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San Benito HSD

San Benito High School

2014-15 School Accountability Report Card

Published in 2015-16

Adrian Ramirez Interim Principal

[email protected]

1220 Monterey Street Hollister, CA 95023

Grades: 9-12 Phone: (831) 637-5831 www.sbhsd.k12.ca.us

CDS Code: 35-67538-3537008

San Benito High School District • John Perales, Superintendent • [email protected] • Phone: (831) 637-5831 • www.sbhsd.k12.ca.us

2San Benito High SchoolSARC

Principal’s MessageSan Benito High School is located in the city of Hollister in San Benito County. The school first opened its doors to students back in 1875 as a grammar school. Because of its close proximity to the Bay Area and Sili-con Valley in particular, Hollister has rapidly changed from a sleepy farming and ranching town, into a bustling bedroom community of San Jose. Over the last decade, more than 20,000 new residents have moved into the San Benito High School District.

The San Benito High School District Board of Trustees recently approved a policy to align the graduation requirements with the A-G sequence of courses for University of California and California State University admission beginning with the class of 2020. The new graduation requirement adoption includes a College & Career pathway that students may opt into at the beginning of their sophomore year. This pathway allows students to pursue a career pathway through either our Career Technical Education (CTE) or Visual and Performing Arts programs.

In June 2014, San Benito High School District passed the Measure G bond, and this funding is currently be-ing utilized to update classrooms and labs, improve instructional and vocational technology, expand school safety, and for the installation of seismic and communication systems.

The college-bound student will find a total of 21 Honors and Advanced Placement opportunities in all core content areas, as well as in the Visual and Performing Arts. Not only does San Benito High School place a high importance on academic achievement, there is also a wide spectrum of courses which allow students to develop their creative abilities within our CTE and Visual and Performing Arts programs. Career training is extensive with 11 career pathways. There are also extensive opportunities for athletic competition in foot-ball, basketball, golf, volleyball, tennis, wrestling, lacrosse, field hockey and others. Students are assisted in preparing for these contests through our weight training and personal fitness curriculum. Firsthand student leadership experiences are gained through the Link Crew, Circle of Friends and Student Congress, while our Associated Student Body (ASB) program includes an annual mock political convention in the school audito-rium, complete with elected representatives and speeches by candidates.

The highest priority at San Benito High School is student achievement and learning in a school environment which supports this priority, as well as fosters students’ social, physical, and psychological well-being.

District Mission StatementThe mission of San Benito High School

is to educate all students to their highest potential so they will have

the greatest range of personal options upon graduation.

District Vision StatementAs the educational center of our

community, San Benito High School provides a safe, orderly, and supportive

environment which offers challenging and equitable opportunities for all students;

fosters academic achievement of all students while developing vocational and interpersonal skills required for success in a rapidly changing and technological world; instills a strong work ethic and respect for the community effort while

preparing students for active and productive roles in society as adults;

and promotes individual dignity, integrity, and respect for diversity.

School Accountability Report Card

In accordance with state and federal requirements, the School

Accountability Report Card (SARC) is put forth annually by all public schools

as a tool for parents and interested parties to stay informed of the school’s progress,

test scores and achievements.

Board of TrusteesBoard of Trustees

Ray Rodriguez, President

Steve Delay, Clerk

Evelyn Muro, Trustee

Juan Robledo, Trustee

William Tiffany, Trustee

Parental InvolvementParent involvement is encouraged and welcomed at every opportunity. Each fall during Back-to-School Night, parent and community representatives are elected to the San Benito High School Site Council. Also, an annual survey is mailed to families with details of various volunteer opportunities, such as chap-eroning field trips and dances, assisting with picture day, distributing textbooks, or fundraising. Each year, in-coming eighth graders and their families are invited to an evening of touring the campus, meeting their coun-selors, and visiting informative departmental course and class demonstrations and exhibits in the O’Donnell Gym during Eighth Grade Preview Night. Parents and community members who are interested in helping at the school either in the classroom, at school events or on field trips must complete a volunteer application packet, which is available in the Human Resources Department.

There are also four individual grade-level parent nights presented by the counseling staff with specific in-formational topics for parents of freshmen, sophomores, juniors or seniors on separate evenings. Each year, parents are formally invited to accompany their student in the prescheduling of their courses for the upcoming school year with their counselor.

An active Migrant Parent Advisory Committee meets six times per year to advise on Migrant program activities and expenditures. The District English Learner Advisory Committee meets eight times per year.

There are numerous booster groups, which may be contacted through the various department leaders (e.g., the athletics director or music teacher). There is also a Graduation Committee which produces the gradua-tion ceremony every year. A staff member is the liaison for this committee and can be reached by contacting the school at (831) 637-5831.

For more information on how to become involved, contact the school at (831) 637-5831 and ask for the prin-cipal’s secretary, Beverly Bettencourt, at extension 172, or send an email to [email protected]. Interested parents may also contact the student activities clerk, Rebecca Doty, at extension 351 or via email at [email protected].

School SafetySan Benito High School’s safety plan has been implemented and is revised annually. The safety plan is presented to the staff at the beginning of each school year. San Benito High School has developed and implemented a detailed and well-organized security plan, which includes a Disaster Preparedness and Civil Defense Plan that is posted in every classroom, as well as crisis-intervention plans.

The school safety plan was last reviewed, updated and discussed with the school faculty in August 2015.

San Benito High School

“Home of the Hollister Haybalers!”


Enrollment by Student GroupThe total enrollment at the school was 2,877 students for the 2014-15 school year. The pie chart displays the percentage of students enrolled in each group.

Three-Year DataNumber of Classrooms by Size

2012-13 2013-14 2014-15

SubjectNumber of Students

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

English language arts 23 14 70 28 16 63 1 20 55

Mathematics 7 20 58 14 33 45 7 49 26

Science 10 19 51 10 24 45 2 34 30

History/social science 13 4 59 16 7 56 0 16 43

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

Suspension and Expulsion Rates

San Benito HS

12-13 13-14 14-15

Suspension rates 6.5% 5.2% 5.7%

Expulsion rates 0.3% 0.002% 0.003%

San Benito HSD

12-13 13-14 14-15



California

12-13 13-14 14-15



2014-15 School YearDemographics

Socioeconomically disadvantaged

50.7%English

learners11.1%

Students with disabilities

10.8%Foster Youth

0.7%

Hispanic or Latino67.6%

American Indian or Alaska Native

0.3%

Asian1.5%

Native Hawaiian or Pacific Islander

0.2%

Filipino1.4%

Black or African-American

0.8%

White27.6%

Two or more races0.5%

No response 0.2%

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

Three-Year DataAverage Class Size

13-1412-13 14-15

English languagearts

Mathematics Science History/socialscience

25

32 31 3229 30 30 30

3330 31

34

Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2014-15 school year.

2014-15 Enrollment by Grade

9

10

11

12

731

723

720

703


Federal Intervention ProgramSchools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English language arts or mathematics) or on the same indicator enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district.

This table displays the 2015-16 Program Improvement status for the school and district. For detailed information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

2015-16 School YearFederal Intervention Program

San Benito HS San Benito HSD

Program Improvement status In PI In PI

First year of Program Improvement 2009-2010 2009-2010

Year in Program Improvement Year 5 Year 3

Number of Title I schools currently in Program Improvement 2

Percentage of Title I schools currently in Program Improvement 100.00%

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

1. Aerobic Capacity

2. Body Composition

3. Flexibility

4. Abdominal Strength and Endurance

5. Upper Body Strength and Endurance

6. Trunk Extensor Strength and Flexibility

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

Percentage of Students Meeting Fitness Standards

2014-15 School Year

Grade 9

Four of six standards 21.6%

Five of six standards 18.8%

Six of six standards 39.7%

Adequate Yearly ProgressThe federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas:

• Participation rate on statewide assessments in English language arts and mathematics

• Percentage of students scoring proficient on statewide assessments in English language arts and mathematics

• Attendance rates for schools with enrollment in Transitional Kindergarten through grade eight (TK-8)

• Graduation rate for high schools

The table displays whether or not the school, district and state met each of the AYP criteria and made overall AYP for 2014-15. For more information, visit www.cde.ca.gov/ta/ac/ay.

2014-15 School YearAdequate Yearly Progress Criteria

San Benito HS San Benito HSD California

Met overall AYP No No Yes

Met participation rate:

English language arts Yes Yes Yes

Mathematics Yes Yes Yes

Met percent proficient:

English language arts n n n

Mathematics n n n

Met attendance rates Ù Ù Yes

Met graduation rate No No Yes

Ù Not applicable. This AYP indicator is only applicable for schools or districts that enrolled 30 or more students in Transitional Kindergarten through grade eight (TK-8) on Fall Census Day.

Not applicable. Due to the transition to the Smarter Balanced Summative Assessments, the U.S. Department of Education approved the California Department of Education’s waiver request to exclude the percent proficient results from AYP determinations. For more information on the AYP reports, please visit http://data1.cde.ca.gov/dataquest/.

n


California Standards Tests for All Students: Science (grades 5, 8 and 10)The tables show the percentage of students in grades 5, 8 and 10 who scored at Proficient or Advanced levels (meeting or exceeding state standards) in science.

Three-Year DataStudents Scoring at Proficient or Advanced Levels

San Benito HS San Benito HSD California

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

Science 60% 55% 49% 59% 53% 48% 59% 60% 56%

California Standards Tests Results by Student Group: Science (grades 5, 8 and 10)

2014-15 School YearStudents Scoring at Proficient or Advanced Levels

Group Science

All students in the district 48%

All students at the school 49%

Male 47%

Female 50%

Black or African-American v

American Indian or Alaska Native v

Asian v

Filipino 63%

Hispanic or Latino 42%

Native Hawaiian or Pacific Islander v

White 66%

Two or more races v

Socioeconomically disadvantaged 39%

English learners 5%

Students with disabilities 27%

Students receiving Migrant Education services 38%

Foster youth ±

California Assessment of Student Performance and Progress/Standardized Testing and Reporting Results Beginning in the 2013-14 school year, the Standardized Testing and Reporting (STAR) Program was eliminated and replaced by a new set of assessments called the California Assessment of Student Performance and Progress (CAASPP).

For the 2015 school year, the CAASSP included a mix of online and paper-pencil assessments. The online component contained the Smarter Balanced English language arts/literacy and mathematics tests. The paper-pencil science assessments of CAASPP included the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA). There was also the optional Standards-based Tests in Spanish for reading/language arts.

The CST is a multiple-choice test in science for varying grade levels. The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan (IEP). The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations.

For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

CAASPP by Student Group: English Language Arts and MathematicsThe tables on the following page display the information on student achievement at each performance level in English language arts and mathematics for the school by student groups for grade 11.

Levels of achievement include:

• Level 1 = Standard not met

• Level 2 = Standard nearly met

• Level 3 = Standard met

• Level 4 = Standard exceeded

Note: The number of students tested includes students that did not receive a score. However, the number of students tested is not the number that was used to calculate the performance level percentages. The performance level percentages are calculated using students with scores.v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested

in this category is too small for statistical accuracy or to protect student privacy.± Information is not available at this time.

California Assessment of Student Performance and Progress Results for All Students (grades 3-8 and 11)The table below shows the percentage of students meeting or exceeding the state standards in English language arts/literacy and mathematics.

2014-15 School YearPercentage of Students Meeting or Exceeding State Standards

Subject San Benito HS San Benito HSD California

English language arts/literacy 48% 45% 54%

Mathematics 19% 18% 29%


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

Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

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

2014-15 School YearStudents Achieving at Each Performance LevelEnglish Language Arts: Grade 11 Total

EnrollmentNumber Tested

Percentage Tested of Total

Enrollment

Percent Achievement

Group Level 1 Level 2 Level 3 Level 4

All students 704 686 97.4% 17% 34% 36% 12%

Male 331 47.0% 20% 36% 34% 9%

Female 355 50.4% 15% 33% 37% 14%

Black or African-American 8 1.1% v v v v

American Indian or Alaska Native 3 0.4% v v v v

Asian 14 2.0% 7% 7% 36% 50%

Filipino 15 2.1% 0% 27% 60% 13%

Hispanic or Latino 465 66.1% 20% 37% 34% 8%

Native Hawaiian or Pacific Islander 3 0.4% v v v v

White 177 25.1% 13% 29% 37% 20%

Two or more races 1 0.1% v v v v

Socioeconomically disadvantaged 330 46.9% 23% 40% 30% 6%

English learners 37 5.3% 76% 24% 0% 0%

Students with disabilities 54 7.7% 57% 33% 7% 2%

Students receiving Migrant Education services 69 9.8% 32% 28% 35% 6%

Foster youth ± ± ± ± ± ±

Mathematics: Grade 11 Total Enrollment

Number Tested

Percentage Tested of Total

Enrollment

Percent Achievement

Group Level 1 Level 2 Level 3 Level 4

All students 704 681 96.7% 51% 28% 15% 5%

Male 327 46.4% 53% 26% 14% 6%

Female 354 50.3% 50% 30% 15% 3%

Black or African-American 8 1.1% v v v v

American Indian or Alaska Native 3 0.4% v v v v

Asian 14 2.0% 36% 0% 43% 21%

Filipino 15 2.1% 33% 40% 27% 0%

Hispanic or Latino 461 65.5% 57% 28% 11% 2%

Native Hawaiian or Pacific Islander 3 0.4% v v v v

White 176 25.0% 37% 31% 20% 11%

Two or more races 1 0.1% v v v v

Socioeconomically disadvantaged 329 46.7% 59% 28% 10% 2%

English learners 37 5.3% 84% 11% 0% 0%

Students with disabilities 54 7.7% 83% 11% 2% 0%

Students receiving Migrant Education services 68 9.7% 56% 29% 13% 1%


± Information is not available at this time.


California High School Exit Exam ResultsThe California High School Exit Exam (CAHSEE) is primarily used as a graduation requirement in California. Students are first tested in grade 10 and have multiple chances to retake the test if the student does not pass the first time. The grade 10 results of this exam are also used to determine AYP for high schools as required by the federal No Child Left Behind (NCLB) law. The CAHSEE has two sections: English language arts and mathematics. For the purposes of calculating AYP, three performance levels are set: Advanced, Proficient and Not Proficient. Ô

CAHSEE Grade 10 Results by Student Group: English Language Arts and MathematicsThis table displays the percentage of students, by group, achieving at each performance level in English language arts and mathematics for the most recent testing period. For detailed information regarding the CAHSEE results, visit www.cahsee.cde.ca.gov.

California High School Exit Exam Grade 10 ResultsThe table displays the percentage of students scoring at Proficient or Advanced levels for the most recent three-year period. Note that the score a student must achieve to be considered Proficient is different than the passing score for graduation requirement.

Three-Year DataStudents Scoring at Proficient or Advanced Levels

English Language Arts Mathematics

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

San Benito HS 56% 50% 57% 51% 54% 55%

San Benito HSD 55% 47% 55% 49% 52% 53%

California 57% 56% 58% 60% 62% 59%

2014-15 School YearStudents Achieving at Each Performance Level

English Language Arts Mathematics

Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced

All students in the district 45% 30% 24% 47% 38% 15%

All students at the school 43% 31% 25% 45% 39% 16%

Male 50% 32% 19% 46% 40% 14%

Female 37% 31% 33% 45% 38% 17%

Black or African-American v v v v v v

American Indian or Alaska Native v v v v v v

Asian v v v v v v

Filipino v v v v v v

Hispanic or Latino 50% 29% 20% 51% 36% 13%

Native Hawaiian or Pacific Islander v v v v v v

White 29% 36% 35% 32% 45% 22%

Two or more races v v v v v v

Socioeconomically disadvantaged 53% 29% 18% 54% 35% 11%

English learners 92% 8% 0% 96% 4% 0%

Students with disabilities 92% 8% 0% 90% 7% 3%

Students receiving Migrant Education services 61% 23% 16% 58% 33% 9%


Ô Due to Senate Bill 172 passed in July 2015, the CAHSEE has been suspended through the 2017-18 school year.




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

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

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

Career Technical Education Data

San Benito HS

2014-15 Participation

Number of pupils participating in CTE 1,574

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

87%

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

25.8%

Course Enrollment for UC/CSU AdmissionThe table displays two measures related to the school’s courses that are required for University of California and/or California State University admission for the most recent year for which data is available. For more detailed information, visit http://data1.cde.ca.gov/dataquest.

UC/CSU Admission

San Benito HS

2013-14 and 2014-15 School Years

Percentage of students enrolled in courses required for UC/CSU admission in 2013-14

96.59%

Percentage of graduates who completed all courses required for UC/CSU admission in 2012-13

42.06%

“Parent involvement is encouraged and welcomed at every opportunity.”

Career Technical Education ProgramsCareer Technical Education (CTE) is an integral and vital part of the instructional program at San Benito High School. The school’s program focus is on preparing students to think conceptually, communicate effectively and apply skills in real-world contexts. Curriculum and instructional strategies that foster critical-thinking, problem-solving, leadership and academic skills encourage work-readiness skills.

San Benito High School has 11 CTE Pathways. All focus on preparing students for an array of postsecondary opportunities and career. Each pathway maintains its own advisory committee. The following are some of the course sequences for the various programs (classes with an asterisk * are a-g approved):

CTE teachers support core content by focusing on either ELA (English-language arts) or mathematics stan-dards. Students are assigned writing assignments as well as mathematics related to the CTE course. CTE teachers participate in schoolwide initiatives including using strategies for supporting English language learn-ers such as Building Academic Vocabulary.

There is also a Work Ability program in place to help special needs students. Three staff members are fo-cused on the task of providing a smooth transition for 170-plus students into the workforce. This program also provides follow-up service for these students for up to two years after graduation.

Agriculture

• Sustainable Agriculture Biology*

• Agricultural Soil Chemistry*

• Agriculture Floriculture Design*

• Agriculture Fabrication & Construction

• Agriculture Leadership

• Agriculture Mechanics

• Veterinary Science*

Family and Consumer Science

• Careers with Children

• Child Development

• Consumer Foods

• Restaurant Careers

• Textiles & Fashion Design

Miscellaneous Career Technical Courses

• Advanced Multimedia*

• Art 1 & 2*

• Studio Art AP*

• Sports Medicine I*

• Sports Medicine II*

• Technical Writing*

Welding

• Foundations of Agriculture & Industrial Technology

• Metals 1

• Art Metal*

• Metals Fabrication

Cabinetmaking and Woodworking

• Foundations of Agriculture & Industrial Technology

• Wood 1

• Wood Sculpture Design*

• Cabinetmaking

Business Financial Management

• Introduction to Business

• Computer Applications 1 & 2

• Computer Accounting 2+2

• Business & Marketing 2+2*

Auto Mechanics

• Foundations of Agriculture and Industrial Technology

• Auto 1

• Vocational Automotive


Graduating Class of 2014Completion of High School Graduation Requirements

Group San Benito HS San Benito HSD California

All students 91.88% 89.88% 84.60%

Black or African-American 66.67% 66.67% 76.00%

American Indian or Alaska Native 100.00% 100.00% 78.07%

Asian 90.00% 100.00% 92.62%

Filipino 110.00% 110.00% 96.49%

Hispanic or Latino 90.91% 88.78% 81.28%

Native Hawaiian or Pacific Islander 100.00% 100.00% 83.58%

White 93.14% 91.24% 89.93%

Two or more races 100.00% 100.00% 82.80%

Socioeconomically disadvantaged 94.50% 92.75% 81.36%

English learners 53.85% 49.02% 50.76%

Students with disabilities 68.66% 65.82% 61.28%

Foster youth ± ± ±

Graduates and DropoutsThis table displays the graduation and dropout rates for the most recent three-year period for which data is available. Please visit www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for more information.

Three-Year DataGraduation and Dropout Rates

Graduation Rate Dropout Rate

11-12 12-13 13-14 11-12 12-13 13-14

San Benito HS 93.64% 95.54% 93.88% 4.80% 3.80% 4.40%

San Benito HSD 88.27% 88.68% 88.70% 8.90% 9.30% 8.40%

California 78.87% 80.44% 80.95% 13.10% 11.40% 11.50%

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

Advanced Placement Courses

2014-15 School Year

Percentage of total enrollment enrolled in AP courses 14.8%

Number of AP courses offered at the school 18

Number of AP Courses by Subject

Computer science 0

English 2

Fine and performing arts 2

Foreign language 3

Mathematics 3

Science 4

Social science 4

“As the educational center of our community, San Benito High School provides a safe, orderly,

and supportive environment which offers challenging

and equitable opportunities for all students.”

“The mission of San Benito High School is to educate all students to their highest potential so they will have the greatest

range of personal options upon graduation.”

Completion of High School Graduation RequirementsThis table displays school, district and California data for the percentages of students in the most recent graduating class who met all state and local graduation requirements for grade 12 completion, including having passed both the English language arts and mathematics portions of the CAHSEE, or received a local waiver or state exemption. The formula for the completion of graduation requirements is the number of grade 12 students who met all graduation requirements, divided by, the number of students enrolled in grade 12 at the time of the Fall Census Day. Therefore, results can include percentages over 100% if students transferred into the school and graduated but were not there at the time of the Fall Census Day enrollment count. For more information, please visit www.cde.ca.gov/ta/tg/hs.




Textbooks and Instructional MaterialsSan Benito High School sets a high priority upon ensuring sufficient and current textbooks, and materials are available to support the school’s instructional program as well as providing students, including English Language Learners, with their own textbooks to use in class and to take home. All core content textbooks and instructional materials used within the school are aligned with the California State Content Standards and Frameworks, as well as the school’s curriculum goals.

Instructional materials are reviewed in coordination with California Department of Education standards and curriculum framework adoption. All textbooks are adopted based on a comparison to state standards; a re-view of content, readability, and absence of cultural and gender stereotypes; and available support materials. A committee consisting of administrators and division members establishes selection criteria based on state standards and reviews instructional materials. The Director of Educational Services makes recommenda-tions to the Board of Trustees for final adoption. New textbook adoptions include Common Core textbooks for Algebra I, Algebra II and Geometry courses, as well as Spanish and French. A complete list of textbooks is available upon request from the San Benito High School District Office.

2015-16 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

Algebra SpringBoard Algebra 2015

Geometry SpringBoard Geometry 2015

Algebra II SpringBoard Algebra 2 2015

English 9 McDougal Littell 2005



English 12 ERWC, CSU 2015

English Language Dev. Hampton-Brown 2009

World Studies Prentice Hall 2007

US History Prentice Hall 2003

US Government Prentice Hall 2008

Economics Houghton Mifflin 2012

Biology Glencoe/McGraw-Hill 2006

Chemistry Holt 2008

Earth Science Glencoe/McGraw-Hill 2004

Physics Holt, Rinehart and Winston 2009

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

2015-16 School YearQuality of Textbooks

Criteria Yes/No

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

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

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

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

Percentage of Students Lacking Materials by Subject

2015-16 School Year

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts 0%

Foreign language 0%

Health 0%

Science laboratory equipment 0%

Currency of Textbook DataThis table displays the date when the textbook and instructional materials information was collected and verified.

Currency of Textbooks

2015-16 School Year

Data collection date 9/2015


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

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

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

• Electrical: Electrical systems (interior and exterior)

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

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

• Structural: Structural condition, roofs

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

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

Deficiencies and RepairsThe table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item’s repair status, all deficiencies are listed.

2015-16 School YearDeficiencies and Repairs

Items Inspected Deficiencies, Action Taken or Planned, and Date of Action

SystemsAll 400s classrooms and 360-370s classrooms HVAC units were replaced in 2014-15, while the HVAC units in classrooms 100-290s will be replaced the summer of 2016.

Interior 360-370s classrooms’ windows, paint, carpet and tackboard replaced in 2015. 100-290s classrooms’ carpet and paint will be replaced the summer of 2016.

Electrical Electrical switchgear was replaced in the 300s classroom area in 2015.

Restrooms/fountains Restroom in 300s classroom area modernized, and the water fountain was replaced in 2015.

External We are currently adding a new P.E. building attached to the Mattson Gym and a new parking lot and tennis courts in the 400s area in 2016.

School FacilitiesSan Benito High School expends more resources than the average school to keep the grounds and facilities clean, safe and well maintained. A team of 20 full-time maintenance workers, groundskeepers and custodians ensure all facilities are well maintained.

The safety of students and staff is a pri-mary concern of San Benito High School. The school is in compliance with all laws, rules and regulations pertaining to hazard-ous materials and state earthquake stan-dards. The school’s Disaster Prepared-ness Plan includes steps for ensuring student and staff safety during a disaster. Fire and earthquake drills are held twice a year. All teachers are assigned their own classroom.

The district provides campus wide Internet and network access. Each student has been provided a school email address to integrate students in online pedagogical systems like Google Classroom. Technol-ogy and curriculum have been further inte-grated with the purchase of approximately 1,500 Chromebooks for use within every English language arts and mathematics classroom. These steps are a significant move toward reaching the one-to-one computer-to-student goal.

Modernization of the information tech-nology infrastructure will provide the backbone for the continuing integration of technology and curriculum. This summer, Measure G bond funds will be utilized to completely replace the fiber and network infrastructure . The new infrastructure will easily provide service to every computer and smartphone on campus. Additionally, next generation curricular applications like Google Classroom are assured to function at optimal levels. A Voice over IP (VoIP) system will be added, replacing the cur-rent antiquated analog phone system.

Continued on page 12

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor.

2015-16 School YearSchool Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/fountains Good

Interior Good Safety Good

Cleanliness Good Structural Good

Electrical Good External Good

Overall summary of facility conditions Good

Date of the most recent school site inspection 9/21/2015

Date of the most recent completion of the inspection form 9/21/2015

“The safety of students and staff is a primary concern of San Benito High School.”


School FacilitiesContinued from page 11

Finally, a clock and bell system will be integrated into the network, allowing for greater control and customiza-tion of schedules, as well as providing greater means to provide information to the entire campus in the event of an emergency.

In addition, the district continues to provide Windows-based computer labs for various technology-based courses, such as Multimedia, Yearbook and Computer Applications. Although the district as a whole is moving toward Chromebooks for their portability and ease of use, certain courses require the power and adaptability of full desktop systems.

San Benito High School’s library is stocked with more than 25,000 volumes, including print and videos avail-able for student checkout. The library also contains 37 computers with Microsoft Office, a graphics and mul-timedia suite, and Internet access. Students have access to online databases covering a variety of content areas for research purposes. The library is staffed with two library assistants and is open throughout the entire school day as well as before and after school.

As part of the Measure G bond modernization projects, 64 classrooms received wall-mounted LCD projec-tors and sound systems. Classrooms that have not yet been modernized have freestanding LCD projectors available. Many teachers also have document cameras. Teachers incorporate technology-rich lessons into the curriculum to provide students with a deeper understanding of content, as well as basic computer skills. Students use technology to research information, analyze data, organize information, collaborate and com-municate their knowledge. San Benito High School continues to provide access to grades, assignments and attendance information for both parents and students in the Aeries Parent Portal, as well as the variety of athletic and social events and academic information, which is available on our website.

The current campus of San Benito High School was established in 1909. There has been substantial growth since that year—the campus currently comprises 124 regular classrooms, 13 science labs, a library, 6 com-puter labs, a music room, multipurpose room, auditorium and 15 special education rooms.

Athletic facilities include two gymnasiums; a football stadium; baseball field; two softball fields; and two mul-tipurpose fields used for baseball, soccer, lacrosse and field hockey.

A major modernization and HVAC upgrade was recently completed with Measure G bond funds on the south side of the campus (300s and 400s classrooms), which included new carpet, windows, paint and tackboard. The Mattson Gym received a new skylight, paint, lighting, sound system and a bleacher overhaul. We are currently building a new P.E./Weight Room with multipurpose capacity and a 98-stall parking lot with 7new tennis courts.

Professional DevelopmentStaff members build teaching skills and concepts through participation in coursework, conferences and work-shops throughout the year to enhance their effectiveness in the classroom. The district offers two-and-a-half pre-service staff-development days and one half-day at the beginning of first semester where teachers are of-fered a variety of research-based professional-growth opportunities in curriculum development, instructional strategies, methodologies and using data to drive instruction. Our primary areas of focus are strategies for English learners, engagement strategies and implementation of the Common Core State Standards and Next Generation Science Standards.

Teachers and staff are involved in a variety of professional development opportunities throughout the school year as well. These activities contribute to a school environment that supports continual improvement and a belief that all students will succeed.

In order to support this mission, the district institutes a five-day in-service program before the school year begins, specially designed to meet the needs of teachers new to the district. Opportunities are also provided for division chairpersons, support staff and administrative staff to participate in content-area-specific profes-sional development activities.

The district implements a special schedule twice monthly which provides two to three hours per month for content area PLCs (Professional Learning Communities) to collaborate on curriculum maps and analyze common assessments while exploring ways to develop lessons which address content-area standards to meet the needs of all students. Other professional development activities include curriculum development opportunities and peer observation and coaching.

Support staff members attend job-specific professional development activities. Among the classified staff, each department provides appropriate job-specific in-service opportunities. Classified staff meetings allow for professional development for the classified staff in the context of the total school program.

Three-Year DataProfessional Development Days

2013-14 2014-15 2015-16

San Benito HS 3 days 3 days 3 days

Types of Services FundedThese programs and services are provid-ed at the school either through categorical funds or other sources that support and assist students:

• Reading classes, funded by Title I

• English Language Development (ELD) classes, funded by Supple-mental/Concentration Grant funds and the General Fund

• Advanced Placement classes, funded by the General Fund

• Algebra Support classes, funded by Title I

• Ninth and Tenth Grade “Academy” (Academic Support) Classes funded by Title I

• After-school tutorials, funded by Title I and Title III

• Migrant Education credit recovery program, after-school tutorial, Saturday math support, funded by Migrant Education

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


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

Academic Counselors and School Support Staff Data

2014-15 School Year

Academic Counselors

FTE of academic counselors 6.000

Average number of students per academic counselor 473

Support Staff FTE

Social/behavioral or career development counselors 0.000

Library media teacher (librarian) 0.000

Library media services staff (paraprofessional) 1.875

Psychologist 2.000

Social worker 0.000

Nurse 0.000

Speech/language/hearing specialist 1.600

Resource specialist (nonteaching) 6.200

Other FTE

English language learner program specialist 1.000

Induction coordinator 0.400

Web developer 0.200

Adjunct duty coordinator 0.200

Short-term independent-study coordinator 0.200

Graduation coordinator 0.200

English language learner support 0.400

Student activities director 0.800

Professional development 1.000

Migrant Education program specialist 1.000

Athletic director 1.000

Athletic trainer 0.400

Division chair release 1.000

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

Three-Year DataTeacher Credential Information

San Benito HSD San Benito HS

Teachers 15-16 13-14 14-15 15-16

With full credential 113 113 110 113

Without full credential 7 1 7 7

Teaching outside subject area of competence (with full credential) 2 0 3 2

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

Three-Year DataTeacher Misassignments and Vacant Teacher Positions

San Benito HS

Teachers 13-14 14-15 15-16

Teacher misassignments of English learners 0 0 0

Total teacher misassignments 0 0 0

Vacant teacher positions 1 1 0

Core Academic Classes Taught by Highly Qualified TeachersThe No Child Left Behind Act (NCLB) extended the Elementary and Secondary Education Act (ESEA) to require that core academic subjects be taught by “highly qualified” teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the 2014-15 school year.

High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

2014-15 School YearNo Child Left Behind Compliant Teachers

Percentage of Classes in Core Academic Subjects

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

San Benito HS 95.93% 4.07%

All schools in district 95.46% 4.54%

High-poverty schools in district 95.46% 4.54%

Low-poverty schools in district ² ²

² Not applicable.

2013-14 School Accountability Report Card

14San Benito High School

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

All data accurate as of December 2015.

School Accountability Report Card

Published by:

www.sia-us.com | 800.487.9234

SARC

School Financial Data

2013-14 Fiscal Year

Total expenditures per pupil $12,970

Expenditures per pupil from restricted sources $3,056

Expenditures per pupil from unrestricted sources $9,914

Annual average teacher salary $67,747

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

Baler Code

A Baler is…

RespectfulResponsible

HonestCivil

TolerantCaring

CourteousCourageous

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

Financial Data The financial data displayed in this SARC is from the 2013-14 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending Web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

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

2013-14 Fiscal YearDistrict Salary Data

San Benito HSD Similar Sized District

Beginning teacher salary $46,271 $43,455

Midrange teacher salary $67,219 $69,035

Highest teacher salary $85,839 $89,886

Average high school principal salary $122,751 $121,551

Superintendent salary $165,000 $158,898

Teacher salaries: percentage of budget 27% 35%

Administrative salaries: percentage of budget 5% 6%

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

2013-14 Fiscal YearFinancial Data ComparisonExpenditures

Per Pupil From Unrestricted Sources

Annual Average Teacher Salary

San Benito HS $9,914 $67,747

San Benito HSD $9,914 $67,747

California $5,348 $72,798

School and district: percentage difference u u

School and California: percentage difference +85.4% -6.9%

u The percentage difference does not apply to single-site districts.

Local Control Accountability Plan (LCAP) Requirements Aligned in Your SARCThe tables below outline the state priority areas that are included in the School Accountability Report Card.

Note: State Priority 2 and 7 are not required in the SARC, as well as certain portions of Priority 4 and 5. For detailed information about LCAP and frequently asked questions, please visit www.cde.ca.gov/fg/aa/lc/lcfffaq.asp.

Conditions of LearningThe table below describes information in the SARC that is relevant to the Basic State Priority (Priority 1).

Alignment Between State Priority Areas and the SARCLocal Control Accountability Plan Requirements

Conditions of Learning

State Priority: Basic

Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching. Education Code (EC) § 52060 (d)(1)

Pupils have access to standards-aligned instructional materials. EC § 52060 (d)(1)

School facilities are maintained in good repair. EC § 52060 (d)(1)

Pupil OutcomesThe table below describes information in the SARC that is relevant to Pupil Achievement State Priority (Priority 4) and Other Pupil Outcomes State Priority (Priority 8).

Local Control Accountability Plan Requirements

Pupil Outcomes

State Priority: Pupil Achievements

Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC § 52060 (d)(4)(A)

The Academic Performance Index. EC § 52060 (d)(4)(B)

The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and California State University, or career technical education sequences or programs of study. EC § 52060 (d)(4)(C)

State Priority: Other Pupil Outcomes

Pupil outcomes in subject areas such as English, mathematics, social sciences, science, visual and performing arts, health, physical education, career technical education, and other studies prescribed by the governing board.1 EC § 52060 (d)(8)

English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC. 1

The school safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC.2

EngagementThe table below describes information in the SARC that is relevant to the Parental Involvement State Priority (Priority 3), Pupil Engagement State Priority (Priority 5) and School Climate State Priority (Priority 6).

Alignment Between State Priority Areas and the SARCLocal Control Accountability Plan Requirements

Engagement

State Priority: Parent Involvement

Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC § 52060 (d)(3)

State Priority: Pupil Engagement

High school dropout rates. EC § 52060 (d)(5)(D)

High school graduation rates. EC § 52060 (d)(5)(E)

State Priority: School Climate

Pupil suspension rates. EC § 52060 (d)(6)(A)

Pupil expulsion rates. EC § 52060 (d)(6)(B)

Other local measures including surveys of students, parents and teachers on the sense of safety and school connectedness.2 EC § 52060 (d)(6)(C)

Alignment Between State Priority Areas and the SARC

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