School Accountability Report Card (SARC)...SARC 2012-2013 6 . II. School Climate. School Safety Plan...
Transcript of School Accountability Report Card (SARC)...SARC 2012-2013 6 . II. School Climate. School Safety Plan...
School Accountability Report Card
(SARC)
Reported Using Data from the 2012–13 School Year
Published During 2013–14
Harry P. B. Carden School 1023 14th Street
Marysville, Ca. 95901
Scotia Holmes Sanchez Ed.D., Superintendent
Chris Reyna, Principal
The School Accountability Report Card (SARC) pro-vides information that can be used
to evaluate and compare schools. State and federal laws require all schools to publish a SARC each year. The information in this re-port represents the 2012-13 school year, not thecurrent school year. In most cases, this is the most recent data available. We
present our school’s results next to those of the average continuation high school in
the county and state to provide the most meaning-ful and fair comparisons. To find additional facts about our school online please use the Dataquest tool offered
by the California Department of Education
DataQuest is an online data tool located on the CDE DataQuest Web page
athttp://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., state
Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test
data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data
regarding English learners.
HARRY P. B. CARDEN SCHOOL SARC 2012-2013
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I. School Information
Contact Information (School Year 2013–14)
School District
School Name
Harry P.B. Carden School District Name Yuba County Office of Education
Street 1023 14th St. Phone Number (530) 741-6409
City, State, Zip
Marysville, CA, 95901-4149 Web Site www.yuba.net
Phone Number
(530) 741-6349 Superintendent Scotia Sanchez
Principal Christopher Reyna, Principal E-mail Address [email protected]
E-mail Address
[email protected] CDS Code 58105875830047
Principal’s Message
The Yuba County Office of Education provides a full range of educational services to
meet the needs of students in the Juvenile Hall facilities. H.P.B. Carden School provides
an alternative learning program for incarcerated students. The primary goal of the school
is to help students succeed academically and successfully return to public school upon
their release. We focus on creating a stimulating learning atmosphere while remediating
credit deficiencies and mitigating existing learning issues. Teacher directed learning,
group and individual assignments, oral recitation, Health classes, computer classes, and
arts are infused in to thematic lessons. Teachers use a variety of instructional strategies to
meet the needs of all students. Special Education services are provided by classroom
teachers under the guidance of a Resource Teacher who also works individually with
students. All students are tested when enrolled and placed in the appropriate level of
work. Subsequent testing is administered every six weeks and reported on ASAM.
Students are offered the opportunity to make up credits. Care is taken to immediately
obtain transcripts from other schools and ensure that completed transcripts are forwarded
immediately upon a student’s release. Transcript evaluations are completed within one
week for all students in grades 10-12 to ensure placement in appropriate subjects.
Mission Statement:
“To provide an educational program which reinforces the physical, emotional, and
intellectual growth of all students, as well as nurturing a love of learning that produces
positive and productive members of society.”
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Vision Statement:
“We are a community of healthy minds and healthy bodies where learning
is not an option but as a way to achieve present and future success; A
community where all work together to promote the well -being of each
individual in our learning community.”
Expected School Wide Learning Results:
ESLR 1: Individuals who are effective and informed communicators who:
Understand and navigate through and among Standard English, Non-Standard
English, and other languages of their communities;
Know the difference between formal and informal communication, and when it is
appropriate to use each form;
Write and speak in logical, structured, and thoughtful language that is anchored
with knowledge, by purpose, and with an understanding of the needs of their
audience;
Recognize and use appropriate nonverbal communication.
ESLR 2: Self-directed and responsible individuals who:
Know how and where to find information when needed to answer questions.
Understand and use ever evolving technologies effectively;
Understand and use effective goal setting strategies to achieve appropriate results;
Demonstrate and practice appropriate and productive citizenship.
ESLER 3: Creative individuals and critical thinkers who:
Independently enjoy, seek, and actively apply knowledge that has been critically
evaluated and synthesized as part of the ever evolving cultural kit supporting
personal life skills;
See and comprehend the connection between what is learned in academic and
vocational training and their lives beyond classroom and school;
Understand and make connections among the various elements of prior and newly
acquired knowledge to enrich their own lives, as well as the collective well-being
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of the larger communities in which they are involved.
Opportunities for Parental Involvement (School Year 2012–13)
Students incarcerated in Juvenile Hall are placed under the jurisdiction of the courts. A
minimal amount of parent contact is made by the school. Parent contact is made for
attendance at IEP meetings for Special Education students. Parents are welcome to call
and check on the academic progress of their child, but must conform to the rules and
regulations of the facility. Parents are also encouraged to participate on the school site
council.
Student Enrollment by Grade Level
This table displays the number of students enrolled in each grade level at the school
Grade Level Number of Students Grade Level Number of Students
Kindergarten 0 Grade 8 1Grade 1 0 Ungraded Elementary 0
Grade 2 0 Grade 9 2Grade 3 0 Grade 10 6
Grade 4 0 Grade 11 15Grade 5 0 Grade 12 24Grade 6 0 Ungraded Secondary 0
Grade 7 1 Total Enrollment 48
Student Enrollment by Student Group (School Year 2012-13)
31%
16%
41%
4%
White Black/African American
Hispanic or Latino American Indian or Alaskan Native
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Group Percent of Total Enrollment
Two or More Races 0%Socioeconomically Disadvantaged 100%
English Learners 2%
Students with Disabilities 35%
Average Class Size and Class Size Distribution (Elementary)
Grade
Level
Avg.
Class
Size
2010–11 Number
of Classes* Avg.
Class
Size
2011–12 Number
of Classes* Avg.
Class
Size
2012–13 Number
of Classes*
1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
K N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
1 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
2 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
3 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
4 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
5 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
6 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
Other N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
* Number of classes indicates how many classes fall into each size category (a range of totalstudents per classroom).
Average Class Size and Class Size Distribution (Secondary)
Subject
Avg.
Class
Size
2010–11Number of
Classes*
Avg.
Class
Size
2011–12Number of
Classes*
Avg.
Class
Size
2012–13Number of
Classes* 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+
English 15 3 15 3 0 0 15 3
Mathematics 15 3 15 3 0 0 15 3
Science 15 3 15 3 0 0 15 3
Social Science
15 3 15 3 0 0 15 3
* Number of classes indicates how many classrooms fall into each size category (a range oftotal students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.
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HARRY P. B. CARDEN SCHOOL SARC 2012-2013
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II. School Climate
School Safety Plan (School Year 2012–13)
The school safety plan meets all the criteria necessary for the plan to have been adopted
by the Yuba County Office of Education Board of Trustees. The plan addresses the
personal characteristics of students and staff, the physical environment of the school,
criteria for the safety of all students, and social and cultural environment. The safety plan
was created and written by a committee of educators and is reviewed on an annual basis.
The Bi-County Juvenile Hall also has safety guidelines that meet the state standards for
juvenile facilities
Suspensions and Expulsions
Rate* School
2010–11School
2011–12School
2012–13District
2010–11District
2011–12District
2012–13Suspensions 5.03 .32
Expulsions 0
* The rate of suspensions and expulsions is calculated by dividing the total number of
incidents by the total enrollment.
III. School Facilities
School Facility Conditions and Planned Improvements (School Year 2012–13)
The classrooms in the hall side have had a complete makeover. The two classrooms have
new furniture, white boards, paint, carpet and cabinets.
All the classrooms have Wi-Fi by the end of the school year.
School Facility Good Repair Status
The table below shows the results of the school’s 2012-2013 inspections using the
Facility Inspection Tool (FIT). This inspection determines the school facility’s good
repair status using ratings of good condition, fair condition, or poor condition.
System Inspected
Repair Status Repair Needed and
Action Taken or
Planned Exemplary Good Fair Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer
Interior: Interior Surfaces X
X
0
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Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation
X
Electrical: Electrical X
Restrooms/Fountains: Restrooms, Sinks/ Fountains
X There are plans to
upgrade the restroom faculties.
Safety: Fire Safety, Hazardous Materials X
Structural: Structural Damage, Roofs X
External: Playground/School Grounds, Windows/ Doors/Gates/Fences
X
Overall Rating X
Note: Cells shaded in black do not require data.
IV. Teachers
Teacher Credentials
Teachers School 2010–11 School 2011–
12School 2012–
13District 2012–
13With Full Credential 4 4 4 93
Without Full Credential 0 0 0 0
Teaching Outside Subject Area of Competence (with full credential)
0 0 0 1
Teacher Mis-assignments and Vacant Teacher Positions
Indicator 2010–11 2011–12 2012–13
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 Misassignments of Teachers of English
Learners.
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012–13)
The Federal Elementary and Secondary Education Act (ESEA), also known as No
Child Left Behind (NCLB), requires that core academic subjects be taught by Highly
Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate
California teaching credential, and demonstrated core academic subject area
competence. For more information, see the CDE Improving Teacher and Principal
Quality Web page at:http://www.cde.ca.gov/nclb/sr/tq/
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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% 0
All Schools in District
100% 0
High-Poverty Schools in
District 100% 0
Low-Poverty Schools in
District 100% 0
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 25 percent or less in the free and reduced price meals program.
V. Support Staff
Academic Counselors and Other Support Staff (School Year 2012–13)
Title Number of FTE*
Assigned to School
Average Number of Students
per Academic Counselor
Academic Counselor 0
Counselor (Social/Behavioral or Career Development)
N/A
Library Media Teacher (librarian) 0
Library Media Services Staff (paraprofessional)
0
Psychologist .25
Social Worker 0
Nurse 0
Speech/Language/Hearing Specialist 0
Resource Specialist (non-teaching) .50
Other 0
Note: Cells shaded in black do not require data. * One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE couldalso represent two staff members who each work 50 percent of full-time.
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VI. Curriculum and Instructional Materials
Quality, Currency, Availability of Textbooks and Instructional Materials (School
Year 2012–13)
This section describes whether the textbooks and instructional materials used at the
school are from the most recent adoption; whether there are sufficient textbooks and
instruction materials for each student; and information about the school’s use of any
supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in which data were collected: August 15, 2013
Core Curriculum Area
Availability of
Textbooks and
Instructional
Materials
Most Recent SBE or Local Governing
Agency approved Textbooks and
Instructional Materials
Percent students
lacking own
assigned copy
Reading/Language Arts
Yes Holt Literature and Language Arts Grades
6-12
Houghton Mifflin Grades K-6
High Point Supplemental & EL
0
Mathematics Yes McDougal Littell, Alg. 1 2008
Saxon Alg II Prentice Hall Geometry 2008
0
Science
Yes McGraw Hill Science Grades k-5 Holt Ca. Science Grades 6-8 Glencoe Physical Science Grades 9-12 Glencoe Earth Science Grades 9-12 Glencoe Biology Grades 9-12 Glencoe Chemistry Grades 9-12 Glencoe Physics Grades 9-12
0
History-Social Science
Yes Scott Foresman Learn and Work Grade K Time and Place Grade 1 Then and Now Grade 2 Our Community Grade 3 Our California Grade 4 Our Nation Grade 5 Pearson Prentice Hall Ancient Civilizations Grade 6 Medieval and Early Modern Times Grade 7 America: history of Our Nation Grade 8 Globe World History Grade 10 Globe American History Grade 11
0
Foreign Language Yes N/A n/a
Health Yes Glencoe Health 0
Visual and Performing Arts
Yes Davis Discovering Art History 0
Science Laboratory Equipment (grades 9-12)
Yes Students are able to access equipment if needed.
0
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Harry P. B. Carden School has followed the state adoption cycle meeting the California
State standards-based curriculum. All textbooks and supplemental materials are
approved by the Yuba County Office of Education Board. New textbooks are first
reviewed by the school principal and recommended by the School site council. . Each
year the Yuba County Office of Education Board holds a public meeting to certify that
the textbooks and instructional materials for the County Office Schools are sufficient as
required by law, that an adequate number of textbooks are provided for all students, and
comply with the requirements of Section 60199 of the California Education Code.
Students have access to standards-aligned textbooks; there are ample texts for all students
in the school. Instructional materials in the core curriculum areas of English Language
Arts, Math, Science and Social Studies are approved. Foreign Language courses are not
offered at the school, but students are encouraged to take these classes at the community
college.
VII. School Finances
Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2011–12)
Level
Total
Expenditures
Per Pupil
Expenditures Per Pupil
(Supplemental /
Restricted)
Expenditures Per
Pupil (Basic /
Unrestricted)
Average
Teacher
Salary
School Site $11,978.40 N/A $11,978.40 $46,905
District N/A
Percent Difference – School Site and
District N/A
State $5,455
Percent Difference – School Site and
State 76%
Note: Cells shaded in black do not require data.
Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use,
except for general guidelines, is not controlled by law or by a donor.
For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page athttp://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 athttp://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school
district, see the Ed-Data Web site at: http://www.ed-data.org.
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Types of Services Funded (Fiscal Year 2011–12)
Revenue for the school was derived from state apportionment as determined by the
average daily attendance. Expenditures include textbooks and instructional materials
and supplies and equipment. Costs include equipment for the construction class.
Additional monies were spent on computers and software, office equipment, rents,
leases, utilities, and other overhead costs. Special Education services, tutoring, EL
support, and CAHSEE intervention classes were also provided.
Teacher and Administrative Salaries (Fiscal Year 2012–13)
Category District
Amount
State Average For Districts In Same
Category
Beginning Teacher Salary $41,059 N/A
Mid-Range Teacher Salary $54,993 N/A
Highest Teacher Salary $70,429 N/A
Average Principal Salary (Elementary) N/A N/A
Average Principal Salary (Middle) N/A N/A
Average Principal Salary (High) $82,358 N/A
Superintendent Salary $144,000 N/A
Percent of Budget for Teacher Salaries 53% N/A
Percent of Budget for Administrative Salaries
11% N/A
Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
XIII. Student Performance
Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program consists of several key
components, including:
California Standards Tests (CSTs), which include English-language arts (ELA)
and mathematics in grades two through eleven; science in grades five, eight,
and nine through eleven; and history-social science in grades eight, and nine
through eleven.
California Modified Assessment (CMA), an alternate assessment that is
based on modified achievement standards in ELA for grades three through
eleven; mathematics for grades three through seven, Algebra I, and Geometry;
and science in grades five and eight, and Life Science in grade ten. The CMA is
designed to assess those students whose disabilities preclude them from
achieving grade-level proficiency on an assessment of the California content
standards with or without accommodations.
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California Alternate Performance Assessment (CAPA) includes ELA and
mathematics in grades two through eleven, and science for grades five, eight,
and ten. The CAPA is given to those students with significant cognitive
disabilities whose disabilities prevent them from taking either the CSTs withaccommodations or modifications or the CMA with accommodations.
The assessments under the STAR Program show how well students are doing in
relation to the state content standards. On each of these assessments, student
scores are reported as performance levels.
For detailed information regarding the STAR Program results for each grade and
performance level, including the percent of students not tested, see the CDE STAR
Results Web site at http://star.cde.ca.gov.
Standardized Testing and Reporting Results for All Students – Three-Year
Comparison
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
N/A N/A N/A 23% 29% 30% 54% 56% 55%
Mathematics N/A N/A N/A 18% 24% 27% 50% 51% 50%
Science N/A N/A N/A 14% 18% 18% 54% 57% 59%
History-Social Science
N/A N/A N/A 10% 9% 10% 48% 49% 49%
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Standardized Testing and Reporting Results by Student Group – Most Recent Year
Group
Percent of Students Scoring at Proficient or Advanced
English-
Language Arts Mathematics Science
History- Social
Science
All Students in the LEA 30% 27% 26% 10%
All Students at the School N/A N/A N/A
Male N/A N/A N/A N/A
Female N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A
Asian
Filipino
N/AN/A
N/A N/A N/AN/A N/A N/A
N/A
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Hispanic or Latino N/A N/A N/A N/A
Native Hawaiian or Pacific Islander
White N/A N/A N/A
Two or More Races N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A
English Learners
Students with Disabilities N/A N/A N/A N/AStudents Receiving Migrant
Education Services
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
California High School Exit Examination
The California High School Exit Examination (CAHSEE) is primarily used as a
graduation requirement. However, the grade ten results of this exam are also used
to establish the percentages of students at three proficiency levels (not proficient,
proficient, or advanced) in ELA and mathematics to compute AYP designations
required by the federal ESEA, also known as NCLB.
For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site
athttp://cahsee.cde.ca.gov/.
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
2010–
112011–
122012–
132010–
10
2011–
11
2012–
12
2010–
10
2011–
11
2012–
12
English-Language Arts
Mathematics
Note: Scores are not shown when the number of students tested is ten or less, either because
the number of students in this category is too small for statistical accuracy or to protect student privacy.
California High School Exit Examination Grade Ten Results by Student Group –
Most Recent Year (if applicable)
Group
English-Language Arts Mathematics
Not
Proficient Proficient Advanced
Not
Proficient Proficient Advanced
All Students in the LEA 78% 14% 8% 88% 9% 4%
N/A N/A N/A
N/AN/AN/A
N/A
N/A
N/A
N/A
N/A
N/A N/A N/A
N/A N/A
N/AN/A
N/A
24%
9%
14% 22%
15% 12% 56% 58% 60%57%56%59%
HARRY P. B. CARDEN SCHOOL SARC 2012-2013
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All Students at the School
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
Students with Disabilities
Students Receiving Migrant Education Services
Note: Scores are not shown when the number of students tested is ten or less, either because
the number of students in this category is too small for statistical accuracy or to protect student privacy.
California Physical Fitness Test Results (School Year 2012–13)
The California Physical Fitness Test (PFT) is administered to students in grades five,
seven, and nine only. This table displays by grade level the percent of students
meeting the fitness standards for the most recent testing period. For detailed
information regarding this test, and comparisons of a school’s test results to the
district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.
Grade Level Percent of Students Meeting Fitness Standards
Four of Six Standards Five of Six Standards Six of Six Standards
5
7
9
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
IX. Accountability
Academic Performance Index
The Academic Performance Index (API) is an annual measure of state academic
performance and progress of schools in California. API scores range from 200 to
N/A N/A N/AN/A N/A N/A
N/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/A
N/AN/AN/AN/AN/AN/A
N/A
N/AN/A
N/A
N/AN/A
N/AN/AN/AN/AN/AN/AN/AN/AN/A
N/AN/AN/AN/AN/AN/AN/AN/AN/AN/A
N/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/A
N/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/AN/A
N/AN/AN/AN/AN/A
HARRY P. B. CARDEN SCHOOL SARC 2012-2013
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1,000, with a statewide target of 800. For detailed information about the API, see
the CDE APIWeb page at http://www.cde.ca.gov/ta/ac/ap/.
Academic Performance Index Ranks – Three-Year Comparison
This table displays the school’s statewide and similar schools’ API ranks.
The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the
school has an API score in the lowest ten percent of all schools in the state, while a
statewide rank of 10 means that the school has an API score in the highest ten
percent of all schools in the state.
The similar schools API rank reflects how a school compares to 100 statistically
matched “similar schools.” A similar schools rank of 1 means that the school’s
academic performance is comparable to the lowest performing ten schools of the 100
similar schools, while a similar schools rank of 10 means that the school’s academic
performance is better than at least 90 of the 100 similar schools.
API Rank 2010 2011 2012Statewide
Similar Schools
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group Actual API Change
2009–10
Actual API Change
2010–11
Actual API Change
2011–12
All Students at the School
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
Students with Disabilities
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.
Academic Performance Index Growth by Student Group – 2012 Growth API
Comparison
N/A N/A N/A
HARRY P. B. CARDEN SCHOOL SARC 2012-2013
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This table displays, by student group, the number of students included in the API and
the 2012 Growth API at the school, LEA, and state level.
Group
2012 Growth API
Number of
Students School
Number of
Students LEA
Number of
Students State
All Students at the School 577 4,655,989 790
Black or African American 296,463 708American Indian or Alaska
Native 30,394 743
Asian 406,527 906
Filipino 121,054 867
Hispanic or Latino 578 2,438,951 744
Native Hawaiian or Pacific Islander
25,351 774
White 570 1,200,127 853Two or More Races 125,025 824
Socioeconomically Disadvantaged
571 2,774,640 743
English Learners 560 1,482,316 721
Students with Disabilities 394 527,476 615
Adequate Yearly Progress
The federal ESEA requires that all schools and districts meet the following Adequate
Yearly Progress (AYP) criteria:
Participation rate on the state’s standards-based assessments in ELA and
mathematics
Percent proficient on the state’s standards-based assessments in ELA and
mathematics
API as an additional indicator Graduation rate (for secondary schools)
For detailed information about AYP, including participation rates and percent
proficient results by student group, see the CDE AYP Web page
athttp://www.cde.ca.gov/ta/ac/ay/.
Adequate Yearly Progress Overall and by Criteria (School Year 2012–13)
AYP Criteria School District
Made AYP Overall Yes No
Met Participation Rate - English-Language Arts Yes No
Met Participation Rate - Mathematics Yes NoMet Percent Proficient - English-Language Arts Yes No
N/AN/A
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Met Percent Proficient - Mathematics N/A YesMet API Criteria N/A Yes
Met Graduation Rate N/A Yes
Federal Intervention Program (School Year 2012–13)
Schools and districts receiving federal Title I funding enter Program Improvement
(PI) if they do not make AYP for two consecutive years in the same content area
(ELA or mathematics) or on the same indicator (API or graduation rate). After
entering PI, schools and districts advance to the next level of intervention with each
additional year that they do not make AYP. For detailed information about PI
identification, see the CDEPI Status
Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Indicator School District
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement 0
Percent of Schools Currently in Program Improvement 0.0%
Note: Cells shaded in black do not require data.
X. School Completion and Postsecondary Preparation
Admission Requirements for California’s Public Universities
University of California
Admission requirements for the University of California (UC) follow guidelines set
forth in the Master Plan, which requires that the top one-eighth of the state’s high
school graduates, as well as those transfer students who have successfully
completed specified college course work, be eligible for admission to the UC. These
requirements are designed to ensure that all eligible students are adequately
prepared for University-level work.
For general admissions requirements, please visit the UC Admissions
Information Web page at http://www.universityofcalifornia.edu/admissions/.
(Outside source)
California State University
Eligibility for admission to the California State University (CSU) is determined by
three factors:
Specific high school courses
HARRY P. B. CARDEN SCHOOL SARC 2012-2013
18
Grades in specified courses and test scores Graduation from high school
Some campuses have higher standards for particular majors or students who live
outside the local campus area. Because of the number of students who apply, a few
campuses have higher standards (supplementary admission criteria) for all
applicants. Most CSU campuses have local admission guarantee policies for students
who graduate or transfer from high schools and colleges that are historically served
by a CSU campus in that region. For admission, application, and fee information see
the CSU Web page athttp://www.calstate.edu/admission/admission.shtml. (Outside
source)
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 2012–13Dropout Rate N/A 17.2 14.7Graduation Rate 72.5 78.9
Note: Cells shaded in black do not require data.
Completion of High School Graduation Requirements
This table displays, by student group, the percent of students who began the 2012–13 school year in grade twelve and were a part of the school’s most recent
graduating class, meeting all state and local graduation requirements for grade
twelve completion, including having passed both the ELA and mathematics portions
of the CAHSEE or received a local waiver or state exemption.
Group Graduating Class of 2013School District State
All Students 3 N/D N/D
Black or African American 1 N/D
American Indian or Alaska Native N/D
Asian N/D
Filipino N/D
Hispanic or Latino N/D
Native Hawaiian or Pacific Islander N/D
White 1 N/D
Two or More Races N/D
Socioeconomically Disadvantaged N/D
English Learners N/D
Students with Disabilities N/D
Note: “N/D” means that no data were available to the CDE or LEA to report.
13
72.818.3 16.6
77.1
N/A
N/AN/AN/AN/A
HARRY P. B. CARDEN SCHOOL SARC 2012-2013
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Career Technical Education Programs (School Year 2012–13)
Students in the camp program are given the opportunity to take a class in construction
technology. The class is a self-contained class for 2 hours. Students earn certificates of
mastery as they develop and practice skills on real life projects.
Career Technical Education Participation (School Year 2012–13)
Measure CTE Program
Participation
Number of pupils participating in CTE 25
Percent of pupils completing a CTE program and earning a high school diploma
6%
Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education
100%
Courses for University of California and/or California State University Admission
UC/CSU Course Measure Percent
2011-12 Students Enrolled in Courses Required for UC/CSU Admission 0.0%
2010-11 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0%
Advanced Placement Courses (School Year 2012–13)
Subject Number of AP Courses Offered* Percent of Students In AP Courses
Computer Science 0 0
English 0 0
Fine and Performing Arts 0 0
Foreign Language 0 0
Mathematics 0 0
Science 0 0
Social Science 0 0
All courses 0 0
Note: Cells shaded in black do not require data. *Where there are student course
enrollments.
HARRY P. B. CARDEN SCHOOL SARC 2012-2013
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XI. Instructional Planning and Scheduling
Professional Development
Harry P.B. Carden School designates 7.5 days a year, for lesson planning, Positve Behavior Intervention Support, team building, curriculum and instruction, classroom
management, WASC, multiple learning modalities, and Professional Learning
Communities.
YCOE team believes we can make a positive difference in our
community and in the lives of those we are committed to serve.
We create an atmosphere that inspires mutual respect, trust,
pride and commitment. We support each other and recognize
achievements and promote the highest level of quality service.
As a team, we encourage cooperative decision making through
open communication and continuous professional growth.
Harry P. B. Carden School Accountability Report Card, 2012-2013
Yuba County Office of Education Provided by the Ed-Data Partnership
For more information visit www.ed-data.org