School Accountability Report Card

Yosemite High School

School Year 2000-01

School: Name	Yosemite High School	District: Name	Yosemite Joint Union High School District
Principal	Steve Raupp	Superintendent	Bill McCabe
Street	50200 Road 427	Street	50200 Road 427
City, State, Zip	Oakhurst, CA 93644	City, State, Zip	Oakhurst, CA 93644
Phone Number	559-683-4667	Phone Number	559-683-8801
Fax Number	559-683-8392	Fax Number	559-683-4160
Web Site	http://www.yosemiteuhsd.com	Web Site	http://www.yosemiteuhsd.com
Email Address	sraupp@yosemiteuhsd.com	Email Address	Bmccabe@yosemiteuhsd.com
Enrollment	1106	SARC contact	Earlene Ward, 683-8801 ext. 338
Grades Served	9-12

School Description and Vision Statement

Yosemite High School is a 9^th-12^th grade school serving the students of Eastern Madera County who come to us from the Bass Lake Elementary School District, Coarsegold Elementary School District and Raymond Knowles Elementary School District. Yosemite High School is located on approximately 100 acres of wooded terrain in the community of Oakhurst, 10 miles from the southern entrance to Yosemite National Park. Yosemite Union High School District was formed in 1973 and Yosemite High School opened September 9, 1976.

Yosemite High School is a comprehensive school with an International Baccalaureate program, extensive vocational (ROP – Regional Occupational Program) offerings, several technology programs, resource classes and many sports and extracurricular opportunities.

We were selected as a 2000 California Distinguished School. We were one of ten schools in California to be selected in 2000 for the EAST (Environmental and Spatial Technology) grant that allows us to open a 20-station state-of-the-art technology center in the fall of 2001. Students will use the equipment to perform service learning projects that benefit local organizations and agencies. Another grant we received in 2000-01 will allow us to offer four Advanced Placement classes starting in the 2001-02 school year.

Vision Statement

Connecting all students with their past, present, and future, the Yosemite Joint Union High School District will be a community or responsible young adults cooperatively learning creative problem solving skills to help them achieve their full potential as life-long learners, citizens, and workers.

THROUGH INVOLVEMENT IN THE ACADEMIC CURRICULUM AND SOCIAL PREPARATION IN THE YOSEMITE JOINT UNION HIGH SCHOOL DISTRICT, STUDENTS WILL DEMONSTRATE THE ABILITY TO:

1. Understand and value one’s self, others, and our common heritage.

2. Communicate appropriately and effectively.

3. Be able to solve problems independently and as a group.

4. Be responsible decision-makers.

5. Define and value aesthetics.

6. Appreciate and value culture and environmental diversity and relationships.

7. Acquire, process, and utilize information using appropriate technology and other resources.

8. Be productive, active, ethical contributors to themselves, their families, communities, nations, and the world.

9. Develop a professional work ethic and sense of purpose.

10. Be life-long learners.

Opportunities for Parental Involvement

Contact Person: Consuelo Mercier; Phone Number: 559-683-4667 ext. 334

Parents have a number of opportunities to be involved in YHS. There are parent representatives on all school site committees, steering committees, planning committees and advisory groups. Parent volunteers are recruited to assist in a number of ways, such as in the classroom, as chaperones on trips, at school events, in the library, in the front office, and on the school grounds.

We have an extensive system for parent/teacher communication including telephone calls, e-mail, district web site, school newsletters, six-week grade reports, articles in the local newspaper and back-to-school night. There is also a post-secondary planning night for parents and students and there are workshops to assist parents with financial aid applications and college applications.

Parents are welcome, and encouraged, to visit their student’s academic counselor to discuss their student and his or her progress, schedule, test results and so forth.

There is a new student orientation meeting to which parents are invited, including a barbecue that is also attended by many staff members.

I. Demographic Information

The percentage of students is the number of students in a racial/ethnic category divided by the school’s most recent California Basic Educational Data System (CBEDS) total enrollment (October 2000).

Racial/Ethnic Category	Number of students	Percentage of students	Racial/Ethnic Category	Number of students	Percentage of students
American Indian or Alaska Native	50	4.5	Asian	6	0.5
Pacific Islander	1	0.1	Filipino	2	0.2
Hispanic/Latino	87	7.9	African American not Hispanic	7	0.6
White, not of Hispanic origin	953	86.2	Multiple or no response	0	0

II. School Safety and Climate for Learning

Yosemite High School is a safe campus with little violence and no gang activity. There has been a full-time sheriff’s deputy assigned to our campus the past two years, this year we hired two part-time campus supervisors and we instituted a peer mediation program that helps students resolve conflicts in a peaceful manner. During the 2001-02 school year we will hire more campus supervisors to assist with the closed campus that will begin in August 2001. We contract with an outside company for drug detection dog services on a random basis.

School Safety Plan

Date of last review/update: 2000 Date last reviewed with staff: 2000

Key elements of the School Safety Plan include:

A. Personal Characteristics of Students and Staff

1. Goal: To reduce substance abuse and bullying among students at YHS.

2. Activities: Additional counseling time through the Madera County Mental Health Department; peer mediation training; all staff will be trained in conflict resolution; parenting classes in intra-family mediation and conflict resolution techniques.

B. School’s Physical Environment

1. Goal: To increase internal security by adding supervisory personnel and creating a positive peer environment.

2. Activities: Hire more campus supervisors; additional campus lighting; planned noon-time activities; perimeter fencing and safety gates.

C. School’s Social Environment

1. Goal: Continue working to establish an atmosphere of trust and mutual respect between all stakeholders.

2. Activities: Continue an open dialogue between administration and all employees; involve more of the staff in school or district projects.

D. School’s Culture

1. Goal: To provide more support and recognition of students and staff for achievements and milestones.

2. Activities: Staff awards/retirement dinner; demonstrate public recognition of outstanding efforts of at least 500 students each year

The school has made excellent progress in meeting these key goals. Staff and students will be surveyed early in the 2001-02 school year and the School Safety Plan will be revised and updated.

School Programs and Practices that Promote a Positive Learning Environment

Yosemite High School has a number of programs that promote a positive learning environment. Among these programs are: Peer mediation/conflict resolution; numerous co-curricular and extra-curricular programs; advanced classes and honors classes; tutoring; academic counseling; mental health counseling; campus supervisors; extensive sports program; student-to-student mentoring program through LINK; low class sizes; on-campus sheriff’s deputy; wide variety of vocational classes; at least one computer in every classroom; six computer laboratories; library is open late four nights a week; fine arts program; student of the month from each department; opportunities for service learning projects; career center; and more.

The teachers and staff work hard to contribute to a positive learning environment at YHS. Many stay in their classrooms during lunchtime so the students can receive extra help; others stay late in the afternoon to work with students. Since this is such a small area, staff members often see students and their parents in the stores, restaurants, at church and at community events.

Suspensions and Expulsions

The number of suspensions and expulsions is the total number of incidents. The rate of suspensions and expulsions is the total number of incidents divided by the school’s California Basic Educational Data Systems (CBEDS) total enrollment for the given year.

	1999 (10-98 CBEDS)		2000 – (10-99 CBEDS)		2001 – Jan.-June (10-00 CBEDS)
	School	District	School	District	School	District
Suspensions (number)	99	107	75	82	43	48
Suspensions (rate)	7.6	8.3	5.8	6.3	3.4	3.8
Expulsions (number)	0	0	0	0	0	1
Expulsions (rate)	0	0	0	0	0	<1%
Suspended expulsions (number)	12	12	20	20	10	10
Suspended expulsions (rate)	1%	1%	1.7%	1.5%	<1%	<1%

School Facilities

The Yosemite High School campus was built in the early 1970’s, opening its doors to students in September 1976. In 1998 the voters in the district approved an $11.76 million bond to renovate and expand the facilities. The campus is located on approximately 100 acres of wooded land with gentle hills and a stream the runs several months of the year. There are currently eight permanent buildings on campus (library/media center, administration office, science classrooms and laboratories, fine arts building, classrooms, gymnasium and locker rooms, vocational education shops, cafeteria/multi-purpose room) and restrooms. There are also 40 portable classrooms.

By the end of the construction project currently underway, all of the original buildings will have been renovated and converted into conventional classrooms or office space. Plans call for the construction of an additional 10 permanent classrooms and re-roofing of all of the original buildings.

The cafeteria/multi-purpose room was constructed during the 2000-01 school year and will open to serve students in August 2001. This will allow the campus to be closed at lunchtime to all students except seniors.

With the passage of the bond and the subsequent construction project, the school has safe and adequate facilities for students and staff. We have always taken pride in the manner in which our buildings and grounds have been maintained.

The restrooms are in good condition. The original buildings will be re-roofed through the construction project.

Yosemite High School provides a safe, comfortable learning environment. Every room on the campus has air conditioning and heating. With the renovation of the original buildings, the learning environment is greatly improved.

A new fire alarm system was installed at the school during the 2000-01 school year and a new public address system is planned. Every building on the campus is wired for technology and there is at least one computer in every classroom.

We have a full-time person who works on the grounds to keep them litter-free. There are also five utility workers, five custodians and three supervisors. We seldom experience problems with graffiti or vandalism, but when we do the damage is quickly repaired. If the damage is done during the night, every effort is made to have everything cleaned up or repaired before school begins the next day.

The five utility workers are all full-time employees who work hard to be sure the school is in good repair for students and staff. They use golf carts to travel over the large campus so they can work as efficiently as possible.

We believe our efforts to have a safe, clean, efficient campus are successful. It is located on a beautiful site and it is a source of pride for students and staff alike.

III. Academic Data

Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standard Tests (CST) in English Language Arts and Mathematics in grades 2-11and Science and History-Social Science in grades 9-11; and the Stanford Achievement Test, Ninth Edition (Stanford 9) which tests Reading, Language, Mathematics (grades 2-11), Spelling (Grades 2-8) and Science and History-Social Science (Grades 9-11 only). The Yosemite Joint Union High School District administers the Stanford 9 test.

California Standards Tests (CST)

The California Standards Tests show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards) and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area.

English Language Arts (ELA)

Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade level	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
9	NA	NA	38	NA	NA	37	NA	NA	28
10	NA	NA	41	NA	NA	39	NA	NA	31
11	NA	NA	37	NA	NA	32	NA	NA	29

ELA Subgroups (More than 10 students per grade level with test results)

Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not socioeconomically disadvantaged	Migrant education services
9	29	49	0	38	9	42	NA
10	37	45	0	41	20	44	NA
11	30	46	0	37	27	37	NA

ELA Racial/Ethnic Groups (More than 10 students per grade level with test results)

Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

No data is available for this section

Stanford 9

Reading and mathematics results from the Stanford 9 test are reported for each grade level as the percentage of tested students scoring at or above the 50^th percentile (the national average). School results are compared to results at the district and state levels.

Reading (Percentage of students scoring at or above the 50^th percentile)

Grade level	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
9	48	53	52	45	51	51	34	35	35
10	53	60	47	49	53	45	33	34	34
11	50	64	57	46	55	51	35	36	37

Mathematics (Percentage of students scoring at or above the 50^th percentile)

Grade level	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
9	64	75	74	60	70	72	48	51	51
10	60	71	52	53	63	48	44	46	45
11	57	74	70	52	64	62	45	48	46

Subgroups (More than 10 students per grade level with test results)

Data are provided for current year only (if there are more than 10 students in the subgroup per grade level at the school site with test results). These subgroups include: gender, race/ethnicity, English Learners/Non-English Learners, socioeconomically disadvantaged / non-socioeconomically disadvantaged, and migrant education.

Reading (Percentage of students scoring at or above the 50^th percentile)

Grade level	Male	Female	English Learners	Non-English Learners	Socioeconomically disadvantaged	Non-socioeconomically disadvantaged	Migrant education services
9	50	55	NA	52	21	55	NA
10	46	49	NA	47	24	50	NA
11	49	66	NA	57	43	57	NA

Mathematics (Percentage of students scoring at or above the 50^th percentile)

Grade level	Male	Female	English Learners	Non-English Learners	Socioeconomically disadvantaged	Non-socioeconomically disadvantaged	Migrant education services
9	70	78	NA	74	54	76	NA
10	57	47	NA	52	57	52	NA
11	69	72	NA	70	43	72	NA

Racial/Ethnic Groups (More than 10 students per grade level with test results)

Reading (Percentage of students scoring at or above the 50^th percentile)

Grade	African-American	American Indian or Alaska Native	Asian-American	Filipino-American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
9	NA	NA	NA	NA	43	NA	53	NA
10	NA	31	NA	NA	23	NA	52	NA
11	NA	15	NA	NA	40	NA	61	NA

Mathematics (Percentage of students scoring at or above the 50^th percentile)

Grade	African-American	American Indian or Alaska Native	Asian-American	Filipino-American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
9	NA	NA	NA	NA	67	NA	76	NA
10	NA	46	NA	NA	48	NA	55	NA
11	NA	77	NA	NA	67	NA	70	NA

Local Assessment (Percentage of students meeting or exceeding the district standard)

Grade level	Reading			Writing			Mathematics
	1999	2000	2001	1999	2000	2001	1999	2000	2001
9	NA	NA	62	NA	NA	67	NA	NA	78
10	NA	NA	68	NA	NA	68	NA	NA	81
11	NA	NA	79	NA	NA	89	NA	NA	87

California Fitness Test (Percentage of students meeting fitness standards)

The percentage of students in grades 5, 7, and 9, as appropriate, who scored in the healthy fitness zone on all six fitness standards on the California Fitness Test.

Grade level	School			District			State
	Total	Female	Male	Total	Female	Male	Total	Female	Male
9	13.5	7.5	19.4	13.5	7.5	19.4	22.6	20.3	24.9

SAT I

The SAT I Reasoning Test, formally known as the Scholastic Aptitude Test, is one of the tests available from The College Board that students voluntarily take for college entrance. The SAT I is designed to assess many of the skills that are important to a student’s success in college. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation.

	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
Grade 12 enrollment	254	273	249	304	335	302	334,852	347,813	357,668
Percentage of grade 12 enrollment taking test	39.40	29.67	35.34	32.90	24.18	29.14	36.50	36.45	36.70
Average verbal score	542	509	529	542	509	529	492	492	492
Average math score	518	502	536	518	502	536	513	517	516

Academic Performance Index (API)

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5% of the distance between its base API and 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for monetary awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention / Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement.

Subgroup APIs and Targets: In addition to a whole-school API, schools also receive API scores for each numerically significant racial / ethnic and socioeconomically disadvantaged subgroup in the school. Growth targets are also set for each of the subgroups. Each subgroup must also meet its target for the school to be identified as having met its target.

Percentage Tested: In order to be eligible for awards, high schools must have at least 90 percent of their students in grades 9-11 tested.

Statewide Rank: Schools receiving an APU\I score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: This is a comparison of each school with 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education website at http://api.cde.ca.gov/, or by speaking with the school principal.

School Wide API

	API Base Data				API Growth Data
	1999	2000	2001		1999-00	2000-01
Percentage tested	89	100	99	Percentage tested	100	99
Base API score	695	742	734	API growth score	744	734
Growth target	5	3	3	Actual growth	49	-8
Statewide Rank	8	9	NA	Eligible for awards	Yes	No
Similar Schools Rank	5	8	NA	Eligible for II/USP

Subgroups

American Indian or Alaska Native

Base API score	NA	NA	API growth score	NA	NA	NA
Growth target	NA	NA	Actual growth	NA	NA	NA

Hispanic or Latino

Base API score	NA	NA	API growth score	NA	NA	NA
Growth target	NA	NA	Actual growth	NA	NA	NA

White (Not Hispanic)

Base API score	717	754	API growth score	754	744
Growth target	4	2	Actual growth	37	-10

Socioeconomically Disadvantaged

Base API score	NA	NA	API growth score	NA	NA
Growth target	NA	NA	Actual growth	NA	NA

IV. School Completion

California High School Exit Exam (CAHSEE)

Beginning with the graduating class of 2004, students in California Public Schools will have to pass the California High School Exit Exam to receive a high school diploma. The School Accountability Report Card for that year will report the percentage of students completing grade 12 who successfully complete the California High School Exit Exam.

During the 2000-01 school year, the freshman class took the CAHSEE with the following results:

(To be implemented upon approval of the High School Exit Exam process by the California State Board of Education.)

Dropout Rate and Graduation

Data reported regarding progress over the most recent three-year period toward reducing dropout rates includes: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate listed in the California Basic Educational Data System (CBEDS). The formula for the one-year dropout rage is: (Grades 9-12 Dropouts/Grades 9-12 Enrollment) multiplied by 100. Graduation rate data will be reported after the California State Board of Education approves a graduation rate formula.

	School			District				State
	1998	1999	2000		1998	1999	2000	1999	2000	2001
Enrollment (9-12)	1133	1145	1135		1309	1296	1291	1,610,501	1,659,030	1,703,492
Number of Dropouts	1	0	2		7	5	7	47,306	46,470	47,282
Dropout Rate	0.1	0.0	0.2		0.5	0.4	0.5	2.9	2.8	2.8

V. Class Size

Average Class Size and Class Size Distribution

Data reported are the average class size and the number of classrooms for the targeted class size reduction programs at Yosemite High School (9^th grade English and mathematics and 10^th grade mathematics).

	1999				2000				2001
Grade	Avg.	1-20	21-32	33+	Avg.	1-20	21-32	33+	Avg.	1-20	21-32	33+
9 Engl	20	7	6	0	20	9	3	0	19	11	4	0
9 Math	19	23	0	0	19	21	1	0	18	18	5	0
10 Math	NA	NA	NA	NA	NA	NA	NA	NA	NA	NA	NA	NA

Average Teaching Load and Teaching Load Distribution

Data reported are the average class size and the number of classrooms for each range of students by subject area as reported by CBEDS

	1999				2000				2001
Subject	Avg.	1-20	21-32	33+	Avg.	1-20	21-32	33+	Avg.	1-20	21-32	33+
English	23	22	10	0	23	21	20	0	24	19	20	1
Math	17	26	3	0	15	41	1	0	19	34	8	0
Science	21	12	17	0	19	22	9	0	25	9	16	3
Social Science	25	9	29	1	29	10	28	1	28	5	19	4

VI. Teacher and Staff Information

Teacher Credential Information

Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person working 100% of full time. Two staff persons working 50% of full time also equals one FTA.

	1999	2000	2001
Total number of teachers	49	54	53
Full credential (fully credentialed and teaching in subject area)	47	52	52
Teaching outside subject area (fully credentialed but teaching outside subject area)	6	9	9
Emergency credential (includes District Internship, University Internship, Pre-interns and Emergency Permits)	4	3	1
Teachers with waivers (does not have credential and does not qualify for an Emergency Permit)	0	0	0

Teacher Evaluations

Strong teacher supervision is the cornerstone to a strong education program. All probationary teachers, first and second year in the district, are evaluated twice annually. Permanent employees are evaluated on an every-other-year basis. The evaluation process includes periodic visits to the classroom for full-period observations as well as short, unannounced walk-throughs.

When a teacher receives an unsatisfactory rating in the areas of “teaching methods or instruction,” the employee will be referred to the Peer Assistance and Review program that was implemented effective July 1, 2000. This is a program designed to provide feedback and staff development activities designed to improve his or her instructional competency and/or teaching methods.

Substitute Teachers

During the 2000-01 school year, there were several days when substitute teachers were not available. Other teachers on staff or administrators covered classes. In an effort to increase the number of substitute teachers in our pool, the Board increased the salary for long-term commitment in the same assignment. The pay scale for substitute teachers is:

$82.50 1-5 days

$87.50 6-10 days

$92.50 11-15 days

$97.50 16-20 days

$102.50 21 or more days

Counselors and Other Support Staff

Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% full time. Two staff persons working 50% of full time also equals one FTE.

Title	FTE	Title	FTE
Counselor	1.88	Librarian	0.83
Psychologist	0	Social Worker	0
Nurse	0	Speech/Language/Hearing Specialist	0
Resource Specialist (non-teaching)	0	Other (Specify)
Other (Specify)	0.66	Other (Specify)

Academic Counselors

Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% of full time. Two staff persons working 50% of full time also equals one FTE. The ratio of pupils per academic counselor is enrollment as reported in the most recent California Basic Educational Data System (CBEDS) data collection divided by the number of academic counselors

Number of Academic Counselors (FTE)	Ratio of pupils per academic counselor
1.88	588.30

VII. Curriculum and Instruction

School Instruction and Leadership

During the 1998-99 school year, Yosemite High School completed the process of developing Expected Schoolwide Learning Results (ESLR) and adopting content standards in all areas of the curriculum. The ESLRs and the vision statement were reviewed and revised with involvement of all stakeholder groups. The ESLRs were formally adopted by the governing board in the spring of 1999 and are aligned with the vision statement and the curriculum. The school has embedded the ESLRs in the curriculum by directly aligning them with district and state standards. The revision of course syllabi, which connect the content standards to classroom instruction, was begun during the 1999-2000 school year and is on ongoing task.

Our comprehensive school plan focuses on a process of continuous school improvement. It is developed and monitored by the school steering committee, composed of students, parents, and staff, and approved by the School Site Council and the school board. The steering committee conducts an annual review of school-wide achievement data and makes recommendations regarding plan revision. This leads to development of annual school-wide goals for improvement, which are reviewed by the whole staff. This review includes student achievement data, and staff, student and parent surveys.

The steering committee is responsible for developing goals and monitoring the improvement process. The highest priority of this school improvement process is continued refinement of the standards-based educational program, with focus groups addressing such issues as assessment tools and curriculum development.

All departments have been modifying curriculum and instruction to address the state content standards. All departments articulate standards, course subject matter, and integrated units across grade levels. This ensures that all students are involved in a core curriculum that leads to achievement of the content standards.

A Peer Assistance Review (PAR) team assists teachers who are having specific issues in the classroom. A PAR member meets with these teachers on an individual basis and works with them to reach a set of goals. High school staff members meet with their peers from the area’s middle schools to articulate the curriculum and to share instructional and assessment information. The BTSA (Beginning Teacher Training and Support) program offers assistance to new teachers on the staff.

Student achievement data are reviewed annually by teachers, site and district administration, the School Site Council, the steering committee and the school board. Test results of school subgroups are used to develop plans to modify instruction. Students whose tests results indicate skills below grade level are identified for Title I assistance and provided with targeted instruction or tutoring. Recent SAT 9 scores and the High School Exit Exam (HSEE) prompted YHS to establish math and reading labs with small class sizes, and to revise the math curriculum in order to address the HSEE requirements.

Teachers use a wide range of instructional strategies to involve students in varied learning experiences in order to address different learning styles. Special needs students and their parents receive more frequent progress reports than the six-week intervals for the general population. In addition, on the fourth Friday of every six-week period, teachers are provided with time to call parents of students who are having difficulty in their classes. Counselors and other school staff identify struggling students and encourage parents and students to seek assistance in the form of Student Study Teams, teacher conferences, and other interventions. Special needs students are provided with Individualized Educational Plans (IEPs) that define the student’s specific learning objectives and performance standards. Students who are English Language Learners work with a paraprofessional who is trained in English language instruction for non-native speakers. The school quickly identifies students identified as language learners in need of English language development. They are provided special assistance by a bilingual staff member to whom they are assigned for help with assignments in their regular classes and for assistance with English.

Professional Development

Facilitating continued positive professional growth for all teachers is a top priority for the Yosemite Joint Union High School District. The district budgets in excess of $75,000 annually to support professional development. Each teacher and administrator is responsible for developing a personal professional development plan. Teacher plans are aligned with the California Standards for the Teaching Profession. This process calls for teachers to specify the kinds of inservice, coursework, or conferences that will help them address student instructional needs identified by student assessments. The district is committed to helping each teacher obtain the kind of training he/she feels is necessary to achieve these objectives.

With the expectations of state content standards and the High School Exit Exam, the district has made a commitment to provide specific training and curriculum development opportunities for math and English teachers. During the 2000-01 school year, teachers in both departments were provided with several days of release time from normal duties to review state content standards and the HSEE and to plan course work that aligns with the standards. English, social science, math and science teachers were also given release time to receive technology training.

One hour every Friday morning is used as staff development time. This provides an opportunity for teachers to meet in groups to discuss instructional practices, align curriculum, or participate in training.

More than 80 percent of the staff participated in out-of-school training last year. Teachers and other staff members also provide training and assistance to one another, both in group settings and individually.

Staff development days for the past three years were:

1998-99 6

1999-0 2

2000-1 2

Quality and Currency of Textbooks and Other Instructional Materials.

All textbooks at YHS are new or in nearly new condition.

Yosemite High School has completed its three-year Digital High School grant. As a result of this grant and others for technology, the school has at least one computer in every classroom, there is a computer lab in the library/media center; there is a photo-media lab, business lab, Cisco networking lab and a journalism lab. Starting with the 2001-02 school year, YHS will open its EAST lab (Environmental and Spatial Technology). YHS is one of 10 schools in California selected for this grant that provides a 20-station state-of-the-art laboratory through which students will complete service learning projects for community groups and agencies. Students are required to pass a technology proficiency test prior to graduation. All teachers are receiving training to integrate technology into their curriculum.

In addition to computers in every classroom and the six computer laboratories, all other school staff use computers in their day-to-day work. Starting in 2001-02, the Aeries system will be operational for tracking attendance and keeping numerous student records. The district accounting department is fully computerized. All computers in the school have access to the Internet and a variety of educational software. An example of one powerful research tool to which all students, staff and community have access is the on-line ProQuest database which offers access to over 2,000 publications. Students involved in career programs use the Eureka interest inventory, college and career exploration software to research career and educational options.

During the summer of 2001, YHS installed software, using grant money, to allow YHS to be part of the statewide virtual library. Through this software, the books in the YHS library are available to be shared with other libraries in the state. In return, YHS will have access to books in all of the connected libraries.

Because of the emphasis on aligning curriculum with local and state content standards, new textbooks and other instructional materials must be aligned with these standards. Board policy has been strengthened to provide a clear process for selection of instructional materials. Textbook adoption committees composed of teachers, parents, students and feeder school teachers make recommendations regarding instructional materials. Criteria for selection includes reading level, organization, age appropriateness, and most importantly, alignment with the content standards.

The student to textbook ratio is 1:1.

Instructional Minutes (School year 2000-01)

The California Education Code establishes a required number of minutes per year for each grade. The table below compares the number of instructional minutes offered at the school level to the state requirement for each grade.

Grade Level	Instructional Minutes Offered	State requirement
9	68,238	64,800
10	68,238	64,800
11	68,238	64,800
12	68,238	64,800

Total Number of Minimum Days

There were six minimum days during the finals testing schedule and two minimum days for the SAT 9 testing.

VIII. Post-Secondary Preparation (Secondary Schools)

Advanced Placement/International Baccalaureate Courses Offered

The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. The table below shows the number of classes offered and the enrollment in various IB classes. (YHS will begin offering AP courses in the 2001-02 school year. In previous years, some students have taken AP tests although they did not have the curriculum available to them.) The data for Social Science includes IB Humanities.

Subject	Number of classes	Enrollment
Fine and Performing Arts	2	30
Computer Science	1	15
English	4	150
Foreign Language	4	50
Mathematics	2	40
Science	4	80
Social Science	5	130

Percentage of Pupils Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission

The percentage of pupils is the number of pupils who are enrolled in courses required for UC and/or CSU admission divided by the school’s California Basic Educational Data Systems (CBEDS) grades 9-12 enrollment for the most current year.

Enrollment	Number of pupils enrolled in courses required for UC and/or CSU Admission	Percentage of pupils enrolled in courses required for UC and/or CSU admission
9	280	85
10	156	63
11	126	45

Percentage of Graduates Who Have Passed Course Requirements for University of California (UC) and California State University (CSU) Admission

The percentage of graduates is the number who have passed course requirements for UC and/or CSU admission divided by the school’s California Basic Educational Data Systems (CBEDS) total graduates for the most recent year.

Number of graduates	Number of graduates who have passed course requirements for UC and/or CSU admission	Percentage of graduates who have passed course requirements for UC and/or CSU admission
224	91	40.63

College Admission Test Preparation Course Program

Yosemite High School does not offer a test preparation course program

Degree to Which Students Are Prepared to Enter Workforce

The fundamental reason for the existence of all programs at Yosemite High School, whether academic or extracurricular, is to provide the means through which students can grow personally and develop life-long interests and commitments.

In terms of life and career planning, there is a progression that is followed by all students relating to exploration of careers and life choices. In their freshman and sophomore years all students participate in a career research unit which is continued through the junior and seniors years. All students maintain a career portfolio in the career center. This portfolio is updated annually through interest inventories, career exploration, college planning, resume writing, and a number of other activities. Students are encouraged to take this portfolio with them upon graduation to use as a resource as they continue their education and/or careers.

The guidance department and teachers work to ensure that all students participate in a curriculum that is meaningful and rigorous. All students develop and annually review their personal educational plan. The planning process begins in the eighth grade when counselors visit feeder schools to discuss high school programs and assure proper placement of students for their freshman year. The counselors and IB coordinator present small-group seminars to all eighth grade students to discuss high school courses and opportunities. Counselors meet individually with all in-coming freshmen to assist them with course selection. The guidance department looks at standardized test scores, parent requests, teacher evaluations, and the results of a math placement test to assist them in the placement of students. Each year, students review their personal learning plans and modify them to focus on their post-graduate goals.

Technical preparation programs are offered to students. In addition to Regional Occupational Program (ROP) courses in drafting, welding, auto mechanics, photo media, and videography, there are also agriculture, business, computer programming and networking courses. Through articulated community college 2+2 programs, students are able to transition smoothly into post-secondary technical preparation programs. Students are also involved in work experience programs through which they receive on-the-job training. A number of courses have a community classroom component through which students combine classroom instruction with on-the-job training in the community. This program gives the school a good measure of how well students have been prepared for the workforce through the employer evaluation process.

Students who are traditionally under-represented in colleges and universities work with representatives of the University of California Outreach program to help them with college planning. For students in these groups who have not met college admission standards, there are tutoring programs available to help them succeed in the appropriate classes. Qualified students attend special college nights at California State University, Fresno. The school provides transportation to these events and helps students gather necessary documents and materials. Bilingual staff members provide assistance to students and their families as needed.

IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 1999-2000)

District Enrollment (CBEDS)
Statewide Date Category Used for Comparison (type and size of district from Management Bulletin 01-02):
	District	State
Beginning Teacher Salary	$32,681	$31,021
Mid-Range Teacher Salary	$46,131	$48,470
Highest Teacher Salary	$60,139	$61,687
Average Principal Salary	$78,500	$80,949
Superintendent Salary	$92,000	$99,450
Percentage of budget for teachers’ salaries	42.91%	38.96%
Percentage of budget for administrative payrolls	3.85%	5.61%

Estimated Expenditures Per Pupil

District	District	State Average For Districts In Same Category	State Average All Districts
Total Dollars	Dollars Per Student (ADA)	Dollars Per Student (ADA)	Dollars Per Student (ADA)
$7,573,388	$6,605	$5,843	$5,705

Types of Services Funded

Services funded at Yosemite High School include Title I tutoring services, resource instruction, mental health counseling, school nurse services and school psychologist services under contract with the Madera County Office of Education, tutoring for English Learners, peer mediation, a county probation officer is assigned to the campus, a sheriff’s deputy is on the campus full time, a complete library/media center is on campus and is open extended hours, child protective services are available on an on-call basis, the county’s special education program is operated on the YHS campus.