2011-2012 school accountability report card...

1Banning High School Published: February 2013 100

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Principal’s Message

Hello, I would like to welcome you to the Banning High School’s SARC report.

I hope you enjoy your review of our school data. As principal I am proud of the rich tradition of Banning

High School and the Banning community. More than 75 certificated, classified and support staff members provide

Banning students with a quality educational experience. In addition to academics, BHS students have multiple opportunities to engage in

our highly successful extracurricular activities and athletic programs.

It is the ongoing goal of Banning High School to provide our students with the academic, technological, and personal skill necessary to be productive

citizens beyond their high school experience. The BHS staff is committed to motivating students toward high levels of success. Our staff believes in the

importance of all students and the BHS staff is diligent in their effort to assure students have the intellectual and personal skills necessary for freedom of choice.

Mission StatementBanning High School’s mission is to provide tomorrow’s leaders with quality academic

instruction and rigorous standards-based curriculum; enhanced by a safe and respectful environment.

Model: Every student, Every chance, Every day

School ProfileBanning Unified School District, one of the oldest districts in Riverside County, has a past as colorful as the 300 square mile area it services. In the 2011-12 school year, the district educated 4,503 students enrolled in kindergarten through twelfth grade in four elementary schools, one intermediate school, one middle school, one comprehensive high school, and one continuation high school.

The diverse population enables the school to embrace many different cultures and strive 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 1,129 students in grades nine through twelve in 2011-12. The school operates on a traditional school calendar. Student demographics are shown in the chart.

www.banning.k12.ca.us

2011-2012 School Accountability Report Card

Board of EducationRay Curtis

Alex CassadasLarry Ellis

Veronica HistedCalvin Louie

Banning High School

Douglas Newton

Principal

District Mission StatementThe mission of the Banning

Unified School District, as an educational community, is to

improve academic achievement, provide a safe school

environment, and maintain a positive school climate to produce

life-long learners and cultivate productive citizens.

Student Enrollment by Ethnic Group2011-12

Percentage

African American 9.9%

American Indian 4.3%

Asian 7.5%

Filipino 0.9%

Hispanic or Latino 60.3%

Pacific Islander 0.4%

White 14.0%

Two or More 2.6%

None Reported 0.2%

2Banning High School Published: February 2013

Discipline & Climate for LearningBanning High School has found that good discipline is a solid foundation on which to build an effective school; good discipline and school effectiveness have a strong correlation. The goal of Banning High School’s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. Banning High School believes students who develop a sense of personal responsibility will mature both academically and emotionally. The administration practices a counseling approach to student discipline that reinforces students’ accountability for their actions and teaches viable alternatives for handling difficult social and personal interactions. Parents and students are informed of discipline policies and the District Conduct of Code at the beginning of each school year through the Student Handbook and letters.

Link Crew is a high school transition program that welcomes freshmen and makes them feel comfortable throughout the first year of their high school experience. Built on the belief that students can help students succeed, Link Crew trains mentors from the junior and senior classes to be Link Crew Leaders. As positive role models, Link Crew Leaders are mentors and student leaders who guide the freshmen to discover what it takes to be successful during the transition to high school and help facilitate freshman success.

Link Crew is a yearlong transition program with four components that contribute to its success:

• High School Orientation - Link Leaders and freshmen start building the mentor relationship and freshmen receive information about how to be successful in high school

• Academic Follow Ups - Link Leaders support freshman academic success and character development through structured classroom visits

• Social Follow Ups - Link Leaders and freshmen connect outside the classroom at social events to increase student engagement, and promote positive school climate

• Leader Initiated Contacts - Link Leaders connect with their freshmen on a more individual basis

Link Crew’s goal is to provide BHS with a structure in which students make real connections with each other thus increasing school safety and reducing incidence of bullying with anti-bullying education. Through this program, freshmen learn that people at school care about them and their success and leaders experience increased self esteem as well as overall character development. Link Crew is the high school transition program that will increase attendance, decrease discipline referrals, and improve academic performance at our school.

The suspensions and expulsions table displays the total number and percentage of incidents at the school and in the district. Suspension numbers may be inflated because some students may have been suspended multiple times. Expulsions occur only when required by law or when all other alternatives have been exhausted.

Extracurricular ActivitiesStudents are encouraged to participate in the school’s additional academic and extracurricular activities that are an integral part of the educational program.

Extracurricular activities include:

• Asian American Club • Color Guard• Concert Band • Associated Student Body • Black Student Union • Envirothon Team • Campus Light • Marching Band • Choir • Link Crew • Spanish Club • Mr. Bronco Pageant • Friday Night Live Club• Banning Youth Theater Ensemble• California Scholastic Federation• National Honors Society • School Dances: Homecoming, Winter Formal and Promotional Dance

The school’s athletic program promotes individual and team-oriented achievement and self-esteem through school-sponsored teams that compete with other schools in the area.

• Cheerleading • Men’s & Women’s Tennis• Cross Country • Basketball• Soccer • Track & Field• Volleyball • Softball• Baseball • Swimming• Football • Wrestling

Student RecognitionAwards are given to students at assemblies and special presentations throughout the school year. Awards include academic medals, awards for attendance, National Honor Society, and California Scholastic Federation. Senior Awards Night is a night for senior students to receive both academic and local awards, as well as, scholarships. Teachers, Military, local organizations, and national organizations give recognition to seniors in the way of awards or scholarships.

Parent InvolvementParents and the community are very supportive of the educational program at Banning High School. Opportunities for Parent Involvement include Parent Information Meetings, Pastors on Premisis, School Site Council, Booster Club, and ELAC. Numerous programs and activities are enriched by generous contributions.

Class SizeThe class size distribution table illustrates the average class size by subject. The corresponding numbers show how many classes were taught with a certain number of students in each class, based on three different class sizes.

Enrollment and AttendanceBanning High School accepts students from neighboring schools and districts provided space is available and class sizes do not exceed the school’s maximum allowable class size.

Regular attendance and punctuality are necessary parts of the learning process and are critical to academic success. In addition, school districts receive financial support from the state for the education of the students they serve based on how many students attend each day.

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

10 11 12 10 11 12 10 11 12 10 11 12

By Subject Area

English 25 26 21 10 10 19 34 31 20 4 2 12

Mathematics 28 28 15 3 4 7 33 26 26 6 6 4

Science 28 28 27 3 3 5 23 24 22 3 5 3

Social Science 27 26 24 5 6 8 27 21 14 1 2 9

Other - 29 - - 20 - - 47 - - 16 -

Suspensions & ExpulsionsSchool District

09-10 10-11 11-12 09-10 10-11 11-12

Suspensions 287 287 216 967 907 901

Suspension Rate 24.5% 25.2% 19.1% 20.5% 19.7% 20.0%

Expulsions 16 21 16 31 33 38

Expulsion Rate 1.4% 1.8% 1.4% 0.7% 0.7% 0.8%


Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences fairly administered. Parents are advised of their responsibilities including notification of when and why students are absent. Independent study is available for students who require extended leaves from school.

Regular daily attendance is a priority at Banning High School. Absence reports are regularly reviewed by the Attendance Clerk. Parents are advised of absences through phone calls, letters, and, if necessary, home visits. Those students who continue to exhibit excessive absences are directed to the appropriate authorities, including the School Attendance Review Board.

Banning Unified School District’s School Attendance Review Board (SARB) is composed of parents, representatives from the district, and members of the community, including representatives from law enforcement, welfare, probation, and mental health agencies. Students are referred to SARB when they have persistent attendance and behavior problems in school, and the normal avenues of classroom, school, and district counseling are not effective. The members of the SARB, the referred students, and their parents or guardians work collaboratively to evaluate the student’s situation and recommend alternative solutions. The chart illustrates the enrollment trend by grade level for the past three school years.

Dropout & Graduation RatesBanning High believes that effective instruction consists of the continuous building of new concepts upon existing ones and requires regular attendance and participation. Intervention programs that promote attendance and reduce dropout rates include:

• Student Attendance Contracts • Student Success Team• School Resource Officer • SARB • Youth Accountability Team (YAT) • On-site counseling

Note: The National Center for Education Statistics graduation rate as reported in AYP is provided in the table.

Staff DevelopmentStaff 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 DevelopmentAll training and curriculum development at Banning High 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, and the Focus on Achievement Program for grades kindergarten through twelve. Teachers from each school site received appropriate training in the new programs.

Teacher AssignmentBanning Unified School District recruits and employs the most qualified credentialed teachers. The chart illustrates the number of fully credentialed teachers for the past three school years.

Teacher misassignments represent the number of teachers who did not hold a legally recognized certificate or credential, including teachers who were assigned to classrooms with English Learners (EL) and who were not properly certificated to teach EL students. Teacher vacancies reflect the number of open teaching positions that were not filled by a full-time certificated teacher for an entire semester.

Highly Qualified Teachers (School Year 2011-12)The Federal No Child Left Behind (NCLB) Act requires that all teachers in core subject areas meet specific Federal credential requirements by the 2006-07 school year. Minimum qualifications include: possession of a Bachelor’s Degree; possession of an appropriate California teaching credential; and demonstrated core academic subject area competence by means of exam, coursework, advanced certification, or completion of the California High Objective Uniform State Standard of Evaluation (HOUSSE) in the subject area being taught.

For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/.

Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools have student eligibility of approximately 25 percent or less.

Counseling & Support Staff (School Year 2011-12)It is the goal of Banning High School to assist students in their social and personal development, as well as academics. The district provides special attention to students who experience achievement or behavioral difficulty.

Enrollment Trend by Grade Level2009-10 2010-11 2011-12

9th 355 316 343

10th 316 332 302

11th 281 264 295

12th 218 225 189

Graduation & Dropout Rates08-09 09-10 10-11

Dropout Rate 2.80% 16.70% 10.00%

Graduation Rate 78.81% 81.53% 89.04%

Teacher Credential StatusSchool District

09-10 10-11 11-12 11-12

Fully Credentialed 50 50 43 199

Without Full Credentials 1 2 1 2

Working Outside Subject 0 0 1 2

Misassignments/Vacancies10-11 11-12 12-13

Misassignments of Teachers of English Learners 0 0 0

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 0

Vacant Teacher Positions 0 0 0

NCLB Compliant Teachers% of Core Academic Courses Taught

By NCLB Compliant Teachers

% of Core Academic Courses

Taught By Non-NCLB Compliant Teachers

School 98.0% 2.0%

District 97.8% 2.2%

High-Poverty Schools in District 97.3% 2.7%

Low-Poverty Schools in District N/A N/A


The counselor to pupil ratio is 1:565. Banning High School offers support to students whose test results indicate they need additional assistance to achieve grade level proficiency. Students can participate in intervention programs and after-school tutoring. Teachers and staff provide tutorials and work with students on a variety of skills to enhance their academic progress. The school works diligently to maintain open communication with parents regarding their child’s progress throughout the school year.

For students whose primary language is not English, and who have limited English proficiency, Banning High School offers programs to prepare them to meet the State’s academic content and performance standards. Students are identified as English Learners through the California English Language Development Test (CELDT). Those students identified as English Language Learners (ELL) are assigned to appropriately credentialed teachers and provided instruction in English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE).

Banning High School provides instruction to all students in the least restrictive environment possible. Students with special needs are accommodated with a variety of options. A team consisting of the parent, school administrator, general education teacher, psychologist, and special education teacher, develops an Individual Education Plan (IEP). The IEP defines the individualized instruction and assistance a student will receive which may include sessions with a resource specialist, placement in a Special Day Class, sessions with a speech pathologist, and/or occupational therapy.

Banning Unified School District participates in the Riverside County Special Education Local Plan Area (SELPA). The SELPA helps ensure all students with identified disabilities receive a quality public education, according to the Individuals with Disabilities Education Act. Professionals and experts in the field of special education are readily available to serve the district and its students who require an alternative educational solution based upon their physical and emotional needs. The district’s Special Education Director meets monthly with the SELPA team to discuss student progress.

Instructional Materials (School Year 2012-13)Banning Unified School District held a Public Hearing on October 4, 2012 and determined that each school has sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English Learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. The chart displays data collected in October 2012, regarding textbooks in use during the 2012-13 school year.

Science Lab EquipmentThe school stocks an adequate supply of equipment for its students. Inventory includes, but is not limited to: microscopes, slides, ring stands, clamps, support rings, utility clamps, test tubes, test tube holders and brushes, tongs, flasks, beakers, and Bunsen burners. For more information, please call the school office.

Additional Internet Access/Public LibrariesFor additional research materials and Internet availability, students are encouraged to visit the public libraries located in the cities of Banning and Cabazon which contain numerous computer workstations.

Computer ResourcesEach classroom at Banning High School contains at least two computers. There are three additional computer labs, one of which is located in the library. Additionally, Banning High School is proud of the fact that we are the first, in Riverside County, to have a “Geographical Information Systems, GIS” lab as well as a “Global Communication Lab” which allows us to communicate, in real time, with the rest of the world. All computer resources within the computer labs and classrooms are connected to the Internet.

Computer skills and concepts are integrated through the standard curriculum to prepare students for technological growth and opportunities. Student and staff receive computer assisted instruction on a regular schedule.

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient % Lacking

9th-12th ELD Hampton Brown 2008 Yes 0.0%

9th-12th English/Language Arts

McDougal Littell 2010 Yes 0.0%

9th-12th Foreign Language

McDougal Littell 2001 Yes 0.0%

9th-12th History/Social Science Prentice Hall 2007 Yes 0.0%

9th-12th Mathematics Holt 2008 Yes 0.0%

9th-12th Reading Intervention

Scholastic, Inc. 2006 Yes 0.0%

9th-12th Science McDougal Littell 2009 Yes 0.0%

9th-12th Science Pearson 2010 Yes 0.0%

9th-12th Science Pearson/Prentice Hall 2009 Yes 0.0%

9th-12th Science Prentice Hall 2010 Yes 0.0%

9th-12th Social Science/History McGraw-Hill 2007 Yes 0.0%

9th-12th Social Science/History Prentice Hall 2007 Yes 0.0%

9th-12th Social Science/History Worth 2007 Yes 0.0%

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

English Language Learner Specialist 1 1.0

Adaptive PE Specialist 1 As Needed

Counselor 2 2.0

Functional Skills Teacher 1 1.0

Nurse 1 As Needed

Psychologist 1 As Needed

Resource Specialist Program (RSP) Teacher 2 2.0

Special Day Class (SDC) Teacher 2 2.0

Special Day Class Aides 4 2.0

Speech/Language/Hearing Specialist 1 As Needed

Technology Coach 1 1.0


California Standards TestThe California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).

The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/language arts, mathematics, social science, and science, for the most recent three-year period.

The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

Federal Intervention Program (School Year 2012-13)Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP.

For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status Not in PI In PI

First Year in PI - 2004-2005

Year in PI (2012-13) - Year 3

# of Schools Currently in PI - 5

% of Schools Identified for PI - 55.56%

California Standards Test (CST)Subject School District State

2010 2011 2012 2010 2011 2012 2010 2011 2012

English/Language Arts 33 33 30 38 42 44 52 54 56

Mathematics 7 9 10 37 42 44 48 50 51

Science 17 22 17 33 38 39 54 57 60

History/Social Science 26 33 30 23 30 31 44 48 49

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

California Standards Test (CST)Subgroups

SubjectEnglish/

Language Arts

Mathematics ScienceHistory/Social

Science

District 44 44 39 31

School 30 10 17 30

African American/Black 22 10 12 22

American Indian 28 13 13 32

Asian 39 19 36 40

Filipino * * * *

Hispanic or Latino 29 8 15 27

Pacific Islander * * * *

White 32 12 17 37

Males 27 10 21 36

Females 34 11 14 24

Socioeconomically Disadvantaged 29 11 18 30

English Learners 3 4 3 2

Students with Disabilities 17 10 8 14

Migrant Education * * * *

Two or More Races * * * *



Academic Performance IndexThe Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet.

Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it.

The first table displays the school’s API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the Growth API at the school, district, and state level.

Adequate Yearly Progress (School Year 2011-12)No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for mathematics and English/language arts by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:

• Participation rate on the state’s standards-based assessments in English/language arts (ELA) and mathematics.

• Percent proficient on the state’s standards-based assessments in ELA and mathematics.

• API as an additional indicator. • Graduation rate (for secondary schools).

There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the chart.

Physical Fitness (School Year 2011-12)In the spring of each year, Banning High is required by the state to administer a physical fitness test to all students in grade nine. The physical fitness test is a standardized evaluation that tracks the development of high-quality fitness programs and assists students in establishing physical activity as part of their daily lives.

Percentage of Students in Healthy Fitness Zone2011-12

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

9 11.0% 32.0% 30.1%


2012 Growth API ComparisonSchool District State

Number of

Students

Growth Score

Number of

Students

Growth Score

Number of

Students

Growth Score

All Students at the School 789 645 3,131 740 4,664,264 788

Black or African American 77 593 297 703 313,201 710

American Indian or Alaska Native 37 601 134 689 31,606 742

Asian 67 724 201 775 404,670 905

Hispanic or Latino 477 642 1,934 740 2,425,230 740

White 102 664 463 756 1,221,860 853

Two or More Races 18 575 68 750 88,428 849

Socioeconomically Disadvantaged 686 646 2,693 737 2,779,680 737

English Learners 245 601 1,039 721 1,530,297 716

Students with Disabilities 77 487 338 627 530,935 607

API School Results2009 2010 2011

Statewide 2 1 2

Similar Schools 6 2 1

Group 09-10 10-11 11-12All Students at the School

Actual API Change -15 24 -9

Hispanic or Latino

Actual API Change -23 21 4

White

Actual API Change -30 17 4

Socioeconomically Disadvantaged

Actual API Change -14 29 -3

English Learners

Actual API Change -16 -11 8

Adequate Yearly Progress (AYP)School District

Made AYP Overall No No

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient No No No No

API School Results No Yes

Graduation Rate Yes No


Career Technical Education Participation (School Year 2011-12)This table displays information about participation in the school’s Career Technical Education (CTE) programs.

Career Technical Education (CTE) Programs (School Year 2011-12)It is the goal of Banning High School that students understand the importance of academic subjects and experience how employees apply subject learning to work situations. The school’s programs focus 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 are consistently taught to the students to ensure work-readiness skills. Matt Valdivia is the primary contact for Banning High School’s Career Technical Committee.

Students in grades nine through twelve receive counseling from school personnel regarding career paths and courses of study. Counselors present students with a broad array of career opportunities and facilitate selection of a career path based on individual interests, goals, strengths, and abilities. Twelfth grade students are exposed to resume writing, interest inventories, and interview techniques.

Banning High School’s career-path and vocational programs include Partnership Academies, Work Experience, Regional Occupational Program, Career Fair, Advancement Via Individual Determination, and Workability.

Dual Enrollment Program - Partnership with Mount San Jacinto Junior College

The purpose of the MSJC-Banning Unified School District Dual Enrollment Partnership is to afford current high school students the opportunity to enroll in dual-credit courses to expand student access to affordable higher education, providing challenging academic and occupational experiences to qualified high school students during their junior and senior years, and reduce the costs of a college education for students and their families. Successful completion of transfer courses will enable students to simultaneously earn college credit transferable to two and four year colleges and universities and satisfy high school graduation requirements. Successful completion of occupational courses will allow students to simultaneously earn college credits, to satisfy high school graduation requirements, and to assist in the transition to the community college or job opportunities or careers.

Speakers from the community, job shadowing and work experiences, use of technology, career-related research projects, the Career Center, and community service projects are made available for the students to heighten student awareness of options for education, training, and employment beyond high school.

Enrollment & Program Completion in Career/Technical Education (CTE) Programs (Carl

Perkins Vocational and Technical Education Act)Question Response

How many of the school’s pupils participate in CTE? 426

What percent of the school’s pupils complete a CTE program and earn a high school diploma?

41.0

What percent of the school’s CTE courses are sequenced or articulated between the school and institutions of post secondary education?

71.0

CTE Programs

Title of Career Preparation

Course

Who offers the course

How do these classes support student achievement

How does the school address the needs of all students in

career preparation

How are the courses evaluated for effectiveness

Accounting Banning High School This class is approved by the

BUSD Board of Education, curriculum meets the same rigor and expectations for

student success as does every other class provided at BHS.

Career counseling through the career center, assigned Banning

High School counselors through a 4 year plan including career goals.

Authentic assessments, tests, grades, completion

rates, observations.

Computer Design/Graphics Banning Academy

of Computer Occupation at BHS

Intro to Business

Data Base Management

Digital Imaging

Regional Occupations

Program

This class is approved by the Riverside County Office

of Education, curriculum meets the same rigor and expectations for student

success as does every other class provided at BHS.

Meeting ROP standards, authentic assessments, tests,

grades, completion rates, observations.

Careers

Masonry

Construction Technology

Construction Technology

Virtual Enterprise

Banning High School Academy of Business and

Technology

This class is approved by the BUSD Board of Education, curriculum meets the same rigor and expectations for

student success as does every other class provided at BHS.

Authentic assessments, tests, grades, completion

rates, observations.


UC/CSU Course CompletionStudents at Banning High School have many ways to explore college as an option. First, students meet with counselors to make four year plans. The goal of the four year plan is to help students understand what it takes to be able to meet the requirements for both colleges and universities. Throughout their high school career, counselors visit the students’ English classes and make bulletin announcements regarding up coming college entrance tests. When the student becomes a senior, the counseling department offers application information and financial aid information. The school offers college application and financial aid workshops in the evening to help families complete required paperwork.

College Entrance InfoUniversity 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://www.universityofcalifornia.edu/admissions/.

California State University

Eligibility for admission to the California State University (CSU) is determined by three factors:

• Specific high school courses• Grades in specified courses and test scores• 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 http://www.calstate.edu/admission/admission.shtml.

Completion of High School Graduation Requirements - Class of 2012Beginning with the graduating class of 2006, students in California public schools have to pass both the English/language arts and mathematics portions of the California High School Exit Exam (CAHSEE) to receive a high school diploma. For students who began the 2011-12 school year in the 12th grade as evidenced by that school year’s October CBEDS enrollment, the table displays by student group the percent who met all state and local graduation requirements for grade twelve completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. State scores are not available from the CA Dept. of Education. Detailed information about the CAHSEE can be found at the CDE web site at http://www.cde.ca.gov/ta/tg/hs.

Completion of High School Graduation RequirementsSchool District State

All Students 96.0% 84.4% *

Socioeconomically Disadvantaged 81.0% 71.2% *

African American/Black 100.0% 90.6% *

American Indian 100.0% 77.8% *

Asian 100.0% 92.3% *

Filipino 100.0% 100.0% *

Hispanic or Latino 94.0% 80.4% *

Pacific Islander 100.0% 100.0% *

White 97.0% 86.9% *

English Learners 17.0% 18.6% *

Students with Disabilities 7.0% 7.5% *

Two or More Races 100.0% 100.0% *

* Data was not available at the time of publication.

UC/CSU Course EnrollmentPercentage

Student Enrolled in Courses Required for UC/CSU Admission (2011-12)

76.6%

Graduates Who Completed All Courses Required for UC/

CSU Admission (2010-11)26.3%

* Duplicated Count (one student can be enrolled in several courses).


California High School Exit Exam (CAHSEE)The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the Federal No Child Left Behind (NCLB) law. The CAHSEE has an English language/arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement. The first table displays the percent of students achieving at the Proficient or Advanced level for the past three years. The second table displays the percent of students, by group, achieving at each performance level in English language/arts and math separately for the most recent testing period.

Advanced Placement Classes (School Year 2011-12)Banning High School offers 11 Advanced Placement (AP) courses for those students seeking to qualify for college credit. Juniors and seniors achieving a score of three, four, or five on the final AP exams qualify for college credit at most of the nation’s colleges.

Contact InformationParents who wish to participate in Banning High School’s leadership teams, school committees, school activities, or become volunteers may contact the front office at (951) 922-0285.

Data SourcesData within the SARC was provided by Banning Unified School District, retrieved from the 2011-12 SARC template, located on Dataquest (http://data1.cde.ca.gov/dataquest), and/or Ed-Data website.

Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention. Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.

CAHSEE By Subject for All Grade Ten Students2009-10 2010-11 2011-12

School District State School District State School District State

English 27.0 27.0 54.0 38.0 38.0 59.0 36.0 36.0 56.0

Mathematics 33.0 32.0 54.0 38.0 36.0 56.0 45.0 43.0 58.0

CAHSEE By Student Group for All Grade Ten StudentsEnglish Mathematics

Not Proficient Proficient Advanced Not

Proficient Proficient Advanced

All Students District 64.0 24.0 11.0 57.0 35.0 7.0

All Students School 64.0 23.0 12.0 55.0 38.0 7.0

Male 72.0 18.0 10.0 59.0 35.0 6.0

Female 56.0 29.0 15.0 59.0 35.0 6.0

African American 67.0 30.0 3.0 61.0 32.0 7.0

American Indian 81.0 - 19.0 60.0 27.0 13.0

Asian 50.0 23.0 27.0 27.0 59.0 14.0

Hispanic or Latino 64.0 26.0 10.0 58.0 37.0 5.0

White 63.0 13.0 23.0 53.0 41.0 6.0

English Learners 96.0 - 4.0 79.0 15.0 6.0

Socioeconomically Disadvantaged 63.0 23.0 13.0 54.0 38.0 8.0

Students with Disabilities 91.0 4.0 4.0 89.0 11.0 -

Advanced Placement Classes# of Courses

English 3

Foreign Language 2

Mathematics 1

Science 3

Social Science 5

Totals 14

Percent of Students in AP Courses 6.1%


School FacilitiesBanning High School provides a safe, clean environment for students, staff, and volunteers. Built in 1992, Banning High School is situated on 50.69 acres. The school buildings span 127,000 square feet, consisting of 36 classrooms, a gymnasium, multipurpose room, library, locker rooms, administrative offices, restrooms, and storage rooms. With the opening of a new two story building, for classrooms, as well as a new Athletic Complex, Banning High School is a self-contained facility to support the needs of the students and community. The facility strongly supports teaching and learning through its ample classroom and recreation space. Facility information is current as of October 2012.

Maintenance and RepairSafety 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 highest priority is given to emergency repairs. The district maintenance staff has indicated that 100% of all toilets on school grounds are in working order.

Cleaning Process and ScheduleThe district governing board has adopted cleaning standards for all schools in the district. A team of five custodians 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 BudgetThe 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. During the 2012-13 school year, the district’s governing board approved deferred maintenance projects for the school, including rebuilding the backflow regulator on westward wing of the campus.

Safe School PlanSafety of students and staff is a primary concern of Banning High School. Many people 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. During lunch, recesses, and before and after school, assigned staff supervise students and school grounds, including the cafeteria and recreation area, to ensure a safe and orderly environment.

The Comprehensive Safe School Plan was developed by the site stakeholders 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 intruder/lock-down drills are held annually. 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. An updated copy of the plan is available to the public at the school office.

School Facility ConditionsDate of Last Inspection: 10/10/2012

Overall Summary of School Facility Conditions: Exemplary

Items Inspected Facility Component System Status

Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Classroom 5105B - Draing by 5000 bldg has large crevices (work order). Classroom 1207 -

Eyewash station not working (work order).

Interior X

Library - 1 broken & 1 stained ceiling tile (work order). MPR - Paint peeling, walls need to be cleaned (work order). Main Gym - Pending litigation due to continuous leaking causing

water damage throughout walls/floors; cracks in cement floor in snackbar. Football Stadium - Concrete in Mens RR in process of getting

replaced.

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X

Library - Light bulbs out (work order). MPR - Light bulbs out in Girls RR & in Storage Rm (work

order). Weight Room - cap missing on technology wires: director will alert tech director to replace

so wires don’t get pulled out. Classroom 7101 - 1 light bulb out (work order). Classroom 1107 -

Multiple light bulbs need replacing (work order). Locker Rooms - 1 light bulb out in Visitor Team

Locker room (work order).

Restrooms/Fountains X

Practice Gym: Boys Locker Rm - 2 light bulbs out, both paper towl dispensers broken, water at sinks and fountain need adjusting (work orders). 5000 Bldg Main floor RRs - Cracks in upstairs

hallway floors; Last sink in boys RR water doesn’t work. 1100 Bldg RRs - Water spouts in sinks need adjusting (getting floor wet); lights

need to be cleaned (work orders). Admin - Lighst in mens RR need to be cleaned (work order).

Green Room ISI Class - Water fountain pressure needs adjusting (work order). 1300 Building -

Water fountain #2 doesn’t work.

Safety (Fire Safety, Hazardous Materials) X

Green Room ISI Class - Fire system back flow area needs to be cleaned and boards around it re-attached (work order). Classroom 7104 - No fire extinguisher (work order). Classroom 1201 - No fire extinguisher inside room, but one outside of room. Nurse’s Office - No fire extinguisher. 600 Bldg & Pool - Fire Extinguishers not inspected for 2012 (work order). Concession Stand 600 Bldg - Can’t check date on Fire Extinguisher - No key

to cabinet.

Structural (Structural Damage, Roofs) X 1300 Building - Paint peeling on outside of

building.

External (Grounds, Windows, Doors, Gates, Fences)

X Library - Inside of door to storage room is cracked (work order).


Teacher & Administrative Salaries (Fiscal Year 2010-11)This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the districts budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at www.cde.ca.gov.

School Site Teacher Salaries (Fiscal Year 2010-11)The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state.

District Expenditures (Fiscal Year 2010-11)The expenditures per pupil data is based on 2010-11 fiscal year audited financial statements. The table reflects the direct cost of educational services, per average daily attendance, excluding food services, facilities acquisition and construction, and certain other expenditures. This calculation is required by law annually and is compared with other districts statewide.

Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/Unrestricted expenditures, except for general guidelines, are not controlled by law or donor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://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 http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

District Revenue Sources (Fiscal Year 2011-12)In addition to general fund state funding, Banning Unified School District receives state and federal funding for the following categorical, special education, and support programs:

• Title I• Class Size Reduction• Maintenance & Operations • Eisenhower Math & Science • Special Education• Safe & Drug Free Schools • Applied Technology Education Act • Basic Reading Act• Gifted and Talented Education (GATE) • Staff Development • Economic Impact Aid• School Improvement Program • Instructional Materials• Peer Assistance and Review • Tenth Grade Counseling• Educational Technology Assistance Grants • Home-to-School Transportation

Average Salary InformationTeachers - Principal - Superintendent

2010-11 District State

Beginning Teachers $41,512 $38,725

Mid-Range Teachers $65,455 $59,717

Highest Teachers $84,424 $77,957

Elementary School Principals $95,500 $95,363

Middle School Principals $98,258 $98,545

High School Principals $118,732 $107,031

Superintendent $170,814 $149,398

Salaries as a Percentage of Total Budget

Teacher Salaries 37.9% 37.9%

Administrative Salaries 5.7% 6.0%

Average Teacher SalariesSchool & District

School $65,268

District $64,910

Percentage of Variation 0.55%

School & State

All Unified School Districts $62,892

Percentage of Variation 3.77%

Expenditures per PupilSchool

Total Expenditures Per Pupil $5,727

From Supplemental/Restricted Sources $271

From Basic/Unrestricted Sources $5,456

District

From Basic/Unrestricted Sources $26,803,998

Percentage of Variation between School & District -99.98%

State

From Basic/Unrestricted Sources $5,455

Percentage of Variation between School & State 0.01%

2011-2012 school accountability report card...

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