2019 School Accountability Report Card · Chemistry in the Community, 4th Ed., 2005 Modern...

2018-19 School Accountability Report Card for Pacheco High School of 14

Pacheco 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 Pacheco High School

Street 200 North Ward Road

City, State, Zip Los Banos, CA 93635

Phone Number (209) 827-4506

Principal Mr. Daniel F. Sutton, Principal

Email Address [email protected]

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

County-District-School (CDS) Code 24 65755 0120923

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 Marshal

Email Address [email protected]

Website www.losbanosusd.k12.ca.us

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

Pacheco High School opened its doors in August of 2010. The school is located in the northeast corner of the city of Los Banos. The campus consists of twelve buildings that include an Administration building, theater, library, a variety of core academic and shop classrooms as well as two gymnasiums. Pacheco High School also houses a near Olympic size pool, synthetic turf stadium with an all-weather track, and a synthetic softball diamond and practice soccer facility. The administrative staff consists of the Principal, three Assistant Principals, a Learning Director, a Mental Health Counselor, a Student-Advocate Counselor, and three Academic Counselors. Pacheco High School also has support personnel serving as Campus Security, Computer Lab Technician, Librarian, Health Aide, Custodians, Bi-lingual Aides (Paraprofessionals), Behavior Support Aides (Paraprofessionals), Psychologist, and Food Service staff. Extra-curricular clubs, organizations and athletic programs are supported by both on and off-campus staffing, parents, and a variety of foundations. In the 2018-2019 school year, Pacheco High School undertook the process of revising both our Vision Statement and Vision Statement to align them with what we truly do at our school. Vision Statement The Vision of Pacheco High School is to connect today's students to tomorrow's opportunities. Mission Statement The Mission of Pacheco High School is to ensure that all students will be given every opportunity to maximize their potential through Strength, Honor, and Grace, enabling them to become productive, contributing members of our society.

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

Grade Level Number of Students

Grade 9 449

Grade 10 449

Grade 11 445

Grade 12 418

Total Enrollment 1,761


Student Enrollment by Group (School Year 2018-19)

Student Group Percent of Total Enrollment

Black or African American 2.2

American Indian or Alaska Native 0.3

Asian 0.9

Filipino 0.9

Hispanic or Latino 87.6

Native Hawaiian or Pacific Islander 0.6

White 6.8

Two or More Races 0.6

Socioeconomically Disadvantaged 80

English Learners 16.8

Students with Disabilities 12.1

Foster Youth 0.7

Homeless 0.1

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 67 70 72 447

Without Full Credential 6 7 6 48

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

Teacher Misassignments and Vacant Teacher Positions

Indicator 2017-18 2018-19 2019-20

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Positions 1 1 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.


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2019-20) Year and month in which data were collected: 9/12/19 All curricular materials used in classroom at Pacheco High School are state-adopted materials and appropriate for the course and matriculation level of the students in those courses. All Williams Act requirements have been met.

Subject Textbooks and Other Instructional

Materials/year of Adoption

From Most Recent

Adoption?

Percent Students Lacking Own

Assigned Copy

Reading/Language Arts Literature 9 , 2012 Literature 10, 2012 Literature American 11, 2012 Literature British 12, 2012 50 Essays a Portable Anthology 3rd Ed., 2011 Everything’s an Argument 6th Ed., 2013 Bedford Introduction to Literature 10th Ed., 2013 Reflections Patterns for Reading and Writing 1st Ed., 2014 Visions Basic Language & Literacy, Thomson Heinle; 1 edition (April 2004) Visions Book A (Green) Thomson Heinle; 1st edition (2004) Inside the USA, National Geographic School Pub, 1st Ed., 2009 Edge Fundamentals: Reading, Writing, & Language, National Geographic School Pub, 1st Ed., 2009 Edge Level A: National Geographic School Pub, 1st Ed., 2009 Edge Level B: National Geographic School Pub., 1st Ed., 2009

Yes 0

Mathematics Algebra 2, CA Ed., 2005 Geometry, Concepts & Applications, 2002 Geometry, CA Ed., 2005 Calculus, 8th Ed., 2005 Adv. Math Concepts, 2005 The Practice of Statistics 2nd. Ed., 2003 Thinking Mathematically 6th Ed., 2015

Yes 0

Science Conceptual Physics, 11th Ed., 2011 Holes Essentials of Human Anatomy & Physiology, 10th Ed., 2009 Chemistry in the Community, 4th Ed., 2005 Modern Chemistry, 2002 Earth Science 1st Ed., 2006 Biology: Principles & Explorations, 2001 Biology 10th 6th Ed., 2014 Living in the Environment 18th Ed., 2014

Yes 0


Subject Textbooks and Other Instructional

Materials/year of Adoption

From Most Recent

Adoption?

Percent Students Lacking Own

Assigned Copy

History-Social Science World Geography, 2009 History of Western Society Since 1300, 11th Ed., 2013 The American Pageant, History of the Republic, 14th Edition, 2009 Modern World History: Patterns of Interaction, 2003 The Americans, 2003 Psychology, 2010 Holt Economics, 1999 Economics: Principles, Problems, and Policies 18th Ed., 2009 U.S. Government Democracy in Action 18th Ed., 2009 American Government and Politics Today 16th Ed., 2014 Human Geography 10th Ed., 2012 AP Psychology, 2nd, Ed., 2014

Yes 0

Foreign Language Nuestro Mundo, 2004 Dime-Dos, Spanish II, 1995 Discovering French, Level III, 2004 Bienvenue, French I, 2001 A bord, French II, 2001 Bienvenidos, Spanish I, 1999 Realidades-Spanish I, 2007 Realidades-Spanish II 1st Ed., 2008 Realidades-Spanish 2, 2008 Una Vez Mas, 2nd Ed., 2006 Reflexiones 1st Ed., 2013 Abriendo Puertas Tomo I, 2003 Abriendo Puertas: Antologia de Literatura en Espanol Vol II, 2003 El Espanol Para Nosotros, 1st Ed., 2014 El Mundo 21, 2nd Ed., 2013

Yes 0

Health Health Care Science Technology, 1st Ed., 2003

Yes 0

Visual and Performing Arts Art Through the Ages, 12th Ed., 2007 Exploring Visual Design,4th Ed., 2011 Art of Floral Design 2nd Ed., 2000 Focus on Photography, 2007 Foundations of Restaurant Management & Culinary Arts (lvl 1), 2011 Foundations of Restaurant Management & Culinary Arts (lvl 2), 2011

Yes 0


School Facility Conditions and Planned Improvements (Most Recent Year)

Pacheco High School grounds, buildings, and restrooms are in excellent condition, with only minor repairs necessitating work orders. Facility improvements will occur as needed. Pacheco High School has not received an inspection as per Williams Settlement litigation.

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: 09/09/2019

System Inspected Rating Repair Needed and Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer

XGood

Interior: Interior Surfaces XGood

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

XGood

Electrical: Electrical XGood

BLDG M Large Gym: There continues to be intermittent power outages in the evenings during night events. PG&E and FOT have done an inspection, but have not been able to identify the cause of the outages.

Restrooms/Fountains: Restrooms, Sinks/ Fountains

XPoor

There are many locations throughout the campus that require work orders to repair water fountains, sinks, and leaking toilets. Bldg G Theater: Men's RR Toilet leaks when flushing. Women's RR Left to right toilets in stalls 3,4,5,6 leak when flushing. Bldg C: Women's RR toilet in gig stall leaks when flushing. Bldg D: Two water fountains not working. Two urinals (left) leak when flushing. Toilet in small (right) stall leaks heavily when flushed, floor is always we as a result. Bldg F: One water fountain not working. Toilet in staff RR leaks when flushed. Bldg G: One water fountain not working. Bldg I & Bldg J: One water fountain not working. Bldg L: Boys RR stall needs lock, placed work order.


System Inspected Rating Repair Needed and Action Taken or Planned

Safety: Fire Safety, Hazardous Materials

XGood

Structural: Structural Damage, Roofs

XGood

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

XGood

The door to P-1 needs repair. It is difficult to lock properly. A Work Order has been submitted. Bldg K: Locking mechanism on Ag. Gate needs to be adjusted in order for gate to close/lock properly. Work order submitted.

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)

48 51 38 39 50 50

Mathematics (grades 3-8 and 11)

14 18 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 417 401 96.16 3.84 51.12

Male 208 201 96.63 3.37 42.29

Female 209 200 95.69 4.31 60.00

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

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

Asian -- -- -- -- --

Filipino -- -- -- -- --

Hispanic or Latino 367 353 96.19 3.81 50.71

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

White 24 23 95.83 4.17 47.83

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

Socioeconomically Disadvantaged 340 329 96.76 3.24 49.54

English Learners 110 99 90.00 10.00 20.20

Students with Disabilities 54 48 88.89 11.11 12.50

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

Foster Youth -- -- -- -- --

Homeless

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

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

Student Group Total


Percent Tested

Percent Not

Tested

Percent Met or

Exceeded

All Students 417 402 96.40 3.60 18.41

Male 208 200 96.15 3.85 18.00

Female 209 202 96.65 3.35 18.81


Student Group Total


Percent Tested

Percent Not

Tested

Percent Met or

Exceeded

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

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

Asian -- -- -- -- --

Filipino -- -- -- -- --

Hispanic or Latino 367 354 96.46 3.54 17.80

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

White 24 23 95.83 4.17 13.04

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

Socioeconomically Disadvantaged 340 330 97.06 2.94 16.67

English Learners 110 101 91.82 8.18 1.98

Students with Disabilities 54 49 90.74 9.26 2.04

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

Foster Youth -- -- -- -- --

Homeless

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

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

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

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

Subject School

2017-18 School

2018-19 District 2017-18

District 2018-19

State 2017-18

State 2018-19

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

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

Career Technical Education Programs (School Year 2018-19)

Pacheco High School students, as referenced in our Mission Statement, are educated with the goal of preparing them for post-secondary education opportunities. Pacheco High School has an Agriculture department with a formalized sequence of courses (pathways) targeting specific agricultural careers. Additionally, Pacheco High School is offering courses in the career pathway of Culinary Arts and Behavioral Justice. These courses combine academic rigor with specific industry hands-on application for students to be career, college and citizen-ready.


Career Technical Education Participation (School Year 2018-19)

Measure CTE Program Participation

Number of Pupils Participating in CTE 544

Percent of Pupils that Complete a CTE Program and Earn a High School Diploma 100

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

3.6

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

UC/CSU Course Measure Percent

2018-19 Pupils Enrolled in Courses Required for UC/CSU Admission 99.89

2017-18 Graduates Who Completed All Courses Required for UC/CSU Admission 47.96

State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): • Pupil outcomes in the subject areas of physical education.

California Physical Fitness Test Results (School Year 2018-19)

Grade Level Percentage of Students

Meeting Four of Six Fitness Standards

Percentage of Students Meeting Five of Six Fitness Standards

Percentage of Students Meeting Six of Six Fitness Standards

9 23.5 18.2 15.6 Note: Percentages are not calculated and double dashes (--) appear in the table when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

C. Engagement

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

Opportunities for Parental Involvement (School Year 2019-20)

Parents are encouraged to participate in Pacheco High School programs. Pacheco High School continues to look for more and more opportunities for parents to become involved. Opportunities to participate include serving on the School Site Council and English Language Advisory Committee (ELAC), Senior Parent Club, Athletic Boosters, Ag Boosters, MESA, the PHS Music program and a host of parent volunteer events. Parents are encouraged to maintain a strong connection with Pacheco High School, with access to staff members in person, by phone, e-mail, via school website, and the Parent Portal (Aeries student database) which allows parents to review their student’s attendance, class grade book entries, and current grades for each of their student’s courses.


State Priority: Pupil Engagement The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): • High school dropout rates; and • High school graduation rates.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator School

2015-16 School

2016-17 School

2017-18 District 2015-16

District 2016-17

District 2017-18

State 2015-16

State 2016-17

State 2017-18

Dropout Rate 1.5 1.5 2.4 2.9 2.6 2.3 9.7 9.1 9.6

Graduation Rate 96.1 97 96.5 95.5 95.2 96.2 83.8 82.7 83 For the formula to calculate the 2016-17 and 2017-18 adjusted cohort graduation rate, see the 2018-19 Data Element Definitions document located on the SARC web page at https://www.cde.ca.gov/ta/ac/sa/.

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

Suspensions and Expulsions

Rate School

2016-17 School

2017-18 School

2018-19 District 2016-17

District 2017-18

District 2018-19

State 2016-17

State 2017-18

State 2018-19

Suspensions 8.0 6.4 7.5 5.8 5.7 6.4 3.6 3.5 3.5

Expulsions 0.4 0.4 0.4 0.2 0.2 0.3 0.1 0.1 0.1

School Safety Plan (School Year 2019-20)

The Pacheco High School safety plan was developed in conjunction with the district safety plan and is to be reviewed annually by the English Language Advisory Council (ELAC) and the School Site Council (SSC). The purpose of the plan is to provide information regarding daily campus safety as well as prompt and orderly responses to a wide variety of potential emergency situations. Emergencies might include fire, earthquake, bomb threats, poisonous gas, intruders on campus, active shooters, weapons, and medical emergencies. The plan assigns specific personnel duties during emergency situations and indicates what notifications are made to local authorities. Emergency drills are practiced as required. NEMS/SEMS procedures have also been established for orderly crisis management. School Safety Plans and NEMS/SEMS can be viewed in the front office of the school and at the District Office.

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 27 17 33 14 28 12 33 19 28 11 31 24

Mathematics 29 5 31 16 30 6 27 23 28 5 51 7

Science 29 8 21 21 26 17 23 18 26 16 31 5

Social Science 32 7 12 38 32 7 14 38 31 4 24 38 *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.

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


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

Title Ratio

Academic Counselors* 587.0 *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) 3.0

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 9,232 1,455 7,777 58,6385

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

Percent Difference - School Site and District N/A N/A -20.2 157.3

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

Percent Difference - School Site and State N/A N/A 3.5 150.9 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)

Pacheco High School students benefit from Federal and State categorical funding sources, as well as other funding sources related to socio-economic status, English Learner status, learning disabilities and/or health-related limitations. Beginning in 2016, Pacheco High School began receiving Title I-Part A Federal Funds for the first time. Specialized staffing supports the achievement of these students, including a one-time, Unduplicated Block Grant for intensive interventions. Pacheco High School implements activities and programs aligned with the site and district goals.

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


Category District Amount

State Average For Districts

In Same Category

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/.

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

Subject Number of

AP Courses Offered* Percent of Students

In AP Courses

Computer Science N/A

English------- 5 N/A

Fine and Performing Arts N/A

Foreign Language 2 N/A

Mathematics 1 N/A

Science------- 3 N/A

Social Science 6 N/A

All courses 17 17.2

Note: Cells with N/A values do not require data. *Where there are student course enrollments of at least one student.

Professional Development (Most Recent Three Years)

Measure 2017-18 2018-19 2019-20

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

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


Los Banos Unified has included three student non-contact days utilized for staff development. The focus for the 2018-2019 school year will be Common Core Units of Instruction and classroom implementation, focusing primarily on math development and Science NGSS alignment. Professional Learning Communities (PLCs) by department also allow for professional development 14 times a year. In PLCs, department members engage in conversations about data, instruction and improvement in their craft. The focus for the 2018-2019 school year will be Common Core Rigorous Curriculum Design implementation and Next Generation Science Standards (NGSS) at PHS. Additional training and development opportunities have been given to various staff in regards to specific programs and/or student achievement during the year. Identified staff members also participated in a Rigorous Curriculum Design teams in order to create Common Core State Standard units of instruction. These units are then shared with our counterparts at the other District comprehensive high school. PHS science teachers have now begun training for Next Generation Science Standards Units of Instructional development and implementation. The consulting firm Math Solutions, Inc., has been retained to offer additional pedagogical training for all math instructors. PHS will continue to increase the number of technology devices in order to create a one-to-one teach-student technology ratio. Many of our classes have morphed into a digital-based curriculum that allows students the ability to access the curriculum through individual devices. The goal is for the District to establish a one-to-one device to student ratio.

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