Burlingame High School School Accountability Report Card Reported Using Data from the School Year Published During

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1 Burlingame High School School Accountability Report Card Reported Using Data from the School Year Published During By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents/guardians and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. About This School Contact Information (Most Recent Year) School Contact Information School Name Street Burlingame High School 1 Mangini Way City, State, Zip Burlingame, CA Phone Number Principal Address Di Yim Grades Served 9-12 CDS Code pyim@smuhsd.org School Accountability Report Card for Burlingame High School Page 1 of 12

2 District Contact Information District Name San Mateo Union High School District Phone Number (650) Superintendent Kevin Skelly Address Web Site School Description and Mission Statement (Most Recent Year) Burlingame High School (BHS) is dedicated to the preparation of academically and socially responsible students. A qualified and talented staff plus strong community support help provide our students with a high quality education. Our school staff is dedicated to meeting the needs of all of our students. We offer a comprehensive and challenging academic program and many extracurricular activities. BHS is a 2007 California Distinguished School. Burlingame High School placed in the 2015 notable national and state rankings. Two well-respected organizations, US News & World Report and Niche, conducted independent, comprehensive ranking methodology and placed BHS above the other schools in our district. We are a Jefferson Award school, a national recognition for our outstanding community service program. Ninety-seven percent of our graduates in 2015 went to college. Through generous parent and community support, we have been able to fund school classroom programs and technology resources, an after school academic center, a service learning program, and a career exploration program for students. The school is near completion with a new academic building project that will house a culinary arts program, CAD program, and special education classes. Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade Grade Grade Grade Total Enrollment 1,316 Student Enrollment by Group (School Year ) Student Group Percent of Percent of Total Enrollment Black or African American 0.7 American Indian or Alaska Native 0.1 Asian 14.2 Filipino 3.3 Hispanic or Latino 19.6 Native Hawaiian or Pacific Islander 1 White 53.3 Two or More Races 7.9 Socioeconomically Disadvantaged 11.2 English Learners 7.7 Students with Disabilities 9.3 Foster Youth School Accountability Report Card for Burlingame High School Page 2 of 12

3 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials Teachers School District With Full Credential Without Full Credential Teaching Outside Subject Area of Competence (with full credential) 0 0 Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments * Vacant Teacher Positions Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Location of Classes Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Year and month in which data were collected: 09/2014 All instructional materials used are selected from district adopted materials which are aligned with state standards. Core Curriculum Area Textbooks and Instructional Materials/ Year of Adoption From Most Recent Adoption? Percent of Students Lacking Own Assigned Copy Reading/Language Arts Current and Meet State and Local Standards Yes 0 Mathematics Current and Meet State and Local Standards Yes 0 Science Current and Meet State and Local Standards Yes 0 History-Social Science Current and Meet State and Local Standards Yes 0 Foreign Language Current and Meet State and Local Standards Yes School Accountability Report Card for Burlingame High School Page 3 of 12

4 Core Curriculum Area Textbooks and Instructional Materials/ Year of Adoption From Most Recent Adoption? Percent of Students Lacking Own Assigned Copy Health Current and Meet State and Local Standards Yes 0 Visual and Performing Arts Current and Meet State and Local Standards Yes 0 Science Laboratory Equipment (grades 9-12) Current and Meet State and Local Standards Yes 0 School Facility Conditions and Planned Improvements (Most Recent Year) A seven-year facility modernization project was completed in In Fall of 2004, we opened a brand-new library building and math, science, and music classroom building. These state-of-the-art facilities feature exteriors consistent with the beautiful, historic look of our main classroom building. The main building is modernized with enlarged classrooms and updated interiors. A districtwide bond measure, Measure D, provided most of the funding for this project. Thanks to a second bond measure, Measure M, passed in 2006, and we built a Technology Arts Building and renovated the gym, theater and cafeteria. The F Building was demolished in December In its place, a new, state-of-the-art building complete with spaces designated for a culinary arts program and the special education program is currently under construction. The project is projected to be completed by the Fall of The stadium bleachers have also been renovated and ready for the athletic seasons. We take pride in maintaining and improving our beautiful campus and facilities under the direction of our facilities manager and maintenance crew. [School Facility Conditions Evaluation completed 01/07/2015] School Facility Good Repair Status (Most Recent Year) System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 01/15/2015 Repair Status Good Fair Poor Interior: Interior Surfaces X Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical X Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials X Structural: Structural Damage, Roofs X X X X Repair Needed and Action Taken or Planned External: Playground/School Grounds, Windows/ Doors/Gates/Fences X Overall Facility Rating (Most Recent Year) Year and month in which data were collected: 01/15/2015 Exemplary Good Fair Poor Overall Rating X School Accountability Report Card for Burlingame High School Page 4 of 12

5 B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); and The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study California Assessment of Student Performance and Progress Results for All Students (School Year ) Subject Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) School District State English Language Arts/Literacy Mathematics Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Student Group Grade Number of Students Enrolled Tested Tested Standard Not Met Percent of Students Standard Nearly Met Standard Met Standard Exceeded All Students Male Female Black or African American Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged Students with Disabilities Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores School Accountability Report Card for Burlingame High School Page 5 of 12

6 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Student Group Grade Number of Students Percent of Students Enrolled Tested Tested Standard Standard Standard Standard All Students Male Female Black or African American Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged Students with Disabilities Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. California Standards Tests for All Students in Science (Three-Year Comparison) Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Science (grades 5, 8, and 10) Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy School Accountability Report Card for Burlingame High School Page 6 of 12

7 California Standards Tests Results by Student Group in Science (School Year ) Student Group Percent of Students Scoring at Proficient or Advanced All Students in the LEA 62 All Student at the School 82 Male 84 Female 79 Black or African American -- American Indian or Alaska Native -- Asian 95 Filipino 63 Hispanic or Latino 75 Native Hawaiian or Pacific Islander -- White 81 Two or More Races 95 Socioeconomically Disadvantaged 42 English Learners 40 Students with Disabilities 60 Foster Youth -- Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Career Technical Education Programs (School Year ) Students at Burlingame High School are provided numerous opportunities to explore career options and to prepare for entering the workforce upon completion of high school. Specific CTE programs offered at Burlingame HS include video production, architectural design, exploring construction technology, engineering technology, and multimedia graphic design. The College and Career Center also offers a career exploration, job shadowing, and internship program called EXPLORE. Career Technical Education Participation (School Year ) Measure CTE Program Participation Number of pupils participating in CTE 421 % of pupils completing a CTE program and earning a high school diploma 18 % of CTE courses sequenced or articulated between the school and institutions of postsecondary education 33 Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): Pupil outcomes in the subject areas of English, mathematics, and physical education School Accountability Report Card for Burlingame High School Page 7 of 12

8 California High School Exit Examination Results for Grade Ten Students (Three-Year Comparison) Subject Percent of Students Scoring at Proficient or Advanced School District State English-Language Arts Mathematics Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California High School Exit Examination Grade Ten Results by Student Group (School Year ) Group Percent Not Proficient English-Language Arts Percent Proficient Percent Advanced Percent Not Proficient Mathematics Percent Proficient Percent Advanced All Students in the LEA All Students at the School Male Female Asian Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California Physical Fitness Test Results (School Year ) Grade Level Percent of Students Meeting Fitness Standards Four of Six Standards Five of Six Standards Six of Six Standards Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (Most Recent Year) BHS has a highly involved and supportive Parents Group, in addition to the Athletic Boosters, Music Boosters, Spirit Boosters, Drama Boosters, ELAC, and Latino Parents Group. All of these groups provide substantial volunteer and financial support. Our Parents Group raises money through fundraising activities and an annual community event, Talk of the Town, and donates to our Excellence Fund. With the high level of fundraising by our Parents Group, teachers have an opportunity to request "special projects" to enhance the classroom learning environment (e.g., technology, supplementary materials). Our parents were commended in our school accreditation process for their substantial and unwavering support by a visiting committee to our school. Parents are also involved with our School Advisory Council. Our English Learner parents meet with school staff at least four times a year in the English Learner Advisory Committee and have representation at the District English Learner Advisory Council School Accountability Report Card for Burlingame High School Page 8 of 12

9 State Priority: Pupil Engagement The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5): High school dropout rates; and High school graduation rates. Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Indicator School District State Dropout Rate Graduation Rate Completion of High School Graduation Requirements (Graduating Class of 2014) Group Graduating Class of 2014 School District State All Students Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Foster Youth State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. Suspensions and Expulsions Rate School District State Suspensions Expulsions School Accountability Report Card for Burlingame High School Page 9 of 12

10 School Safety Plan (Most Recent Year) Our students safety is our number one priority. We have two assistant principals, a dean of students, four counselors, a school safety advocate (SSA), a school resource officer (SRO), and two campus aides who lead our efforts on school safety. Staff patrols the campus throughout the day. We also partner with the Burlingame Police Department with a school resource officer. We hold safety drills during the year, including evacuation and lock down drills, to practice securing the campus. We have a closed campus, and students may not leave until their school day is over. We also have a "Mutual Respect and Tolerance" policy. The safety plan is updated annually and reviewed by the School Advisory Council and the School Board. D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District State Made AYP Overall Yes No Yes Met Participation Rate: English-Language Arts Yes No Yes Met Participation Rate: Mathematics Yes No Yes Met Percent Proficient: English-Language Arts Met Percent Proficient: Mathematics Met Attendance Rate Yes Met Graduation Rate Yes Yes Yes Federal Intervention Program (School Year ) Program Improvement Status Indicator School District First Year of Program Improvement Year in Program Improvement* Year 3 Number of Schools Currently in Program Improvement 1 Percent of Schools Currently in Program Improvement Note: Cells with values do not require data. Average Class Size and Class Size Distribution (Secondary) Subject Avg. Class Size Number of Classrooms Avg. Number of Classrooms Avg. Number of Classrooms Class Class Size Size English Mathematics Science Social Science Note: 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. In PI School Accountability Report Card for Burlingame High School Page 10 of 12

11 Academic Counselors and Other Support Staff (School Year ) Title Number of FTE Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) 0.8 Library Media Teacher (Librarian) 1.0 Library Media Services Staff (Paraprofessional).5 Psychologist Social Worker Nurse Speech/Language/Hearing Specialist 0.5 Resource Specialist Other Note: Cells with values do not require data. One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Supplemental/ Restricted Basic/ Unrestricted Average Teacher Salary School Site $15,734 $3,971 $11,764 $94,014 District $11,438 $91,599 Percent Difference: School Site and District State $5,348 $74,908 Percent Difference: School Site and State Note: Cells with values do not require data. Types of Services Funded (Fiscal Year ) We spend the majority of our funds on teacher salaries and benefits, classroom aides, tutoring, instructional technology, and textbooks, all of which directly relate to classroom instruction. Our Parents Group raised over $400,000 for school programs in including classroom technology, increased library services, tutoring, service learning, internship and career exploration program, and supplemental materials. Our Alumni Association, Athletic Boosters, Music Boosters, and Drama Boosters all provide needed financial support. The community has made generous contributions to athletic facilities on campus. We receive grants from the Burlingame Rotary, Peninsula Community Foundation, Wells Fargo Bank, Target, and PG&E. Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $54,854 $44,363 Mid-Range Teacher Salary $88,487 $71,768 Highest Teacher Salary $104,222 $92,368 Average Principal Salary (Elementary) Average Principal Salary (Middle) $121,276 Average Principal Salary (High) $145,855 $133,673 Superintendent Salary $231,000 $210,998 Percent of Budget for Teacher Salaries 32% 36% Percent of Budget for Administrative Salaries 5% 5% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at School Accountability Report Card for Burlingame High School Page 11 of 12

12 Advanced Placement (AP) Courses (School Year ) Computer Science Subject Number of AP Courses Offered* Percent of Students In AP Courses English Fine and Performing Arts Foreign Language 2 Mathematics 6 Science Social Science 12 All courses Note: Cells with values do not require data. Where there are student course enrollments. Professional Development (Most Recent Three Years) Our primary efforts in staff development have centered on the use of teacher teams based on common subjects/grade levels, the implementation of the California State Common Core Standards (CCSS), and the formation of PLCs (professional learning communities) to maximize student achievement. These teams have worked to increase curricular coherence, select instructional materials, design formative common assessments, analyze the results of those assessments, and design and implement support systems for students not achieving at proficient levels. This work occurs on release days, weekly late starts, conferences, and common prep time. The administration provides training in CCSS implementation, data acquisition and analysis, working in teams, EL teaching techniques, and designing support opportunities. Professional development and collaboration occurs during weekly late start schedules, four full day professional development days, 4 minimum days, common preps, and summer work. The school has a district funded professional development coordinator, instructional technology coordinator, and assessment & data coordinator to help organize and lead these efforts. For the first time, we also have instructional coaches whose role is to support and mentor teachers on full evaluation cycle School Accountability Report Card for Burlingame High School Page 12 of 12

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