los banos junior high school accountability report card ... › view › 13172.pdf · relevant...

2013-14 School Accountability Report Card for Los Banos Junior High of 13

Los Banos Junior High

School Accountability Report Card

Reported Using Data from the 2013-14 School Year

Published During 2014-15

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. 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 Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at

http://www.cde.ca.gov/ta/ac/sa/. • View this SARC online at the school and/or LEA Web sites. • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents and community members should contact the school principal or the district

office.

About This School Contact Information (Most Recent Year)

School Contact Information

School Name------- Los Banos Junior High

Street------- 1750 San Luis Street

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

Phone Number------- (209) 826-0867

Principal------- Deolinda Brasil

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

Web Site-------

CDS Code 24 65755 6058689

District Contact Information

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

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

Superintendent-------

Dr. Steve Tietjen

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

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


School Description and Mission Statement (Most Recent Year)

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 in 2013-2014 was 1,500+ students. The campus contains an office, gym, multi-purpose room, library, kitchen, band and choir/guitar room, 38 classrooms, 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 aim is to prepare all students in their pursuit of academic achievement and personal health and to support and encourage them 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 qualify for college prep courses upon entering high school. We welcome parent and community members as partners in the educational process. In 2012-2013, the staff at Los Banos Junior High participated in a needs assessment and the site leadership team worked closely with a consultant from ICLE to address the areas brought forth by the needs assessment. Since the 2012-2013 school years, LBJH continues with the commitment to improving the school culture by implementing parts of PBIS and committed to improving instructional practices through rigorous and relevant lesson planning and implementing Quadrant D type lessons/activities into lesson plans on a consistent basis as part of the implementation of common core. Rigorous Curriculum Design teams were established in the spring of 2013 to develop common core units in ELA and Math, which remains on-going in 2013-2014 and 2014-2015. Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Grade 6------- 2

Grade 7------- 792

Grade 8 775

Total Enrollment------- 1,569

Student Enrollment by Group (School Year 2013-14)

Group Percent of Total Enrollment

Black or African American------- 1.8

American Indian or Alaska Native------- 0.7

Asian------- 1.1

Filipino------- 1.0

Hispanic or Latino------- 78.8

Native Hawaiian or Pacific Islander 1.1

White 15.0

Two or More Races 0.6

Socioeconomically Disadvantaged 76.4

English Learners 20.4

Students with Disabilities 12.6


A. Conditions of Learning

State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are

teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials

Teachers School District

2012-13 2013-14 2014-15 2014-15

With Full Credential 53 49.5 63 415

Without Full Credential 3 2 2 11

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

Teacher Misassignments and Vacant Teacher Positions

Indicator 2012-13 2013-14 2014-15

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments * 0 0 0

Vacant Teacher Positions 0 0 1 Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

Location of Classes Percent of Classes In Core Academic Subjects

Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 100.00 0.00

All Schools in District 100.00 0.00

High-Poverty Schools in District 100.00 0.00

Low-Poverty Schools in District 0.00 0.00 Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014-15) Year and month in which data were collected: September 11, 2014

Core Curriculum Area Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of 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)

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------- Glenco 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 19, 2014. A total of 49 out of 65 areas were visited and 37 areas were evaluated. Repairs were required in five components. The school’s overall ranking was “Good” with a average percentage of 90.37%. As per the Williams Settlement Legislation, Los Banos Junior High facilities are in good repair. The facilities are clean, operational, and functional. Classrooms and restrooms were deemed clean according to the recent Williams’ report, but emphasis was placed on several plumbing issues. Various classrooms need carpet/floor replacement and ceiling tiles replaced or installed. The field continues to be addressed by maintenance to fill in squirrel/mole burrows and is treated by Merced Pest Control on a regular basis. The upper field will require special attention and a complete resurface. Various signage on campus needs to be replaced and outdoor electrical outlet covers need replacement. Numerous classroom sinks need to be in working order and several leaks/plumbing issues addressed in the classrooms and restrooms. Work orders are submitted and completed as time permits and funding is available. William’s compliance items are given priority. Work orders for the above repairs have been submitted. Four classrooms had carpet/floor replaced in December of 2012. The bat infestation in the administration and J wing building was treated by Merced Pest Control in the fall of 2012. The burrows in the field were filled in over spring break in 2012, and the district maintenance department has regularly maintained the field by filling in the burrows as needed. Los Banos Jr. High School’s grounds, buildings and restrooms are in fair to 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. A work order has been submitted to fill in the burrows/holes by spring break and/or summer of 2014. The upper field underwent a considerable amount of resurfacing and new sod put in over the late spring of 2014. As of Fall of 2015, the asphalt still requires partial resurfacing with a possible 440 track installed along the perimeter of the new sod area. The Multi-purpose room tables continue to be a potential hazard, but the locking mechanisms currently installed remain a temporary solution. 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.


School Facility Good Repair Status (Most Recent Year)

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 8/19/14

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

[X] [ ] [ ]

Interior: Interior Surfaces

[ ] [ ] [X] Gym: There is broken glass to the bulletin board display. Boys Locker Room: There are ceramic tile in the shower that are broken. There are several cove tile that are broken. J Wing Restrooms: J boys room has missing wall tile. H Wing: H103 has stained ceiling tile, H101 has bowed ceiling at the entry. Matt Room: There is water stained ceiling tile. Portable Restrooms: P girls room has cove base that needs repair and the flooring is damaged. P Boys has missing ceiling tile. Multi-purpose: There is a light out at the entry of boys restroom 1. The ceiling on the stage needs to be replaced. D124: The carpet is ripped. G106: There are stained ceiling tile. G107: There are stained ceiling tile. J111: The computer cords need to be tied up. The TV has a cord wrapping around the room. The data and power cables are strung across the wall. F106: There are water stains on the ceiling tile. A122: There are water stained ceiling tiles.

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

[X] [ ] [ ] B115: There are cobwebs in the windows.

Electrical: Electrical

[X] [ ] [ ] H Wing: H113 the clock is hanging off the wall leaving wires exposed.


School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 8/19/14

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Restrooms/Fountains: Restrooms, Sinks/ Fountains

[ ] [X] [ ] A Wing: There is a toilet that is leaking at the base. The 8th grade counselors office has water stained tile. Gym: The drinking fountain is not functioning properly. There are broken ceiling tiles in the boy's restroom, the drinking fountain is not working properly, the urinal has poor water flow at the faucet. The sink is not working properly, there is a leaking toilet at the flush valve. In the girl's room the toilet is not flushing properly. Boys Locker Room: There is a broken drinking fountain. There is a broken sink faucet that is not working. There is a broken flush valve. J Wing Restrooms: J girls room has two leaking flush valves at stall 1 and 2. G Wing Restrooms: The boys room toilet valve is continuously flushing. The water fountain has no water pressure. The girls room faucet has no water pressure. Multi-purpose: The girls restroom handicap stall has broken floor tile near the toilet and faucet is not working. The boys restroom 1 urinal is not working. B Wing Restrooms: The boys rooms faucet is over spraying. The girls room has no water pressure at the sink. B115: There is a broken water fountain and faucet. F108: 9 faucets are not working. A129: There is a broken drinking fountain.

Safety: Fire Safety, Hazardous Materials

[ ] [X] [ ] Kitchen: There is a missing exit sign in the hallway. The Ansil system is not tagged. Gym: Exit signs are not working properly. G106: The Exit signs are not working properly. G107: The Exit sign is missing. There is excessive storage in the restroom. The fire extinguisher box has broken glass. The cords need to be bundled up. F108: The exit sign is not working. F106: The eye wash station was not working. F102: F102 and common area exit signs are not working.

Structural: Structural Damage, Roofs

[X] [ ] [ ]

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

[X] [ ] [ ]

Overall Facility Rating (Most Recent Year)

Overall Rating Exemplary Good Fair Poor

[ ] [X] [ ] [ ]


B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized

Testing and Reporting Program); • The Academic Performance Index; and • The percentage of pupils 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. California Assessment of Student Performance and Progress / Standardized Testing and Reporting Results for All Students in Science (Three-Year Comparison)

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Science (grades 5, 8, and 10) 56 55 48 55 53 49 60 59 60 Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). Scores are not shown 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.

California Assessment of Student Performance and Progress Results by Student Group in Science (School Year 2013-14)

Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 49

All Student at the School 48

Male------- 47

Female------- 48

Black or African American

American Indian or Alaska Native

Asian-------

Filipino------- 83

Hispanic or Latino 43

Native Hawaiian or Pacific Islander

White------- 74

Two or More Races-------

Socioeconomically Disadvantaged 43

English Learners------- 8

Students with Disabilities 25

Students Receiving Migrant Education Services 33 Note: CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, and 10. Scores are not shown 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.


Standardized Testing and Reporting Results for All Students (Three-Year Comparison)

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 41 45 42 45 46 44 54 56 55

Mathematics------- 37 38 40 41 42 40 49 50 50

History-Social Science 47 42 37 44 40 38 48 49 49 Note: STAR Program was last administered in 2012-13. 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. Academic Performance Index Ranks (Three-Year Comparison)

API Rank 2010-11 2011-12 2012-13

Statewide------- 3 3 4

Similar Schools------- 2 4 5 Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group (Three-Year Comparison)

Group Actual API Change

2010-11 2011-12 2012-13

All Students at the School -12 1 2

Black or African American

American Indian or Alaska Native

Asian-------

Filipino-------

Hispanic or Latino -15 -3 10

Native Hawaiian/Pacific Islander

White------- -15 23 -8

Two or More Races

Socioeconomically Disadvantaged -9 3 2

English Learners -145 117 12

Students with Disabilities -10 30 -33 Note: "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): • Pupil outcomes in the subject areas of English, mathematics, and physical education. California Physical Fitness Test Results (School Year 2013-14)

Grade Level

Percent of Students Meeting Fitness Standards

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

-------7------- 17.9 24.6 25.3 Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (Most Recent Year)

Parents play a vital role in the success of our school. Parents are involved in the School Site Council (SSC) which reviews programs underwritten by categorical funds. Also, an English Learner Advisory Committee (ELAC) provides input for the school site ELD programs. 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 of the academic, athletic, performing arts, or co-curricular events. LBJH has a strong band booster committee with high parent involvement/attendance at band reviews and various band performances on and off campus. LBJH MESA elective class/club 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 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. In 2013-2014, LBJH hired an additional academic counselor and the focus of student services was the hosting of 6 year plan workshops for students and parents, along with incoming 7th grade parent orientations to help students and families understand the junior high course curriculum and the course sequence in junior high and high school. Please contact Kathy Bartlett, school site council secretary, for details on how to offer your time, 209-826-0867.

State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. Suspensions and Expulsions

Rate School District State

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Suspensions------- 26.6 7.3 6.6 14.2 5.9 5.6 5.7 5.1 4.4

Expulsions------- 0.3 0.6 0.5 0.1 0.2 0.2 0.1 0.1 0.1 Note: The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100.


School Safety Plan (Most Recent Year)

Los Banos Junior High School has a School Safety Plan along with a School Crisis Intervention Plan which are on file and available to all parents, as well as, the general public. 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, an earthquake drill takes place annually in October as part of the Great California Shake-out drill, and an annual lockdown and bomb threat drill takes place along with an off campus evacuation taking place every other year to an area away from the school site – currently the designated off campus evacuation is Verona Park on Palermo Drive and/or Food-4-Less parking lot. Talbott Park and/or the school field is the designated off campus destinations when we do not need to conduct a full off-site evacuation. 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 Los Banos Junior High School has four full-time security personnel and one part-time (6 hours) security/campus liaison. In addition, administrators and teachers are assigned campus duty supervision in the mornings before school, break, and after-school. We have implemented a campus wide emphasis on character education known as the Tiger Be’s, which stresses the importance of all students being good citizens through the constant reminders to “Be Responsible, Be Respectful, and Be Safe.” Our custodial staff consists of one daytime custodian and one part-time (4 hours) and five evening custodians who perform thorough cleaning tasks and maintenance in every classroom, restroom, and overall facilities on a daily basis.

D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)

AYP Criteria School District

Made AYP Overall

Met Participation Rate: English-Language Arts

Met Participation Rate: Mathematics

Met Percent Proficient: English-Language Arts

Met Percent Proficient: Mathematics

Federal Intervention Program (School Year 2014-15)

Indicator School District

Program Improvement Status In PI

First Year of Program Improvement 2006-2007

Year in Program Improvement* Year 3

Number of Schools Currently in Program Improvement --- 7

Percent of Schools Currently in Program Improvement --- 87.5 Note: Cells with “---“ do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process.


Average Class Size and Class Size Distribution (Secondary)

Subject

2011-12 2012-13 2013-14

Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms

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

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

29.1 0 49 3 27 11 50 2 30 2 38 14

Mathematics ----------

26.6 2 52 0 27 5 52 2 28 5 45 9

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

30.9 0 34 10 31 32 13 32 1 23 24

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

31.2 0 32 13 32 33 13 33 1 12 34 Note: Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Academic Counselors and Other Support Staff (School Year 2013-14)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 2 750+

Counselor (Social/Behavioral or Career Development) 1-2 from Best/Mental Health

---

Library Media Teacher (Librarian) ---

Library Media Services Staff (Paraprofessional) 1 ---

Psychologist------- 1 ---

Social Worker------- 0 ---

Nurse------- 1 LVN ---

Speech/Language/Hearing Specialist 2-3 days per week ---

Resource Specialist------- ---

Other------- --- Note: Cells with “---“ do not require data. One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- 5932 967 4965 66613

District------- --- --- 5621 $63,331

Percent Difference: School Site and District --- --- -11.7 5.2

State------- --- --- $4,690 $67,762

Percent Difference: School Site and State --- --- 5.9 -1.7 Note: Cells with “---“ do not require data.

Types of Services Funded (Fiscal Year 2013-14)

AVID (Advancement Via Individual Determination) – This program works with “average achieving students in under-served populations” to prepare them for college. AVID is a college readiness, academic elective class. 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 Read 180 – Reading intervention program for students that are reading two or more years below grade level on an IEP. Rosetta Stone continues to be implemented in the EL Reading/ELA course for those students with a CELDT score of 1 or lower.


Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $38,907 $41,243

Mid-Range Teacher Salary $60,898 $64,893

Highest Teacher Salary $82,033 $83,507

Average Principal Salary (Elementary) $98,000 $103,404

Average Principal Salary (Middle) $113,325 $109,964

Average Principal Salary (High) $116,000 $120,078

Superintendent Salary $162,021 $183,557

Percent of Budget for Teacher Salaries 39 40

Percent of Budget for Administrative Salaries 5 6 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Professional Development

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 education. During the 2012-2013 school years, we continued teacher training in technology integration, the systematic approach to teaching reading with continuous improvement strategies to build literacy across the curriculum, student support, and strong, research based instructional strategies to focus on effective instruction in teaching the California standards. 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 this pilot year. Creation and revision dates were set aside by the district office with the plan for full implementation in 2014-2015. In January of 2014, a group of LBJH math teachers and an administrator attended a Common Core, Personal Learning and Technology conference in Monterey offered by the California League of Schools. In March of 2014, a team of LBJH ELA/ELD teachers attended a conference on Academic Language, English Learners, and the Common Core. On-going staff development activities occur within each department every month during PLC time. In June of 2013, Math and ELA teachers participated in a staff development training in which the focus was on the roll out of Rigorous Curriculum Design (RCD) units in ELA and math, which was the focus of instruction for the start of the 2013-2014 school years for the beginning phase of the common core standards. Another voluntary professional development day was dedicated in August of 2013 for staff members to have an understanding of the common core implementation and the expectation of RCD units in Math and ELA. One buy-back staff development day (it was on a voluntary basis) was used at the beginning of the school year to introduce teaching staff to ICLE and their role for the 2011-2012 school years as their consultants were assigned to the secondary sites to do a needs assessment in order to address the implementation of Quadrant D lessons and Rigor and Relevance lesson planning. At the end of the school year, two additional staff development days were provided (voluntary basis) to the teaching staff to wrap up the professional development generated by the ICLE needs assessment and the implementation of Quadrant D/Rigor and Relevance lesson planning. Throughout the 2012-2013 school years, the school site leadership team and site principal continued to review the needs assessment and followed the plan of action to address school culture and improving/increasing the rigor and relevance of instruction in the classroom. Additionally, release time has been provided to ELD teachers through the use of substitutes, in order to provide staff development for ELD curriculum training (3-D training). Funding for staff development, conferences and substitutes were provided from categorical funds and/or LBTA conference funds. With the implementation of common core and the new funding formula for school sites as per current legislation in 2013, the Los Banos Junior High School Site plan will be updated in the 2014-2015 with further direction from the district office. At the end of the 2007-08 school years, the Los Banos Junior High School began planning curriculum improvements for the next three school years. This site plan was updated during the 2010-11 school year. The school site plan will continue to be updated and worked on throughout the upcoming years in preparation for common core curriculum development in 2014, but currently reflects goals geared toward CST and NCLB and categorical funding.


In 2012-2013, LBJH started the year with an established administrative team and one academic counselor. In January of 2014, a second academic counselor was hired and each grade level had an assigned academic counselor. The focus for the site administration was the implementation of PBIS (Positive Behavior Intervention System) and the continuance of developing a positive school culture throughout the campus among students and staff and improving instructional practices across all subject areas. The implementation of the Tiger Be’s in 2012-2013 was a great accomplishment for the school site as we noticed a significant positive change in the school culture among students and staff. Ongoing components of PBIS were implemented in 2013-2014, with designated participants forming a PBIS committee who all agreed to attend formal PBIS training in 2014-2015. We, as a staff, made a conscious effort to put on student centered activities, such as, the MESA Fall Festival, the AVID dance, the Spring Out of Testing Carnival, and the End of the Year dance. Staff members took on many volunteer roles to provide school day activities and coaching intramural after school sports. Our Student Ambassadors put on Music Friday rallies to build school spirit and students and staff were strongly encouraged to wear their school spirit attire on Fridays.

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