Banning Independent Study School...2014-15 School Accountability Report Card for Banning Independent...

2014-15 School Accountability Report Card for Banning Independent Study School of 13

Banning Independent Study School

1151 W. Wilson Street. • Banning, CA 92220 • 951-922-2778 • Grades K-12 David A. Sanchez, Principal

[email protected]

2014-15 School Accountability Report Card

Published During the 2015-16 School Year

Banning Unified School District 161 W. Williams Street

Banning CA, 92220 (951) 922-2706

www.banning.k12.ca.us

District Governing Board

Alfredo Andrade

Martha Bederio

Alex Cassadas

Kerri Mariner

Jan Spann

District Administration

Mr. Robert Guillen Superintendent

Felicia Adkins Director Educational Services

Barbara Wolford Director, Student Services

Cathy Bagnara Director, Fiscal Services

Mac Patel Director, Information Technology

Karen Sanchez-Wright Director, Nutrition Services

Cornell Williams Director, Maintenance, Operations,

and Transportation

Sandi Khodadi Coordinator, Human Resources

Christina Hoff Supervisor, Fiscal Services

----{iSARC_DLogo}---- Mission Statement Banning Independent Study School’s Mission is to prepare competent, courteous, contributing members of society. Our success will result from our commitment to literacy, high expectations, and accountability in an environment driven by service. School Profile Banning Unified School District, one of the oldest districts in Riverside County, has a past as colorful as the 300-square mile area it services. The district educated 4,200 students enrolled in Transitional kindergarten through twelfth grade in four elementary schools, one middle school, one comprehensive high school, one continuation high school, one independent study school, and an Adult School. Banning Independent Study School is located in the community of Banning on the Coombs Alternative Education School campus. The school realizes the importance of not only academic success, but the importance of social and mental well-being. Students who attend the school sign a Master Agreement to ensure a mutual understanding about what is expected from each student. Teachers, administrators, and staff are all dedicated to providing a warm and challenging learning experience for the children. The diverse population enables the school to embrace many different cultures and strives to create an environment that embraces all. Consistent with Banning Unified School District’s beliefs, the school thrives on this diverse population and encourages each student’s unique abilities. The school served 165 students in grades Kindergarten through twelve in 2014-15.

About the SARC 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 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/. • 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/guardians and community members should contact

the school at 951-922-2778 or the district office.

2014-15 Student Enrollment by Grade Level

Grade Level Number of Students

Grade 4 3

Grade 5 1

Grade 6 2

Grade 7 5

Grade 8 8

Grade 9 9

Grade 10 18

Grade 11 31

Grade 12 36

Total Enrollment 113


2014-15 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 3.5

American Indian or Alaska Native 11.5

Asian 1.8

Hispanic or Latino 53.1

White 28.3

Two or More Races 1.8

Socioeconomically Disadvantaged 59.3

English Learners 5.3

Students with Disabilities 7.1

Foster Youth 0.9

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

Banning Independent Study School 13-14 14-15 15-16

With Full Credential 3 4 4

Without Full Credential 1 1 0

Teaching Outside Subject Area of Competence 0

Banning Unified School District 13-14 14-15 15-16

With Full Credential ♦ ♦ 224

Without Full Credential ♦ ♦ 2

Teaching Outside Subject Area of Competence ♦ ♦ 0

Teacher Misassignments and Vacant Teacher Positions at this School


Teachers of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 0 0 0

* “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

2014-15 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers

Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School

Districtwide

All Schools

High-Poverty Schools

Low-Poverty Schools

* 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 2015-16) All adopted material are routinely inspected, with availability for student need, is brought to the public each year through board action.


Textbooks and Instructional Materials

Year and month in which data were collected: September 24, 2015

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts McDougal Littell California Literature – Grades 9-12 (Adopted July 2010) AP Language – Bedford Reader: Bedford/St. Martins 2006 Reading Intervention, Scholastic (Adopted district wide June 2006) 6th, 7th & 8th Grade SRA Imagine It – McGraw Hill 2009 (Adopted 2010) 7th grade – First Course – Holt McDougal 2010 (Adopted 2010) 8th grade – Second Course – Holt McDougal 2010 (Adopted 2010)

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0

Mathematics Algebra 1: Holt CA 2008 (Adopted June 2008) Geometry: Holt CA 2008 (Adopted June 2008 Algebra 2: Holt CA 2008 (Adopted June 2008) 12th Calculus (Adopted June 2008) Pre-Calculus (Adopted June 2001) Integrated Math 1, 2, & 3: Houghton Mifflin Harcourt (Adopted July 2015 6th, 7th & 8th Grade CA Math – Glencoe/McGraw Hill 2015 (Adopted July 2014)



Science Earth Science – Prentice Hall 2006 (Adopted July 2010) Biology – Pearson Prentice Hall 2007 (Adopted June 2009) Conceptual Physics – Prentice Hall 2002 (Adopted 2011) 6th, 7th & 8th Grade Earth Science CA – Macmillan/McGraw Hill 2008 (Adopted June 2009) Focus on Life Science CA – Pearson/Prentice Hall 2008 (Adopted June 2009) Focus on Physical Science CA – Pearson/Prentice Hall 2008 (Adopted June 2009)



History-Social Science 9th – 12th (Adopted April 26, 2007, various copyright years, material selected by a Social Studies Task Force) Government – Prentice Hall Economics – Prentice Hall U.S. History – Prentice Hall World History – Prentice Hall 6th, 7th & 8th Grade World History Ancient Civilizations – Houghton Mifflin 2007 (Adopted April 2007) Medieval and Early Modern Times – Prentice Hall 2006 (Adopted April 2007) America History of Our Nation – Prentice Hall 2006 (Adopted April 2007)



Foreign Language Asi se dice! – Glencoe/McGraw Hill 2012 (Adopted 2013)



Health Health – Glencoe/McGraw Hill 2004 (Adopted 2005)




School Facility Conditions and Planned Improvements (Most Recent Year) Banning Independent Studies School provides a safe, clean environment for students, staff, and volunteers. Modernized in 2009, Banning Independent Studies School is housed on the prior Coombs Intermediate campus at 1151 West Wilson Street. The school buildings utilized span over 20,000 square feet, consisting of two permanent classrooms, a library, a computer lab, a conference room, and cafeteria. The facility strongly supports teaching and learning through its ample classroom and recreation space. Facility information is current as of March 2013.

Maintenance and Repair Safety concerns are the number one priority of Maintenance and Operations. District maintenance supervisors are proactive and conduct inspections at school sites on a continual basis. Repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. The district maintenance staff has indicated that 100% of all toilets on school grounds are in working order.

Cleaning Process and Schedule The district governing board has adopted cleaning standards for all schools in the district. One full-time custodian ensures classrooms, restrooms, and campus grounds are kept clean and safe on a daily basis. A summary of these standards is available at the school office or at the district office. The site administration team works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school.

Deferred Maintenance Budget The district participates in the State School Deferred Maintenance Program, designed to assist school districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofing, plumbing, heating electrical systems, interior or exterior painting, and floor systems. In 2012-13, the district allocated $175,425 for the deferred maintenance program, which represents 0.05% of the district’s general fund budget.

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: December 03, 2015

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

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical

X

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

Safety: Fire Safety, Hazardous Materials

X

Structural: Structural Damage, Roofs

X

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

X

Overall Rating Exemplary Good Fair Poor

---------- X

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], Science California Standards Tests); 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

2014-15 CAASPP Results for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

ELA 20 27 44

Math 1 20 33

* 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.


CAASPP Results for All Students - Three-Year Comparison

Subject

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


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

Science 5 27 10 38 42 36 59 60 56

* Results are for 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.

2014-15 CAASPP Results by Student Group

Group

Percent of Students Scoring at Proficient or Advanced

Science (grades 5, 8, and 10)

All Students in the LEA 36

All Student at the School 10

Male 0

Female 22

Black or African American --

American Indian or Alaska Native --

Hispanic or Latino 3

White --

Two or More Races --

Socioeconomically Disadvantaged --

English Learners --

Students with Disabilities 7

Foster Youth --

* 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.

School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded

All Students 3 2 1 50.0 -- -- -- --

4 3 2 66.7 -- -- -- --

5 1 1 100.0 -- -- -- --

6 5 4 80.0 -- -- -- --

7 10 9 90.0 -- -- -- --

8 19 17 89.5 53 29 12 0

11 55 37 67.3 19 30 22 8

Male 3 1 50.0 -- -- -- --

4 1 33.3 -- -- -- --

5 1 100.0 -- -- -- --

6 4 80.0 -- -- -- --

7 5 50.0 -- -- -- --

8 8 42.1 -- -- -- --

11 15 27.3 20 27 27 7



Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

Female 4 1 33.3 -- -- -- --

6 0 0.0 -- -- -- --

7 4 40.0 -- -- -- --

8 9 47.4 -- -- -- --

11 22 40.0 18 32 18 9

Black or African American 8 0 0.0 -- -- -- --

11 2 3.6 -- -- -- --

American Indian or Alaska Native 4 0 0.0 -- -- -- --

6 1 20.0 -- -- -- --

7 2 20.0 -- -- -- --

11 5 9.1 -- -- -- --

Asian 11 1 1.8 -- -- -- --

Hispanic or Latino 3 1 50.0 -- -- -- --

4 1 33.3 -- -- -- --

6 3 60.0 -- -- -- --

7 5 50.0 -- -- -- --

8 14 73.7 50 36 7 0

11 16 29.1 0 44 25 13

White 4 1 33.3 -- -- -- --

5 1 100.0 -- -- -- --

6 0 0.0 -- -- -- --

7 2 20.0 -- -- -- --

8 3 15.8 -- -- -- --

11 12 21.8 25 17 33 8

Two or More Races 11 0 0.0 -- -- -- --

Socioeconomically Disadvantaged 3 1 50.0 -- -- -- --

4 1 33.3 -- -- -- --

6 2 40.0 -- -- -- --

7 5 50.0 -- -- -- --

8 15 78.9 47 33 13 0

11 17 30.9 18 18 29 12

English Learners 8 1 5.3 -- -- -- --

11 0 0.0 -- -- -- --

Students with Disabilities 4 1 33.3 -- -- -- --

6 1 20.0 -- -- -- --

7 1 10.0 -- -- -- --

8 1 5.3 -- -- -- --



Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

11 4 7.3 -- -- -- --

Foster Youth 3 -- -- -- -- -- --

4 -- -- -- -- -- --

5 -- -- -- -- -- --

6 -- -- -- -- -- --

7 -- -- -- -- -- --

8 -- -- -- -- -- --

11 -- -- -- -- -- --

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. 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 achievement level percentages. The achievement level percentages are calculated using students with scores.

School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

All Students 3 2 1 50.0 -- -- -- --

4 3 2 66.7 -- -- -- --

5 1 1 100.0 -- -- -- --

6 5 4 80.0 -- -- -- --

7 10 8 80.0 -- -- -- --

8 19 17 89.5 82 6 0 0

11 55 35 63.6 57 20 3 0

Male 3 1 50.0 -- -- -- --

4 1 33.3 -- -- -- --

5 1 100.0 -- -- -- --

6 4 80.0 -- -- -- --

7 4 40.0 -- -- -- --

8 8 42.1 -- -- -- --

11 14 25.5 64 29 0 0

Female 4 1 33.3 -- -- -- --

6 0 0.0 -- -- -- --

7 4 40.0 -- -- -- --

8 9 47.4 -- -- -- --

11 21 38.2 52 14 5 0

Black or African American 8 0 0.0 -- -- -- --

11 2 3.6 -- -- -- --

American Indian or Alaska Native 4 0 0.0 -- -- -- --


School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

6 1 20.0 -- -- -- --

7 2 20.0 -- -- -- --

11 3 5.5 -- -- -- --

Asian 11 1 1.8 -- -- -- --

Hispanic or Latino 3 1 50.0 -- -- -- --

4 1 33.3 -- -- -- --

6 3 60.0 -- -- -- --

7 5 50.0 -- -- -- --

8 14 73.7 93 0 0 0

11 16 29.1 44 25 0 0

White 4 1 33.3 -- -- -- --

5 1 100.0 -- -- -- --

6 0 0.0 -- -- -- --

7 1 10.0 -- -- -- --

8 3 15.8 -- -- -- --

11 12 21.8 58 25 8 0

Two or More Races 11 0 0.0 -- -- -- --

Socioeconomically Disadvantaged 3 1 50.0 -- -- -- --

4 1 33.3 -- -- -- --

6 2 40.0 -- -- -- --

7 4 40.0 -- -- -- --

8 15 78.9 87 7 0 0

11 15 27.3 47 40 0 0

English Learners 8 1 5.3 -- -- -- --

11 0 0.0 -- -- -- --

Students with Disabilities 4 1 33.3 -- -- -- --

6 1 20.0 -- -- -- --

7 0 0.0 -- -- -- --

8 1 5.3 -- -- -- --

11 4 7.3 -- -- -- --

Foster Youth 3 -- -- -- -- -- --

4 -- -- -- -- -- --

5 -- -- -- -- -- --

6 -- -- -- -- -- --

7 -- -- -- -- -- --

8 -- -- -- -- -- --

11 -- -- -- -- -- --

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. 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 achievement level percentages. The achievement level percentages are calculated using students with scores.


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 Parents and the community are very supportive of the educational program at Banning Independent Study School. Parents are encouraged to attend orientations, parent meetings, and other student activities. 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. School Safety Plan Safety of students and staff is a primary concern of Banning Independent Study School. Several parents and community members visit the campus to volunteer in the classrooms and participate in school events. Parents and visitors are welcomed and required to check in at the school office upon arrival and obtain a visitor’s badge; visitors are required to return to the school office upon departure. The Comprehensive Safe School Plan was developed by the district to comply with Senate Bill 187 (SB 187) of 1997. The plan provides students and staff means of ensuring a safe and orderly learning environment. Each school includes the following requirements of SB 187 within their safe school plans: current status of school crime; child abuse reporting procedures; disaster procedures, routine and emergency; policies related to suspension and expulsion; notification to teachers; sexual harassment policy; provision of a school-wide dress code; safe ingress and egress of pupils, parents, and school employees; safe and orderly school environment; and school rules and procedures. Fire drills are conducted on a monthly basis throughout the school year and earthquake drills are held once a semester. The school evaluates the plan annually and updates it as needed. Safety procedures, including elements of the Safe School Plan, are reviewed with school and district staff in the fall, at the start of each school year. The plan was last updated and reviewed with school staff in August 2015. An updated copy of the plan is available to the public at the school office.

Suspensions and Expulsions

School 2012-13 2013-14 2014-15

Suspensions Rate 0.00 0.00 0.00

Expulsions Rate 0.00 0.00 0.00

District 2012-13 2013-14 2014-15



State 2012-13 2013-14 2014-15



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.

2014-15 Adequate Yearly Progress Overall and by Criteria

AYP Criteria School District State

English Language Arts

Met Participation Rate No No Yes

Met Percent Proficient N/A N/A N/A

Mathematics

Met Participation Rate No Yes Yes

Met Percent Proficient N/A N/A N/A

Made AYP Overall No No Yes

Met Attendance Rate N/A Yes Yes

Met Graduation Rate N/A Yes Yes


2015-16 Federal Intervention Program

Indicator School District

Program Improvement Status In PI

First Year of Program Improvement 2004-2005

Year in Program Improvement Year 3

Number of Schools Currently in Program Improvement 5

Percent of Schools Currently in Program Improvement 71.4

Average Class Size and Class Size Distribution (Elementary)

Average Class Size Number of Classrooms*

1-20 21-32 33+

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

3

1 1

4

1 1

5

3 1

6

4 1 1 1

Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor------- .50

Counselor (Social/Behavioral or Career Development) 0

Library Media Teacher (Librarian) 0

Library Media Services Staff (Paraprofessional) 1

Psychologist-------

Social Worker-------

Nurse-------

Speech/Language/Hearing Specialist

Resource Specialist------- .75

Other-------

Average Number of Students per Staff Member

Academic Counselor------- 200 * 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.

Professional Development provided for Teachers Staff development within the district addresses individual needs of teachers and broader school concerns through cooperative in-service programs. The district offers three buy-back staff development days annually for teachers to use for instruction and professional development. Curriculum Development All training and curriculum development at Banning Independent Study School revolves around the California State Content Standards and Frameworks. Teachers align classroom curriculum to ensure that all students either meet or exceed State proficiency levels. In an effort to enhance the curriculum, Banning Unified School District implemented the Success Maker and Accelerated Reader programs for grades kindergarten through eight. Teachers from each school site received appropriate training in the new programs.

FY 2013-14 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil

Average Teacher Salary Total Restricted Unrestricted

School Site------- 4740.10 0.00 $2,170.68 $65,337.00

District------- ♦ ♦ $7,043.38 $66,539.95

State------- ♦ ♦ $5,348 $65,267

Percent Difference: School Site/District -69.2 -1.8

Percent Difference: School Site/ State -59.4 0.1

* Cells with ♦ do not require data.


FY 2013-14 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same Category

Beginning Teacher Salary $41,625 $40,379

Mid-Range Teacher Salary $65,633 $62,323

Highest Teacher Salary $84,654 $81,127

Average Principal Salary (ES) $92,969 $99,192

Average Principal Salary (MS) $105,467 $91,287

Average Principal Salary (HS) $122,000 $112,088

Superintendent Salary $175,049 $159,821

Percent of District Budget

Teacher Salaries 37% 36%

Administrative Salaries 5% 6% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

Types of Services Funded Students and families opting for the voluntary instructional alternatives at Banning Independent Study School (BISS) are representative of the district’s diverse enrollment. The 125-year-old district educates 4,300 students in the San Gorgonio Pass area of Riverside County, about 90 miles east of Los Angeles. The district’s semi-rural 303-square-mile area includes the City of Banning, a portion of the City of Palm Springs and unincorporated areas of Cabazon, Poppet Flats, Morongo Indian Reservation and Whitewater. The purpose of Banning Independent Study School is to provide differentiated, standards-driven instruction to students who are best served by this non-traditional style of learning. BISS students meet with their instructors at regularly scheduled appointment times each week. Most high school students are required to meet at least one hour a week with their teachers; K-3 students spend a minimum of 90 minutes a week with a teacher; secondary students participate in additional subject-specific tutoring (math and ELA). BISS students are offered the same texts used by their peers at comprehensive district schools and have the right to participate in what would be their “host” school’s activities and sports. Grades 9-11 are subject to annual Entrance Benchmark exams at 70% proficiency in mathematics and English Language Arts to qualify for entry into the BISS program. Interventions such as SST meetings, subject-specific tutoring, counseling, extra class time, and assistance from resource teachers assigned to their “host” schools are provided whenever appropriate. BISS students participate in all district-wide assessment tests, including state standards assessments (STAR, CAHSEE and CELDT), according to the district’s assessment schedule. Banning Independent Study provides a unique and individualized educational option, delivering state-adopted curriculum with the support, guidance and supervision of NCLB credentialed teachers. Individual education plans can include one-on-one instruction to assist our students. Diligent efforts to form a consistent independent school site council were unsuccessful. High mobility rates, lack of interest and the non-traditional nature of our population are likely reasons for lack of quorum or non-attendance during the many SSC meetings. In the fall of 2003, a majority of students and parents indicated, via a survey, that they preferred to review issues of school policy and spending through written correspondence, survey voting and regular posting of materials available for their review. That process allows for increased input from our families.

2014-15 California High School Exit Examination Grade Ten Results by Student Group

Group English-Language Arts Mathematics

Not Proficient Proficient Advanced Not Proficient Proficient Advanced

All Students in the LEA 53 26 21 51 32 17

All Students at the School 62 24 14 68 32

Female 56 25 19 59 41

Hispanic or Latino 55 36 9 62 38

Socioeconomically Disadvantaged 54 31 15 60 40


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


CAHSEE Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced


English-Language Arts 56 38 38

Mathematics 33 38 32




California 2012-13 2013-14 2014-15




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


Dropout Rate 14.00 13.00 13.20

Graduation Rate 80.15 83.67 80.88


Dropout Rate 14.00 13.00 13.20


California 2011-12 2012-13 2013-14

Dropout Rate 13.10 11.40 11.50


Career Technical Education Participation

Measure CTE Program Participation

Number of pupils participating in CTE 0

% of pupils completing a CTE program and earning a high school diploma 0

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education 0

Completion of High School Graduation Requirements

Group Graduating Class of 2014


All Students 58.62 75.59 84.6

Black or African American 69.7 76

American Indian or Alaska Native 33.33 61.54 78.07

Asian 95.24 92.62

Filipino 66.67 96.49

Hispanic or Latino 76.92 77.78 81.28

Native Hawaiian/Pacific Islander 50 83.58

White 50 66.67 89.93

Two or More Races 100 82.8

Socioeconomically Disadvantaged 41.67 61.28

English Learners 50 50.76

Students with Disabilities 53.33 75.79 81.36

Foster Youth -- -- --


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

UC/CSU Course Measure Percent

2014-15 Students Enrolled in Courses Required for UC/CSU Admission 0

2013-14 Graduates Who Completed All Courses Required for UC/CSU Admission 0

2014-15 Advanced Placement Courses

Subject Number of AP Courses

Offered*

Percent of Students In AP Courses

Computer Science ♦

English------- ♦

Fine and Performing Arts ♦

Foreign Language ♦

Mathematics ♦

Science------- ♦

Social Science ♦

All courses

* Where there are student course enrollments.

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. 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.

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