School Accountability Report Card Published During the School Year

Rancho San Justo School Middle School 1201 Rancho Dr. Hollister, CA 95023 (831) 636-4450 s 6-8 Lisa Jelinek, Principal ljelinek@hesd.org www.hesd.org 2014-15 School Accountability Report Card Published During the 2015-16 School Year ----{isarc_dlogo}---- Hollister School District 2690 Cienega Rd. Hollister, CA 95023-9687 (831) 630-6300 www.hesd.org District Governing Board Elizabeth Martinez, President Elsa Rodriguez, Clerk Patricia Moore, Trustee Peter Hernandez, Trustee Mike Baldwin, Trustee District Administration Gary McIntire, Ed.D. Superintendent Dennis Kurtz, Ph.D. Assistant Superintendent Lonna Martinez Director, Educational Services Kathy Cunnane Director, Fiscal Services Karen Lopes Director, Special Education and Health Services John Teliha Director, Facilities Erika Sanchez Director, Human Resources Jr. Rayas Director, Information Technology School Description Rancho San Justo Middle School is located in the city of Hollister. Hollister sits in northern San Benito County, only 47 miles from the San Jose metropolitan area, 39 miles east of the Monterey Peninsula, and 90 miles south of San Francisco. The region still maintains the agricultural and cattle ranching ambiance, which is its heritage. From the Gabilan Mountains in the west to the Diablo range in the east, San Benito County displays a wide range of California's geography of native oak and grassland ranges. Starting in the 2014-15 school year, Rancho San Justo Middle School serves students in grades 6-8. The staff is dedicated to ensuring academic success and providing a safe and comprehensive educational experience for every student in a rapidly changing world economy. Students are challenged to improve their academic performance in order to prepare them for the widest choices possible at each educational level and to provide a sound academic foundation for life-long learning. Rancho San Justo Middle School is a professional learning community and is using the data driven improvement model to identify student academic proficiency as well as academic areas where students need additional understanding and skill building. Student mastery of Common Core State s is measured by district and school-wide benchmark assessments and PLC common assessments. Common Core State s form the basis of our curriculum and department curriculum maps direct the curriculum pacing within our classrooms. We use best practices for our classroom instruction that is based upon current research. We are developing a systematic collaboration practice among the staff to review academic growth and academic needs. Our Intervention Team conducts a 15-day check-in process to counsel students with academic, social and behavioral needs. Our staff participates in site and district committees and councils along with our parents and students, including School Site Council, ELAC meetings, and district leadership meetings to name just a few. Student pride and leadership are a valued part of the Rancho community. Students participate in an Associated Student Body with elected officers. A leadership class is offered as an elective with an embedded curriculum. Students receive a free student planner/agenda at the beginning of each school year which outlines the expectations for students, parents, and teachers for a successful academic school year. A course syllabus is provided by each academic department outlining course guidelines and grading policies. 2014-15 School Accountability Report Card for Rancho San Justo School Middle School Page 1 of 9

About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians and community members should contact the school at (831) 636-4450 or the district office. 2014-15 Student Enrollment by Level Level 6 269 7 283 8 304 Total Enrollment 856 2014-15 Student Enrollment by Group Group Percent of Total Enrollment Black or African American 0.6 American Indian or Alaska Native 0.3 Asian 2.1 Filipino 1 Hispanic or Latino 66.9 Native Hawaiian or Pacific Islander 0.5 White 25.4 Two or More Races 1.4 Socioeconomically Disadvantaged 56.7 English Learners 28 Students with Disabilities 13.1 Foster Youth 1.3 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 Rancho San Justo School Middle School 13-14 14-15 15-16 With Full Credential 37 39 Without Full Credential 0 3 Teaching Outside Subject Area of Competence 0 0 Hollister School District 13-14 14-15 15-16 With Full Credential 252 Without Full Credential 17 Teaching Outside Subject Area of Competence 0 Teacher Misassignments and Vacant Teacher Positions at this School Rancho San Justo School Middle 13-14 14-15 15-16 Teachers of English Learners 0 0 0 Total Teacher Misassignments 0 0 2 Vacant Teacher Positions 0 1 0 * Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers 2014-15 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers This School 91.3 8.7 Districtwide All Schools 93.0 7.0 High-Poverty Schools 92.6 7.4 Low-Poverty Schools 100.0 0.0 * 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. 2014-15 School Accountability Report Card for Rancho San Justo School Middle School Page 2 of 9

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) Core Curriculum Area Textbooks and Instructional Materials Year and month in which data were collected: Textbooks and Instructional Materials/Year of Adoption Reading/Language Arts 6-8: McDougal Littel Language of Literature, Copr. 2002 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Mathematics 6-8: California Math, McGraw-Hill, Copr. 2013 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Science 6-8: Glencoe Science, California, Copr. 2006 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 History-Social Science 6-8: Glencoe, California Series, Copr. 2006 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 School Facility Conditions and Planned Improvements (Most Recent Year) Rancho San Justo School provides a safe, clean environment for students, staff, and volunteers. Our team of custodians ensures classrooms, restrooms, and campus grounds are kept clean and safe. A scheduled maintenance program is administered by Hollister School District to ensure that all classrooms and facilities are as well maintained as possible, given the age of the school. On November 4, 2014, the voters of the Hollister School District passed Measure M, a $28.5 million Facilities Bond that will address the most critical renovation and modernization needs at the District's elementary and middle schools. Measure M will upgrade fire alarm and security systems, improve access to classroom technology, and provide better school access to people with disabilities, among other improvements. For a complete list of projects go to http://www.hesd.org/departments/facilities/measure_m. System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: January 4, 2016 Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor ---------- Repair Needed and Action Taken or Planned Rancho is slated for total modernization under our Measure M bond. 2014-15 School Accountability Report Card for Rancho San Justo School Middle School Page 3 of 9

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 s 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 Subject 2014-15 CAASPP Results for All Students Percent of Students Meeting or Exceeding the State s (grades 3-8 and 11) School District State ELA 32 32 44 Math 22 23 33 * Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Subject CAASPP Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15 Science 67 73 75 56 55 53 59 60 56 * Results are for grades 5, 8, and 10. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Level 2014-15 Percent of Students Meeting Fitness s 4 of 6 5 of 6 6 of 6 ---7--- 25.70 25.70 38.50 * 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. 2014-15 CAASPP Results by Student Group Group Percent of Students Scoring at Proficient or Advanced Science (grades 5, 8, and 10) All Students in the LEA 53 All Student at the School 75 Male 78 Female 70 Black or African American -- American Indian or Alaska Native -- Asian -- Filipino -- Hispanic or Latino 66 Native Hawaiian or Pacific -- White 90 Two or More Races -- Socioeconomically Disadvantaged 58 English Learners 46 Students with Disabilities 63 Students Receiving Migrant Education Services Foster Youth -- * Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. 66 School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, s Three through Eight and Eleven All Students Student Group Enrolled Tested Tested Not Met Percent of Students Nearly Met Met 6 276 269 97.5 32 33 26 7 Exceeded 7 316 305 96.5 37 30 26 5 8 285 271 95.1 33 35 25 6 Male 6 150 54.3 36 31 27 5 7 156 49.4 43 28 23 3 8 139 48.8 37 40 18 5 Female 6 119 43.1 26 36 25 11 7 149 47.2 32 32 29 7 8 132 46.3 30 29 33 8 Black or African American 8 4 1.4 -- -- -- -- 2014-15 School Accountability Report Card for Rancho San Justo School Middle School Page 4 of 9

Student Group American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, s Three through Eight and Eleven Enrolled Tested Tested Not Met Percent of Students Nearly Met Met Exceeded 8 1 0.4 -- -- -- -- 6 5 1.8 -- -- -- -- 7 7 2.2 -- -- -- -- 8 5 1.8 -- -- -- -- 6 3 1.1 -- -- -- -- 8 2 0.7 -- -- -- -- 6 178 64.5 40 35 16 7 7 214 67.7 47 29 18 5 8 171 60.0 38 39 22 1 7 3 0.9 -- -- -- -- 8 1 0.4 -- -- -- -- 6 72 26.1 17 33 42 8 7 68 21.5 13 34 46 6 8 78 27.4 26 27 35 12 6 3 1.1 -- -- -- -- 8 7 2.5 -- -- -- -- 6 163 59.1 44 34 17 6 7 170 53.8 47 34 15 2 8 147 51.6 45 37 16 2 6 77 27.9 58 29 8 3 7 85 26.9 67 26 7 0 8 46 16.1 70 26 4 0 6 34 12.3 82 9 9 0 7 22 7.0 68 18 9 0 8 32 11.2 59 31 9 0 6 30 10.9 43 23 23 7 7 29 9.2 59 21 17 3 8 38 13.3 32 47 21 0 6 -- -- -- -- -- -- 7 -- -- -- -- -- -- 8 -- -- -- -- -- -- Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. 2014-15 School Accountability Report Card for Rancho San Justo School Middle School Page 5 of 9

School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, s Three through Eight and Eleven Student Group All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Enrolled Tested Tested Not Met Percent of Students Nearly Met Met 6 276 268 97.1 40 32 21 6 7 316 302 95.6 43 33 16 6 8 285 267 93.7 49 29 13 6 6 149 54.0 39 34 19 7 7 153 48.4 43 33 18 5 8 137 48.1 50 29 12 7 6 119 43.1 42 30 22 5 7 149 47.2 44 34 14 6 8 130 45.6 48 29 15 6 Exceeded 8 3 1.1 -- -- -- -- 8 1 0.4 -- -- -- -- 6 5 1.8 -- -- -- -- 7 7 2.2 -- -- -- -- 8 5 1.8 -- -- -- -- 6 3 1.1 -- -- -- -- 8 2 0.7 -- -- -- -- 6 177 64.1 50 29 17 3 7 211 66.8 49 32 12 4 8 167 58.6 57 32 7 2 7 3 0.9 -- -- -- -- 8 1 0.4 -- -- -- -- 6 72 26.1 24 40 25 10 7 68 21.5 25 40 25 10 8 79 27.7 35 28 23 10 6 3 1.1 -- -- -- -- 8 7 2.5 -- -- -- -- 6 163 59.1 51 30 15 2 7 167 52.8 55 31 10 3 8 146 51.2 60 27 10 2 6 77 27.9 74 21 4 0 7 79 25.0 67 28 4 1 8 45 15.8 82 13 2 0 2014-15 School Accountability Report Card for Rancho San Justo School Middle School Page 6 of 9

Student Group Students with Disabilities Students Receiving Migrant Education Services Foster Youth School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, s Three through Eight and Eleven Enrolled Tested Tested Not Met Percent of Students Nearly Met Met 6 34 12.3 85 9 3 0 7 22 7.0 77 23 0 0 8 31 10.9 68 23 6 3 6 30 10.9 47 27 23 0 7 29 9.2 59 24 14 3 8 39 13.7 59 28 10 0 Exceeded 6 -- -- -- -- -- -- 7 -- -- -- -- -- -- 8 -- -- -- -- -- -- Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement Parents and the community are very supportive of the educational programs at Rancho San Justo Middle School. Parents play an active role by participating in various school programs and activities including the Parent Teacher Organization (PTO), parent conferences, field trips, Migrant PAC meetings, English Language Advisory Committee (ELAC) meetings and School Site Council (SSC). Parents who wish to participate in Rancho San Justo Middle School's leadership teams, school committees, school activities, or become a volunteer may contact the office at (831) 636-4450. State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates, pupil expulsion rates; and other local measures on the sense of safety. School Safety Plan The safety of students and staff is a primary concern at Rancho San Justo Middle School. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake and fire standards. A team of 3 custodial staff takes pride in maintaining organized, clean and safe facilities. The school's Comprehensive Safety Plan includes steps for ensuring student and staff safety should a disaster occur. Fire and earthquake drills are conducted on a regular basis, while intruder drills are conducted twice each year. Emergency plans and evacuation procedures are posted in each classroom and a five minute safety in-service is presented to the staff at a monthly staff meeting. Yard duty staff are equipped with two way radios for communication. The Safety plan is revised each fall by a committee of teachers, parents, and administrators. Copies of the safety plan are shared, by law, with district office personnel, local officials, law enforcement, and are available for review. Having clear discipline policies and procedures as well as effective supervision is essential. Supervision is provided for students throughout the school day; the responsibility is shared between teachers, administrators and campus supervisors. All visitors to the campus are required to sign in and out at the office and display a visitor's badge at all times. 2014-15 School Accountability Report Card for Rancho San Justo School Middle School Page 7 of 9

Suspensions and Expulsions School 2012-13 2013-14 2014-15 Suspensions Rate 4.72 4.64 7.46 Expulsions Rate 0.16 0.17 0.54 District 2012-13 2013-14 2014-15 Suspensions Rate 4.49 4.88 4.61 Expulsions Rate 0.10 0.12 0.15 State 2012-13 2013-14 2014-15 Suspensions Rate 5.07 4.36 3.80 Expulsions Rate 0.13 0.10 0.09 D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. 2014-15 Adequate Yearly Progress Overall and by Criteria AYP Criteria School District State English Language Arts Met Participation Rate Yes Yes Yes Met Percent Proficient N/A N/A N/A Mathematics Met Participation Rate Yes Yes Yes Met Percent Proficient N/A N/A N/A Made AYP Overall Yes Yes Yes Met Attendance Rate Yes Yes Yes Met Graduation Rate N/A N/A Yes 2015-16 Federal Intervention Program Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2004-2005 2004-2005 Year in Program Improvement Year 5 Year 3 Number of Schools Currently in Program Improvement 9 Percent of Schools Currently in Program Improvement 81.8 Average Class Size Average Class Size and Class Size Distribution (Secondary) Number of Classrooms* 1-22 23-32 33+ Subject 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 English 25 28 23 8 7 10 9 6 17 6 9 2 Math--- 25 27 23 7 5 10 8 8 11 6 9 5 Science 29 31 24 2 1 6 11 5 15 5 11 3 SS----- 28 31 27 3 1 3 6 4 14 10 12 4 * 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. 2014-15 School Accountability Report Card for Rancho San Justo School Middle School Page 8 of 9

Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor-------.5 Counselor (Social/Behavioral or Career Development).5 Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) 1.5 Psychologist------- Social Worker------- Nurse------- Speech/Language/Hearing Specialist 1.5 Resource Specialist------- Other------- Average per Staff Member Academic Counselor------- * One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Professional Development provided for Teachers In the most recent 3 years, the district has dedicated a total of 12 days to staff development. Four district-wide Professional Development days are provided for teachers on non-student days. The District focus is on training all teachers in the use of Thinking Maps and Path to Proficiency for English Learners. This decision was based on the data that showed an increasing achievement gap for English Learners. Staff development is also now focused on the Common Core State s and the technology needed to implement CCSS and the CAASPP. Teachers have also all received training in, and implement, Professional Learning Communities (PLCs) and Response to Intervention (RTI). Staff members build teaching skills and share strategies through participation at workshops, at staff meetings and in their Professional Learning Communities. Future district-wide Professional Development will focus on more writing development, Next Generation Science s and training for the new English Language Arts/English Language Development curriculum when adopted. New teachers receive Beginning Teacher Support and Assessment (BTSA)/Induction services, sponsored by the district. The Peer Assistance Review (PAR) Program provides new teachers and volunteer and assigned veteran teachers with personal support and guidance. PLC grade level teams collaborate on Thursday early-release days. All training and curriculum development are aligned to the Common Core s and appropriate instructional strategies. FY 2013-14 Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $44,267 $43,091 Mid-Range Teacher Salary $63,419 $70,247 Highest Teacher Salary $88,451 $89,152 Average Principal Salary (ES) $93,645 $112,492 Average Principal Salary (MS) $97,435 $116,021 Average Principal Salary (HS) $117,511 Superintendent Salary $177,250 $192,072 Percent of District Budget Teacher Salaries 39% 41% Administrative Salaries 6% 6% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. FY 2013-14 Expenditures Per Pupil and School Site Teacher Salaries Level Expenditures Per Pupil Total Restricted Unrestricted Average Teacher Salary School Site- $6,217 $1,729 $4,488 $77,313 District------ $7,066 $70,820 State------- $5,348 $72,993 Percent Difference: School Site/District -36.5 9.2 Percent Difference: School Site/ State -16.1 5.9 * Cells with do not require data. Types of Services Funded In addition to state funding, Hollister School District receives federal categorical funding. In 2014/15 the district received funding from the following programs: Title I - Education for the Disadvantaged, Title II Teacher and Principal Training and Recruiting, and Title III - English Language Acquisition and Academic Achievement. Using general fund money in combination with categorical funding, the district provided an Intervention Teacher to each middle school. These teachers are part of the master schedule and provide intervention instruction to identified students. The district also provided each 6th 8th grade middle school with a full-time academic counselor. Students who qualify at Rancho San Justo also participate in before or after school intervention classes, provided through the Supplemental Education Services, Title I. Students who qualify through Migrant Education receive additional intervention services. Site-based Title I funds are used to support after school tutoring, subscriptions for ALEKS Math, il Math, and Accelerated Reader, as well as for Scholastic Math, Art, and Science magazines and RazKids. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. 2014-15 School Accountability Report Card for Rancho San Justo School Middle School Page 9 of 9