16 School YearHighly Qualified Teachers

Percentage of Classes in Core Academic Subjects

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

North Salinas HS 96.23% 3.77%

All schools in district 98.99% 1.01%

High-poverty schools in district 98.99% 1.01%

Low-poverty schools in district ² ²

2013-14 School Accountability Report CardNorth Salinas High SchoolSARC 15

Data for this year’s SARC was provided by the California Department of Education and school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request each year, on or before February 1.

All data accurate as of January 2017.


Published by:

www.sia-us.com | 800.487.9234

District Financial DataThis table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note: The district salary data does not include benefits.

2014-15 Fiscal YearDistrict Salary Data

Salinas UHSD Similar Sized District

Beginning teacher salary $40,611 $46,184

Midrange teacher salary $70,257 $75,179

Highest teacher salary $95,322 $96,169

Average middle school principal salary $115,969 $124,243

Average high school principal salary $130,178 $137,939

Superintendent salary $192,717 $217,637

Teacher salaries: percentage of budget 34% 35%

Administrative salaries: percentage of budget 5% 5%

Financial Data ComparisonThis table displays the school’s per-pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.

2014-15 Fiscal YearFinancial Data ComparisonExpenditures

Per Pupil From Unrestricted Sources

Annual Average Teacher Salary

North Salinas HS $6,463 $70,119

Salinas UHSD $8,790 $74,532

California $5,677 $77,824

School and district: percentage difference -26.5% -5.9%

School and California: percentage difference +13.8% -9.9%

School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

School Financial Data

2014-15 Fiscal Year

Total expenditures per pupil $8,212

Expenditures per pupil from restricted sources $1,749

Expenditures per pupil from unrestricted sources $6,463

Annual average teacher salary $70,119

Expenditures Per PupilSupplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

Financial Data The financial data displayed in this SARC is from the 2014-15 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits web page at 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.

salinas union hsd · 2017. 4. 21. · salinas union hsd timothy j. vanoli, superintendent •...

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