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Branham High School 2013-14 School Accountability Report Card

Reported for School Year 2013-14 Published During 2014-15

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each

year. 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/.

View this SARC online at the school and/or LEA Web sites. 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 and community members should contact the school principal or the

district office.

http://www.cde.ca.gov/ta/ac/sa/http://www.cde.ca.gov/fg/aa/lc/

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Branham High School 2013-14 School Accountability Report Card

About This School

District Contact Information – Most Recent Year

District Name Campbell Union High School District

Street Address 3235 Union Avenue

City, State, Zip San Jose, CA 95124

Phone Number 408-371-0960

Superintendent Patrick K. Gaffney

E-mail Address pgaffney@cuhsd.org

Web Site www.cuhsd.org

School Contact Information – Most Recent Year

School Name Branham High School

Street Address 1570 Branham Lane

City, State, Zip San Jose, CA 95118

Phone Number 408-626-3407

Principal Brian Thompson

E-mail Address bthompson@cuhsd.org

Web Site www.branham.cuhsd.org

County-District-School (CDS) Code 43-69401-4330866

School Description and Mission Statement (Most Recent Year 2013-14)

Branham High School was first opened in 1967 as a new school in the Campbell Union High School District (CUHSD). As a result of declining enrollment, the school was closed in 1991. During Branham’s closure, CUHSD leased the property to a local private high school during much of this period. As enrollment began to grow again, the district formed a school committee in the fall of 1996 to plan the re-opening of Branham High School. Since its re-opening in the fall of 1999, Branham has grown to be a full comprehensive, WASC-accredited high school with an enrollment of over 1400.

The Branham community is largely middle-class; they live in an area where median home prices are roughly $600,000. The school community is primarily residential with several neighborhood shopping malls nearby. The parents of our students have diverse educational backgrounds with most parents having completed some college. The majority of Branham’s families have two adults in the home, and there is little mobility throughout the school year.

The faculty and staff serve 1400 students and their families. They prepare students for life beyond high school by providing a robust comprehensive curriculum that includes courses that meet both a-g University of California and Advanced Placement College Board requirements. Of Branham’s graduating seniors, 48% continued on to four-year universities, 44% continued on to community colleges, 1% enrolled in vocational education, and 7% were undecided in June 2014.

The majority of Branham students matriculate from Ida Price and Dartmouth middle schools. The student body is currently 29% Latino, 11% Asian, 0.4% Pacific Islander, 2% Filipino, 2% African-American, and 47% Caucasian. 8% of Branham’s student population identified two or more races as part of their demographics. The languages spoken by the families at Branham are diverse and include English, Spanish, Vietnamese, Mandarin, Farsi, Cantonese, Russian, Serbo-Croatian, and 20 others international languages.

Branham’s Special Education students have access to a wide range of specialized programs. The Specialized Academic Instruction (SAI) team works closely with mainstream teachers to monitor Branham’s full-inclusion model. Teachers from

mailto:pgaffney@cuhsd.orgmailto:bthompson@cuhsd.orghttp://www.branham.cuhsd.org/

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the SAI team and mainstream content areas work side-by-side during collaboration meetings on lesson planning, assessments and implementation of appropriate accommodations to meet the needs of each individual student. The unique structure of Branham’s Severely Handicapped (SH) program allows students to move away from a self-contained classroom and travel from class to class, experiencing high school through the same lens as all students. The Best Buddies program, which pairs mainstream students with SH students for social events, routinely meets at lunch and hosts several dances each year. Branham’s Social Cognition course meets the needs of students with social pragmatic language deficits. The Emotionally Disturbed (ED) classrooms are monitored by several experienced school psychologists and behaviorists. The culture of Branham High School, from the student body to staff members, welcomes, encourages and supports all students.

Our school offers a rigorous curriculum aligned to the California state standards and prepares students for common assessments such as the California High School Exit Exam (CAHSEE) and the Early Assessment Program (EAP). Branham teachers collaborate with content area teachers across the district to develop common assessments and align their curriculum to the Common Core State Standards (CCSS). All college prep courses are submitted for a-g approval by the University of California. College-bound students are offered the opportunity to take College Board Advanced Placement (AP) classes that meet high school as well as college requirements, if they pass the AP exam. Students interested in school-to-work opportunities are offered Career Technical Education (CTE) classes at the Silicon Valley Career and Technical Education Center (SVCTE) every afternoon. During the 2013-14 school year Branham High School began the transition to offering an ELD program. This planning will result in the implementation of an ELD program beginning in the 2014-15 school year. The program will consist of ELD Writing, English Workshop and Integrated Daily Math courses for students qualifying for ELD services. Students who speak limited English are linguistically assessed using the California English Language Development Test (CELDT) to determine appropriate placement in the ELD program. Additionally, the faculty provides support services to our English Learners (ELs) and Re-designated Fluent English Proficient (RFEP) students.

Branham High School diligently meets state and local school board requirements as highlighted in the district’s Local Education Agency (LEA) plan. This strategic plan, updated in 201, contains an extensive framework for the implementation of instructional programs that meet the needs of all students in each subject area. Specific goals include the transition to the Common Core State Standards, closing the opportunity gap, creating a college going culture and working collaboratively. Many of these same strategies have been included in the Branham’s WASC Action Plan, stemming from an expressed desire of the Branham community to create a higher standard for student performance and achievement.

Improving academic rigor has been a collaborative effort between the site and CUHSD. Teachers have developed pacing guides and common assessments for each subject area. Teachers and administrators have worked together to monitor and analyze student performance data. Throughout this process, high-impact instructional practices have been implemented campus-wide in an effort to level the playing field and improved learning for all students. The goal is to provide meaningful learning experiences and increase student achievement in all curricular areas, particularly in English-Language Ares (ELA), math, science and social science.

The Branham teaching staff is comprised of 70 highly qualified, dedicated faculty holding bachelors and master’s degrees, as well as one teacher with a doctorate, all assigned to teach in their credentialed area. The faculty and staff provide a safe, caring, learning environment in which students are challenged to reach their maximum potential, take risks, and try new things.

The administration consists of an activities director, two full time guidance advisors, two deans, one vice-principal, and the principal. Two district school psychologists in Special Education, two crisis counselors from Eastfield Ming Quong and one crises counselor from Almaden Valley Counseling Center, as well as a gang intervention specialist from California Youth Outreach, provide additional emotional and social support to Branham’s students. The Classified staff includes seven secretaries, four custodians, fourteen instructional aides, three cafeteria workers, and a library technician.

Mission Statement

Branham High School has embraced the mission of reforming education in the 21st century. From the time our campus

reopened in 1999, teachers gravitated here to build a school that welcomes challenge and craves innovation. Programs were created and decisions were made after input from our stakeholders was carefully gathered and consensus was reached. Teacher-led initiatives are the norm at Branham; school activities are designed, driven, and executed by students and teachers. The Leadership team was selected to work with a motivated staff and lead change here as well as across the Campbell Union High School District (CUHSD).

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During the WASC accreditation process (spring of 2010), students, parents and staff agreed to work on a vision statement that would be easy to remember and capture the essence of Branham’s school-wide goals. One Branham student submitted a brilliant essay during the WASC Self-Study process that proposed students could strive to “Learn to Achieve”, which has become Branham’s educational mantra.

“Learn to Achieve” means that the entire staff is focused on helping students LEARN to achieve. It also means that when students focus on learning, they are able to achieve. In direct response to the WASC Visiting Team’s recommendations in spring 2010, Branham Leadership created Study Teams that teachers join to work on specific goals over time.

1. Create a college-going culture that helps 9th grade students make a smooth transition from middle school to high

school and prepares them for the rigor of college beyond high school,

2. Implement successful support structures such as Advisory for all students,

3. Study formative assessments and standards-based grading,

4. Share best teaching practices with the entire faculty, and

5. Explore issues of equity and find ways to help ALL students succeed.

Branham spent the first half of this WASC cycle (from 2010 to 2013) making structural changes to support more teacher collaboration and student intervention. Now that those changes are in place and stable, teachers are ready to examine their instructional practices more closely and use feedback from common assessment to look at which teaching strategies are producing better results from our students. The Leadership Team is participating in district-wide professional development where administrators from every school gather at one site to do instructional rounds and calibrate their observations based on the California Standards for Professional Teaching. Branham is ready to take a closer look at student engagement and how teachers design learning experiences that maximize the time they have to teach invaluable skills and essential concepts to their students.

Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Grade 9 386

Grade 10 361

Grade 11 356

Grade 12 293

Total Enrollment 1,396

Student Enrollment by Student Subgroup (School Year 2013-14)

Group Percent of Total Enrollment

Black or African American 2.4%

American Indian or Alaska Native 0.1%

Asian 10.7%

Filipino 1.8%

Hispanic or Latino 29.0%

Native Hawaiian/Pacific Islander 0.4%

White 47.1%

Two or More Races 8.2%

Socioeconomically Disadvantaged 17.0%

English Learners 5.2%

Students with Disabilities 12.2%

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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 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

2012-13 2013-14 2014-15 2014-15

With Full Credential 65 64 65 354

Without Full Credential 1 1 2 6

Teaching Outside Subject Area of Competence 0 0 0 0

Teacher Misassignments and Vacant Teacher Positions

Indicator 2012-13 2013-14 2014-15

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Positions 0 0 0 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 Misassigmnents of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

Location of Classes

Percent of Classes In Core

Academic Subjects Taught by

Highly Qualified Teachers

Percent of Classes In Core

Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.00% 0.00%

All Schools in District 95.82% 4.18%

High-Poverty Schools in District 93.07% 6.93%

Low-Poverty Schools in District 96.37% 3.63% 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.

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Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

Year and month in which data were collected: November 25, 2014

Core Curriculum Area Textbooks and instructional materials / year of adoption

From

most

recent

adoption?

Percent

students

lacking own

assigned

copy

Reading / Language Arts

Holt Literature & Language Arts

3rd

Course, 4th

Course, 5th

Course, & 6th

Course, 2003, Holt / 2002

Perrine’s Literature, Sound & Sense, 2006, Thompson / 1972

No 0%

Mathematics

Algebra 1, 2004, McDougal / 2002

Geometry, 2007, McDougal Little / 2001

Algebra 2, 2007, McDougal Littell / 2001

Pre-Calculus, 2003, Key Curriculum Press / 1995

Calculus Early Transcendentals, 2005, Wiley / 1996

The Practice of Statistics, 2006, Freeman / 2004

No 0%

Science

Exploring Earth Science, 1999, Prentice Hall

Biology, 2007, Pearson/Prentice Hall / 2001

Chemistry, 2000, Addison / 2000

Chemistry The Central Science, 2003, Prentice Hall / 1998

Conceptual Physics, 2002, Prentice Hall / 2000

Physics: Principles & Problems, 2005, Merrill / 1994

No 0%

History – Social Science

World Geography, 2006, McDougal / 2002

Modern World History, 2006, McDougal / 2004

The Americans: Reconstruction to the 21st Century, 2006, McDougal

Littell / 2005

The American Pageant, 2006, Houghton Mifflin / 1977

McGruder’s American Government, 2001, Prentice Hall / 1988

Government By The People, 2001, Prentice Hall / 1986

Economics Principles in Action, 2001, Prentice Hall / 2001

No 0%

Foreign Language

Discovering French, Euro ed. Bleu, Euro ed. Blanc, & Euro ed.

Rouge, 2001, McDougal / 2000

Avamce,ps 1, 2, 3 & 4, 2013, Houghton Mifflin

Abriendo Paso Lectura, 2001, Prentice Hall / 1999

Abriendo Paso Gramatica, 2001, Prentice Hall / 1999

Nuevas Vistas Curso Uno, 2006, Holt

Nuevas Vistas Curso de Intro, 2006, Holt

No 0%

Visual and Performing

Arts

Art Fundamentals, Theory & Practice, 1968, Brown / 1968

Art Talk, 2005, Blencoe/McGraw-Hill / 2005

Living With Art, 1995, McGraw-Hill / 1997

Photo Technology, 1977, Am. Tech. Society / 1969

The Photographic Eye, 1995, Davis Publications / 1998

Great Monologues & Scenes for Young Actors, 1992, Smith & Kraus /

2001

The Scenebook for Actors, 1990, Merriwether Publishing / 2001

Theater: Preparation & Performance, 1982, Foresman / 1982

Theatre: Art in Action, 1999, National Textbook / 2000

No 0%

Science Laboratory

Equipment (grades 9-12) Replenished annually as appropriate N/A 0%

School Facility Conditions and Planned Improvements - Most Recent Year

All Campbell Union High School District campuses are safe, clean and well-lighted facilities. Built in the middle 1960’s to late 1960’s, these buildings have been evaluated by architects and engineers to be more solidly built and sturdier than new construction. Wisely designed, they have stood the test of time, and learning spaces have remained adaptable to new demands on the educational system. Even specialty learning areas such as science and fine arts have been found to equal the best new designs of today, and require only refurbishment to remain vital. This refurbishment is the focus of modernization projects and of successful 1999 and 2004 bond measures, which include some new buildings and new

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athletic fields and tracks at each school site. These projects include new floors, electrical wiring, lighting, heating, furniture, audio-visual and performance and demonstration facilities, specialized learning areas and more are in the process of turning our campuses into schools for the 21

st century. Sports facilities, restrooms, and cafeteria facilities have

been regularly updated. A wide area network of multiple gigabit circuits connects all district campuses, where fiber optic cable connects each classroom wing to the Internet, by both direct hard-wire connection and Wi-Fi access.

All areas of all campuses are regularly evaluated for trip-fall, environmental and other safety hazards, a state-of-the-art campus-wide and district wide fire, emergency and communication system is in place, and campuses are cleaned and maintained by custodial staff whose work is regularly evaluated by both school and district supervisors.

School Facility Good Repair Status – Most Recent Year

System Inspected Repair Needed and Action Taken or Planned

Good Fair Poor

Systems: Gas Leaks, Mechanical / HVAC, Sewer Yes Energy Efficiency Projects

Interior: Interior Surfaces Yes

Cleanliness: Overall Cleanliness, Pest / Vermin

Infestation Yes

Electrical: Electrical Yes Energy Efficiency Projects

Restrooms / Fountains: Restrooms, Sinks /

Fountains Yes

Safety: Fore Safety, Hazardous Materials Yes

Structural: Structural Damage, Roofs Yes

External: Playground / School Grounds, Windows/

Doors / Gates / Fences Yes Sports Field Improvements

Overall Facility Rate – Most Recent Year

Overall Rating Exemplary Good Fair Poor

Yes

B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized

Testing and Reporting Program);

The Academic Performance Index; 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.

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California Assessment of Student Performance and Progress/Standardized Testing and Reporting

Results 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

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Science (grade 10) 67% 67% 64% 64% 60% 65% 60% 59% 60% Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMAs), and California Alternate Performance Assessment

(CAPA).

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 Assessment of Student Performance and Progress Results by Student Group in Science

(School Year 2013-14)

Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 65%

All Students at the School 64%

Male 62%

Female 66%

Black or African American

American Indian or Alaska Native

Asian 86%

Filipino

Hispanic or Latino 48%

Native Hawaiian/Pacific Islander

White 70%

Two or More Races 71%

Socioeconomically Disadvantaged 51%

English Learners 23%

Students with Disabilities 43% Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10.

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.

Standardized Testing and Reporting Results for All Students – Three-Year Comparison 2005 2006

Subject

Percent of Students Scoring at Proficient or Advanced

(meeting or exceeding the state standards)

School District State

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 60% 65% 65% 55% 59% 61% 54% 56% 55%

Mathematics 26% 32% 30% 30% 30% 32% 49% 50% 50%

History-Social Science 60% 56% 62% 54% 55% 54% 48% 49% 49% Note: STAR Program was last administered in 2012-13. 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.

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Academic Performance Index Ranks – Three-Year Comparison

API Rank 2010-11 2011-12 2012-13

Statewide 8 7 8

Similar Schools 4 6 7 Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced.

Academic Performance Index Growth by Student Group – Three-Year Comparison

Group Actual API Change

2010-11 2011-12 2012-13

All Students at the School 15 2 10

Black or African American

American Indian or Alaska Native

Asian

Filipino

Hispanic or Latino 30 -19 7

Native Hawaiian/Pacific Islander

White 6 12 12

Two or More Races

Socioeconomically Disadvantaged 42 -24 20

English Learners 2 17 22

Students with Disabilities 16 Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

Career Technical Education Programs (School Year 2013-14)

Students may enroll in Career Technical Education classes at the Silicon Valley Career and Technical Education Center (SVCTE). SCVTE classes are held in the afternoon at SVCTE for students district-wide who have an interest in learning more about vocations such as Computer Graphics, Police and Fire, Culinary Arts, Air Conditioning, Office and Medical Assistance, and Auto Mechanics. Students are able to earn up to 15 credits toward graduation as well as certificates of completion when they have completed the requirements of course work. Many of these courses also meet the University of California’s a-g requirements as college preparatory classes. Students are able to use this preparation to enter the workforce or college after high school.

At Branham, students can take courses such as Journalism, Graphic Design (Yearbook), and Digital Photography teach students specific writing, design and computer-based skills that prepare them for careers they might pursue beyond high school.

In the fall of 2012, Branham was one of three CUHSD schools to adopt an Engineering Pathway featuring Project Lead the Way’s curriculum to our course offerings. This year Branham has enrolled 60 students in Introduction to Engineering Design and 60 students in Principles of Engineering.

Career Technical Education Participation (School Year 2013-14)

Measure CTE Program

Participation

Number of the pupils participating in CTE 99

Percent of pupils completing a CTE program and earning a high school diploma 43.43%

Percent of CTE courses sequenced or articulated between the school and institutions of

postsecondary education

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Courses for University of California and/or California State University Admission

UC/CSU Course Measure Percent

2013-14 Students Enrolled in courses Required for UC / CSU Admission 78.63%

2012-13 Graduates Who Completed All Courses Required for UC / CSU Admission 46.08%

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.

California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison

(if applicable)

Subject

Percent of Students Scoring at Proficient or Advanced

School District State

2011- 12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

English-Language Arts 71% 76% 69% 70% 66% 52% 56% 57% 56%

Mathematics 68% 76% 73% 69% 68% 54% 58% 60% 62% 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 2013-14

(if applicable)

Group

English-Language Arts Mathematics

Not

Proficient Proficient Advanced

Not

Proficient Proficient Advanced

All Students in the Lea 31% 24% 45% 28% 35% 37%

All Students at the School 31% 25% 44% 27% 40% 32%

Male 42% 27% 31% 32% 37% 31%

Female 20% 23% 57% 23% 44% 33%

Black or African American

American Indian or Alaska Native

Asian 19% 12% 69% 4% 35% 62%

Filipino

Hispanic or Latino 46% 26% 28% 45% 41% 14%

Native Hawaiian/Pacific Islander

White 26% 25% 49% 20% 43% 37%

Two or More Races 21% 21% 57% 18 232 75%

Socioeconomically Disadvantaged 47% 23% 30% 37% 42% 20%

English Learners 89% 11% 0% 50% 44% 6%

Students with Disabilities 81% 11% 8% 77% 23% 0% 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.

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C. Student Engagement

California Physical Fitness Test Results (School Year 2013-14)

Grade Level

Percent of Students Meeting

Four of Six

Fitness Standards

Percent of Students Meeting

Five of Six

Fitness Standards

Percent of Students Meeting

Six of Six

Fitness Standards

9 17.00% 24.60% 48.60% 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.

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 school site.

Opportunities for Parental Involvement (School Year 2013-14)

Active parent involvement is encouraged at Branham High School. Opportunities for involvement include the Home and School Club, Sports Boosters, Music Boosters, Cheer Boosters, School Site Council, and English Learners Advisory Committee (ELAC). Parents can volunteer in the College & Career Center, the library and the Student Service Center. Parents get involved in other ways such as judging senior projects, coordinating special events, and sponsoring events such as Grad Night. Parent involvement has been an important factor in helping students at Branham succeed academically and socially.

Branham hosts its monthly Parent Information Night on the second Thursday of every month. At 6:00 pm, Cheer Boosters, Grad Night Parents, and the English Learner Advisory Committee (ELAC) meet followed by the administration report at 7:00 pm. Other parents arrive at 7:00 p.m. for the administration report and stay for either the Music Booster or Athletic Booster meetings that begin at 7:30 pm. These nights are designed to help parents walk away with an understanding of what is happening at Branham High School.

In addition to these opportunities for direct involvement, Branham uses a variety of communication links to help keep parents informed and involved including Back-to-School Night, 8

th Grade Information Night, College Information Nights,

Advanced Placement Information Night, Honor Roll Invitations, and Senior Award Ceremonies. Branham posts information for parents and students on its web site as well as on SchoolLoop, a web-based program that allows staff, students, parents, and teachers to communicate with one another. Parents can communicate directly with their student’s teachers through SchoolLoop, email or phone. Homework assignments and progress grades are posted regularly on SchoolLoop by the faculty at Branham.

Contact Person Contact Phone Number Mrs. Barbara Nishiguchi, Principal’s Secretary (408) 626-3407

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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

Indicator School District State

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Dropout Rate (1-year) 8.90% 4.20% 4.20% 16.10% 6.70% 4.60% 14.70% 13.10% 11.40%

Graduation Rate 87.50% 88.85% 91.82% 79.31% 87.83% 91.42% 77.14% 78.87% 80.44%

Completion of High School Graduation Requirements – Graduating Class of 2013

Group School District State

All Students 93.87% 88.46% 84.56%

Black or African American 88.89% 92.45% 75.90%

American Indian or Alaska Native 100.00% 77.82%

Asian 100.00% 99.08% 92.94%

Filipino 66.67% 88.57% 92.20%

Hispanic or Latino 90.91% 76.06% 80.83%

Native Hawaiian/Pacific Islander 33.33% 62.50% 84.06%

White 95.81% 93.86% 90.15%

Two or More Races 96.30% 97.52% 89.03%

Socioeconomically Disadvantaged 83.33% 72.13% 82.58%

English Learners 37.50% 57.38% 53.68%

Students with Disabilities 68.89% 72.55% 60.31%

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

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Suspensions 8.4 5.1 4.7 8.0 4.9 6.2 5.7 5.1 4.4

Expulsions 0.0 0.0 1.0 0.0 0.1 0.6 0.1 0.1 0.1

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D. Other SARC Information

School Safety Plan – Most Recent Year

All Campbell Union High School District schools have comprehensive safety plans that are updated, approved by the district’s board of trustees and reviewed with school staff on an annual basis. These plans are compliant with federal standards and cover emergency, disaster, and incident procedures for the range of contingencies for which today’s schools must prepare in order to assure the safety of students and staff. School classrooms and workspaces have flipcharts with easy-to-read instructions for each of these contingencies. In addition, security officers are present on campus daily, and our plans have been integrated with police, fire and health services 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.

School Safety Committees are comprised of staff, students, and community stakeholders, who have responsibility for approving the plan. School administrators and faculty members are responsible for implementing the Safety Plan and ensuring a safe school environment. Teachers are trained in emergency procedures in case of fire, earthquake, lockdown/barricade, and shelter in place. Drills and training are conducted throughout the school year. Crisis intervention and risk assessment training is provided to key administration to support staff and students in time of crisis, and emotional support for aftercare.

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 2013-14)

AYP Criteria School District

Made AYP Overall No No

Met Participation Rate – English-Language Arts Yes Yes

Met Participation Tate – Mathematics Yes Yes

Met Percent Proficient – English-Language Arts No No

Met Percent Proficient – Mathematics No No

Met Graduation Rate Yes Yes

Federal Intervention Program (School Year 2014-15)

Indicator School District

Program Improvement Status

First Year of Program Improvement

Year in Program Improvement

Number of Schools Currently in Program Improvement N/A 0

Percent of Schools Currently in Program Improvement N/A 0.0% Note: Cells with N/A values do not require data.

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Average Class Size and Class Size Distribution (Secondary)

Subject

Avg.

Class

Size

2011-12

Number of

Classrooms*

Avg.

Class

Size

2012-13

Number of

Classrooms*

Avg.

Class

Size

2013-14

Number of

Classrooms*

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

English 23.5 21 27 13 22 27 25 19 21 26 34 11

Mathematics 26.7 11 13 20 27 26 14 18 25 15 22 19

Science 29.4 5 13 2218 27 7 20 14 27 7 27 12

Social Science 28.5 7 8 17 24 15 19 13 23 16 16 12 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.

Academic Counselors and Other Support Staff (School Year 2013-14)

Title Number of FTE*

Assigned to School

Average Number of Students

per Academic Counselor

Academic Counselor 3 466

Counselor (Social/Behavioral or Career Development) 0 N/A

Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 1 N/A Psychologist 2 N/A Social Worker 0 N/A Nurse 0.4 N/A Speech / Language / Hearing Specialist 0.6 N/A Resource Specialist (non-teaching) 0 N/A Other 0 N/A

Note: Cells with N/A 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 2012-13)

Level

Total

Expenditures

Per Pupil

Expenditures

Per Pupil

(Supplemental /

Restricted)

Expenditures

Per Pupil

(Basic /

Unrestricted)

Average

Teacher

Salary

School Site $5,930 $1,869 $4,061 $64,877

District N/A N/A $4,453 $70,164 Percent Difference – School Site & District N/A N/A -9% -8% State N/A N/A $4,690 $72,276 Percent Difference – School Site & State N/A N/A -13% -10% Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2013-14)

The types of services funded include the range of student services necessary to a comprehensive high school, such as teachers, guidance and administrative personnel, aides and other classified personnel, textbooks, instructional equipment, academic support and intervention programs, as well as sports, activities, and other enrichment programs. Additional guidance support for at-risk teens is provided through grants and site fund. These services include EMQ and Almaden Valley Teen & Family Counseling for social-emotional intervention and counseling, Advent Group Ministries for drug and

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alcohol referrals and support, California Youth Outreach (CYO) provides services to support gang intervention and counseling.

Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average For Districts

In Same Category

Beginning Teacher Salary $41,867 $42,957

Mid-Range Teacher Salary $70,372 $69,613

Highest Teacher Salary $89,131 $89,407

Average Principal Salary (Elementary) N/A

Average Principal Salary (Middle) N/A $120,526

Average Principal Salary (High) $117,260 $129,506

Superintendent Salary $202,249 $207,044

Percent of Budget for Teacher Salaries 36% 37%

Percent of Budget for Administrative Salaries 6% 5% Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Advanced Placement Courses (School Year 2013-14)

Subject

Number of AP Courses

Offered*

Percent of Students in AP

Courses

Computer Science 0 N/A

English 10 N/A Fine and Performing Arts 0 N/A Foreign Language 2 N/A Mathematics 6 N/A Science 5 N/A Social Science 11 N/A All Courses 34 1.3%

Note: Cells with N/A values do not require data.

* Where there are student course enrollments.

Professional Development – Most Recent Three Years

After years of careful research and planning, in response to a national emphasis on smaller learning communities, Branham introduced the advisory period in the fall of 2011. The concept of advisory was developed in response to the belief that student achievement is greatly impacted by a positive school climate. The goals of the advisory period are manifold: to develop stronger relationships between students and staff, to provide better academic support, to enrich the academic curriculum, to prepare students for college and careers, and to develop a school culture that reflects the values of the learning community.

A cohort of teachers interested in creating curriculum for advisory met over the summer and across the fall to design classroom activities for advisory teachers by grade level. Each grade level has tailored curriculum to meet the needs of their students. Lower grade levels are focused on building essential skills such as goal setting and study habits. Higher grade levels are focused on applying for college and life beyond high school. The advisory period is also used for student activities such as academic rallies and for presentations delivered by our guidance counselors and deans.

In the fall of 2011, Branham bravely changed its bell schedule to include early release Wednesdays, so teachers could collaborate on a weekly basis. Each month, teachers meet to develop curriculum for Advisory, work in Study Teams on key areas such as assessment and best instructional practices, and collaborate in content areas and course-alike teams within their own departments. Four times a year, at the end of each grading period, CUHSD’s instructional calendar provides two minimum days so the faculty can engage in professional development and finalize their students’ grades.

http://www.cde.ca.gov/ds/fd/cs/

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These collaboration and professional development days are devoted to helping teachers improve their instructional practice and make progress on school-wide goals.

CUHSD hosts professional development days throughout the year for their entire staff, from administrators who manage school sites to instructional aides who support classroom teachers in Special Education classes. The District provides coaches for new teachers who help mentor them through the BTSA process during the first two years of teaching. BTSA coaches host trainings and professional development sessions throughout the year on topics such as standards-based grading and assessment, high-impact instructional strategies, and the effective use of technology. Many of these sessions are open to veterans as well as new teachers. In addition, CUHSD offers training sessions led by teacher trainers from the Santa Clara County Office of Education and the New Teacher Center of Santa Cruz.

Branham has a school-wide professional development plan that focuses on teachers’ classroom instruction and complements training sessions provided by CUHSD. Lead teachers facilitate curriculum development for Advisory and train the staff on how to build common assessments in Data Director. Department Chairs play a critical role in actualizing Branham’s school-wide goals and leading the faculty through protocols to help teachers improve their instructional practices. In response to the WASC Visiting Teams recommendations in the spring of 2010, the Leadership team asked each teacher to join a Study Team and focus on five essential goals: Advisory, Assessment, Equity, Instructional Practices, and building a college-going culture at Branham High School

Each of the district’s six high schools participates in an accreditation process with the Western Association of Schools and Colleges (WASC). The WASC process takes more than a year to complete and involves an in depth self-study of all aspects of the school including the instructional program, school climate, parent communication, etc. Branham High School completed a thorough WASC visit in 2010 and received a six year accreditation with a mid-term visit, which is one of the highest ratings a school can earn from the Western Association of Schools and Colleges.