School Accountability Report Card (SARC)...SARC 2012-2013 6 . II. School Climate. School Safety Plan (School Year 201. 2– 1. 3) The school safety plan meets all the criteria necessary

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.

http://dq.cde.ca.gov/dataquest/

HARRY P. B. CARDEN SCHOOL SARC 2012-2013

2

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


4

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


5

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






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.

1


6

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/

http://www.cde.ca.gov/nclb/sr/tq/


8

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.


9

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


10

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%


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.

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

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

http://www.ed-data.org/


11

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.

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


12

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

http://star.cde.ca.gov/


13

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


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%

http://cahsee.cde.ca.gov/


14

All Students at the School

Male

Female

Black or African American

American Indian or Alaska Native

Asian

Filipino

Hispanic or Latino


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


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

http://www.cde.ca.gov/ta/tg/pf/


15

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


White

Two or More Races


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

http://www.cde.ca.gov/ta/ac/ap/


16

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


25,351 774

White 570 1,200,127 853Two or More Races 125,025 824


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

http://www.cde.ca.gov/ta/ac/ay/


17

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%


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

http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp

http://www.universityofcalifornia.edu/admissions/


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


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

http://www.calstate.edu/admission/admission.shtml


19

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.


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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

http://www.ed-data.org/

Documents

School Accountability Report Card (SARC)...SARC 2012-2013 6 . II. School Climate. School Safety Plan (School Year 201. 2– 1. 3) The school safety plan meets all the criteria necessary