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2018-19 School Accountability Report Card for Los Banos High School of 16

Los Banos High School

School Accountability Report Card

Reported Using Data from the 2018-19 School Year

Published During 2019-20

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California Department of Education (CDE) SARC web page at

https://www.cde.ca.gov/ta/ac/sa/. • For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and community members should contact the school

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

School Contact Information (School Year 2019-20)

Entity Contact Information

School Name Los Banos High School

Street 1966 11th Street

City, State, Zip Los Banos, CA 93635

Phone Number (209) 826-6033

Principal Mr. Veli Gurgen

Email Address [email protected]

Website http://www.losbanosusd.k12.ca.us/lbhs/

County-District-School (CDS) Code 24 65755 2434207

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

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

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


Entity Contact Information

District Name Los Banos Unified School District

Phone Number (209) 826-3801

Superintendent Dr. Mark Marshall

Email Address [email protected]

Website www.losbanosusd.k12.ca.us/lbhs/

School Description and Mission Statement (School Year 2019-20)

Los Banos High School, Home of the Tigers, was originally built in 1964. The campus consists of original wings surrounded by a series of additions. An administration office, library-media center, shop, two gyms, a multipurpose room with stage, garden and green house, new science wing, expanded art rooms, and music facilities are campus highlights. The administrative staff consists of the Principal, two Assistant Principals, two Learning Directors and three Counselors. Additional student support staff includes the office staff, Registrar, Career Guidance Technician, Librarian, Health Aide, Computer Lab Technician, campus security, custodians, School Psychologist and food service staff. Extra curricular clubs, organizations and athletic programs are supported by both on and off campus staffing, parents, and a multitude of foundations. The mission of Los Banos High School is for every student to achieve personal and academic success. The staff works with students and families to achieve this goal through our six School Wide Learner Outcomes which reflect Los Banos High School graduates will be effective technologically skilled individuals, innovative critical thinkers, global minded citizens, effective communicators, responsible students, and self-directed learners. To achieve this, Los Banos High School staff will provide a safe and orderly environment, foster a climate of high expectations for success, provide instructional leadership, and create opportunities to learn, maximize student time on task, monitor student progress frequently, and emphasize home-school relations. Our staff embodies the belief that we are student-centered. Being student-centered impacts school-wide decisions, classroom instruction, classroom policies and practices practices. The mission of Los Banos High School is for every student to achieve personal and academic success. Los Banos High School works to create an educational program, which addresses the academic, social, and personal needs of each student ,so that they are encouraged to grow to meet their maximum potential as academic minds and responsible young adults. Our purpose is to provide a positive, attractive environment where students are believed in and encouraged to acquire knowledge for self-promotion. We also strive to produce well-rounded individuals who are capable of interacting within a demanding environment that is multilingual, multicultural, and multitask. Los Banos High School also works to reflect the many positive strengths of its community and maintain a mutual relationship between students, teachers, and parents.

Student Enrollment by Grade Level (School Year 2018-19)

Grade Level Number of Students

Grade 9 408

Grade 10 396

Grade 11 304

Grade 12 303

Total Enrollment 1,411


Student Enrollment by Group (School Year 2018-19)

Student Group Percent of Total Enrollment

Black or African American 1.9

American Indian or Alaska Native 0.9

Asian 1.6

Filipino 0.5

Hispanic or Latino 74

Native Hawaiian or Pacific Islander 0.6

White 19.7

Two or More Races 0.9

Socioeconomically Disadvantaged 64.9

English Learners 16.2

Students with Disabilities 14.3

Homeless 0.3

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

2017-18 School

2018-19 School

2019-20 District 2019-20

With Full Credential 58 62 64 447

Without Full Credential 9 6 9 48

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

Teacher Misassignments and Vacant Teacher Positions

Indicator 2017-18 2018-19 2019-20

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Positions 0 0 0 Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. *Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2019-20) Year and month in which data were collected: 9/12/19

Subject Textbooks and Other Instructional

Materials/year of Adoption

From Most Recent

Adoption?

Percent Students Lacking Own

Assigned Copy

Reading/Language Arts Holt McDougal Literature The Language of Literature, 5/2003 Language Network, 2004 Patterns for College Writing, 2007 Norton Intro to Literature, 2007

Yes 0

Mathematics Integrated Math 1,2,3 ALEKS Online Math Curriculum Pre-Algebra, CA Ed., 2/2009 Algebra 1, 5/2003 Algebra 2, CA Ed., 7/2005 Geometry, Concepts & Applications, 3/2002 Geometry, CA Ed., 7/2005 Calculus, 8th Ed., 7/2005 Adv. Math Concepts, 7/2005 Barron’s Math Workbook NEW SAT, 2006 Practice of Statistics, 2006

Yes 0

Science Biology, 6th Ed., 2002 Biology: Principles & Explorations, 2001 Biology: The Dynamics of Life, 2005 Chem Com 4th Ed, 2005 Modern Chemistry, 1992 Holes Essentials of Human Anatomy & Physiology, 2009 Conceptual Physics, 2009 Earth Science-Pupil’s Ed., 2/2005

Yes 0

History-Social Science Health, 2008 World Geography, 2/2009 Modern World History: Patterns of Interaction Textbook for World History,2003 The Americans, 5/2003 US Gov't/Democracy in Action, 2006 Economics/Princ, Prob & Policies, 2010 The American Pageant, History of the Republic, 14th Edition, 3/2009 History of Western Society, 6th Ed., 2000 Think Sociology, 2011 Think Psychology, 2011

Yes 0


Subject Textbooks and Other Instructional

Materials/year of Adoption

From Most Recent

Adoption?

Percent Students Lacking Own

Assigned Copy

Foreign Language Realidades-Spanish I, 2007 Realidades-Spanish II, 2008 Realidades-Spanish III, 2009 Galeria, 1998 Una Vez Mas, 2nd Ed, 2006 Tesoro Literatio, 1997 Dime Dos, 1995 Nuestro Mundo, 5/2004 Dime/Pasaporte al Mundo 21, 1995 Bienvenue, 2002 A’Bord L-2, 2001 Discovering French, 1994 Bom Dia! I, 2004 Bom Dia II, 2007 Portugal: Lingua e Cultura L3, 1997

Yes 0

Health Glenco Health, 11/2007 Yes 0

Visual and Performing Arts Art Talk, 2002 Focus on Photography, 2010 Exploring Visual Design, 4th Ed., 2009 Art Through the Ages, 12th Ed., 2007

Yes 0

School Facility Conditions and Planned Improvements (Most Recent Year)

Los Banos High School was last inspected in November 2019. The inspection covered all 12 areas of the school which make up the campus and covered 8 identified categories. Out of the 8 categories,1 was ranked “Good” and 7 were ranked "Poor. The overall rating of the school was “Poor.” The school facilities are in poor condition. Deficiencies of various degrees have been noted throughout the site. Major repairs and maintenance are necessary throughout the campus. Per the November 2018 inspection, the following repairs to Los Banos High School’s campus are needed: Boys junior varsity locker room: hole in the wall, multiple non-working external lights, holes above the baseboard on the stairs leading to the stage, multiple classrooms needing carpet replacement, boys PE locker room shower needs deep cleaning/leaking hot water, boys PE locker room entrance loose tiles, student bathrooms needs new partitions and mirrors, and multiple concrete patchwork required around campus. Coordinated efforts with the district office and maintenance personnel to improve our school’s condition and rating are underway. Work orders to make the necessary repairs have been submitted via the district work order process. Ongoing efforts continue to ensure that our facility is clean and functional. Improving and maintaining our facilities continues to be a priority at Los Banos High School. Los Banos High School grounds, buildings and restrooms are in good repair. Regular facilities improvements occur as needed. Los Banos Unified School District has a work order process in place to ensure orderly and timely repair to the required areas.


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

Year and month of the most recent FIT report: November 8, 2019

System Inspected Rating Repair Needed and Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer

XGood

Interior: Interior Surfaces XPoor

Rooms 15-20 Torn wallpaper. Windows not working Rooms 21-34 Torn wallpaper. Windows not working. Rooms 35-40 Stained ceiling tiles. Blinds missing or broken. Rooms 502-528 Multiple blinds broken or not working. Missing ceiling tiles. Leaking faucet in Room 502. Rooms 601-615 Multiple Stained Ceiling Tiles. Tiger Gym Cracked urinal. Shower has signs of mold, stains, and grime. Boys JV locker-room: water damage in the ceiling. Girls locker-room: bubbling paint in the ceiling. MPB Gym: Girls Varsity Locker Room: Faucets do not work. Accessible shower does not work. Boys Varsity Locker Room: Hole in the wall. Accessible shower does not work. Missing lights. MPB Gym: Non-working water fountains. Missing tiles around the water fountain. Stage: stairs missing bumpers, Uneven surface in front of the MPB. Pest droppping at the entrance of MPB Main Office, Front Office, and Library Hole on pavement across from front office



Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

XPoor

Tiger Gym Boys locker-room: Shower has signs of mold, stains, and grime. Boys JV locker-room: exposed light switch and water damage in the ceiling. Bat droppings and smell of bat infestation MPB Gym: Pest dropping at the entrance of MPB

Electrical: Electrical XPoor

Rooms 1-14 Exposed Wires in Room 1. Exposed Outlet in Room 1. Multiple not working light bulbs. Rooms 15-20 Multiple light bulbs not working. Rooms 21-34 Multiple light bulbs not working. Rooms 502-528 Exposed wires in Room 502. Missing or not working light bulbs. Rooms 701-757 Multiple light bulbs not working. Tiger Gym Boys locker-room: Exposed wires in a light fixture. Boys JV locker-room: exposed light switch Electrical Room: Exposed wires. Water Heater Room: Exposed Wires. MPB Gym: Boys Varsity Locker Room: Missing lights. MPB Gym: Non-working water fountains. Stage: non-working lights.

Restrooms/Fountains: Restrooms, Sinks/ Fountains

XPoor

Tiger Gym Boys locker-room: Some of the drinking fountains do not work.Cracked urinal. Faucet not working in the bathroom. Shower has signs of mold, stains, and grime. Boys JV locker-room: water damage in the ceiling. MPB Gym: Girls Varsity Locker Room: Faucets do not work. Accessible shower does not work. Boys



Varsity Locker Room: Accessible shower does not work. MPB Gym: Non-working water fountains.

Safety: Fire Safety, Hazardous Materials

XPoor

Rooms 1-14 Pull Station Not Visible/Broken in Rooms 5 through 13 and 403. Rooms 21-34 Sign for extinguisher missing. Rooms 35-40 Pull station not visible/broken. Sign for extinguisher not present. Rooms 502-528 Sign for extinguisher not present. Exposed wires in Room 502. Broken fire alarm box above 507. Rooms 601-615 Multiple pull stations not visible. Extinguisher not present in Room 606. Rooms 701-757 Sign for extinguisher missing. Smell of gas outside of the piano room.

Structural: Structural Damage, Roofs

XPoor

Rooms 21-34 Uneven surface in front of Rooms 27 and 28. Rooms 35-40 Stained ceiling tiles. Pull station not visible/broken. Sign for extinguisher not present. Blinds missing or broken. Rooms 502-528 Missing ceiling tiles. Tiger Gym Cracked urinal. Shower has signs of mold, stains, and grime. Boys JV locker-room: water damage in the ceiling. Girls locker-room: bubbling paint in the ceiling. MPB Gym: MPB Gym: Missing tiles around the water fountain. Stage: stairs missing bumpers, Uneven surface in front of the MPB.



Main Office, Front Office, and Library Rotting wood across from front office. Rotting wood above 402 and 403. Hole on pavement across from front office

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

XPoor

Rooms 15-20 Gates on either side not working therefore constantly chained and locked Rooms 35-40 Gates on either side not working therefore constantly chained and locked

Overall Rating XPoor

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

Subject School

2017-18 School

2018-19 District 2017-18

District 2018-19

State 2017-18

State 2018-19

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

57 48 38 39 50 50

Mathematics (grades 3-8 and 11)

22 17 23 26 38 39

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 2018-19)

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Not

Tested

Percent Met or

Exceeded

All Students 274 266 97.08 2.92 47.74

Male 153 148 96.73 3.27 45.27

Female 121 118 97.52 2.48 50.85

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

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

Asian -- -- -- -- --

Filipino -- -- -- -- --

Hispanic or Latino 202 197 97.52 2.48 45.18

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

White 50 47 94.00 6.00 61.70

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

Socioeconomically Disadvantaged 176 172 97.73 2.27 45.35

English Learners 61 59 96.72 3.28 16.95

Students with Disabilities 45 43 95.56 4.44 9.30

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

Foster Youth

Homeless

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2018-19)

Student Group Total


Percent Tested

Percent Not

Tested

Percent Met or

Exceeded

All Students 274 260 94.89 5.11 16.92

Male 153 145 94.77 5.23 19.31

Female 121 115 95.04 4.96 13.91


Student Group Total


Percent Tested

Percent Not

Tested

Percent Met or

Exceeded

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

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

Asian -- -- -- -- --

Filipino -- -- -- -- --

Hispanic or Latino 202 193 95.54 4.46 14.51

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

White 50 46 92.00 8.00 30.43

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

Socioeconomically Disadvantaged 176 166 94.32 5.68 13.86

English Learners 61 56 91.80 8.20 3.57

Students with Disabilities 45 41 91.11 8.89 4.88

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

Foster Youth

Homeless

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

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

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

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

Subject School

2017-18 School

2018-19 District 2017-18

District 2018-19

State 2017-18

State 2018-19

Science (grades 5, 8 and high school) N/A N/A N/A N/A N/A N/A

Note: Cells with N/A values do not require data. Note: This is a placeholder for the California Science Test (CAST) which was administered operationally during the 2018-19 school year. However, these data are not available for inclusion in the 2018-19 SARC posting due February 1, 2020. These data will be included in the 2019-20 SARC posting due February 1, 2021.


Career Technical Education Programs (School Year 2018-19)

Los Banos High School students are educated with a goal of preparing them for the post secondary education opportunities of their choosing. Students are expected to have a four year plan, in some instances during the 8th grade year, with the plan revised annually. LBHS has a full service Career Center with a part time Career Guidance Technician to work with student services staff in assisting a student in planning or adjusting their courses to prepare them for future education and careers. The Expected School Wide Learning Results address the goals for the students. Our elective course offerings, in many instances, allow the students a four year sequence to develop their technical skills in identified areas. We have ROP classes which offer community classroom experiences for many students. Our Agriculture Department have formalized course sequences in many areas, as do the other elective departments. Students have the ability to identify a path and remain focused on the same path the entire four years, or explore other sequences of career education. Also, our junior and senior year students can take courses offered through Merced College to earn both high school and college credits at the same time.

Career Technical Education Participation (School Year 2018-19)

Measure CTE Program Participation

Number of Pupils Participating in CTE 488

Percent of Pupils that Complete a CTE Program and Earn a High School Diploma 37.5

Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education

3

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

UC/CSU Course Measure Percent

2018-19 Pupils Enrolled in Courses Required for UC/CSU Admission 99.08

2017-18 Graduates Who Completed All Courses Required for UC/CSU Admission 32.89

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 2018-19)

Grade Level Percentage of Students

Meeting Four of Six Fitness Standards

Percentage of Students Meeting Five of Six Fitness Standards

Percentage of Students Meeting Six of Six Fitness Standards

9 18.4 22.5 10.4 Note: Percentages are not calculated and double dashes (--) appear in the table when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


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 2019-20)

Parents are encouraged to participate in Los Banos High School programs. Opportunities include School Site Council, Academic Boosters, Athletic Boosters, Ag Boosters, Band Foundation, Choir Boosters, the English Language Advisory Committee (ELAC), and as parent volunteers. Parents are highly encouraged to maintain a strong connection with our site, with access to staff members in person, by phone, through e-mail, and the Parent Portal access option. In addition, LBHS offers informational nights such as Freshmen Orientation, Advanced Placement Info Night, Senior Parent Info Night, College Info Night, and Financial Aid Night. Furthermore, parents are able to review their student’s attendance, grade book entries, and current grade for each of their own student’s courses via the Parent Portal. Los Banos High School is constantly looking for ways to improve parental involvement as we believe it is a major factor that impacts student academic success.

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

2015-16 School

2016-17 School

2017-18 District 2015-16

District 2016-17

District 2017-18

State 2015-16

State 2016-17

State 2017-18

Dropout Rate 3 1.9 2.3 2.9 2.6 2.3 9.7 9.1 9.6

Graduation Rate 97 97.1 96.1 95.5 95.2 96.2 83.8 82.7 83 For the formula to calculate the 2016-17 and 2017-18 adjusted cohort graduation rate, see the 2018-19 Data Element Definitions document located on the SARC web page at https://www.cde.ca.gov/ta/ac/sa/.

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

2016-17 School

2017-18 School

2018-19 District 2016-17

District 2017-18

District 2018-19

State 2016-17

State 2017-18

State 2018-19

Suspensions 7.9 8.4 8.9 5.8 5.7 6.4 3.6 3.5 3.5

Expulsions 0.4 0.5 0.5 0.2 0.2 0.3 0.1 0.1 0.1

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


School Safety Plan (School Year 2019-20)

Los Banos High School maintains a clean campus through our site custodial staff and district support staff. One and one half full-time custodians work during regular business hours, while six work during the evening, after the conclusion of classes. Administrative staff inspects campus cleanliness each day. Six full-time school security personnel monitor campus grounds and supervise students outside of their classrooms each day. Administrators and counselors provide a significant portion of campus supervision of students on a weekly basis. Community professionals which maintain offices on our site include a Los Banos Police Department School Resource Officer, a Merced County Probation Officer, a Marriage and Family Therapist from Merced County, and a LBUSD school psychologist. Los Banos High School is a modified, closed campus. Juniors, Seniors and Sophomores (over age 16) are allowed to leave campus for lunch if parents submit an application for their student to have a lunch pass and all other requirements are met. The lunch pass allows students to leave for the lunch period only. A campus-wide perimeter fence and mobile security personnel assists staff to secure the campus and control entry onto school grounds. The school safety plan was developed in conjunction with the district safety plan. It is reviewed annually, with the last update occurring fall of 2019. The purpose of the plan is to provide prompt and orderly responses to a wide variety of potential emergency situations. These include fires, poisonous gas, intruders on campus, weapons, and medical emergencies, to name a few. The plan assigns specific personnel duties during such situations, and indicates what notifications are made to local authorities and emergency personnel. Drills are practiced at least every semester to insure proper preparation.

Average Class Size and Class Size Distribution (Secondary)

Subject

2016-17 Average

Class Size

2016-17 # of

Classes* Size 1-22

2016-17 # of

Classes* Size

23-32

2016-17 # of

Classes* Size 33+

2017-18 Average

Class Size

2017-18 # of

Classes* Size 1-22

2017-18 # of

Classes* Size

23-32

2017-18 # of

Classes* Size 33+

2018-19 Average

Class Size

2018-19 # of

Classes* Size 1-22

2018-19 # of

Classes* Size

23-32

2018-19 # of

Classes* Size 33+

English 28 10 28 14 25 19 39 1 25 17 41 3

Mathematics 25 15 35 3 26 10 39 4 25 18 35 3

Science 24 19 22 22 25 21 22 24 25

Social Science 27 10 35 7 27 7 41 5 27 9 43 2 *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.

Ratio of Academic Counselors to Pupils (School Year 2018-19)

Title Ratio

Academic Counselors* 470.3 *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.

Student Support Services Staff (School Year 2018-19)

Title Number of FTE*

Assigned to School

Counselor (Academic, Social/Behavioral or Career Development) 3.0

Library Media Teacher (Librarian)

Library Media Services Staff (Paraprofessional)

Psychologist


Title Number of FTE*

Assigned to School

Social Worker

Speech/Language/Hearing Specialist

Resource Specialist (non-teaching) 2.0 *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 2017-18)

Level Total

Expenditures Per Pupil


(Restricted)


(Unrestricted)

Average Teacher Salary

School Site 11,380 2,074 9,306 57,689

District N/A N/A 9,524 70,071

Percent Difference - School Site and District N/A N/A -2.3 -19.4

State N/A N/A $7,506.64 $82,031.00

Percent Difference - School Site and State N/A N/A 21.4 -34.8 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 2018-19)

Los Banos High School students benefit from categorical and other funding sources related to socioeconomic status, English Learner status, learning disabilities and/or health related limitations. Specialized staffing which support the achievement of these students, along with programs including Reading 180 and Rosetta Stone are examples of funding uses. The School Plan for Student Achievement is created by the LBHS Site Council and identifies, in alignment with the LEA Plan, the EL Master Plan, and the WASC Self Study, the staffing, programs and activities which will be implemented to provide additional services. The plan is revisited annually and is available for review either online or by contacting the school site at (209) 826-6033.

Teacher and Administrative Salaries (Fiscal Year 2017-18)

Category District Amount

State Average For Districts

In Same Category

Beginning Teacher Salary $ $51,374

Mid-Range Teacher Salary $ $80,151

Highest Teacher Salary $ $100,143

Average Principal Salary (Elementary) $ $126,896

Average Principal Salary (Middle) $ $133,668

Average Principal Salary (High) $ $143,746

Superintendent Salary $ $245,810

Percent of Budget for Teacher Salaries 34% 35%


Category District Amount

State Average For Districts

In Same Category

Percent of Budget for Administrative Salaries 5% 5%

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

Advanced Placement (AP) Courses (School Year 2018-19)

Subject Number of

AP Courses Offered* Percent of Students

In AP Courses

Computer Science N/A

English------- 3 N/A

Fine and Performing Arts N/A

Foreign Language 1 N/A

Mathematics 1 N/A

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

Social Science 8 N/A

All courses 17 18.2

Note: 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)

Measure 2017-18 2018-19 2019-20

Number of school days dedicated to Staff Development and Continuous Improvement 3 3 2

Los Banos Unified has allocated specific days of staff development for each of the last four years into the district master calendar. For 2019-2020 school year, there were two days at the start of the school year. Professional Learning Communities (PLC’s) by department also allow for professional development 12 times a year. In PLC’s, department members engage in conversations about data, instruction and improvement in their craft. Many teachers attended AP conferences over the summer as well as other types of outside professional development opportunities offered through the county, College Board or private institutions. In addition, all beginning teachers have assigned mentors. The major areas of focus for staff development have been Collaborative Learning Strategies, Win-Win Discipline, and PLC for the last four years. The professional development focus has been selected based on surveys from staff. Also, there are multiple after school professional development workshops are provided after school throughout the year.

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

2019 school accountability report card · biology, 6th ed., 2002 biology: principles &...

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