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2018-19 School Accountability Report Card for Los Banos Junior High School of 17

Los Banos Junior 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 Junior High School

Street 1750 San Luis Street

City, State, Zip Los Banos, CA 93635

Phone Number (209) 826-0867

Principal Deo Brasil

Email Address [email protected]

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

County-District-School (CDS) Code 24 65755 6058689

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

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

Los Banos Junior High School opened its doors to students in August 1999. It was built for a student population of 900, but the average enrollment consistently remains at 1,000+/- students. The campus contains an office, gym, multi-purpose room, library, kitchen, band and choir/guitar room, 38 classrooms, and 16 portables. Los Banos Junior High School occupies 22 acres and is on a traditional school calendar. Los Banos Junior High School works together in creating a nurturing and inspiring environment to help students be visionary, versatile thinkers; resourceful, life-long learners; effective, multi-lingual communicators and global citizens. We are a richly diverse community of learners that values the contributions of all its members. Our focus is to prepare all students in their pursuit of academic achievement and personal health, and to support and encourage students in their development of intellectual, artistic, technological, physical, and social expression. A main academic focus is being placed on increasing the number of students that are eligible for college preparatory courses upon entering high school. We welcome parent and community members as partners in the educational process. Our vision at Los Banos Junior High as it relates to student and staff interactions is "Every Student Matters, Every Moment Counts," as we strive to maintain a positive school climate that consistently builds recognizing students for their academic achievement, citizenship, and attendance.

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

Grade Level Number of Students

Grade 7 504

Grade 8 422

Total Enrollment 926


Student Enrollment by Group (School Year 2018-19)

Student Group Percent of Total Enrollment

Black or African American 1.7

American Indian or Alaska Native 0.4

Asian 1.2

Filipino 0.5

Hispanic or Latino 85.1

Native Hawaiian or Pacific Islander 1.1

White 8.5

Two or More Races 0.6

Socioeconomically Disadvantaged 83.4

English Learners 22.8

Students with Disabilities 12.7

Foster Youth 0.9

Homeless

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 37 39 38 447

Without Full Credential 5 4 5 48

Teaching Outside Subject Area of Competence (with full credential) 3 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: 9/10/19

Subject Textbooks and Other Instructional

Materials/year of Adoption

From Most Recent

Adoption?

Percent Students Lacking Own

Assigned Copy

Reading/Language Arts 11/10/2011 (Holt McDougal Lit Common Core)

Yes 0

Mathematics 2/12/2009 (Glencoe/McGraw Hill Alg Readiness, Holt Ca Mathematics Pre Alg, Holt, Rinehart & Winston Alg I) and Houghton Mifflin, Harcourt- California Go Math 7th and 8th grades

Yes 0

Science 4/5/2007 (McDougal Littell Focus on Life Science (7th), McDougal Littell Focus on Physical Science (8th) )

Yes 0

History-Social Science 4/13/2006 (World History Medieval to Early Modern Times (7th), United States History Independence to 1914 (8th)

Yes 0

Health Glencoe Teen Health Course 2, (CA Ed), 2005 Yes 0

School Facility Conditions and Planned Improvements (Most Recent Year)

Site inspections take place internally on an annual basis with the site principal, head custodian, and maintenance supervisor. The most recent Williams site inspection took place on August 22, 2019. A total of 32 areas were evaluated. The school received an overall rating of "Good," with an average percentage of 94.01%. As per the Williams Facility Inspection Tool (FIT), Los Banos Junior High facilities were rated in "good to fair" condition. The facilities are clean, operational, and functional. Classrooms and restrooms were deemed clean according to the recent Williams’ report, and the overall emphasis placed on several interior, plumbing, and electrical deficiencies based on past FIT reports paid off in this year's evaluation of our campus facilities as the overall rating improved from "fair" to "good." The replacement of interior carpets had a positive impact on the improvement of our classrooms. Los Banos Jr. High School’s grounds are in good repair. There are areas of landscaping that need to be revitalized throughout the campus, but overall the landscaping is in presentable condition. The asphalt in the basketball court area was resurfaced in the summer of 2013, and the mole and squirrel infestation in the field continues to pose a potential hazard due to the on-going burrows created by the mole/squirrel presence. There continues to be a bat and bird infestation throughout various parts of the campus. Work orders are routinely submitted to fill in the burrows/holes and addressed by our maintenance department as needed. Work orders are regularly submitted to address the bird/bat infestation by installing nets on the appropriate buildings by an outside agency as the need arises. The upper field underwent a considerable amount of resurfacing with new sod in late spring of 2014. As of Fall 2015, the asphalt still requires partial resurfacing. Our District has a work order process in place to ensure efficient service on repairs and the majority of work orders are completed in a timely manner. Work orders are submitted and completed as time permits and funding is available. William’s compliance items are flagged as a high priority. Work orders for the areas deemed deficient on the FIT report and the Williams audit have been submitted and are considered a top priority to be immediately repaired by site or district maintenance personnel.


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: 8/22/19

System Inspected Rating Repair Needed and Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer

XGood

F Wing: There is a condensate line draining onto the walkway.

Interior: Interior Surfaces XFair

G102- There is a light out in the classroom and the glass cover on the fire extinguisher display case is cracked. B115 - There is a chip on the laminate counter top. J114 - The carpet is torn beyond repair, needs to be replaced. J wing Restrooms - The ceiling has an area that needs to be patched and painted.

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

XGood

F107 - There was a trail of ants inthe room. The walls and sink were dirty at the time of our visit.

Electrical: Electrical XFair

G106 - there are electrical cords that can be a potential tripping hazard behind the teacher's desk Administration Office - A light was out in A128 F101 - There is a light out. D124 - Room 123 has electrical boxes that have exposed wires. J112 - Has a light out. J113 - Has a light out. Exterior near B109 wall - There is a damaged electrical outlet.


System Inspected Rating Repair Needed and Action Taken or Planned

Restrooms/Fountains: Restrooms, Sinks/ Fountains

XGood

GYM - The girls' restroom has a leaky toilet Boys Locker Room - The exterior water fountain is leaking, and the restroom has a leaky faucet. B Restrooms - There is low water pressure at the sink in the girls' restroom. F102 - low water pressure at two sinks. F108 - The water was turned off at the sink due to teacher preference.

Safety: Fire Safety, Hazardous Materials

XGood

F108 - the storage of classroom materials/supplies/displays was too close to the ceiling.

Structural: Structural Damage, Roofs

XGood

No structural deficiencies to report.

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

XGood

No external deficiencies to report.

Overall Rating XGood


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)

31 39 38 39 50 50

Mathematics (grades 3-8 and 11)

18 21 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 922 905 98.16 1.84 38.87

Male 461 453 98.26 1.74 32.15

Female 461 452 98.05 1.95 45.58

Black or African American 15 15 100.00 0.00 40.00

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

Asian 11 11 100.00 0.00 54.55

Filipino -- -- -- -- --

Hispanic or Latino 791 777 98.23 1.77 38.71

Native Hawaiian or Pacific Islander 11 11 100.00 0.00 36.36

White 72 71 98.61 1.39 39.44


Student Group Total


Percent Tested

Percent Not

Tested

Percent Met or

Exceeded

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

Socioeconomically Disadvantaged 764 752 98.43 1.57 37.87

English Learners 398 389 97.74 2.26 25.77

Students with Disabilities 119 116 97.48 2.52 5.22

Students Receiving Migrant Education Services 15 14 93.33 6.67 35.71

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 921 907 98.48 1.52 21.39

Male 461 455 98.70 1.30 21.32

Female 460 452 98.26 1.74 21.46

Black or African American 15 15 100.00 0.00 13.33

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

Asian 11 11 100.00 0.00 45.45

Filipino -- -- -- -- --

Hispanic or Latino 790 779 98.61 1.39 20.28

Native Hawaiian or Pacific Islander 11 11 100.00 0.00 9.09

White 72 70 97.22 2.78 30.00

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

Socioeconomically Disadvantaged 764 753 98.56 1.44 19.92

English Learners 398 396 99.50 0.50 10.35

Students with Disabilities 119 115 96.64 3.36 5.22

Students Receiving Migrant Education Services 15 15 100.00 0.00 13.33


Student Group Total


Percent Tested

Percent Not

Tested

Percent Met or

Exceeded

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.

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

7 16.7 25.8 19.8 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 play a vital role in the success of our school. Parents are involved in the School Site Council (SSC) which reviews and approves school site spending out of Title I and Supplemental and Concentration Grant funds under LCAP/LCFF. Also, an English Learner Advisory Committee (ELAC) provides input for the school site ELD programs. In conjunction with Pacheco High School, English classes are offered to our Spanish-speaking families through the use of the Rosetta Stone program and is regularly staffed by LBJH and PHS bilingual instructional aides. Parents are also strongly encouraged to represent LBJH at district level meetings, such as, DAC (District Advisory Council) and DELAC (District English Learner Advisory Committee). Parents and community members are invited and encouraged to attend any and all academic, athletic, performing arts, or extracurricular events, as well as, our Parenting Partner sessions. Parent support is strong and evident with our band and MESA programs. Band parents attend various band performances on and off campus. LBJH MESA elective class/after school enrichment group offers a variety of opportunities for parent involvement in after-school activities, MESA Saturday academies, and various field trips related to this elective course. All parents are strongly encouraged to visit their child’s classroom at any time, and/or request and attend parent/teacher conferences. LBJH parents have access to the Aeries Parent Portal (grading system) in order to actively remain involved in their child’s academic progress. LBJH has an annual Back to School Night in the fall which allows parents/guardians to meet their child’s teachers and learn about each teacher’s course expectation. Parents are informed of all site and district committees through the parent interest survey, the beginning of the year packet, and through various parent informational meetings. Annual SSC and ELAC meetings take place, as well as, annual site visits. In the fall of 2018, LBJH administration invited the participants of Parenting Partners to participate in the annual Spring site visit. The on-going focus of student services by both academic counselors (7th and 8th) in offering a variety of workshops for students and parents, along with incoming 7th and 8th grade parent orientations to help students and families understand the junior high course curriculum and the course sequence from junior high into high school. Along with expanding our academic student services, both grade level academic counselors place a great deal of emphasis on providing academic intervention through our after-school tutoring center, lunch time academic recovery/tutoring in the Student Success Center where the focus is ZAP (Zeros are not Permitted), and after-school math and ELA interventions, as well as, academic recovery and enrichment summer school and after school programs. Our counselors conduct academic recovery meetings with all students below a 2.0 GPA and the parent(s)/guardian(s) are included in the meeting. Aside from focusing on academic interventions, the counselors strongly focus on student rewards and recognition for academic achievement. The LBJH academic counselors and site administration continue to increase our parent knowledge of school related matters by offering multiple opportunities for parents to attend school events, parent workshops, and informational meetings. LBJH remains committed to expanding parental involvement and implemented Parenting Partners sessions in Spanish and English in the spring of 2016-2017 and has been on-going every fall since 2017. LBJH hosted the third annual Parenting Partner sessions in the fall of 2018, which will be offered every year moving forward. Parents are strongly encouraged to contact the grade level administration on ways to be actively involved in their child's education through participation at site and/or district sponsored events, meetings, and/or committees. Parents may contact the school office, 209-826-0867 or visit our school website and/or LBJH's Facebook page to learn more about upcoming parental involvement opportunities.


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 6.8 9.0 7.8 5.8 5.7 6.4 3.6 3.5 3.5

Expulsions 0.2 0.3 0.4 0.2 0.2 0.3 0.1 0.1 0.1

School Safety Plan (School Year 2019-20)

Los Banos Junior High School has a School Safety Plan along with a School Crisis Intervention Plan which are on file at the school site, and submitted to the district office for school board approval annually. The plan includes steps to be taken in the event of a variety of emergencies, such as: school alerts, school lockdowns, and emergency situations. Various emergency drills are conducted during the school year. Fire drills are conducted four times a year and an earthquake drill takes place annually in October as part of the Great California Shake-Out, which is a state-wide drill. Lockdown drills occur 3-5 times per year with school staff, and a bomb threat/off campus evacuation drill takes place annually or every other year to a designated off campus area deemed appropriate by site administration that is away from the school site – the designated off campus evacuation locations will only be shared out to public/parents on an "as need to know basis" through various forms of communication in the event of a true emergency evacuation occurring. LBJH administration and security staff participated in a district sponsored training during the 2012-2013 school years by Knowledge Saves Lives which focused on implementing safety and security measures to ensure a safer campus from outside intruders. The LBJH secretarial staff participated in a similar training in October of 2017 by Knowledge Saves Lives and the site principal participated in an Active Shooter Response training in February 2017 offered by Keenan & Associates at the Allan Hancock College in Santa Maria, CA. Over the course of several years, the LBJH staff continues to participate in lockdown drills involving our Los Banos Police Department and/or Resource School Officer. On August 22, 2014, the LBJH site administration, security, and office staff participated in a FEMA training. LBJH site administration continues to work closely with Los Banos Fire Department and Los Banos Police departments. On numerous occasions, the Fire Chief or a fire department representative has been on site during a safety drill, as well as, our School Resource Officer or representatives from our LBPD. Over the 2018 summer, representatives from LBPD, LBFD, and Knowledge Saves Lives conducted a needs assessment of our campus and provided site and district administration with recommendations. The Los Banos Junior High School employs three full-time security personnel and one part-time (6 hours) security/campus liaison. In addition, administrators and teachers are assigned campus/duty supervision before school, break, and after-school. We have implemented a school-wide emphasis on character education known as the Tiger Be’s, which stresses the importance to all students in being good citizens through constant communication and reiteration by staff to students to Be Responsible, to Be Respectful, and to Be Safe. We continue to implement components of PBIS as we are on our 5th year of modified implementation based on our site needs, but we continually explore various aspects of other behavior management programs in order to enhance and expand our positive school culture. One main focus in 2019-2020 is the implementation of Restorative Justice practices as part of our school site's progressive discipline steps. Our custodial staff consists of one daytime custodian and five evening custodians who perform thorough cleaning tasks and maintenance in every classroom, restroom, and the overall facilities on a daily basis.


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 23 17 25 24 11 27 24 11 30

Mathematics 27 2 30 25 1 30 26 5 29

Science 28 33 1 28 1 30 29 30 1

Social Science 29 37 29 1 28 1 29 30 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* 463.0 *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.

Student Support Services Staff (School Year 2018-19)

Title Number of FTE*

Assigned to School

Counselor (Academic, Social/Behavioral or Career Development) 2.0

Library Media Teacher (Librarian)

Library Media Services Staff (Paraprofessional)

Psychologist

Social Worker

Speech/Language/Hearing Specialist

Resource Specialist (non-teaching) *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 10,830 1,802 9,028 65,045

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

Percent Difference - School Site and District N/A N/A -5.3 -7.4

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

Percent Difference - School Site and State N/A N/A 18.4 -23.1 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 2018-19)

MESA (Math, Engineering, and Science Achievement) – This program uses math, science and engineering projects and competitions to motivate students towards these majors in college. MESA is a college readiness, academic elective class. NewsELA, Imagine Language and Literacy, and Imagine Math are all supplemental curriculum to help enhance classroom instruction. Read 180 and Systems 44: Reading intervention program offered to all students on an IEP in the SDC program that are reading below grade level. Math 180 - Math remediation program offered to all students on an IEP in the SDC program that are below grade level. Inside is being piloted in 2019-2020 for the newcomers course offered to our English Language Learners. Rosetta Stone continues to be a low level supplemental resource in the EL Reading/ELA course for our English Language Learner students. The teacher's main emphasis is utilizing GLAD strategies to help our students acquire the academic language and gain proficiency in speaking, reading, and writing English. The Rosetta Stone program is primarily used in the evening English class offered to any and all interested LBJH parent/guardian(s). English 3-D is used as a supplemental resource in the ELD/Reading course which is a support class for our English Language Learners with an ELPAC score of 3 or lower. Implementing GLAD strategies and teaching study and organizational skills are the teacher's priorities to ensure our EL students gain proficiency in acquiring the English language. After-School Tutoring Center -- tutoring in all academic subjects is offered Monday through Thursday in the library tutoring center for all students. The tutoring center is staffed by our academic counselors, certificated teachers, and support staff. Math Intervention --- targeted students are placed in the CCPMi (Common Core Preparatory Math Intervention) for a trimester and/or placed in after school math intervention based on teacher/administration referral. Each after school math intervention session meets twice per week for a total of 5-6 weeks. Student Success Center/ZAP program - "ZEROs are not Permitted" is lunch time tutoring assigned to students who are missing class assignments. ZAP is staffed by one academic counselor daily, teachers, and the school's Media Specialist I as part of our academic recovery plan and a mandatory intervention for students to improve their grade in a subject matter or overall GPA. Summer School - summer school is offered as an intervention to all students earning a 2.0 or lower GPA. Students are assigned/referred to academic recovery summer school by the grade level academic counselors. COPE- Confronting Obstructive Pupil Environment is an on-site program created by LBJH site administration and security as part of their daily responsibilities. COPE is offered as an "other means of correction" in helping students make better choices as they struggle with inappropriate behaviors. Students with disciplinary issues/concerns are referred to COPE sessions conducted solely by the grade level administrator, principal, or security personnel as deemed appropriate. Students are assigned to a set number of required COPE counseling sessions as deemed appropriate by the assigning administrator. As part of the referral process, administration seeks parental input/feedback from parents and formally informs parents of their child's need to participate in COPE sessions, but administration moves forward in meeting with students through the COPE counseling sessions with or without parental consent. Restorative Justice Practices -- various aspects of Restorative Justice Practices are being implemented by site administration and counselors in our efforts to promote positive student behaviors and educating students in making better choices. Student Services -- We continue to offer an array of academic, social, and emotional support through our grade level counselors.


PBIS - Positive Behavior Intervention Support has been implemented to change the school culture and increase the positive recognition of students exhibiting good citizenship, overall positive attitude, and/or high academic achievement on campus.

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%

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/.

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

Effective schools research clearly emphasizes the need for strong instructional leadership in a quality school. Positive direction, guidance, and motivation are the essential elements of successful adult learning that transfers into the classroom by teachers to promote the same for student learning. During the 2019-2020, 2018-2019, 2017-2018 school years, the following professional development took place or will take place with LBJH staff: PLC training with site leadership team, department chairs, and site administration took place on a designated professional development day offered by the district. Math Solutions - Four LBJH math teachers continue to work closely with a math consultant from Math Solutions in our efforts to improve instructional practices. Math Training through the Merced County Office of Education - a math consultant is working closely with all LBJH math teachers, including Inclusion Specialists on improving math instruction through various instructional strategies and practices. Imagine Math training -- the company rep for Imagine Math has been out to personally train all LBJH math teachers, including Inclusion Specialists on the effective use of Imagine Math as a supplemental resource in math classes. Imagine Language and Literacy -- the ELD teachers have been trained on the use of Imagine Language and Literacy and the effective use of this supplemental resource in the designated ELD courses.

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English 3-D -- updated curriculum and materials were ordered for the 2019-2020 school years, and all ELD teachers were trained on the use of this curriculum in August of 2019. Next Generation Science Standards -- all LBJH science teachers have attended four all day training sessions with BERS on the Next Generation Science Standards. Integrated ELD trainings -- various on-site trainings are on-going with ELA, math, science, and history teachers on integrating ELD standards within their content area. Language and Literacy toolkits, DOK wheels, and a variety of other informational/instructional materials are provided to staff as the need arises. Language Arts -- the ELA department continues with their on-going professional development with Rachel Sryja from Active Teaching Solutions on Impact Team training. History - the history department attended an all day training with SHEG - Stanford Historical Education Group on effective reading/writing strategies within the 7th and 8th grade history content. Restorative Justice Training --- Site Administration, along with the Student Advocate Counselor, attended a weekend of Restorative Justice training in February of 2019. Instructional Rounds - volunteer staff members participated in learning the instructional rounds process and continually participate in internal rounds at the site level as we feel this has been a valuable learning opportunity for our staff. Kate Kinsella --Raise the Level of your Students' Academic Vocabulary - an ELA/ELD teachers attended this one day training and returned to the site and shared the information learned with colleagues during a PLC meeting. PBIS- a team of 5 teachers and 1 administrator attended the 5 days of required training to fully implement Positive Behavioral Interventions and Support strategies campus-wide. English 3-D--- two ELD teachers attended this 3 days training on helping long-term English Language Learners master the language of school (academic language). All District Professional Development Days - three days were designated as professional development days throughout the district on Kagan structures for effective cooperative learning in the classroom. Go Math Training--- all LBJH math teachers were trained on the use of the Go Math curriculum by the company representative/trainer. Google Drive ---- the entire junior high staff was offered site specific training on Google Classroom/Drive for beginner to intermediate users. Individualized training is available upon request. Chemical Training---- the junior high science department was trained on the proper handling of chemicals used in their science classrooms. GLAD -- two LBJH ELD teachers attended a Be GLAD training in June of 2016, and the LBJH newcomers teacher and a science teacher attended GLAD training in March of 2017. As teachers express interest in implementing GLAD strategies in their classrooms and as site funds permit, teachers will be encouraged to attend the full day training sessions of GLAD when offered in California. In 2018, a 7th grade math teacher attended the full Be GLAD training. Technology Professional Development- with the site tech coaches appointed, numerous training sessions are offered after school, one-on-one sessions, and during PLC time. Training topics are based on site and teacher demand, requests, or as the need arises. Various training topics include: Google classroom, Kami, NewsELA, BrainPop, Notability, Aeries Teacher Portal, various Ipad and Google apps, Apple TV, and all other technology needs and demands by teachers. RCD units --- math and ELA teachers are continually collaborating throughout the year during PLC and all staff development days on the use and implementation of the RCD units. CAASPP--ELA, Math, and Special Education teachers are all trained on how to administer the California Assessment of Student Performance and Progress (state testing) during PLC and All Staff Development Days. ELPAC-the test site coordinator and site level test administrators and proctors have participated in extensive district, county, and state level training sessions in 2017-2018 and 2018-2019.


Math Solutions- In 2018-2019, LBJH math teachers participated in 2 full days of math professional development courses focused on problem solving and mathematical thinking that were both facilitated by Debi Mentz from Math Solutions. The two professional development math course titles completed by LBJH math teachers were titled, "Problem Solving- Developing Disposition, Competence, and Confidence and Mathematical Thinking - A Focus on Representation and Procedural Fluency." Along with the full day math courses, the Math Solutions coach provided 10 days of math coaching and conducted co-teaching sessions with each teacher. In the 2017-2018 school years, LBJH math teachers participated in 4 full days of math professional development, along with 8 full days of coaching sessions, with the consultant by the name of Debi Mintz, from Math Solutions. LBJH Math teachers participated in the 2 days course on Ratios and Proportional Relationships, 1 day course on Mathematical Reasoning and Discourse, and 2 days course on Expressions, Equations, and Functions. GO MATH - LBJH math teachers utilize GO Math as a resource to their daily math instruction, but in-depth training to be provided on MyHRW.com in January of 2019 as per teachers' request. GLAD- along with 2 of the 3 ELD teachers trained in GLAD strategies as previously stated, the LBJH 7th grade math team were all trained in GLAD strategies. The last of 3 experienced math teachers was trained in GLAD over the spring/summer of 2018, and all 7th grade math teachers are utilizing GLAD strategies in our 7th grade math classes. IMPACT Teams -- Rachel Sryja briefly trained all LBJH RCD teachers (math and ELA) on the implementation of Impact Teams, but has provided extensive training with all LBJH ELA/ELD teachers over the course of 2018-2019. The focus in 2019-2020 will be to have Rachel provide on-going training with ELA/ELD, but also in-depth training with LBJH math teachers. Next Generation Science Standards -- all 7/8 science teachers participated in an in-depth training on 10/29/18 on NGSS provided by BER (Bureau of Education & Research). The plan for 2019-2020 is to secure the same trainer and have on-going NGSS professional development take place for all secondary teachers. ELA collaboration --- all LBJH ELA and ELD teachers use 3 instructional days for ELA/ELD collaboration on RCD units, assessment data review, revisions to the ELA units of study, and revisions and creation of grading rubrics. This has been an on-going practice at LBJH since 2017-2018. The focus of the 3 ELA collaboration days in 2018-2019 was extensive training on Impact Teams under the guidance of Rachel Sryja, an outside consultant. ELD standards - various on-site professional development sessions facilitated by the district ELD Coordinator take place over the course of the school year. In 2019, Nancy Velador is scheduled to provide professional development during the January and February PLC days to science, history, and SPED departments on the ELD standards and teaching strategies with a focus on principle 2. A LBJH science teacher attended a California Science Education conference related to the Next Generation Science Standards in October of 2015, and the plan will be to have a LBJH teacher representative attend the annual Next Generation Science Standards conference moving forward. On 10/28/16, the LBJH science department chair attended the NGSS conference, which was held out of state. In the fall of 2017, NGSS training was provided to all LBJH science teachers as part of the all staff professional development by a representative from the UC, Merced Extension program. The LBJH administration, site selected leadership team members, and all department chairs have participated in an overview of BELIEF (Blueprints for Effective Leadership & Instruction for English Learner's Future) training sessions modules 1-4 during the 2017-2018 school years.


In 2013-2014, LBJH ELA and Math departments followed the RCD (Rigorous Curriculum Design) units created by grade level teachers from Los Banos and Gustine school districts. The ELA and Math departments were required to follow the RCD units as created in the pilot year. Creation and revision dates were set aside by the district office with the plan for full implementation in 2014-2015. As the implementation of RCD occurred, RCD lead teachers were given time outside of their classroom to work collaboratively with grade level colleagues to continue revising and developing the RCD units. The next phase of work started in 2015-2016 and continued in 2016-2017. The creation of common formative assessments using EdCite, the collection of data using EdCite, the administration of the CAASPP interim assessments, and the on-going revisions needed to each RCD unit in Math and ELA under the direction of Rachel Syrja (an outside consultant hired by the district to work with the RCD district team of teachers) took place during RCD staff development days throughout 2016-2017 and was on-going in 2017/2018. EdCite trainings were offered to LBJH math and ELA teachers on two occasions in 2016 (10/20/16, 11/15/16) and on 10/30/17 a follow up training with Brian from EdCite took place with all LBJH ELA teachers. The district arranged for RCD teacher collaboration time during the 2015-2016, 2016-2017, and 2017-2018 school years outside of PLC time, and LBJH ELA/ELD department meets three additional days during the school year (once a trimester) to collaborate on ELA/ELD standards, RCD units, assessments, and lesson planning. The ELA teachers have moved away from the use of EdCite, and are primarily using the CAASPP interim assessments as their common assessments while the math department continues to utilize EdCite and the CAASPP interim assessments. On January 20, 2016 all LBJH ELA/ELD teachers attended an ELD standards and Language and Literacy Teacher' Toolkit training hosted by Dr. DeLuna from Merced County Office of Education. Throughout the year, various ELA/ELD teachers attended language and literacy trainings offered by MCOE. During the 2016-2017 school years and on-going in 2017-2018, the site leadership team and department chairs are being trained on the Literacy Toolkit, Academic Language Development offered by the district's ELD Coordinator, and Modules 1-4 of the BELIEF training offered by the district's Induction Coordinator. Kagan Training, in the 2015-2016 and 2016-2017, the district provided various Kagan Structure trainings to all teachers as the all-staff professional development's main focus. LBJH teachers participated in 3-5 full days of Cooperative Learning structures, 1 day training of Win-Win Discipline, and 1 day of training of Reading Between the Lines. In the summer of 2017, several department chairs attended a CPI (Crisis Prevention Intervention) training in our efforts to develop a campus wide effort in deescalating extreme behaviors. This training is in conjunction with our PBIS strategies. Every fall, LBJH site administration offers an orientation for new certificated hires with a focus on site procedures and protocols. New certificated staff are part of the district induction program or assigned a mentor on site for guidance if the new hire does not qualify for induction. All teachers meet monthly for staff meetings, and they are part of the beginning of the year orientation meeting. PLC time is set aside 12 times per year for teacher collaboration and professional development. LBJH PLC meetings occur once a month on Wednesday and Thursday in August, September, October, January, February, and March. With the implementation of common core and the LCFF/LCAP funding formulas for school sites, the Los Banos Junior High School Site plan is updated annually with input from the LBJH site leadership team, department chairs, ELAC, and School Site Council. The school's Site Plan for Student Achievement (SPSA) will continue to be updated and worked on throughout the upcoming years to reflect the implementation of the common core standards and rigorous curriculum design units, the progress of all students on CAASPP (California Assessment of Student Performance and Progress), and the ELPAC results for our EL student population. The implementation of the Tiger Be’s has proven to be a great accomplishment for our school site as we noticed a significant positive change in the school culture among students and staff. Ongoing components of PBIS continue to be implemented with designated participants forming a PBIS committee. A team of five teachers and one administrator participated in the PBIS training sessions in 2014-2015, but various components of the program have been modified to meet the needs of LBJH . The implementation of relevant components to LBJH of PBIS and the dedication of staff to improve our school culture has played a significant role in creating an educational, safe, enjoyable, meaningful, and relevant learning experience for all Los Banos Junior High students.

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