Harden Middle School

SARC2015-16

School Accountability Report Card

Published in 2016-17

Harden Middle School

Para español, visita: www.salinasuhsd.org

Salinas Union HSDTimothy J. Vanoli, Superintendent • [email protected] • Phone: (831) 796-7000

Salinas Union High School District • 431 West Alisal Street Salinas, CA 93901 • www.salinasuhsd.org

Kimberly McCullick Principal

[email protected]

1561 McKinnon Street Salinas, CA 93906

Grades: 7-8 Phone: (831) 796-7300

http://hms.salinasuhsd.org/pages/HardenMiddle

CDS Code: 27-66159-6110753

2015-16 School Accountability Report Card • Published by School Innovations & Achievement • www.sia-us.com

Harden Middle SchoolSARC 3

Principal’s MessageHarden Middle School (HMS) staff believes in educating each student to the highest academic and charac-ter standards. As a staff, we are dedicated to guiding students through the challenging early teen years by supporting them and providing a rigorous academic program. Before incoming students begin their seventh-grade year, we provide students an opportunity to get to know students, staff and the HMS campus. We offer a summer WEB (Where Everybody Belongs) program. Incoming seventh-grade students are connected to an eighth-grade mentor. They get to know each other through team-building activities, and campus tours help them learn the locations and expectations at Harden Middle School. Students then start the year with con-nections to the HMS campus and with positive peer mentors.

At Harden Middle School, teachers work in Professional Learning Communities (PLCs). These PLCs meet weekly to plan common assessments and create units and lessons for instruction. The collaborative team focuses on addressing the following four PLC questions every Wednesday morning for 80 minutes: 1. What is it we expect our students learn? 2. How do we know they learned it? 3. How will we respond when they don’t learn it? 4. How will we respond when they do learn it? Moreover, these questions address the intercon-nectedness of curriculum, instruction, assessment and systematic support responding with best instructional practices, intervention and acceleration for both academics (RTI2) and behavior (Positive Behavioral Inter-ventions and Supports Tiers 1 and 2).

Our teachers and counselors attend training every year that helps provide them with a deeper understanding of teaching and counseling practices that work well with this age group. For example, our teachers are contin-uously training to improve best teaching practices in Gradual Release of Responsibility (GRR), Constructing Meaning (CM), Systematic English Language Development (ELD), English learner (EL) and Advancement Via Individual Determination (AVID) strategies, and technology-embedded GRR/CM lessons. HMS is suc-cessfully implementing a blend of best teaching practices that include academic language development in all content areas that include the promotion of the new ELD California English language standards focused on reading, writing, speaking and listening across the curriculum.

Our counselors are members of the American School Counselor Association (ASCA) and follow its prin-ciples to develop a strong counseling program that promotes social, emotional and cognitive intelligences. Moreover, they are involved in providing goal-setting meetings to all eighth-grade students to improve their academic and behavior outcomes.

We are proud of the variety of opportunities students have at Harden, such as Where Everybody Belongs (WEB), leadership, AVID, yearbook, clubs, sports, music, art, computers and Husky TV. Husky TV is a daily series of creative and student-friendly videos produced by our drama students to enhance all of our ini-tiatives, including PBIS, sports, clubs, school events, safety, assessment information and other important information. In addition, the show informs students of the school bulletin; news; academics; special events; and “This Is the Harden Way” vignettes, which include character principles and three schoolwide PBIS rules: Respectful, Responsible and Ready to Learn. In addition, this year, HMS is offering our first after-school STEM (science, technology, engineering and mathematics) enrichment classes. We offer two after-school computer courses. One focuses on computer animation and website building, and the other program focuses on block coding and robotics, where students will program a Sphero robot. Students and parents have been very excited about the opportunity provided by these programs.

Harden also contracts with the YMCA. The YMCA of Salinas provides an after-school program for students. The program includes a “power hour” (a homework portion of the afternoon) and activities such as basketball, guitar lessons and leadership. A snack is also provided every day for participating students.

The students and staff are proud of our school and our campus. One area of Harden Middle School that is unique is our reading gardens. We have many plants, statues, tile work and student names on individual bricks embedded in different garden areas for students who achieve their reading goals. Each area of the garden is representative of something important to the culture of our school: peacemakers, student readers and Harden alumni who have gone on to college. The reading garden is a place that students and staff can sit and enjoy nature and peace.

Harden Middle School is a school that focuses on continuous improvement. We believe in learning and grow-ing. We continue to pull together as a Husky Team.

Kimberly McCullick

Principal

School Mission StatementOur mission is to educate all students to the highest academic and character standards.

School Vision StatementWith united effort, every staff member, parent and student will work to ensure a clear understanding of aca-demic competency and behavioral expectations, while creating and maintaining a safe and inclusive environ-ment where every member is valued and is an active participant in a community built on respect.

District Mission StatementThe Salinas Union High School District

develops educated learners to the highest standards, preparing them to achieve

their life’s aspirations and to be productive citizens in a global society.


In accordance with state and federal requirements, the School Accountability

Report Card (SARC) is put forth annually by all public schools as a tool for parents and interested parties to stay informed of

the school’s progress, test scores and achievements.

School Motto:We are all leaders! We stay

focused on continuous improvement!

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

Suspension and Expulsion Rates

Harden MS

13-14 14-15 15-16

Suspension rates 9.4% 15.7% 8.4%

Expulsion rates 0.4% 0.0% 0.7%

Salinas UHSD

13-14 14-15 15-16



California

13-14 14-15 15-16



Enrollment by Student GroupThe total enrollment at the school was 1,197 students for the 2015-16 school year. The pie chart displays the percentage of students enrolled in each group.

2015-16 School YearDemographics

Socioeconomically disadvantaged

79.30%English

learners27.40%

Students with disabilities

10.90%Foster youth

0.50%

Three-Year DataNumber of Classrooms by Size

2013-14 2014-15 2015-16

SubjectNumber of Students

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

English language arts 15 49 1 15 51 14 42

Mathematics 6 40 2 2 30 4 42

Science 4 35 1 4 36 4 39

History/social science 6 29 6 6 35 4 34 1

Hispanic or Latino81.6%

American Indian or Alaska Native

0.3%

Asian1.3%

Native Hawaiian or Pacific Islander

0.3%

Filipino3.7%

Black or African-American

1.4%

White11.2% Two or More

Races0.3%

Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2015-16 school year.

2015-16 Enrollment by Grade

7

8

607

590

Class Size DistributionThe bar graph displays the three-year data for average class size, and the table displays the three-year data for the number of classrooms by size. The number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

14-1513-14 15-16

Three-Year DataAverage Class Size

English languagearts

Mathematics Science History/socialscience

25

27

28

27

25

27

28

2727

26

28 28


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

1. Aerobic Capacity

2. Body Composition

3. Flexibility

4. Abdominal Strength and Endurance

5. Upper Body Strength and Endurance

6. Trunk Extensor Strength and Flexibility

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

Percentage of Students Meeting Fitness Standards

2015-16 School Year

Grade 7

Four of six standards 19.0%

Five of six standards 25.4%

Six of six standards 23.6%

Professional DevelopmentThe focus of our staff development this year is Structured Student Talk. We are working on supporting our stu-dents learning through ensuring that students are given multiple opportunities throughout a lesson to discuss what they are learning and practice academic vocabulary and critical thinking. Last year, teachers were sur-veyed on which area of the Gradual Release of Responsibility model they wanted to focus on this year. The staff chose the area of Structured Student Talk, and that has become our focus for professional development.

Our teachers attend one day of staff development before school begins and attend conferences during the school year. Our Professional Development and Administration Team facilitate professional development once a month for 1.5 hours and four minimum-day professional-development days yearly to focus on our initiatives: Gradual Release of Responsibility (GRR), Constructing Meaning (CM), English language (EL) teaching strategies, AVID teaching strategies, using technology to teach GRR/CM lessons, reading strate-gies, annotation, writing and PBIS, to name a few.

In addition, teachers meet every Wednesday morning to collaborate with the same subject and/or grade-level team. These days are devoted to aligning our curriculum with the Common Core State Standards, analyzing common assessments, performance-based assessments, interim block assessments and using best prac-tices to create lessons. Teachers and administrators look at test scores analyze the data to identify student need and to choose specific topics for staff development and interventions.

Additional staff training takes place any time we adopt new curricula or programs such as the English lan-guage development program, Common Core State Standards, new GRR and CM strategies, and PLATO (math booster program used on computers). Training is ongoing for professional learning communities, as this is part of the culture at Harden, and teachers may elect a topic or need to attend for the first time. In 2013-14, teachers used professional development to implement writing and annotation best teaching and learning practices to address the Common Core State Standards in literacy. In 2014-15, we worked on argumentative writing and addressing the new Common Core claims. In 2015-16, we are continuing our work around writing, annotation and using Cornell Notes effectively schoolwide. This school year, 2016-17, we are focusing on the use of structured student talk to support technology, Cornell Notes and writing strategies.

Three-Year DataProfessional Development Days

2014-15 2015-16 2016-17

Harden MS 6 days 6 days 6 days

Harden MS Salinas UHSD

Program Improvement status In PI In PI

First year of Program Improvement 2006-2007 2004-2005

Year in Program Improvement Year 5 Year 3

Number of schools currently in Program Improvement 10

Percentage of schools currently in Program Improvement 100.00%

2016-17 School YearFederal Intervention Program

Federal Intervention ProgramSchools and districts will not be newly identified for Program Improvement (PI) in the 2016-17 school year under the Every Student Succeeds Act (ESSA) that became law in December 2015, which reauthorized the Elementary and Secondary Education Act (ESEA). Schools and districts receiving Title I, Part A funding for the 2015-16 school year and were “In PI” in 2015-16 will retain their same PI status and placement year for 2016-17. Schools and districts receiving Title I, Part A funding for the 2015-16 school year and either had a status of “Not in PI” for the 2015-16 school year or did not receive Title I, Part A funding in the 2014-15 school year will have a status of “Not in PI” for the 2016-17 school year. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district.

This table displays the 2016-17 Program Improvement status for the school and district. For detailed information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

“Students are recognized each week for exhibiting positive behaviors like being in uniform, being courteous to each other

and arriving to class on time.”

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

California Assessment of Student Performance and Progress (CAASPP)For the 2015-16 school year, the CAASSP consists of several key components, including:

California Alternate Assessment (CAA) test includes both ELA/literacy and mathematics in grades 3-8 and 11. The CAA is given to those students with significant cognitive disabilities which prevent them from taking the Smarter Balanced Assessments with universal tools, designated supports or accommodations.

Smarter Balanced Assessments include ELA/literacy in grades 3-8 and 11. Smarter Balanced Assessments are designed to measure student progress toward college and career readiness.

The assessments under CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards. For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

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

Two-Year DataPercentage of Students Meeting or Exceeding State Standards

Harden MS Salinas UHSD California

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

English language arts/literacy 32% 34% 33% 39% 44% 48%

Mathematics 16% 14% 16% 21% 33% 36%

CAASPP by Student Group: English Language Arts/Literacy and MathematicsThe tables on the following pages display the percentage of students that met or exceeded state standards in English language arts and mathematics for the school by student groups for grades 7 and 8.

The “percentage met or exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Note: The number of students tested includes all students who participated in the test whether they received a score or not. However, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results by Student Group: Science (grades 5, 8 and 10)Science test results include CSTs, CMA, and CAPA in grades 5, 8, and 10. The “Proficient or Advanced” is calculated by taking the total number of students who scored proficient or Advanced on the science assess-ment divided by the total number of students with valid scores.

2015-16 School YearPercentage of Students Scoring at Proficient or Advanced

Group Total Enrollment

Number of Students with Valid Scores

Percentage of Students with Valid Scores

Percentage Proficient or Advanced

All students 590 582 98.64% 38.83%

Male 292 288 98.63% 43.06%

Female 298 294 98.66% 34.69%

Black or African-American v v v v

American Indian or Alaska Native v v v v

Asian v v v v

Filipino 23 23 100.00% 65.22%

Hispanic or Latino 515 509 98.83% 35.76%

Native Hawaiian or Pacific Islander v v v v

White 32 31 96.88% 54.84%

Two or more races v v v v

Socioeconomically disadvantaged 434 427 98.39% 35.83%

English learners 115 112 97.39% 9.82%

Students with disabilities 63 60 95.24% 10.00%

Students receiving Migrant Education services 28 27 96.43% 22.22%

Foster youth v v v v

CAASPP Test Results for All Students: Science (grades 5, 8 and 10)Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA) in grades 5, 8 and 10. The tables show the percentage of students scoring at proficient or advanced.

Three-Year DataPercentage of Students Scoring at Proficient or Advanced

Harden MS Salinas UHSD California

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

Science 61% 44% 39% 51% 44% 38% 60% 56% 54%


CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 7

Percentage of Students Meeting or Exceeding State Standards 2015-16 School Year

English Language Arts: Grade 7

Group Total Enrollment Number Tested Percentage Tested Percentage Met or Exceeded

All students 606 593 97.90% 28.09%

Male 290 281 96.90% 19.93%

Female 316 312 98.70% 35.48%



Asian v v v v

Filipino 23 23 100.00% 60.87%



White 102 101 99.00% 29.70%







Mathematics: Grade 7


All students 605 594 98.20% 12.46%

Male 289 281 97.20% 12.90%

Female 316 313 99.10% 12.05%



Asian v v v v

Filipino 23 23 100.00% 34.78%



White 102 101 99.00% 17.17%








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CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 8

Percentage of Students Meeting or Exceeding State Standards 2015-16 School Year

English Language Arts: Grade 8


All students 590 576 97.60% 41.01%

Male 292 286 98.00% 34.39%

Female 298 290 97.30% 47.57%



Asian v v v v

Filipino 23 23 100.00% 60.87%



White 32 31 96.90% 64.52%







Mathematics: Grade 8


All students 590 581 98.50% 15.20%

Male 292 288 98.60% 16.43%

Female 298 293 98.30% 13.99%



Asian v v v v

Filipino 23 23 100.00% 43.48%



White 32 31 96.90% 26.67%









Textbooks and Instructional MaterialsWe choose our textbooks from lists that have already been approved by state education officials. For a list of some of the textbooks we use at our school, see the Data Almanac that accompanies this report.

We have also reported additional facts about our textbooks called for by the Williams case legislation of 2004, which requires schools to provide textbooks and instructional materials to all students. This online report shows whether we had a textbook for each student in each core course during the 2015-16 school year and whether those textbooks covered the California content standards.

2016-17 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

Language arts Inside Writing series 2006

Language arts California Literature 7 & 8, McDougal Littell 2009

Language arts Inside Language Series, National Geographic 2009

Language arts InterActive Reader & Writer with Strategic Reading Support 2009

Language arts Rewards Secondary 2006

Language arts Language Network, McDougal Littell 2003

Language arts Basic English Grammar 2001

Language arts Bridges to Literature, levels 1 and 3 2004

Language arts Focus On/Passageway Series 2006

Language arts Intensive Read 180 2004

Language arts: ELD 1 Inside Language: Inside the U.S.A., Level A 2009

Language arts: ELD 2 Inside Language: Level B, C 2009

Language arts: ELD 3 The Language of Literature (7-8) 2003

Mathematics Core Connections Course 7 & 8, CPM Educational Program 2013

Mathematics Core Connections 2 & 3, Spanish Edition 2014

Mathematics: Math Support Mathlinks Grade 7 & 8 Core Supplemental Program 2007

SPED Foundations Basic Math Skills, AGS 2001

SPED Foundations Pre-Algebra, AGS 2001

Science 7 Life Science, California Edition; Holt 2007

Science 7 SP Ciencias Biológicas, Holt 2001

Science 7 SPED General Science, AGS 2001

Science 8 Physical Science, California Edition; Holt 2007

Science 8 SPED Physical Science, AGS 2001

Social Studies 7 Discovering Our Past: Medieval and Early Modern Times 2006

Social Studies 8 Discovering Our Past: The American Journey to World War I 2006

Social Science 7 Spanish

Discovering Our Past: Medieval and Early Modern Times, Spanish

2006

Social Science 7 SPED Ciencias Biológicas, Holt 2001

Social Science 8 Spanish

Discovering Our Past: The American Journey to World War I, Spanish

2006

Social Science 8 SPED America’s Story, Book 1; Steck-Vaughn 2000

Social Science 8 SPED America’s Story, Book 2; Steck-Vaughn 2000

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

Quality of Textbooks

2015-16 School Year

Criteria Yes/No

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

Yes

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

Yes

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

Yes

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

Currency of Textbooks

2016-17 School Year

Data collection date 9/27/2016

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

Percentage of Students Lacking Materials by Subject

2016-17 School Year

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts 0%

Foreign language ²

Health 0%

² Not applicable.

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• Systems: Gas systems and pipes, sewer, mechanical systems (heating, ventilation and air-conditioning)

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

• Cleanliness: Pest/vermin control, overall cleanliness (school grounds, buildings, rooms and common areas)

• Electrical: Electrical systems (interior and exterior)

• Restrooms/fountains: Restrooms, sinks and drinking fountains (interior and exterior)

• Safety: Fire-safety equipment, emergency systems, hazardous materials (interior and exterior)

• Structural: Structural condition, roofs

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

School Facility Items Inspected The table shows the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected.

School FacilitiesThe district facilities manager refers to Harden as one of the district’s crown jewels. Our 25-year-old main building is in excellent condition. Our 11 portables, which are 19 years old, are in good condition. The mul-tipurpose room and two new classroom wings were added nine years ago. New carpet was placed in the library eight years ago. We added two new offices in the 200 building for our speech therapist and English language clerk. We also added an office in the attendance office to accommodate our growing demand for student services and improve student attendance to a 98 percent or better rate.

A new gym floor and roof were completed in August 2008. In the summer of 2009, the stage floor was upgraded with acoustical material that looks like wood for our music program; a new cement walkway was added between the office and lunch area; color, closed-circuit-television cameras were added to monitor the premises; and a second computer lab was added to one of the classrooms. In 2010-11, we added more computers to the new computer lab and to the English classrooms to support the Accelerated Reader pro-gram, which is now web-based. In the summer of 2011, we created a classroom with exercise stations, added a half-court to the small gym, and carpeted the hallways in buildings 100 and 200. In 2013, we added two more classrooms to support the growing population at Harden. In 2013-14, we added seven Chromebook carts with 35 Chromebook computers in each cart. In 2014-15, we added 11 more Chromebook carts with 35 Chromebooks, and this year, our school district added six more Chromebook carts. This year, all content area teachers have a Chromebook cart in their classroom. This technology is helping us prepare our students for the tech demands of high school and college and is preparing them for the Performance Based Assessments and the Smarter Balanced Assessment.

The Reading Garden is a beautiful addition to Harden Middle School. We added an additional garden in 2008, which honors Harden students who have gone on to college. In 2014, we added new benches around the 100 building and plants to create a green interactive learning environment. We have four custodians who keep our facilities clean. Each classroom is cleaned each day, and the restrooms are cleaned every day. We have one groundskeeper who picks up litter, removes graffiti and maintains landscaping on a weekly schedule. We also have one lead custodian who supports with morning clean up and spills that happen throughout the day.

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor. At the time of this school facility inspection, no deficiencies were found.

School Facility Good Repair Status 2016-17 School Year

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/fountains Good

Interior Good Safety Good

Cleanliness Good Structural Good

Electrical Good External Good

Overall summary of facility conditions Exemplary

Date of the most recent school site inspection 7/25/2016

Date of the most recent completion of the inspection form 8/23/2016

“At Harden Middle School, we celebrate positive student behavior with Husky Pride Day!

Each quarter, the staff sets up activities for students, and students have an hour where they can go to any activity

they want to try.”

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


School SafetyOur campus supervisors, administration and teachers monitor the school grounds for 30 minutes before and after school. Teachers regularly review our schoolwide rules to keep our students and staff safe: Respectful, Responsible and Ready to Learn are the expected behaviors in school, on the grounds and off-campus. At the beginning of the year, administration and counselors present to students what they can and cannot do on campus via safety presentations to all students. The safety dog and handler come to explain how the dog helps keeps the campus free of drugs, alcohol and contraband. Husky TV, provided by our drama classes, provides a forum in which students learn ways to be safe, respectful, responsible, and ready to learn on and off campus.

We have a closed campus. Visitors must enter the school through the main door and sign in at the office, and students are not allowed off campus during the school day.

We revise our school safety plan annually, and our Safety and Climate Committee meets monthly. This year, the School Site Council will delegate the completion of the comprehensive school plan to the Safety Committee. The final plan was presented to the School Site Council on February 2017. It includes procedures for emergencies, exit routes and inventories of emergency supplies. We make the plan available on our school website and keep copies in the office for parents, and we share it with all staff during a schoolwide staff meeting. We practice fire, earthquake and hostile-intruder drills several times a year and hold trainings for staff on emergency preparedness at the beginning and throughout the school year.

We use the conflict-resolution team model, which is facilitated by counselors, to support students who are experiencing problems with their peers. We have also begun implementing restorative justice practices, where students meet with the person who they have harmed, dialogue and then decide what needs to be done to make the situation right. Students learn appropriate behavior for certain situations in their health classes. Our discipline program includes the development of the Positive Behavioral Interventions and Supports (PBIS) system. GRR/CM lessons are launched at the beginning of every school year and throughout the year in cyclical manner along with an acknowledgment system. Our discipline process is progressive, and it includes school beautification, detention, reteaching of expected behaviors and suspension, and restorative justice is being researched to add to the sequence of interventions. Expulsion is reserved for only the most extreme situations. These measures help to ensure student safety daily. This year, our safety plan covered antibullying measures through our schoolwide rallies; PBIS lessons; educational posters; and health and physical education classes.

Parental InvolvementEach week, parent meetings are held at Harden Middle School. Presenters, from both the school and com-munity, share resources available to parents, and the center provides strengthening families workshops. Our Positive Parent Program is an eight-week program that offers positive parenting skill training. Mrs. Ruiz-Gilpas, our community liaison, facilitates, speaks at the meetings and invites guest speakers on topics re-quested by our parents.

We also have parents who are involved in School Site Council (SSC.) School Site Council meets monthly to look at the school plan for student achievement and to review and approve any changes in funding for the school plan.

Parents also meet monthly for our English Learner Advisory Committee Meetings (ELAC). This parent group supports parents of our English Learners and provides them with information on how to support their child, how to access their child’s grades and provides opportunities for parents to attend conferences.

The principal and vice principals regularly meet with parents to address parents’ questions, concerns and rec-ommendations to improve our school. The administration uses various ways to engage with parents: School Site Council (SCC), English Learner Advisory Committee (ELAC), PBIS parent meetings, PBIS celebrations, Renaissance meetings, sports meetings, Safety Committee meetings and individualized meetings.

We also have AVID parent nights, where parents who have students in the Advancement Via Individual Deter-mination (AVID) program can attend and receive more information about how to support their child and help their child prepare for college. For the past two years, we have also had a GATE (Gifted and Talented in Edu-cation) parent night, where incoming students who are interested in taking GATE classes are assessed for GATE while the parents receive information on our GATE program and the expectations of staying in GATE.

We invite all parents to attend our annual back-to-school night held in August, where parents can meet their child’s teachers and see what the students will be learning. We also invite all parents to attend our open house in the spring, which showcases all that the students have learned this year.

Lastly, throughout the year we have music concerts, Renaissance Awards nights, Sports activates, PBIS meetings, 8th Grade Awards Night, field trips and many more activities for parent involvement. We connect to parents through our TeleParent system, an automated parent-communication system that allows us to send our important messages to all our parents. At Harden Middle School, we welcome parents and appreciate the support that they give to our school.

Please contact Guadalupe Ruiz-Gilpas, our community liaison, at (831) 796-7300 or [email protected] for information about getting involved.

“Harden Middle School staff care about our students.”

Types of Services Funded• Title I, Part A: Supplemental

Educational Services, Youth in Transition, School Choice

• Title I, Part C: Migrant program, Out of School Youth Program, Student Health Screenings

• Local Control Funding Formula (LCFF): Link Crew (high school), WEB (middle school), AVID (Advancement Via Individual Determination), Read 180, Rosetta Stone, Summer Bridge, Extended Learning

• After School Education and Safety Program (ASES) (middle school)

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² Not applicable.

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

Three-Year Data

Salinas UHSD Harden MS

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

With a full credential 607 52 52 50

Without a full credential 47 3 2 6

Teaching outside subject area of competence (with full credential) 2 0 0 0

Teacher Credential Information

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

Academic Counselors and School Support Staff Data

2015-16 School Year

Academic Counselors

FTE of academic counselors 4.0

Average number of students per academic counselor 310

Support Staff FTE

Social/behavioral counselor 0.0

Career development counselor 0.0

Library media teacher (librarian) 0.0

Library media services staff (paraprofessional) 1.0

Psychologist 1.0

Social worker 0.0

Nurse 1.0

Speech/language/hearing specialist 1.0

Resource specialist (nonteaching) 4.0

Other FTE

Instructional coach 1.0

Intervention specialist 1.0

English language specialist 1.0

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

Three-Year DataTeacher Misassignments and Vacant Teacher Positions

Harden MS

Teachers 14-15 15-16 16-17

Teacher misassignments of English learners 0 0 0

Total teacher misassignments 0 0 0

Vacant teacher positions 0 1 0

Core Academic Classes Taught by Highly Qualified TeachersHigh-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced-priced meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced-priced meals program. For more information about ESEA teacher requirements, visit www.cde.ca.gov/nclb/sr/tq.

2015-16 School YearHighly Qualified Teachers

Percentage of Classes in Core Academic Subjects

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

Harden MS 100.00% 0.00%

All schools in district 98.99% 1.01%

High-poverty schools in district 98.99% 1.01%

Low-poverty schools in district ² ²

2013-14 School Accountability Report CardHarden Middle SchoolSARC 13

Data for this year’s SARC was provided by the California Department of Education and school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request each year, on or before February 1.

All data accurate as of January 2017.


Published by:

www.sia-us.com | 800.487.9234

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

2014-15 Fiscal YearDistrict Salary Data

Salinas UHSD Similar Sized District

Beginning teacher salary $40,611 $46,184

Midrange teacher salary $70,257 $75,179

Highest teacher salary $95,322 $96,169

Average middle school principal salary $115,969 $124,243

Average high school principal salary $130,178 $137,939

Superintendent salary $192,717 $217,637

Teacher salaries: percentage of budget 34% 35%

Administrative salaries: percentage of budget 5% 5%

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

2014-15 Fiscal YearFinancial Data ComparisonExpenditures

Per Pupil From Unrestricted Sources

Annual Average Teacher Salary

Harden MS $6,089 $63,201

Salinas UHSD $8,790 $74,532

California $5,677 $77,824

School and district: percentage difference -30.7% -15.2%

School and California: percentage difference +7.3% -18.8%

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

School Financial Data

2014-15 Fiscal Year

Total expenditures per pupil $7,544

Expenditures per pupil from restricted sources $1,456

Expenditures per pupil from unrestricted sources $6,089

Annual average teacher salary $63,201

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

Financial Data The financial data displayed in this SARC is from the 2014-15 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

Harden Middle School

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