2016-17 School Accountability Report CardPublished in 2017-18 SARC

Prospect High School

Campbell Union HSDRobert Bravo, Ed.D., Superintendent ▪ rbravo@cuhsd.org ▪ (408) 371-0960 Campbell Union High School District ▪ 3235 Union Avenue San Jose, CA 95124 ▪ www.cuhsd.org

Joell Hanson ▪ Principal jhanson@cuhsd.org

18900 Prospect Road ▪ Saratoga, CA 95070 (408) 626-3408 ▪ www.prospect.cuhsd.org

Grades 9-12 CDS Code 43-69401-4336137

Para español, visita www.cuhsd.org

“Choose Success”

2016-17 School Accountability Report Card ▪ Published by School Innovations & Achievement ▪ www.sia-us.com

SARC Prospect High School 3

Principal's MessageProspect High School is dedicated to high standards of performance. Our curricula are continually evaluated and modified to reflect the needs of students and to ensure that all students are challenged and supported in their academic growth. As a site—and districtwide—we continue to collaborate on implementing the newly adopted Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and the new social studies framework. We offer numerous Honors and Advanced Placement classes for the college-bound student, surpassing California State University and University of California requirements. Vocational and technical coursework is offered through the Silicon Valley Career Technical Education Center (SVCTE), for-merly CCOC. Our excellent special education and English language development programs foster the spirit of full inclusion through mainstreaming and support with workshop courses. Ninety-five percent of Prospect’s graduating seniors enroll in a two- or four-year college or university.Parent and community volunteers are a vital part of the programs at Prospect. Each year, parents give more than 10,000 hours in support of the school. New parent members are welcomed into the school booster organizations, including the Parent Teacher Student Association (PSTA), Panther Paws Athletic Boosters, Eng-lish Language Advisory Committee (ELAC), Music Boosters, Spirit Boosters and the Grad Night Committee. School Site Council (SSC) has waned in past years. In addition, we are continuing to work on fostering greater ties with all members of our community, including Saratoga City Council and West Gate Church.Prospect High School challenges students with a rigorous curriculum that prepares them to be effective com-municators and problem solvers. Our students will demonstrate respect for themselves, their community and their environment while preparing to become contributing members of society.

District Mission StatementCampbell Union High School District (CUHSD) prepares high school and adult education students for success in college, careers, and democratic citizenship by providing an engaging, relevant, and rig-orous curriculum coupled with a rich and comprehensive extracurricular program in a safe learning environment, while integrating technology and a growth mindset into the learning process. CUHSD enhances each student’s life skills by pro-moting critical thinking, problem-solving and innovation, so that all students can achieve their maximum potential. Every student who attends CUHSD be equipped with the skills, knowledge, and aptitude necessary for success in college and career in the 21st-century.

District Vision StatementEvery student who attends Campbell Union High School District (CUHSD) will graduate ready for college and career and will be equipped with the skills, knowledge, and aptitude necessary for 21st-century success.

School Accountability Report Card In accordance with state and federal requirements, the School Accountability Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of the school’s progress, test scores and achievements.

School Mission StatementProspect High School provides students with a challenging, dynamic education that offers them the oppor-tunity to gain the skills needed to be prepared for success in career and college.We encourage empowerment by honoring student voice and diversity within a safe and supportive campus culture.We value and teach the importance of integrity, perseverance and empathy.We recognize that we are part of a greater community, and a strong, active partnership strengthens all.

School Vision StatementProspect believes every student as the right to:

• Reach her/his potential through a dynamic and engaging education• Attain skills and knowledge to be prepared for career and college• Be empowered to take an active role in hers/his community• Be a part of a supportive campus culture that prepares her/him to be an active citizen in a global world

District ValuesEquity. Excellence. Opportunity. We believe all students can learn and be successful. We value and encourage moral and ethical behavior; respect, understanding and acceptance of others; sound decision-making and acceptance of personal responsibility; active citizenship and global awareness; and the expression of each student’s potential.

Parental InvolvementProspect’s six parent booster organizations support a variety of campus programs and events. The Parent Teacher Student Association (PTSA), English Language Advisory Committee (ELAC), Music Boosters, Grad Night Committee, Spirit Boosters and the Panther Paws Athletic Boosters and School Site Council contribute thousands of hours and dollars to Prospect programs and students. In addition to fundraising efforts such as flea markets and game concessions, Prospect booster clubs grant teacher “wish lists,” provide funding for a cheerleading coach and hospitality for a variety of events. Parents also serve as office volunteers, help with communitywide communications, serve as liaisons with our partner schools and help tutor students in classroom settings. Additionally, Prospect has a career and college center run by a strong parent-volunteer group and overseen by Prospect’s academic counseling staff. For more information, please contact Cathie Watson-Short at cathie.short@gmail.com.

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Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2016-17 school year.

2016-17 Enrollment by Grade

Enrollment by Student GroupThe total enrollment at the school was 1,467 students for the 2016-17 school year. The pie chart displays the percentage of students enrolled in each group.

2016-17 School YearDemographics

Socioeconomically disadvantaged 29.70% English

learners 11.80% Students with disabilities 9.50% Foster

youth 0.10%

2014-15 2015-16 2016-17

SubjectNumber of Students

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

English language arts 23 32 10 5 27 9 3 42 3

Mathematics 10 28 12 38 5 4 35 6

Science 11 28 6 6 29 8 1 39

History/social science 10 22 10 5 30 4 2 33

Number of Classrooms by Size Three-Year Data

Types of Services FundedThe types of services funded include the array of student services necessary to a comprehensive high school, such as teachers, guidance and administra-tive personnel, aides and other classified personnel, textbooks, instructional equip-ment, academic support and intervention programs, as well as sports, activities, and other enrichment programs. Additional guidance support for at-risk teens is provided through grants and site funds. These services: include Counseling and Support Services for Youth (CASSY) for cri-sis counseling, EMQ and Almaden Valley Counseling Service for social-emotional intervention and counseling, Advent Group Ministries for drug and alcohol referrals and support, and the California Youth Outreach (CYO) provides services to support gang intervention and counseling.All comprehensive high schools offer courses for the Advancement via Individu-al Determination (AVID) program to assist students in accessing college preparatory coursework. Del Mar High School is an ap-proved International Baccalaureate school. All school sites offer career technical edu-cation programs. Notable programs in-clude: Project Lead the Way (engineering), video production, agriculture, and manu-facturing. Westmont High School offers a Career Technical Student Organization (CTSO) as part of their agricultural cur-riculum, with an emphasis on leadership development. Westmont High School also provides access to a complete pathway in manufacturing, which includes state-of-the-art manufacturing equipment. Pros-pect High School offers a career pathway in video production, providing students with the opportunity to use industry stan-dard equipment. CUHSD also supports the Strive Internship program, a mutual partnership between the Silicon Valley Organization and Work2Future. Through the Strive Internship program, students in career technical education programs have hands-on exposure to the career pathway they are exploring.

Hispanic or Latino39.5%

American Indian or Alaska Native

0.3%Asian20.1%

Native Hawaiian or Pacific Islander

1.0%

Filipino4.0%

Black or African-American

3.3%

White27.5%

Two or More Races3.9% No Response

0.4%9

10

11

12

397

414

346

310

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

15-1614-15 16-17

Three-Year DataAverage Class Size

English languagearts

Mathematics Science History/socialscience

2327

25 2528 29 29 28

32 32 32 32

SARC Prospect High School 5

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

1. Aerobic Capacity 2. Body Composition3. Flexibility4. Abdominal Strength and Endurance5. Upper Body Strength and Endurance6. Trunk Extensor Strength and

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

Percentage of Students Meeting Fitness Standards

2016-17 School Year

Grade 9

Four of six standards 13.4%

Five of six standards 24.3%

Six of six standards 31.4%

Professional DevelopmentProspect High School is dedicated to the continual improvement of academic programs for all students at all academic levels. All departments have incorporated the content standards into the curriculum. Starting in 2008 and continuing to the present, all core content areas have collaborated districtwide in the implemen-tation and data analysis of common assessments specifically designed to align with CCSS. Additionally, all departments have developed and implemented site-based common assessments to help guide instruction and curriculum development. Further, Prospect has a senior cohort taught by two English teachers and two government teachers who collaborate on common cross-curricular assignments and assessments, including a comprehensive senior project. Professional development designed to support these initiatives will include departmental trainings in the Cycle of Inquiry; a process where common assessment data is analyzed and stu-dent data trends are shared. The process allows for reflection of assessment protocols and a time to discuss instructional practices most suited to address the assessment data trends.The need for developing professional development strategies with a view to increasing collaboration among staff is an important task for the Prospect Professional Development Committee. One such strategy this com-mittee employed to promote both professional growth and collaborative practices was the use of peer-led workshops offered in a variety of formats to accommodate the needs of the faculty. These formats included whole group sessions, break-out sessions and department collaboration. Prospect staff is also surveyed at the end of each year to help gather input on professional development needs to implement the following year to help us achieve our local education agency (LEA) and site goals for student achievement.One minimum day each grading period has been utilized for whole-group professional growth. Teachers at-tending workshops paid for by funds from Prospect High School are highly encouraged to bring back their new insights to the staff as appropriate. In addition to site-based professional development, administrators and teachers also participate in district professional development through Subject Area Collaboration teams to support LEA goals.A significant number of Prospect staff have attended AVID (Advancement Via Individual Determination) train-ing over the past three summers and have incorporated lessons learned into their curricula. While AVID elec-tive teachers attended the specific workshops required for their courses, several attendees visited workshops designed to infuse successful learning strategies into their subject matter, which included science, English language arts and ELD. The teachers attending these workshops incorporated several of the strategies into their curricula and shared them with their subject-area peers. These teachers meet several times a year as an AVID support team. At least 50 percent of Prospect’s staff has been formally trained in AVID strategies. Criti-cal reading strategies have been the schoolwide focus with two formal trainings and two formal department collaboration days to reflect on and build these strategies within every department.During the 2014-15 school year, Prospect completed our Western Association of Schools and Colleges (WASC) mid-cycle review and was visited by the WASC to get their feedback on their review. Prospect staff created an action plan that specifically identifies our objectives and provides a timeline and accountability measurement to detail our progress and was awarded a six-year accreditation. WASC accreditation is an on-going six-year cycle of quality control whereby the school demonstrates the capacity, commitment and com-petence to support high-quality student learning and ongoing school improvement. Our plan for continuous improvement is laid out in our WASC Action Plan. Prospect is finishing our six-year self-study and in March 2018, a WASC visiting committee will evaluate our school and plan for continued accreditation. We continue to work with staff in creating appropriate professional development. This year, our focus is on Growth Mindset, and we have collaborated with Mindset Works for two minimum-day professional-development opportunities.

2015-16 2016-17 2017-18

Prospect HS 2 days 2 days 5 days

Professional Development Days Three-Year Data

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

Prospect HS Campbell Union HSD California

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Suspension rates 1.9% 3.7% 1.9% 5.2% 4.4% 2.9% 3.8% 3.7% 3.6%

Expulsion rates 0.4% 0.1% 0.1% 0.4% 0.1% 0.2% 0.1% 0.1% 0.1%

Suspension and Expulsion Rates Three-Year Data

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CAASPP Test Results for All Students: English Language Arts/Literacy and Mathematics (grades 3-8 and 11)The table below shows the percentage of students meeting or exceeding the state standards in English lan-guage arts (ELA)/literacy and mathematics.

Prospect HS Campbell Union HSD California

Subject 15-16 16-17 15-16 16-17 15-16 16-17

English language arts/literacy 75% 70% 71% 74% 48% 48%

Mathematics 49% 47% 49% 46% 36% 37%

Percentage of Students Meeting or Exceeding State Standards Two-Year Data

²Not applicable. The school and district are not in Program Improvement.

Prospect HS Campbell Union HSD

Program Improvement status Not Title I Not Title I

First year of Program Improvement ² ²

Year in Program Improvement ² ²

Number of schools currently in Program Improvement 0

Percentage of schools currently in Program Improvement 0.00%

2017-18 School YearFederal Intervention Program

Federal Intervention ProgramSchools and districts will not be newly identified for Program Improvement (PI) in the 2017-18 school year under the Every Student Succeeds Act (ESSA) that became law in December 2015, which reauthorized the Elementary and Secondary Education Act (ESEA). Schools and districts receiving Title I, Part A funding for the 2016-17 school year and were “In PI” in 2016-17 will retain their same PI status and placement year for 2017-18. Schools and districts receiving Title I, Part A funding for the 2016-17 school year and either had a status of “Not in PI” for the 2016-17 school year or did not receive Title I, Part A funding in the 2015-16 school year will have a status of “Not in PI” for the 2017-18 school year. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district. This table displays the 2017-18 Program Improvement status for the school and district. For detailed informa-tion about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

CAASPP by Student Group: English Language Arts/Literacy and MathematicsThe table on the following page displays the percentage of students that met or exceeded state standards in English language arts/literacy and mathematics for the school by student groups for grade 11.The “percentage 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 on the CAA divided by the total number of students who participated in both assessments.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.

California Assessment of Student Performance and Progress (CAASPP)For the 2016-17 school year, the CAASPP consists of several key components, including: California Alternate Assessments (CAA) test includes both ELA/literacy and mathematics in grades 3-8 and 11. The CAA is given to those students with the most significant cognitive disabilities whose current individualized education program (IEP) designates an alternate assessment.Smarter Balanced Assessments include ELA/literacy and mathematics in grades 3-8 and 11. Smarter Balanced Assessments are designed to measure student progress toward college and career readiness.The assessments under CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards. For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

CAASPP Test Results for All Students: Science (grades 5, 8 and 10)Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA) in grades 5, 8 and 10. The table shows the percentage of students scoring at proficient or advanced. The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered.

Prospect HS Campbell Union HSD California

Subject 14-15 15-16 14-15 15-16 14-15 15-16

Science 66% 62% 69% 67% 56% 54%

Percentage of Students Scoring at Proficient or Advanced Two-Year Data

SARC Prospect High School 7

CAASPP Results by Student Group: English Language Arts and Mathematics (grade 11)

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

English Language Arts

Group Total Enrollment Number Tested Percentage Tested Percentage Met or Exceeded

All students 334 323 96.71% 70.28%

Male 162 158 97.53% 67.09%

Female 172 165 95.93% 73.33%

Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian 72 72 100.00% 94.44%

Filipino v v v v

Hispanic or Latino 136 131 96.32% 49.62%

Native Hawaiian or Pacific Islander v v v v

White 94 89 94.68% 82.02%

Two or more races 11 10 90.91% 80.00%

Socioeconomically disadvantaged 97 94 96.91% 56.38%

English learners 69 65 94.20% 32.31%

Students with disabilities 30 25 83.33% 16.00%

Students receiving Migrant Education services v v v v

Foster youth v v v v

Mathematics

Group Total Enrollment Number Tested Percentage Tested Percentage Met or Exceeded

All students 334 323 96.71% 47.06%

Male 162 158 97.53% 46.20%

Female 172 165 95.93% 47.88%

Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian 72 72 100.00% 86.11%

Filipino v v v v

Hispanic or Latino 136 130 95.59% 23.08%

Native Hawaiian or Pacific Islander v v v v

White 94 90 95.74% 56.67%

Two or more races 11 10 90.91% 60.00%

Socioeconomically disadvantaged 97 94 96.91% 25.53%

English learners 69 65 94.20% 15.38%

Students with disabilities 30 25 83.33% 0.00%

Students receiving Migrant Education services v v v v

Foster youth v v v v

Percentage of Students Meeting or Exceeding State Standards 2016-17 School Year

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Career Technical Education ProgramsProspect offers the following on-campus career classes: Digital and Graphic Tools, Digital Design for the Web, Computer Programming and Video Production 1-4, and AP Computer Science. Students may also participate in career-technical training at the Silicon Valley Career Technical Education Center (SVCTE). These courses of study are for 11th- and 12th-grade students and offer advanced preparation for entry into the workforce as skilled workers or entry into trade apprenticeships. We are beginning to develop a business CTE career path-way starting with an accounting class for the fall of 2018, pending Curriculum Committee approval.

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

Prospect HS

Number of pupils participating in CTE 531

Percentage of pupils who completed a CTE program and earned a high school diploma 32%

Percentage of CTE courses that are sequenced or articulated between a school and institutions of postsecondary education 0%

Career Technical Education Data 2016-17 Participation

Admission Requirements for California's Public UniversitiesUniversity of California: Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for university-level work. For general admissions requirements, please visit the UC Admissions In-formation web page at http://admission.universityofcalifornia.edu.California State University: Eligibility for admission to California State University (CSU) is determined by three factors: 1. specific high school courses, 2. grades in specified courses and test scores, and 3. graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission-guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application and fee information, see the CSU web page at www.calstate.edu/admission/admission.shtml.

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

Prospect HS

Percentage of students enrolled in courses required for UC/CSU admission in 2016-17 98.24%

Percentage of graduates who completed all courses required for UC/CSU admission in 2015-16 50.18%

UC/CSU Admission 2015-16 and 2016-17 School Years

Student Learning ObjectivesCritical Thinkers:

• Evaluate and differentiate between fact and opinion

• Share, discuss and consider the validity of diverse viewpoints

• Use creativity and critical thinking to analyze and solve problems

Purposeful Learners:• Prioritize, plan and take action to

accomplish goals• Embrace both successes and failures

as a part of the learning process• Ask for help when needed

Clear Communicators:• Read and comprehend a variety of

materials• Actively listen to enhance under-

standing and broaden perspective• Convey information and ideas

through different media.Contributing Citizens:

• Respect diversity and defend the rights of others

• Understand expectations and en-gage in the processes that govern our community

• Protect the emotional health and physical safety of one’s self, others and the environment

SARC Prospect High School 9

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

± Information is not available at this time.

Completion of High School Graduation RequirementsThis table displays school, district and California data for the percentages of students in the most recent graduating class who met all state and local graduation requirements for grade 12 completion. The formula for the completion of graduation requirements is the number of grade 12 students who met all graduation requirements divided by the number of students enrolled in grade 12 at the time of the Fall Census Day. For more information, please visit www.cde.ca.gov/ci/gs/hs/hsgrmin.asp or www.cde.ca.gov/ci/gs/hs/cefhs-gradreq.asp.

Group Prospect HS Campbell Union HSD California

All students 85.06% 87.57% 87.11%

Black or African-American 76.92% 84.62% 79.19%

American Indian or Alaska Native 100.00% 100.00% 80.17%

Asian 93.22% 90.28% 94.42%

Filipino 83.33% 91.84% 93.76%

Hispanic or Latino 79.31% 82.59% 84.58%

Native Hawaiian or Pacific Islander v 71.43% 86.57%

White 89.04% 90.56% 90.99%

Two or more races 95.65% 92.62% 90.59%

Socioeconomically disadvantaged 76.19% 85.31% 85.45%

English learners 42.50% 42.39% 55.44%

Students with disabilities 48.48% 65.24% 63.90%

Foster youth ± ± ±

Completion of High School Graduation Requirements Graduating Class of 2016

Graduation and Dropout RatesThis table displays the graduation and dropout rates for the most recent three-year period for which data is available. The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of grade 9 (or the earliest high school grade), students who are entering that grade for the first time form a cohort that is “adjusted” by adding any students who sub-sequently transfer into the cohort and subtracting any students who subsequently transfer out. For more information, please visit http://dq.cde.ca.gov/dataquest.

Graduation Rate Dropout Rate

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

Prospect HS 94.32% 89.02% 91.42% 3.00% 6.30% 5.60%

Campbell Union HSD 89.06% 87.79% 88.06% 7.00% 8.60% 9.30%

California 80.95% 82.27% 83.77% 11.50% 10.70% 9.70%

Graduation and Dropout Rates Three-Year Data

“Parent and community volunteers are a vital part of the

programs at Prospect.”

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

Advanced Placement Courses

2016-17 School Year

Percentage of total enrollment enrolled in AP courses 19.70%

Number of AP courses offered at the school 12

Number of AP Courses by Subject

Computer science 0

English 2

Fine and performing arts 0

Foreign language 1

Mathematics 3

Science 4

Social science 2

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Textbooks and Instructional MaterialsThe most recent resolution on the sufficiency of instructional materials was held at the board meeting on October 19, 2017.The textbook selection committee consists of content-specific teachers and administrators representing all school sites. Both special education and general education staff make up the committee. During public view-ing, community members and parents are asked to give feedback to the committee. The school board makes the final decision on the program materials. Once the textbook is adopted, it is added to CUHSD’s board approved list. All textbook adoptions are aligned to the current curriculum framework adopted by the State Board of Education.

Subject Textbook Adopted

English language arts myPerspectives, Pearson 2017

English language arts Perrine’s Literature: Structure, Sound and Sense; Thomson 2017

Mathematics Core Connections Integrated I, II & III, CPM 2017

Mathematics Advanced Mathematical Concepts: Precalculus with Applications, Glencoe 2006

Mathematics AP Calculus: Calculus: Graphical, Numerical, Algebraic; Pearson 2016

Mathematics Rogawski’s Calculus for AP: Early Transcendentals, Freeman 2016

Mathematics The Practice of Statistics, Freeman 2003

Science Holes Essentials of Human Anatomy and Physiology, McGraw-Hill 2012

Science Modern Biology; Holt, Rinehart and Winston 2007

Science BSCS Biology: An Ecological Approach, Kendall Hunt 2006

Science Chemistry, Prentice Hall 2005

Science Chemistry: The Central Science, Prentice Hall 2003

Science Conceptual Physics, Prentice Hall 2008

Science Physics: Principles & Problems, Merrill 2005

Science AP: College Physics, Pearson 2014

History/social science World History: The Modern Era, Prentice Hall 2014

History/social science World Civilizations: The Global Experience AP Edition, Pearson 2014

History/social science United States History: Modern America, Prentice Hall 2014

History/social science America’s History, Bedford/St. Martin’s 2014

History/social science Magruder’s American Government, Pearson 2014

History/social science American Government Continuity and Change, Pearson 2014

History/social science Economics: Principles in Action, Prentice Hall 2014

History/social science Thinking About Psychology; Bedford, Freeman & Worth 2013

History/social science Society in Focus, Pearson 2012

Foreign Language Bien dit! Levels 1, 2 and 3; Holt McDougal 2013

Textbooks and Instructional Materials List 2017-18 School Year

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

Quality of Textbooks

2017-18 School Year

Criteria Yes/No

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

Yes

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

Yes

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

Yes

Currency of TextbooksThis table displays the date when the most recent hearing was held to adopt a resolution on the sufficiency of instruc-tional materials.

Currency of Textbooks

2017-18 School Year

Data collection date 10/19/2017

Continued on page 11

SARC Prospect High School 11

School FacilitiesProspect High School is located on the west side of the Santa Clara Valley, better known as Silicon Valley. Our 14-building campus is spread over 29 acres near the base of the Santa Cruz Mountains. While located within the city limits of Saratoga, the majority of our students reside in the communities of San Jose, Campbell and some unincorporated parts of Santa Clara County. Thus, Prospect is at the crossroads of the ninth-largest city in the United States and several smaller communities, and our population reflects the characteristics of each.In 1999, the Campbell Union High School District community passed Measure C, a facilities bond, for $95 mil-lion with matching state monies of approximately $30 million to renovate the six high schools in the district. In February 2005, a new six-classroom science complex was completed as one of the construction projects funded by this bond. This new construction has been followed by the renovation of classroom Building A in 2005, Building C, the main office, the attendance office, and the new library and bookroom in 2006. With the recent passage of Measure G, facilities renovation will continue for the arts, physical education and voca-tional education classrooms. In January 2011, Prospect’s state-of-the-art Performing Arts Center opened. In the fall of 2015, Prospect opened the newly renovated VAPA (visual and performing arts) building, Building J. In the summer of 2016, Building F, designated for Career Technical Education, closed for renovations and reopened in the fall of 2017 with a state-of-the-art video production studio and Mac classroom for video editing. Additionally, we are expanding our CTE Information Technology strand and will have dedicated com-puter labs in the newly renovated building.With the passage of Measure AA, Prospect is in the process of designing a Student Union building to replace building K which currently houses five classrooms, a cafeteria and a kitchen. The new Student Union will have a state of the art kitchen along with flexible eating space downstairs. The second floor will house a Student Wellness Center, which will include office for our full-time CASSY counselor, our Uplift counselors and a conference room for group sessions. Additionally, we will have the College and Career Center and the Library Media Center with flexible classroom spaces for guest speakers and collaborative teaching.

• Aeries software for student scheduling and records, online attendance and grades• School Loop software that delivers homework assignments and grades via email to parents and stu-

dents• Expanded Advanced Placement (AP) programs reinforcing academic rigor in English, Spanish literature

and language, Mandarin, calculus, U.S. history, physics, government, chemistry, biology, statistics, and computer science

• Two computer labs open for classes and individual student use• 2:1 Chromebook carts for English, social studies, math, special education, science and world language

for student use• An expanded Homework Center with individual and small-group tutoring, including electronic reports

of student progress to parents• Expanded music and fine arts offerings to include string orchestra, concert band, concert choir and jazz

ensemble

Continued on page 12

Subject Textbook Adopted

Foreign Language ¡Avancemos! 1, 2, 3 and 4; Holt McDougal 2013

Foreign Language Abriendo paso: Temas y lecturas, Prentice Hall 2014

Foreign Language Abriendo paso: Gramatica, Pearson 2007

Foreign Language Abriendo puertas, volume 1 and 2 2007

Foreign Language Imagina: español sin barreras, Vista 2015

Foreign Language Revista, Vista Higher Learning 2015

Foreign Language Ni Hao: Chinese Language Course, Introductory Level; ChinaSoft 2011

Foreign Language Integrated Chinese, Level 1, Part 1 & 2; Cheng & Tsui 2009

Foreign Language Chaoyue: Advancing in Chinese, Columbia University Press 2010

Textbooks and Instructional Materials List 2017-18 School Year

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

Percentage of Students Lacking Materials by Subject

2017-18 School Year

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts 0%

Foreign language 0%

Health ²

Science laboratory equipment 0%

² Not applicable.

“Prospect High School challenges students with

a rigorous curriculum that prepares them to be

effective communicators and problem solvers.”

Textbooks and Instructional Materials - continued from page 10

12

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

2017-18 School YearDeficiencies and Repairs

Items Inspected Deficiencies and Action Taken or Planned Date of Action

Interior Stained tiles replaced. Hole in wall repaired. September 2017

ElectricalLight diffusers missing; ballast out; outlet cover missing. New diffusers installed; ballast replaced; cover installed.

September 2017

Restrooms/fountains Toilet running. Adjustments were made. September 2017

School Facility Good Repair Status The table shows the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor.

Items Inspected Repair Status

Systems: Gas leaks, sewer, mechanical systems (heating, ventilation and HVAC) Good

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

Cleanliness: Pest/vermin control, overall cleanliness Good

Electrical: Electrical systems Poor

Restrooms/fountains: Restrooms, sinks and drinking fountains Fair

Safety: Fire safety, emergency systems, hazardous materials Good

Structural: Structural condition, roofs Good

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

Overall summary of facility conditions Fair

Date of the most recent school site inspection 8/10/2017

Date of the most recent completion of the inspection form 8/10/2017

School Facility Good Repair Status 2017-18 School Year

School FacilitiesContinued from page 11

• Imbedded Study Hall within the school schedule which allows students to focus on class-specific needs every day

• One sections of embedded online credit recovery for English and social studies

• Naviance, a computer-based pro-gram designed to guide students in post-high school careers, including but not limited to higher-education opportunities

• Inclusion team for mainstreamed Specialized Academic Instruction (SAI) and English language devel-opment (ELD) students in English, which includes SAI/Mainstream teachers’ pre- and post-teaching English standards in an SAI/ELD workshop as a support to main-stream English courses

All Campbell Union High School District campuses are safe, clean and well-lighted facilities. The learning spaces have re-mained adaptable to new demands on the educational system. Even specialty learning areas such as science and fine arts have been found to equal the best new designs of today and require only refurbishment to remain vital. This refur-bishment is the focus of modernization projects and of successful 1999, 2004, and 2016 bond measures, which include some new buildings and athletic fields and tracks at each school site. These projects include new floors, electrical wiring, light-ing, heating, air-conditioning, furniture, audiovisual and performance and dem-onstration facilities, specialized learning areas and more are in the process for turning our campuses into schools for the 21st century. Sports facilities, restrooms, drinking fountains, kitchen facilities have been regularly updated. District network infrastructure consists of 1 Gbps connections from the campuses to the internet. Campus buildings each connect directly to the campus network core over fiber optic cabling. Classrooms are wired with Cat 6 cables to the build-ing's network closet. Campus classrooms and multiuse areas are fully covered with Wi-Fi.All areas of all the campuses are regularly evaluated for trip-fall, environmental and other safety hazards; a state-of-the-art campuses are cleaned and maintained by custodial staff whose work is regularly evaluated by both school and district employees.

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

“Each year, parents give more than 10,000 hours in support of the school.”

SARC Prospect High School 13

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

Three-Year Data

Campbell Union HSD Prospect HS

Teachers 17-18 15-16 16-17 17-18

With a full credential 381 67 65 66

Without a full credential 26 0 1 1

Teaching outside subject area of competence (with full credential) 3 0 1 1

Teacher Credential Information

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

Three-Year Data

Prospect HS

Teachers 15-16 16-17 17-18

Teacher misassignments of English learners 0 0 0

Total teacher misassignments 0 0 1

Vacant teacher positions 0 0 0

Teacher Misassignments and Vacant Teacher Positions

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

Academic Counselors and School Support Staff Data

2016-17 School Year

Academic Counselors

FTE of academic counselors 3.0

Average number of students per academic counselor 472

Support Staff FTE

Social/behavioral counselor 1.4

Career development counselor 0.0

Library media teacher (librarian) 0.0

Library media services staff (paraprofessional) 1.0

Psychologist 1.5

Social worker 0.0

Nurse 0.5

Speech/language/hearing specialist 0.5

Resource specialist (nonteaching) 0.0

School SafetyAll Campbell Union High School District, schools have comprehensive safety plans that are updated and approved by the district’s board of trustees and reviewed with school staff on an annual basis. These plans are compliant with federal standards and cover emergency, disaster and incident procedures for the range of contingencies for which today’s schools must prepare in order to ensure the safety of students and staff. Security officers are present on our campuses, and our safety plans have been integrated with police, fire and health service procedures to ensure a coordinated response at all times under a revised incident command system structure. With the help of police and emergency services departments, we run yearly drills with stu-dents and staff to practice preparedness, interagency communication and rapid response. School safety plan updates are approved by the board in March of each year and are reviewed with the staff annually.School Safety Committees consist of staff, students and community stakeholders, and they have the respon-sibility for approving the plan. School administrators and faculty members are responsible for implementing the safety plan and ensuring a safe school environment. Teachers are trained in emergency procedures in case of fire, earthquake, lockdown/barricade and shelter-in-place situations. Drills and training are conducted throughout the school year. Crisis intervention and risk-assessment training is provided to key administration to support staff and students in time of crisis and emotional support for aftercare. Our staff has been trained extensively in Incident Command System response as well as grief and counseling training; our students’ safety, both physical and emotional, is a priority. The school safety plan was last reviewed, updated and discussed with the school faculty in September 2017.

Data for this year’s SARC was provided by the California Department of Education and school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://dq.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1.All data accurate as of November 2017.

School Accountability Report Card

Published by:

www.sia-us.com | 800.487.9234

14

Financial Data The financial data displayed in this SARC is from the 2015-16 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in Califor-nia, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

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

School Financial Data

2015-16 Fiscal Year

Total expenditures per pupil $7,486

Expenditures per pupil from restricted sources $1,146

Expenditures per pupil from unrestricted sources $6,340

Annual average teacher salary $73,379

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

2015-16 Fiscal Year

Campbell Union HSD Similar Sized District

Beginning teacher salary $46,420 $50,221

Midrange teacher salary $78,027 $83,072

Highest teacher salary $98,527 $104,882

Average high school principal salary $141,505 $146,114

Superintendent salary $226,634 $226,121

Teacher salaries: percentage of budget 34% 34%

Administrative salaries: percentage of budget 6% 5%

District Salary Data

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

2015-16 Fiscal Year

Expenditures Per Pupil From

Unrestricted SourcesAnnual Average Teacher Salary

Prospect HS $6,340 $73,379

Campbell Union HSD $9,564 $77,212

California $6,574 $82,770

School and district: percentage difference -33.7% -5.0%

School and California: percentage difference -3.6% -11.3%

Financial Data Comparison

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