2012-13 School Accountability Report Card — Published During the 2013-14 School Year

Wheatland Community Day High School

Principal’s MessageWheatland Union High School District is a small, rural district that serves approximately 730 students. The Community Day School operates with a waiver for a small school and serves an average of about 10 students. The mission of the Community Day School is:

• Maintain a quality staff

• Maintain a safe, positive environment

• Help students to learn to the best of their ability

• Create a bridge between the Community Day School and the regular school by a shared commit-ment to students and a quality education

Wheatland, one of only two incorporated cities in Yuba County, is located at the gateway of California’s “mother lode” gold-rush country, nestled at the northeastern edge of California’s vast central Sacra-mento Valley. In contrast, Yuba County is one of the poorest counties in the state. Thirty-four percent of students at the high school qualify for free and reduced lunch. Beale Air Force Base is located a few miles to the east and is considered part of the Wheatland Union High School District.

Wheatland Union High School is the only comprehensive high school in the Wheatland Union High School District, which also includes a Community Day School. Wheatland Union High School was es-tablished in 1907 and has been located at its present site since 1960. As of September 2010, we have an enrollment of 735 in grades 9-12.

District students include 41 percent from the Wheatland community, 36 percent from the Plumas Lake community, 5 percent from Beale Air Force Base, and 18 percent from surrounding communities and interdistrict transfers. Fifty-two percent of the student population is white, 25 percent Hispanic/Latino, 7 percent American Indian/Alaskan Native, 6 percent Black or African-American, 5 percent Asian, and 5 percent “other.”

The Community Day School serves students who have been expelled from Wheatland Union High School District, as well as other students who could benefit from a very small learning environment, if space is available. Students may also be referred through the “District Referral Process” for nonmanda-tory expulsion offenses or through the School Attendance Review Board. The district has adopted a policy and provided procedures as per Education Code 48662(a) for transferring students. Students at-tend a small learning environment based on a 10-to-1 student-to-teacher ratio with an instructional aide to provide individual attention and greater supervision. The small, self-contained learning environment serves the needs of all students in grades 7-12, including special education students. Teachers utilize several teaching modalities to accommodate the variety of learning styles and interest of the students. Student assessment includes learning needs as well as credit status to determine an Individual Learn-ing Plan that allows students to return to their home school or meet district graduation requirements.

All students being referred to the Community Day School are reviewed through the District Referral Pro-cess within the Pupil Services department. Students are not sent directly to the Community Day School from the comprehensive high school or middle school. Wheatland Union High School District modifies its policy and regulations as needed for the implementation and support of the Community Day School.

District assigns eligible students as outlined in 48662(b) in the following order: 1. mandatory expulsion 48915(d), including suspended mandatory expulsion; 2. other expelled, including suspended expulsion; 3. probation referrals; 4. School Attendance Review Board (SARB) referrals; and 5. other district refer-rals.

Coordination between the district’s Community Day School and high school occur during meetings for professional development. These meetings focus on the district’s vision of academic success for all stu-dents and provide the opportunity to engage in joint articulation of curriculum, programs and problem-solving. In addition to these job-alike meetings, coordination is achieved through regular district-school meetings focused on implementation of instructional programs and individual student success.

Parental InvolvementParents are welcome to visit and participate in class activities and field trips. Administrator, teacher and classified staff meet with parents and students every six weeks for individualized conference. Parents participate in back-to-school and open-house evenings twice a year.

For more information on how to become involved at the school, please contact the principal, Lynne Tafoya, at (530) 633-3100, ext. 126.

Mrs. Lynne Tafoya, Principal E-mail: LTafoya@wheatlandhigh.org

100 Wheatland Park Dr. Wheatland, CA 95692-9286

Phone: (530) 633-3100

CDS Code: 58-72769-0123570 Grades: 7-12

Wheatland UHSD

In accordance with Stateand federal requirements, theSchool Accountability Report

Card (SARC) is put forth annuallyby all public schools as a tool forparents and interested parties to

stay informed of the school’sprogress, test scores, and

achievements.

School Accountability Report Card

Wheatland Union High School District

Dr. Vic Ramos/Superintendent, Principal E-mail: vramos@wheatlandhigh.org

1010 Wheatland Rd. Wheatland, CA 95692-9798

Phone: (530) 633-3100

www.wheatlandhigh.org

Vision StatementTo educate and strengthen individual’s knowledge by guiding students in becoming dependable leaders in the community.

2Wheatland Community Day High School • 2012-13 SARC

Textbooks and Instructional MaterialsWheatland Union High School District provides all core textbooks and supplemental resources for the instructional program. The District follows the state’s seven-year textbook adoption schedule. Depart-ment teams review and pilot curriculum, and then recommendations are made on the purchase of text-books and instructional materials. Supplemental materials are considered and adopted as part of the ongoing curriculum evaluation process. Staff members share in the textbook selection process. Upon selecting an appropriate textbook for use in class, the school board must approve it for final adoption by the District. Each student has access to an individual copy of standards-aligned textbooks and in-structional materials in the core curricular areas of reading/language arts, math, science, history/social science, foreign language and science laboratory equipment.

2013-14 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

English-Language Arts Language of Literature 9, McDougall Littell 2000

English-Language Arts Language of Literature 10, McDougall Littell 2000

English-Language Arts Language of Literature 11, McDougall Littell 2000

English-Language Arts Elements of Literature, Holt 2000

English-Language Arts Student Edition Literature & Language Arts, Holt, Rinehart, & Winston

2008

Mathematics Algebra II, McDougall Littell 2003

Mathematics Geometry 2004

Mathematics Calculus of a Single Variable, Houghton Mifflin 2006

Mathematics Pre-Calculus, Pearson/Prentice Hall 2006

Mathematics Geometry Concepts & Skills, McDougal Littell 2007

Mathematics Getting Ready for Algebra, San Diego Office of Education 2006

Science Physical Science, Holt 2005

Science Life Science, Holt 2005

Science Science Spectrum, Holt 2005

Science Physics Principals & Problems, Glencoe 2005

Science Biology, Glencoe 2006

Science Chemistry, Pearson/Prentice Hall 2006

Science Conceptual Physics, Pearson/Prentice Hall 2006

Science Science Spectrum 2007

Science Physics 2007

Science Language Network, McDougal Littell 2006

Social Science Everyday Life Skills Student Text, Pearson Prentice Hall 2008

History-Social Science 21st Century, Houghton Mifflin 2004

History-Social Science Economics, Pearson/Prentice Hall 2004

History-Social Science World History Connections to Today, Pearson/Prentice Hall 2005

Currency of Textbooks

2013-14 School Year

Data Collection Date 09/2013

Percentage of Students Lacking Materials by Subject

2013-14 School Year

Reading/Language Arts 0%

Mathematics 0%

Science 0%

History-Social Science 0%

Visual and Performing Arts 0%

Foreign Language 0%

Health 0%

Science Laboratory Equipment 0%

Currency of Textbook DataThis table displays the date when the text-book and instructional materials informa-tion was collected and verified.

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

Continued on page 3

3Wheatland Community Day High School • 2012-13 SARC

Textbooks and Instructional MaterialsContinued from page 2

2013-14 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

History-Social Science American Government, Pearson/Prentice Hall 2006

Foreign Language Discovering French, DC Health & Co. Pub. 2002

Foreign Language Expresate! Holt Spanish 2006

Psychology Psychology, Pearson/Prentice Hall 2005

Accounting Fundamental Accounting Course 2007

Industrial Technology Ag. Mechanic, RV Herren/L Cooper 2002

Industrial Technology Welding L Jeffus, Delmar Thompson 2002

Theatre Theatre Art in Action, National Textbook Co. 2002

History-Social Science World History Connections to Today, Pearson/Prentice Hall 2005

2012-13 School YearDemographics

Enrollment by Student GroupThe total enrollment at the school was 6 students for the 2012-13 school year. The pie chart displays the percentage of students enrolled in each group.

Socioeconomically Disadvantaged 83.30%English Learners 50.00%

Students with Disabilities 33.30%

Hispanic or Latino66.7%

Black or African American

16.7%

White16.7%

2012-13 Enrollment by Grade

Enrollment by Grade LevelThe bar graph displays the total number of students enrolled in each grade for the 2012-13 school year.

9

10

11

12

1

2

2

1

Class SizeDue to the nature of the school program, average class size by subject is not available. The school oper-ates one classroom housed on the Wheatland High School campus.

Quality of Textbooks

2013-14 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

Does every student, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home?

Yes

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

Public Internet AccessInternet access is available at public libraries and other locations that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, 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 Safety PlanOur safety plan is organized into six sec-tions. They are as follows:

• Section 1: Overview

• Section 2: Emergency Preparedness; defining roles and responsibilities

• Section 3 & 4: Series of initial responses for many types of emergencies

• Section 5: Detailed agency responses

• Section 6: Supplemental emergency information

The School Safety Plan was last reviewed, updated and discussed with the school faculty in February 2013.

4Wheatland Community Day High School • 2012-13 SARC

• 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/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 tables show 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.

2013-14 School YearDeficiencies and Repairs

Items Inspected Deficiencies, Action Taken or Planned, and Date of Action

Systems Gas, water and sewage lines to be replaced in Summer 2014.

Interior Modernization of facilities is ongoing.

Cleanliness Need more workers. Will be resolved in 2015-16 school year.

Electrical Modernization of school wide system has been ongoing from 2011-2015.

Restrooms/Fountains Planned Upgrade. Modernization of facilities will take place 2014-2016.

Safety Need Upgrade. Modernization of facilities will take place 2014-2016.

External Modernization of facilities is ongoing.

Deficiencies and RepairsThe table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item’s repair status, all deficiencies are listed.

2013-14 School Year

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.

School Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status

Systems Fair Restrooms/Fountains Poor

Interior Fair Safety Fair

Cleanliness Fair Structural Good

Electrical Fair External Fair

Overall Summary of Facility Conditions Fair

Date of the Most Recent School Site Inspection 11/04/2013

Date of the Most Recent Completion of the Inspection Form 11/04/2013

School FacilitiesContinued from left

To ensure our staff and students have a safe and healthy environment, the campus is closed for lunch and also is supervised. Visitors to the campus must sign in at the front desk.

The Wheatland Union High School campus was built in 1961, and updated classroom wings were added in the 1970s. The condition of the campus and the school facilities is fair to good, considering the age of the buildings. Wheatland Union High School sits on about 35 acres and includes two gymnasiums (one with lock-ers and restroom facilities for women and men), a full library operation, and a multi-purpose room with stage and band room. There are five classroom wings and an administration office building. Wheatland Union High School has a football stadium and all-weather track, two baseball and two softball fields, two soccer fields, and nine tennis courts. The library contains reading and research materials as well as 30 computers for online research. The campus has Internet access and cable TV in all buildings. There are three full computer labs for student use and at least one computer in every classroom.

Wheatland Union High School provides a safe, clean and orderly environment, which enhances student learning. A staff of four custodians ensures that all facili-ties are well maintained. All custodians at Wheatland Union High School also serve as bus drivers.

The school grounds and facilities are in adequate condition and repair for WUHS students and staff. Regular maintenance is addressed through a prioritized list of maintenance and repair needs. We have a Deferred Maintenance Plan to address needs on an ongoing basis, and immedi-ate facility and grounds needs are taken care of by our maintenance staff or out-side contractors as soon as possible.

The school recently finished a critical hardship construction project to upgrade heating and air-conditioning units in all buildings on campus. Upgrades to lighting were completed in summer 2008.

Facility improvements in the planning stages include: restroom modernization, the replacement of sewer pipe and gas lines, and Americans with Disabilities Act (ADA) compliance modernization. All projects to be funded through the Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis to assist school districts with expen-ditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumb-ing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems.

School FacilitiesWheatland Community Day School is housed on our comprehensive campus, Wheatland Union High School. This program has a separate and isolated room and entrance/exit for the students. The students also have a start and end times that differ from the comprehensive program.

Continued on column

5Wheatland Community Day High School • 2012-13 SARC

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

Three-Year Data ComparisonStudents Scoring at Proficient or Advanced Levels

Wheatland CDHS Wheatland UHSD California

Subject 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13

English-Language Arts ³ v v 48% 50% 53% 54% 56% 55%

Mathematics ³ v v 11% 18% 18% 49% 50% 50%

Science ³ v v 45% 57% 52% 57% 60% 59%

History-Social Science ³ v v 32% 45% 46% 48% 49% 49%

STAR Results for All StudentsThe Standardized Testing and Reporting Program (STAR) results are evaluated and compared to state content standards using the following five performance levels: Advanced (exceeds state standards), Proficient (meets state standards), Basic, Below Basic, and Far Below Basic. Students scoring at the Proficient or Advanced level meet state standards in that content area. Please note scores are not shown when the number of students tested is 10 or less, either because the number of students tested is too small for statistical accuracy or to protect student privacy. Therefore, no data is available for Wheatland Community Day High School.

Standardized Testing and Reporting ProgramThe Standardized Testing and Reporting Program (STAR) aims to identify strengths and weaknesses to improve student learn-ing. The STAR consists of several key tests that are designed for the student’s age and individual needs. These tests in-clude the California Standards Test (CST), California Modified Assessment (CMA), and California Alternate Performance As-sessment (CAPA).

The CSTs are multiple choice tests in English-language arts, mathematics, science, and history-social science for varying grade levels. Some grade levels also participate in an essay writing test. The CSTs are used to determine students’ achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject.

The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan. It is designed to assess those students whose disabilities prevent them from achieving grade-level proficiency on an assessment of the content standards with or without accommodations.

The CAPA is an alternate assessment for students with significant cognitive disabili-ties who are unable to take the CST with accommodations or modifications or the CMA with accommodations.

For more information on the STAR includ-ing tests, participation, groups, and scores by grade level, please visit star.cde.ca.gov.

2012-13 School YearStudents Scoring at Proficient or Advanced Levels

All Students in the District

Not Proficient Proficient Advanced

English-Language Arts 54% 20% 26%

Mathematics 41% 45% 14%

District CAHSEE Grade Ten Results: English-Language Arts and MathematicsThis table displays the percentage of students, by subject, achieving at each performance level in English-language arts and mathematics for the most recent testing period for the district. School scores are not shown when the number of students tested is 10 or less, either because the number of students tested is too small for statistical accuracy or to protect student privacy. Therefore, only district scores are displayed.

Three-Year Data ComparisonStudents Scoring at Proficient or Advanced Levels

English-Language Arts Mathematics

10-11 11-12 12-13 10-11 11-12 12-13

Wheatland CDHS v v v v v v

Wheatland UHSD 58% 51% 46% 49% 54% 59%

California 59% 56% 57% 56% 58% 60%

California High School Exit Exam Grade Ten ResultsThe table displays the percentage of students scoring at Proficient or Advanced levels for the most recent three-year period. Note the score a student must achieve to be considered Proficient is different than the passing score for graduation requirement. Scores are not shown when the number of students tested is 10 or less, either because the number of students tested is too small for statistical accuracy or to protect student privacy. Therefore, no data is available for Wheatland Community Day High School.

California High School Exit Exam ResultsThe California High School Exit Exam (CAHSEE) is primarily used as a gradu-ation requirement in California. Students are first tested in grade 10 and have multiple chances to retake the test if the student does not pass the first time. The grade 10 results of this exam are also used to determine AYP for high schools as required by the federal NCLB law. The CAHSEE has two sections: English-language arts and mathematics. For the purposes of calculating AYP, three performance levels are set: Advanced, Proficient, and Not Proficient.

Advanced Placement CoursesAdvanced placement courses are not offered at Wheatland Community Day High School.

6Wheatland Community Day High School • 2012-13 SARC

Academic Performance IndexThe Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score reflects the school, district, or a student group’s performance level based on the results of statewide testing. The state has set an API score of 800 as the statewide target.

The annual API reporting cycle consists of the Base API (not published in this SARC) and Growth API. The Base API begins the reporting cycle and the results are released ap-proximately a year after testing occurs (e.g. The 2012 Base API is calculated from results of statewide testing in spring 2012, but the results are not released until May 2013). Growth API calculates test results in the same fashion and with the same indicators as the Base API but from test results from the following year (e.g. The 2013 Growth API is calculated from re-sults of statewide testing in spring 2013 and released in September 2013). To represent how much a school’s API changed from 2012-13, the 2012 Base API is subtracted from the 2013 Growth API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes Growth API, growth achieved, and whether or not targets were met.

To learn more about API, visit www.cde.ca.gov/ta/ac/ap/ for the API information guide and the API overview guide.

API Ranks

Three-Year Data Comparison

2010 2011 2012

Statewide API Rank ³ ³ u

Similar Schools API Rank ³ ³ u

2013 Growth API and Three-Year Data ComparisonAPI Growth by Student Group

Group

2013 Growth API Wheatland CDHS – Actual API ChangeWheatland CDHS Wheatland UHSD California

Number of Students

Growth API

Number of Students

Growth API

Number of Students

Growth API 10-11 11-12 12-13

All Students u u 521 761 4,655,989 790 ³ u u

Black or African American u u 13 728 296,463 708 ³ u u

American Indian or Alaska Native u u 7 n 30,394 743 ³ u u

Asian u u 14 731 406,527 906 ³ u u

Filipino u u 8 n 121,054 867 ³ u u

Hispanic or Latino u u 144 733 2,438,951 744 ³ u u

Native Hawaiian or Pacific Islander u u 1 n 25,351 774 ³ u u

White u u 282 780 1,200,127 853 ³ u u

Two or More Races u u 52 767 125,025 824 ³ u u

Socioeconomically Disadvantaged u u 197 732 2,774,640 743 ³ u u

English Learners u u 46 643 1,482,316 721 ³ u u

Students with Disabilities u u 35 556 527,476 615 ³ u u

API Growth by Student GroupAssessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either: (1) at least 50 students with valid STAR scores who make up at least 15 percent of the total valid STAR scores, or (2) at least 100 students with valid STAR scores. This table displays, by student group, first, the 2013 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years at the school.

API RanksSchools are ranked in 10 categories of equal size, called deciles, from one (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide API rank” com-pares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A “similar schools API rank” reflects how a school com-pares to 100 statistically matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools’ API rank.

nData are reported only for numerically significant groups.

³ The school first opened in January 2012. Therefore, no data is available for the school.

u In 2012 and 2013, this school had fewer than 11 valid 2012 STAR test scores. No reliable API can be calculated with so few scores.

7Wheatland Community Day High School • 2012-13 SARC

2012-13 School YearAdequate Yearly Progress Criteria

Wheatland CDHS Wheatland UHSD

Met Overall AYP No No

Met Participation Rate

English-Language Arts Yes Yes

Mathematics Yes Yes

Met Percent Proficient

English-Language Arts Yes No

Mathematics Yes No

Met API Criteria No No

Met Graduation Rate æ Yes

² Not applicable.

Adequate Yearly ProgressThe federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas:

1. Participation rate on statewide assessments in English-language arts and mathematics

2. Percentage of students scoring proficient on statewide assessments in English-language arts and mathematics

3. API scores

4. Graduation rate for high schools

The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for 2012-13. For more information, visit www.cde.ca.gov/ta/ac/ay/.

Professional DevelopmentThe District provides time and resources for collaboration, planning and profession-al development. Professional development days are designed to provide continuous learning opportunities for administrators, teachers and classified personnel. Topics include curriculum revision and meeting state standards for student success. Staff participates in a variety of professional development workshops and seminars related to their departmental content area. These are related to meeting state stan-dards and improving instructional strate-gies, benchmark testing. Holt, AVID and ELA teachers receive coaching as well.

In 2010-11, there were six days dedicated to professional development. In 2012-13, there were nine days dedicated to professional development. In 2012-13, the district provided a total of 8 days of profes-sional development. Dates of professional development were September 20, 2012, October 1, 2012, November 5, 2012, De-cember 3, 2012, January 14, 2013, Febru-ary 4, 2013, March 4, 2013, and April 8, 2013 with a focus on the new “Common Core” standards.

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®. or 2012-13, no information is available for Wheatland Community Day High School regarding the California PFT. For more detailed infor-mation on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.

2013-14 School YearFederal Intervention Program

Wheatland CDHS Wheatland UHSD

Program Improvement Status Not In PI In PI

First Year of Program Improvement ² 2013-2014

Year in Program Improvement ² Year 1

Number of Schools Identified for Program Improvement 1

Percent of Schools Identified for Program Improvement 100.00%

Federal Intervention ProgramSchools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or gradua-tion rate) enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percent 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 2013-14 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.

æ The school is not required to meet the graduation rate criteria for AYP because there were fewer than 50 students in the graduation denominator (graduates plus dropouts).

8Wheatland Community Day High School • 2012-13 SARC

Graduating Class of 2013Completion of High School Graduation Requirements

Group Wheatland CDHS Wheatland UHSD California

All Students v 157 418,598

Black or African American v 6 28,078

American Indian or Alaska Native v 3 3,123

Asian v 6 41,700

Filipino v 5 12,745

Hispanic or Latino v 34 193,516

Native Hawaiian or Pacific Islander v 3 2,585

White v 78 127,801

Two or More Races v 22 6,790

Socioeconomically Disadvantaged v 42 217,915

English Learners v 10 93,297

Students with Disabilities v 10 31,683

Completion of High School Graduation Requirements

Three-Year Data ComparisonGraduation and Dropout Rates

Graduation Rate Dropout Rate

09-10 10-11 11-12 09-10 10-11 11-12

Wheatland CDHS ³ ³ v ³ ³ v

Wheatland UHSD 37.04% 88.57% 94.61% 13.00% 7.60% 3.00%

California 74.72% 77.14% 78.73% 16.60% 14.70% 13.10%

Graduates and DropoutsThis table displays the graduation and dropout rates for the most recent three-year period for which data is available. Please note, a new method for calculating graduation and dropout rates was implemented starting with the class of 2010. The new rates should not be compared to data from previous years. Please visit www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for more information.

v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.³ The school first opened in January 2012. Therefore, no data is available for the school.

Admission Requirements for California’s Public UniversitiesUniversity of California: Admission requirements for the University of Cali-fornia (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 stu-dents who have successfully completed specified college course work, be eligible for admission to the UC. These require-ments 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 admission.universityofcalifornia.edu/.

California State University: Eligibil-ity for admission to the California State University (CSU) is determined by three factors: (1) specific high school courses, (2) grades in specified courses and test scores, and (3) 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 stan-dards (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 his-torically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page at www.calstate.edu/admission/admission.shtml.

Completion of High School Graduation RequirementsThis table displays school, District, and California data for the number of students in the most recent graduating class who met all State and local graduation require-ments for grade 12 completion, including having passed both the English-language arts and mathematics portions of the California High School Exit Exam (CAH-SEE) or received a local waiver or State exemption. For more information, please visit www.cde.ca.gov/ta/tg/hs.

2011-12 and 2012-13 School YearsUC/CSU Admission

Wheatland CDHS

Percentage of Students Enrolled in Courses Required for UC/CSU Admission in 2012-13 21.43%

Percentage of Graduates Who Completed All Courses Required for UC/CSU Admission in 2011-12 ±

Course Enrollment for UC/CSU AdmissionThe table displays two measures related to the school’s courses that are required for University of Cali-fornia and/or California State University admission for the most recent year for which data is available. For more detailed information, visit dq.cde.ca.gov/dataquest.

± Information not available.

9Wheatland Community Day High School • 2012-13 SARC

Three-Year Data ComparisonTeacher Credential Information

Wheatland UHSD Wheatland CDHS

Teachers 12-13 10-11 11-12 12-13

With Full Credential 30 1 1 1

Without Full Credential 2 0 0 0

Teaching Outside Subject Area of Competence 0 0 0

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 ComparisonTeacher Misassignments and Vacant Teacher Positions

Wheatland CDHS

Teachers 11-12 12-13 13-14

Teacher Misassignments of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 0 0 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 total teacher misassignments includes the num-ber of teacher misassignments of English Learners.

2012-13 School YearNo Child Left Behind Compliant Teachers

Percent of Classes in Core Academic Subjects

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

Wheatland CDHS 100.00% 0.00%

All Schools in District 95.54% 4.46%

High-Poverty Schools in District 100.00% 0.00%

Low-Poverty Schools in District 95.19% 4.81%

Core Academic Classes Taught by Highly Qualified TeachersThe No Child Left Behind Act (NCLB) extended ESEA to require 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 competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the 2012-13 school year.

High-poverty schools are defined as those schools with student participation of approximately 40 per-cent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

Academic Counselors and School Support Staff Data

2012-13 School Year

Academic Counselors

FTE of Academic Counselors 0.2

Ratio of Students Per Academic Counselor 6:1

Support Staff FTE

Social/Behavioral or Career Development Counselors 0.2

Library Media Teacher (Librarian) 0.0

Library Media Services Staff (Paraprofessional) 0.0

Psychologist 0.0

Social Worker 0.0

Nurse 0.0

Speech/Language/Hearing Specialist 0.0

Resource Specialist (non-teaching) 0.0

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).

Career Technical Education Programs Wheatland Community Day High School does not have a formal career technical education program.

Types of Services FundedTobacco Use Prevention Program (TUPP) money provides for a counselor to work with students for one to two hours per week.

10Wheatland Community Day High School • 2012-13 SARC

Data for this year’s SARC was provided by the California Department of Education (CDE), school, and district offices. For additional information on California schools and districts, 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. For further information regarding the data elements and terms used in the SARC see the 2012-13 Academic Performance Index Reports Information Guide located on the CDE API Web page at www.cde.ca.gov/ta/ac/ap. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.

All data accurate as of December 2013.

School Accountability Report Card

PubliShed by:

www.sia-us.com | 800.487.9234

Financial Data The financial data displayed in this SARC is from the 2011-12 fiscal year. The most current fiscal infor-mation 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 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 Web site at www.ed-data.org.

2011-12 Fiscal YearDistrict Salary Data

Wheatland UHSD Similar Sized District

Beginning Teacher Salary $35,283 $40,471

Mid-Range Teacher Salary $57,953 $59,516

Highest Teacher Salary $78,443 $78,074

Average High School Principal Salary µ $105,256

Superintendent Salary $140,000 $136,224

Teacher Salaries — Percent of Budget 36% 30%

Administrative Salaries — Percent of Budget 6% 5%

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.

2011-12 Fiscal YearFinancial Data Comparison

Expenditures Per Pupil From

Unrestricted Sources

Annual Average Teacher

Salary

Wheatland CDHS $0 $70,353

Wheatland UHSD $6,829 $60,659

California $5,537 $62,196

School and District — Percent Difference Ù +16.0%

School and California — Percent Difference Ù +13.1%

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

School Financial Data

2011-12 Fiscal Year

Total Expenditures Per Pupil $22,168

Expenditures Per Pupil From Restricted Sources $22,168

Expenditures Per Pupil From Unrestricted Sources $0

Annual Average Teacher Salary $70,353

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.

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 consid-ered restricted. Basic/Unrestricted expen-ditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

µ The Principal and Superintendent are combined as one position.

Ù A percentage cannot be calculate when one of the number is 0 (site unrestricted sources per pupil).