Campbell UHSD

SARC 2015-16 School Accountability Report Card Published in 2016-17

Leigh High School

Kara Butler Principal [email protected] 5210 Leigh Avenue San Jose, CA 95124 Grades: 9-12 Phone: (408) 626-3405 www.leigh.cuhsd.org CDS Code: 43-69401-4330239

Campbell UHSD

Campbell Union High School District • 3235 Union Avenue San Jose, CA 95124 • www.cuhsd.org Robert Bravo, Ed.D., Superintendent • [email protected] • Phone: (408) 371-0960 2015-16 School Accountability Report Card • Published by School Innovations & Achievement • www.sia-us.com SARC Leigh High School 3

District Values Equity. Excellence. Opportunity. Engagement. 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.

Principal’s Message We are Leigh High School, a school community committed to providing a well-rounded and dynamic educational, social and emotional experience. We offer a variety of academic courses including Advanced Place- ment (AP) in English Literature and English Language, Calculus AB and Calculus BC, Computer Science, Statistics, Chemistry, Physics, Biology, Environmental Science, U.S. History, World History, American Gov- ernment, Studio Art, Spanish Language, and French Language. Honors courses are offered in English 2 and 3, Drama, and Chemistry. Specialized programs in the AVID (Advancement Via Individual Determination) program have been in place for more than 10 years and prepare underrepresented students for four-year School Accountability colleges. The Project Lead the Way (PLTW) pathway provides a four-year STEAM (science, technology, engineering, arts and mathematics) experience. Report Card Leigh is privileged to have a highly experienced staff. The average years of experience of the teaching staff In accordance with state and federal is 16.5 years. We are a school community that retains our staff, and many Leigh alumni return as teachers. requirements, the School Accountability Our staff is a collaborative group that meets throughout the year to align curriculum, develop common as- Report Card (SARC) is put forth annually sessments and share best practices. They actively participate in school events and support student interests by all public schools as a tool for parents by supervising many clubs. and interested parties to stay informed of the school’s progress, test scores School spirit is the backbone to our school and the connections we make with our students, staff and parents. and achievements. Our student council and leadership work with staff and students to plan and execute rallies, staff and student activities, homecoming week, dances, multicultural fairs, and many other events to educate and engage all students.

School Mission Statement Leigh High School’s mission is to provide a safe and caring learning environment to prepare students for success in their post-high school life by engaging them in meaningful experiences. This includes participating in activities; using appropriate tools; and emphasizing critical-thinking, problem-solving and analytical skills. To promote high standards and expectations, students, faculty, staff, parents and the community share the District Mission Statement responsibility for advancing the school’s mission. Campbell Union High School District (CUHSD) prepares high school and adult education students for success in college, careers, and democratic citizenship by School Vision Statement providing an engaging, relevant, and rigorous curriculum coupled with a rich Leigh High School’s vision is to foster a learning community where we all strive for continual growth. 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 School Safety skills by promoting critical thinking, problem-solving, and innovation, so that All Campbell Union High School District, schools have comprehensive safety plans that are updated and all students can achieve their maximum approved by the district’s board of trustees and reviewed with school staff on an annual basis. These plans potential. Every student who attends are compliant with federal standards and cover emergency, disaster and incident procedures for the range CUHSD be equipped with the skills, of contingencies for which today’s schools must prepare in order to ensure the safety of students and knowledge, and aptitude necessary for staff. School classrooms and workspaces have flip charts with easy-to-read instructions for each of these success in college and career in the contingencies. In addition, security officers are present on campus daily, and our plans have been integrated 21st-century. with police, fire and health service procedures to assure 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 students 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. District Vision Statement School Safety Committees consist of staff, students and community stakeholders, and they have the Every student who attends Campbell responsibility for approving the plan. School administrators and faculty members are responsible for Union High School District (CUHSD) will implementing the safety plan and ensuring a safe school environment. Teachers are trained in emergency graduate ready for college and career procedures in case of fire, earthquake, lockdown/barricade and shelter-in-place situations. Drills and training and will be equipped with the skills, are conducted throughout the school year. Crisis intervention and risk-assessment training is provided to key knowledge, and aptitude necessary for administration to support staff and students in time of crisis and emotional support for aftercare. 21st-century success. The school safety plan was last reviewed, updated and discussed with the school faculty in September 2016. 4

Schoolwide Learner Enrollment by Student Group Outcomes The total enrollment at the school was 1,654 students for the 2015-16 school year. The pie chart displays the percentage of students enrolled in each group. Leigh students • Think: Synthesize, evaluate, analyze 2015-16 School Year and apply information Demographics • Communicate: Write and speak clearly, collaborate, and advocate for self and others No Response Hispanic or Latino Two or More • Engage: Participate in the 0.3% 14.5% Races American Indian community, respecting self and 5.3% or Alaska Native others 0.3% Asian 11.7% Enrollment by Grade Native Hawaiian The bar graph displays the total number or Pacific Islander of students enrolled in each grade for the 0.2% 2015-16 school year. Filipino White 1.1% 2015-16 Enrollment by Grade 65.6% Black or African-American 1.0%

9 455 Socioeconomically English Students with Foster 6.50% 3.60% 7.40% 0.20% disadvantaged learners disabilities youth 10 438

11 396 Class Size Distribution 12 365 The 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. Suspensions and Average Class Size Three-Year Data Expulsions 13-14 14-15 15-16 This table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: 29 29 28 Students are only counted one time, 28 27 27 regardless of the number of suspensions. 25 24 24 24 20 21 Suspension and Expulsion Rates

Leigh HS

13-14 14-15 15-16 Suspension 3.2% 3.0% 2.2% rates English language Mathematics Science History/social arts science Expulsion 0.1% 0.2% 0.1% rates Campbell UHSD 13-14 14-15 15-16 Number of Classrooms by Size Three-Year Data Suspension 6.2% 5.2% 4.4% rates 2013-14 2014-15 2015-16 Expulsion 0.6% 0.4% 0.1% Number of Students rates Subject 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+ California English language arts 33 32 19 31 40 12 1 45 8 13-14 14-15 15-16 Suspension 4.4% 3.8% 3.7% Mathematics 15 32 15 19 34 11 21 20 5 rates Expulsion 0.1% 0.1% 0.1% Science 7 29 14 8 33 13 5 43 2 rates History/social science 17 12 28 15 29 12 8 32 10 SARC Leigh High School 5

Professional Development The district has provided two voluntary professional development paid days at the beginning of the school year. This is supplemented in many ways. Leigh has four sessions embedded into the minimum days during the year. All AP teachers are encouraged to attend the summer trainings in their subject. AVID and Project Lead the Way teachers attend specialist training in the summer. Additionally, there are AVID trainings throughout the year. Quality Teaching for English Learners (QTEL) training by WestEd has been provided to English language arts (ELA) teachers, and Silicon Valley Math Institute has provided math training to math teachers. Our staff frequently requests to attend conferences and trainings within their subject areas, and we try to facilitate their requests. The collaboration schedule allows for teachers to conduct cycles on inquiry on student results and inform their instruction. Teams of administrators and teachers visit classes as part of an Instructional Rounds program at the school to investigate schoolwide approaches to problems of practice that have been identified at the school. New teachers have access to an on-site mentor who is a veteran teacher on the staff. Professional Development Days Three-Year Data

2014-15 2015-16 2016-17

Leigh HS 2 days 2 days 2 days

California Physical Types of Services Funded Fitness Test The types of services funded include the array of student services necessary to a comprehensive high Each spring, all students in grades 5, school, such as teachers, guidance and administrative personnel, aides and other classified personnel, text- 7 and 9 are required to participate in the books, instructional equipment, academic support and intervention programs, as well as sports, activities, California Physical Fitness Test (PFT). The and other enrichment programs. Additional guidance support for at-risk teens is provided through grants and Fitnessgram is the designated PFT for site fund. These services include EMQ and Almaden Valley Counseling Service for social-emotional inter- students in California public schools put vention and counseling, Advent Group Ministries for drug and alcohol referrals and support, California Youth forth by the State Board of Education. The Outreach (CYO) provides services to support gang intervention and counseling. PFT measures six key fitness areas: 1. Aerobic Capacity 2. Body Composition 3. Flexibility 4. Abdominal Strength Federal Intervention Program and Endurance Schools and districts will not be newly identified for Program Improvement (PI) in the 2016-17 school year 5. Upper Body Strength under the Every Student Succeeds Act (ESSA) that became law in December 2015, which reauthorized the and Endurance Elementary and Secondary Education Act (ESEA). Schools and districts receiving Title I, Part A funding for 6. Trunk Extensor Strength the 2015-16 school year and were “In PI” in 2015-16 will retain their same PI status and placement year for and Flexibility 2016-17. Schools and districts receiving Title I, Part A funding for the 2015-16 school year and either had a status of “Not in PI” for the 2015-16 school year or did not receive Title I, Part A funding in the 2014-15 school Encouraging and assisting students in year will have a status of “Not in PI” for the 2016-17 school year. The percentage of schools identified for establishing lifelong habits of regular Program Improvement is calculated by taking the number of schools currently in PI within the district and physical activity is the primary goal dividing it by the total number of Title I schools within the district. of the Fitnessgram. The table shows the percentage of students meeting This table displays the 2016-17 Program Improvement status for the school and district. For detailed the fitness standards of being in the information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp. “healthy fitness zone” for the most recent testing period. For more detailed Federal Intervention Program 2016-17 School Year information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf. Leigh HS Campbell UHSD Percentage of Students Program Improvement status Not Title I Not Title I Meeting Fitness Standards First year of Program Improvement ² ² 2015-16 School Year Year in Program Improvement ² ² Grade 9 Number of schools currently in Program Improvement 0 Four of six standards 16.7% Percentage of schools currently in Program Improvement 0.00% Five of six standards 31.5%

Six of six standards 31.7%

² Not applicable. The school and district are not in Program Improvement. 6

California Assessment of CAASPP Test Results for All Students: Science (grades 5, 8 and 10) Student Performance 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 tables show the percentage and Progress (CAASPP) of students scoring at proficient or advanced. For the 2015-16 school year, the CAASSP consists of several key components, Percentage of Students Scoring at Proficient or Advanced Three-Year Data including: California Alternate Assessment Leigh HS Campbell UHSD California (CAA) test includes both ELA/literacy Subject 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 and mathematics in grades 3-8 and 11. The CAA is given to those students Science 79% 78% 86% 65% 69% 67% 60% 56% 54% with significant cognitive disabilities which prevent them from taking the Smarter Balanced Assessments with CAASPP Test Results by Student Group: Science (grades 5, 8 and 10) universal tools, designated supports or Science test results include CSTs, CMA, and CAPA in grades 5, 8, and 10. The “Proficient or Advanced” is accommodations. calculated by taking the total number of students who scored proficient or Advanced on the science assess- Smarter Balanced Assessments include ment divided by the total number of students with valid scores. ELA/literacy in grades 3-8 and 11. Smarter Balanced Assessments are designed to Percentage of Students Scoring at Proficient or Advanced 2015-16 School Year measure student progress toward college Number of Percentage of Percentage and career readiness. Total Group Students with Students with Proficient or Enrollment The assessments under CAASPP show Valid Scores Valid Scores Advanced how well students are doing in relation to the state-adopted content standards. All students 440 414 94.09% 85.99% On each of these assessments, student aggregate scores are reported Male 233 220 94.42% 85.00% as achievement standards. For more Female 207 194 93.72% 87.11% information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca. Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian 72 70 97.22% 94.29%

Filipino v v v v

Hispanic or Latino 73 67 91.78% 67.16% CAASPP by Student Group: Native Hawaiian or Pacific Islander v v v v English Language Arts/ White 250 235 94.00% 88.94% Literacy and Mathematics Two or more races 23 22 95.65% 95.45% The tables on the following pages display Socioeconomically disadvantaged 32 28 87.50% 67.86% the percentage of students that met or exceeded state standards in English English learners 14 10 71.43% 40.00% language arts and mathematics for the school by student groups for grade 11. Students with disabilities 27 22 81.48% 22.73% Students receiving Migrant The “percentage met or exceeded” is v v v v calculated by taking the total number of Education services students who met or exceeded the Foster youth v v v v standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard CAASPP Test Results for All Students: English Language Arts/Literacy on the CAAs divided by the total number of students who participated in both and Mathematics (grades 3-8 and 11) assessments. The table below shows the percentage of students meeting or exceeding the state standards in English Note: The number of students tested language arts (ELA) and literacy and mathematics. includes all students who participated in the test whether they received a Percentage of Students Meeting or Exceeding State Standards Two-Year Data score or not. However, the number of students tested is not the number that Leigh HS Campbell UHSD California was used to calculate the achievement Subject 14-15 15-16 14-15 15-16 14-15 15-16 level percentages. The achievement level percentages are calculated using only English language arts/literacy 79% 75% 69% 71% 44% 48% students who received scores. Mathematics 63% 62% 45% 49% 33% 36%

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. SARC Leigh High School 7 CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 11 Percentage of Students Meeting or Exceeding State Standards 2015-16 School Year English Language Arts: Grade 11 Percentage Group Total Enrollment Number Tested Percentage Tested Met or Exceeded All students 390 375 96.20% 74.70%

Male 202 197 97.50% 66.00%

Female 188 178 94.70% 84.30%

Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian 43 43 100.00% 83.70%

Filipino v v v v

Hispanic or Latino 45 44 97.80% 50.00%

Native Hawaiian or Pacific Islander v v v v

White 262 248 94.70% 77.80%

Two or more races 30 30 100.00% 73.30%

Socioeconomically disadvantaged 25 23 92.00% 52.20%

English learners 12 12 100.00% 8.30%

Students with disabilities 27 25 92.60% 28.00%

Students receiving Migrant Education services v v v v

Foster youth v v v v

Mathematics: Grade 11 Percentage Group Total Enrollment Number Tested Percentage Tested Met or Exceeded All students 392 377 96.20% 62.00%

Male 202 196 97.00% 60.00%

Female 190 181 95.30% 64.10%

Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian 44 44 100.00% 86.40%

Filipino v v v v

Hispanic or Latino 45 44 97.80% 34.10%

Native Hawaiian or Pacific Islander v v v v

White 262 248 94.70% 62.90%

Two or more races 31 31 100.00% 64.50%

Socioeconomically disadvantaged 25 24 96.00% 33.30%

English learners 12 12 100.00% 27.30%

Students with disabilities 29 28 96.60% 14.80%

Students receiving Migrant Education services v v v v

Foster youth v v v v

Admission Requirements for California’s Public Universities University of California: Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for university-level work. For general admissions requirements, please visit the UC Admissions Information web page at http://admission.universityofcalifornia.edu. California State University: Eligibility for admission to California State University (CSU) is determined by three factors: 1. specific high school courses, 2. grades in specified courses and test scores, and 3. graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards Public Internet Access (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 Internet access is available at public by a CSU campus in that region. For admission, application and fee information, see the CSU web page at libraries and other locations that are pub- www.calstate.edu/admission/admission.shtml. licly accessible (e.g., the California 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 opera- tion, the length of time that a workstation Course Enrollment for UC/CSU Admission may be used (depending on availability), the types of software programs available The table displays two measures related to the school’s courses that are required for University of California at a workstation, and the ability to print and/or California State University admission for the most recent year for which data is available. For more documents. detailed information, visit http://dq.cde.ca.gov/dataquest. UC/CSU Admission 2014-15 and 2015-16 School Years

Leigh HS Percentage of students enrolled in courses required 98.00% Career Technical for UC/CSU admission in 2015-16 Education Participation Percentage of graduates who completed all courses 52.76% This table displays information about required for UC/CSU admission in 2014-15 participation in the school’s Career Technical Education (CTE) programs.

Career Technical Education Data

Leigh HS Career Technical Education Programs Project Lead the Way 2015-16 Participation This four-year pathway follows a nationally approved curriculum and articulates with San Jose State Number of pupils University. Students study engineering and design processes. The pathway was introduced in 2012 with three participating in a CTE 174 sections of Introduction to Engineering Design. This increased in 2013, and two sections of the second level program Principles of Engineering were added. In 2014, we introduced Digital Electronics as a third course. In 2015, Engineering Development and Design completed this four-year pathway. We are fortunate to have received Percentage of pupils who financial support for this program from our industrial ecosystem partner Xilinx. completed a CTE program 7% and earned a high school SVCTE diploma Junior and senior students who wish to follow a career or technical pathway are able to attend the Central County Occupational Center in the afternoon to participate in a variety of occupational courses that both lead Percentage of CTE courses to certification and confer high school credit. Transportation is provided, and a CUHSD counselor oversees that are sequenced or the students in this program. articulated between a 33% school and institutions of Middle College postsecondary education The Middle College is a high school alternative for juniors and seniors. It offers students with college potential the opportunity to complete their high school requirements on the campus of West Valley College. The program empowers students by giving them choices and treating them as adults. It is designed to provide a supportive yet challenging adult educational setting: Students take college-level courses while completing high school graduation requirements. This educational environment provides students with an opportunity to stimulate their academic development and spark their quest for learning. EdOptions Academy This year we embarked on an online credit recovery program using PLATO Learning Environment web materials. Students are enrolled in classes in this system for credit recovery and/or concurrent validation. The after-school class is held in a computer lab and monitored by a credentialed teacher. Students are required to attend for registration and test and exams. The EdOptions academy uses a model whereby the students have an online subject-area credentialed teacher who supports, assesses and grades their work. Along with this is access to PLATO Curriculum for all teachers on site to supplement their classroom practices and allow reteaching of units. We hope to further develop this model to allow students to recover lost credits in a timely manner and plan to offer a second class with an assigned teacher for partial unit recovery, using the regular class teacher as the teacher of record. SARC Leigh High School 9

Completion of High School Graduation Requirements This 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. Therefore, results may include percentages over 100 percent if students transferred into the school and graduated but were not there at the time of the Fall Census Day enrollment count. For more information, please visit www.cde.ca.gov/ci/gs/hs/hsgrmin.asp or www.cde.ca.gov/ci/gs/hs/cefhsgradreq.asp.

Completion of High School Graduation Requirements Graduating Class of 2015

Group Leigh HS Campbell UHSD California

All students 96.53% 87.29% 85.66%

Black or African-American 250.00% 86.79% 76.88% American Indian or Alaska Native v 350.00% 74.87% Advanced Placement Asian 76.92% 90.24% 92.78% Courses The following is a list of Advanced Filipino 100.00% 78.57% 96.80% Placement (AP) courses offered by subject at the school. Hispanic or Latino 116.90% 88.57% 84.49% Advanced Placement Courses Native Hawaiian or Pacific Islander 100.00% 83.33% 84.88% 2015-16 School Year White 95.24% 88.19% 87.23% Percentage of total enrollment 42% Two or more races 78.79% 74.68% 91.36% enrolled in AP courses Number of AP courses 46 Socioeconomically disadvantaged 86.21% 89.42% 76.61% offered at the school

English learners 69.23% 84.14% 50.90% Number of AP Courses by Subject

Students with disabilities 112.50% 81.07% 68.38% Computer science 2

Foster youth ± ± ± English 5

Fine and performing arts 1

Graduation and Dropout Rates Foreign language 7 This table displays the graduation and dropout rates for the most recent three-year period for which data is Mathematics 8 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 Science 9 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 subsequently transfer into the cohort and subtracting any students who subsequently transfer out. For more information, please Social science 14 visit http://dq.cde.ca.gov/dataquest.

Graduation and Dropout Rates Three-Year Data

Graduation Rate Dropout Rate

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

Leigh HS 95.87% 95.31% 96.27% 3.60% 3.60% 2.90%

Campbell UHSD 91.42% 89.06% 87.79% 4.60% 7.00% 8.60% “School spirit is the backbone to California 80.44% 80.95% 82.27% 11.40% 11.50% 10.70% our school and the connections we make with our students, staff and parents.” 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. 10

Availability of Textbooks Textbooks and Instructional Materials and Instructional Materials The most recent resolution on the sufficiency of instructional materials was held at the board meeting on October 6, 2016. The following lists the percentage of pupils who lack their own assigned textbooks 2016-17 School Year and instructional materials. Textbooks and Instructional Materials List

Percentage of Students Subject Textbook Adopted Holt Literature & Language Arts, Third Course, Fourth Course, Lacking Materials by Subject English language arts 2003 Fifth Course and Sixth Course; Holt 2016-17 School Year English language arts Writing Analytically, Thomson 2008 Reading/language arts 0% English language arts Perrine’s Literature: Structure, Sound and Sense; Thomson 2006 Mathematics 0% Mathematics Algebra 1, McDougal 2001 Science 0% Mathematics Geometry, McDougal Littell 2007 History/social science 0% Mathematics IM3 Vol. 1 & 2, Carnegie Learning 2016 Visual and performing arts 0% Mathematics Algebra 2: Applications, Equations, Graphs; McDougal 2004 Foreign language 0% Mathematics Trigonometry, Pearson 2005 Health ² Mathematics Calculus: Concepts and Applications, Key Curriculum Press 2003 Science laboratory 0% equipment Mathematics AP Calculus: Calculus: Graphical, Numerical, Algebraic; Pearson 2016 ² Not applicable. Mathematics Rogawski’s Calculus for AP: Early Transcendentals, Freeman 2012

Mathematics The Practice of Statistics, Freeman 2015

Science Earth Science, Holt McDougal 2010

Science Biology; Pearson, Prentice Hall 2006

Science Campbell Biology, Pearson/Cummings 2011

Science AP Biology, 6th and 7th Edition 2005

Holes Essentials of Human Anatomy and Physiology, Science 2012 Quality of Textbooks McGraw-Hill The following table outlines the criteria required for choosing textbooks and Science Chemistry, Prentice Hall 2005 instructional materials. Science Chemistry: The Central Science, Prentice Hall 2003 Quality of Textbooks Science Conceptual Physics, Prentice Hall 2002 2015-16 School Year

Criteria Yes/No Science Physics: Principles and Problems, Glencoe 2005

Are the textbooks adopted Science College Physics, Thomson, Brooks/Cole 2006 from the most recent state- Ye s approved or local governing- board-approved list? Science AP College Physics, Pearson 2014 Are the textbooks consistent with the content Science Living in the Environment, Cengage 2015 and cycles of the curriculum Ye s frameworks adopted by the History/social science World History: The Modern Era, Prentice Hall 2014 State Board of Education? Do all students, including History/social science World Civilizations: The Global Experience AP, Pearson 2011 English learners, have access to their own Ye s History/social science United States History: Modern America, Pearson 2013 textbooks and instructional materials to use in class and to take home? History/social science America’s History, Bedford/St. Martin’s 2014

Continued on page 11 SARC Leigh High School 11

Textbooks and Instructional Materials - continued from page 10 Currency of Textbooks This table displays the date when 2016-17 School Year Textbooks and Instructional Materials List the most recent hearing was held to adopt a resolution on the sufficiency of Subject Textbook Adopted instructional materials.

History/social science Magruder’s American Government, Pearson/Prentice Hall 2013 Currency of Textbooks

History/social science Government by the People, Prentice Hall 2008 2016-17 School Year

History/social science Economics: Principles in Action, Pearson/Prentice Hall 2013 Data collection date 10/6/2016

Foreign language Bien dit! Levels 1, 2 and 3; Houghton Mifflin 2013

Foreign language Allons au-delà!, Pearson 2012

Foreign language Interaction, Cengage 2014

Ni Hao: Chinese Language Course, Introductory Level; Foreign language 2011 Parental Involvement ChinaSoft Continued from left Foreign language Integrated Chinese, Level 1; Cheng & Tsui 2009 Student Involvement Community service clubs such as Key Foreign language ¡Avancemos! 1, 2, 3 and 4; Houghton Mifflin 2013 Club, Interact Club, California Scholar- ship Federation and the National Honor Foreign language Abriendo paso: Temas y lecturas, Prentice Hall 2014 Society give students the opportunity to contribute to the community through ser- Foreign language Revista, Vista 2014 vice. In addition, many seniors complete community service projects in preparation Nuevas vistas: Curso de Introduccion; Holt, Rinehart and Foreign language 2006 for their application to college. Student Winston activities beyond the classroom mirror the students’ academic performance at Foreign language Imagina, Vista 2015 Leigh. There are more than 30 clubs on campus open to all students, with meeting Foreign language Nuevas vistas: Curso Uno; Holt, Rinehart and Winston 2006 times during lunch or after school, which makes it convenient for students to attend. Visual and performing arts The Stage and the School, McGraw-Hill 1999 Each club or organization must have a constitution and must be approved by the Associated Student Body (ASB). The ASB approves clubs that provide a service for students and that contribute to the overall success of students at Leigh by providing them with useful and interesting activities that help them achieve the Schoolwide Parental Involvement Learner Outcomes. Leigh parents serve as elected members of the School Site Council (SSC) and the English Language Advi- Student government is a vital part of the sory Council (ELAC). Both council meetings are open to all parents and the public. SSC and ELAC meet at extracurricular life of Leigh. The students least five times a year. Parents are elected to the SSC by ballot at back-to-school night. Parents are elected involved are elected by their peers and as ELAC officers at an ELAC meeting. foster community among students and One of the greatest strengths of Leigh is the outstanding support and involvement of parents. In addition to staff. A subgroup of this organization is serving on the SSC, many parents are also involved in organizations that directly benefit Leigh students. The Leigh’s Club Council, which is made up Home and School Club (HSC) strongly supports the academic and personal growth of Leigh students. HSC of club officers. They meet every month is open to all parents and community members and supports the school in many different ways, including to discuss campus climate and student providing refreshments for school events, supporting faculty with funding for classroom supplies, and staffing involvement. These council meetings the College and Career Center. This organization also provides scholarships for graduating seniors each year. promote discussion, planning and publicity HSC is awarding staff grants to a value of $5,000 in the 2015-16 school year. HSC also provides financial for campus activities. support for programs such as Grant A Wish and Camp Everytown. The Performing Arts Parents Association Leigh’s athletic program has roughly 35 (PAPA) is made up of parents from all instrumental and auxiliary ensembles. They also support the drama sports teams for girls and boys during program at the school. Parent coordinators assist with all facets of production. The All-Sports Booster pro- every season and has a strong commit- gram of Leigh supports the athletic teams at Leigh. ment to academics as well. All athletes Numerous opportunities are available for parents to provide information about the school program including must maintain a 2.2 grade point average back-to-school night, Senior College Night, College and AP Information Night, Eighth-Grade Information to participate on a team. Leigh Longhorns Night, and Financial Aid Information Night. The school hosts Big Night Out each month for all booster groups take great pride in balancing their rigor- to attend for presentations and updates by site and district administration, guest speakers and representa- ous academic program with competitive tives from each booster organization prior to their monthly meeting. Parents have access to many forms of sports. communication to keep track of their students and school events. These include the Leigh High School web- For more information, please contact site; Leigh’s Communication Newsletters; weekly “Friday Footnotes” from the principal; weekly “What’s Hap- Doug Carlan, Home and School Club pening” updates; Aeries Gradebook to monitor assignments and grades; and School Loop, where teachers president, at (408) 626-3405. post daily homework assignments and have email communication with all students and registered parents. Continued on sidebar 12

School Facilities School Facility Items Inspected Leigh High School opened in 1962 and is The tables show the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or one of five comprehensive high schools equivalent school form. The following is a list of items inspected. in Campbell Union High School District (CUHSD). It is situated in a residential • Systems: Gas systems and pipes, • Restrooms/fountains: Restrooms, community of mostly single family homes sewer, mechanical systems (heating, sinks and drinking fountains (interior in the Los Gatos foothills and South San ventilation and air-conditioning) and exterior) Jose. Leigh serves a relatively stable • Interior: Interior surfaces (floors, • Safety: Fire-safety equipment, community with many alumni still around ceilings, walls and window casings) emergency systems, hazardous the school and several returning to teach • Cleanliness: Pest/vermin control, overall materials (interior and exterior) here. Leigh is home to the county deaf cleanliness (school grounds, buildings, • Structural: Structural condition, and hard-of-hearing program and has rooms and common areas) roofs pioneered a successful model of inclusion • Electrical: Electrical systems • External: Windows/doors/gates/fences, for students with Individualized Education (interior and exterior) playgrounds/school grounds Programs (IEPs), some of whom are also in receipt of therapeutic services. There are 79 classrooms and 10 por- School Facility Good Repair Status tables. There is a library, college and career center, large gymnasium, small This inspection determines the school facility’s good repair status using ratings of good condition, fair gymnasium, performing arts center, and condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair cafeteria. There are four rooms that have or poor. desktop computers in addition to those in the library. The school uses more than 20 School Facility Good Repair Status 2016-17 School Year Chromebook carts in the classrooms. Sports facilities include a stadium, Items Inspected Repair Status Items Inspected Repair Status baseball and softball fields, tennis courts, soccer pitch, and swimming pool. Systems Good Restrooms/fountains Good The school is in good condition. It is Interior Fair Safety Good maintained by an on-site janitorial staff of six custodians who have district support Cleanliness Good Structural Good for specialized repairs and maintenance. The custodial staff are present from 6 Electrical Fair External Good a.m. to 11 p.m. each day. The team of five evening staff members is responsible Overall summary of facility conditions Good for daily cleaning. Annual deep cleaning is completed each summer. The quad, Date of the most recent school site inspection 6/16/2016 cafeteria, gym, performing arts center and several classrooms have been refurbished Date of the most recent completion of the inspection form 6/16/2015 in the last five years. There are further plans to update the administration offices and provide air-conditioning to classrooms in the near future. Deficiencies and Repairs All Campbell Union High School District The table lists the repairs required for all deficiencies found during the site inspection. Regardless of each campuses are safe, clean and well- item’s repair status, all deficiencies are listed. lighted facilities. Built in the mid-1960s to late 1960s, these buildings have been Deficiencies and Repairs 2016-17 School Year evaluated by architects and engineers to be more solidly built and sturdier than Items Inspected Deficiencies and Action Taken or Planned Date of Action new construction. Wisely designed, they have stood the test of time, and learning Light ballasts are out; paint is peeling on a door; vents are dirty. spaces have remained adaptable to new Interior August 2016 demands on the educational system. Even Ballasts have been replaced; door has been painted; specialty learning areas, such as science vents have been washed and cleaned. and fine arts, have been found to equal Two electrical covers are missing; light switch is bad. the best new designs of today and require Electrical New covers have been installed and the light switch was August 2016 only refurbishment to remain vital. This replaced. refurbishment is the focus of moderniza- tion projects and of successful 1999 and Restrooms/fountains Partitions and fountains have been cleaned and repaired. August 2016 2004 bond measures, which include some new buildings and new athletic fields and tracks at each school site. These projects include new floors, electrical wiring, light- School Facilities ing, heating, furniture, audiovisual and Continued from left performance and demonstration facilities, District network infrastructure consists of 1 Gbps connections from the campuses to the Internet. Campus specialized learning areas, and more—all buildings each connect directly to the campus network core over fiber-optic cabling. Classrooms are wired projects are part of the process to turn our with Cat 5e/6 cables to the network closet on campus. Classrooms and multiuse areas are fully covered with campuses into schools for 21st century. Wi-Fi. Sports facilities, restrooms and cafeteria facilities have been regularly updated. All areas of all CUHSD campuses are regularly evaluated for trip-fall, environmental and other safety hazards; Continued on right a state-of-the-art campuswide and districtwide fire, emergency and communication systems are in place; and campuses are cleaned and maintained by the custodial staff, whose work is regularly evaluated by both school and district supervisors. SARC Leigh High School 13

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

Campbell UHSD Leigh HS

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

With a full credential 350 76 78 73

Without a full credential 5 0 0 0

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

Academic Counselors Teacher Misassignments and Vacant Teacher Positions and School Support Staff This table displays the number of teacher misassignments (positions filled by teachers who lack legal This table displays information about aca- authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher demic counselors and support staff at the positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of school and their full-time equivalent (FTE). the school year or semester). Please note that total teacher misassignments includes the number of teacher misassignments of English learners. Academic Counselors and School Support Staff Data Three-Year Data Teacher Misassignments and Vacant Teacher Positions 2015-16 School Year

Leigh HS Academic Counselors Teachers 14-15 15-16 16-17 FTE of academic counselors 3.0 Teacher misassignments of English learners 0 1 0 Average number of students 500 Total teacher misassignments 0 1 0 per academic counselor

Support Staff FTE Vacant teacher positions 0 0 0 Social/behavioral counselor 1. 0

Career development 0.2 counselor Library media teacher 1.0 Core Academic Classes Taught by Highly Qualified Teachers (librarian) Library media services 1. 0 High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or staff (paraprofessional) more in the free and reduced-priced meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced-priced meals program. For more information about Psychologist 2.0 ESEA teacher requirements, visit www.cde.ca.gov/nclb/sr/tq. Highly Qualified Teachers 2015-16 School Year Social worker 0.0

Percentage of Classes in Core Academic Subjects Nurse 0.4 Taught by Highly Not Taught by Highly Speech/language/hearing Qualified Teachers Qualified Teachers 0.4 specialist Leigh HS 95.22% 4.78% Resource specialist 0.0 (nonteaching) All schools in district 94.53% 5.47% Other FTE High-poverty schools in district 96.15% 3.85% Occupational Therapist 0.2

Low-poverty schools in district 94.27% 5.73% 14

School Financial Data Financial Data The following table displays the school’s The financial data displayed in this SARC is from the 2014-15 fiscal year. The most current fiscal information average teacher salary and a breakdown available provided by the state is always two years behind the current school year and one year behind most of the school’s expenditures per pupil from other data included in this report. For detailed information on school expenditures for all districts in California, unrestricted and restricted sources. 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 School Financial Data 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. 2014-15 Fiscal Year

Total expenditures $10,322 per pupil

Expenditures per pupil District Financial Data $2,738 from restricted sources This table displays district teacher and administrative salary information and compares the figures to the state Expenditures per pupil averages for districts of the same type and size based on the salary schedule. Note: The district salary data $7,584 from unrestricted sources does not include benefits.

Annual average 2014-15 Fiscal Year $75,880 District Salary Data teacher salary Campbell UHSD Similar Sized District

Beginning teacher salary $44,000 $46,184

Midrange teacher salary $73,959 $75,179

Highest teacher salary $93,392 $96,169

Average high school principal salary $127,362 $137,939

Superintendent salary $226,634 $217,637

Teacher salaries: percentage of budget 33% 35%

Expenditures Per Pupil Administrative salaries: percentage of budget 5% 5% Supplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted Financial Data Comparison expenditures are from money whose use, This table displays the school’s per-pupil expenditures from unrestricted sources and the school’s average except for general guidelines, is not teacher salary and compares it to the district and state data. controlled by law or by a donor. Financial Data Comparison 2014-15 Fiscal Year Expenditures Annual Average Per Pupil From Teacher Salary Unrestricted Sources

Leigh HS $7,584 $75,880

Campbell UHSD $8,175 $74,857

California $5,677 $77,824

School and district: percentage difference -7.2% +1.4%

School and California: percentage difference +33.6% -2.5%

School Accountability Report Card 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://data1.cde. Published By: 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 each year, on or before February 1.

www.sia-us.com | 800.487.9234 All data accurate as of January 2017.