School Accountability Report Card School Year 2001-2002
School Information
District Information
School Name
Ahwahnee High (Cont.)
District Name
Yosemite Joint Union High
Principal
Curt Campbell
Superintendent
Bill McCabe
Street
49980 Road 427
50200 Road 427
City, State, Zip
Oakhurst, CA 93644-
Oakhurst, CA 93644-9506
Phone Number
559-683-8801
FAX Number
559-658-2034
Web Site
www.yosemiteuhsd.com
Email Address
eward@yosemiteuhsd.com
bmccabe@yosemiteuhsd.com
CDS Code
20-73734-2030039
SARC Contact
Earlene Ward
School Description and Mission Statement
Ahwahnee High School is a continuation school serving grades 9-12 in Eastern Madera County. It is a part of the Yosemite Joint Union High School District and is located adjacent to Yosemite High School in Oakhurst. This is a two-room school with all grades these rooms. There is one certificated teacher and two paraeducators at the school. The students have access to computers in the classroom and use them on a regular basis to complete their assignments. The computers are connected to the Internet. Students transfer to Ahwahnee High School from Yosemite High School; some remain at AHS and graduate from there; others return to YHS to complete their schooling.
Connecting all students with their past, present, and future, the Yosemite Joint Union High School District will be a community of 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 Name
Brenna Neely
Contact Person Phone Number
559-683-8801 ext. 336
Parents are welcome to be involved in any activities at AHS. They are encouraged to be chaperones on field trips, to assist in the classroom, to help with graduation or to speak to the students. They are invited to attend the oral presentation of the Senior Project each student is required to complete as a graduation requirement.
I. Demographic Information Student Enrollment, by Grade Level
Grade Level
Enrollment
Kindergarten
Grade 9
Grade 1
Grade 10
6
Grade 2
Grade 11
Grade 3
Grade 12
11
Grade 4
Ungraded Secondary
Grade 5
Grade 6
Grade 7
Grade 8
Ungraded Elementary
Total
23
Student Enrollment, by Ethnic Group 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.
Racial/Ethnic Category
Number of Students
Percentage of Students
African-American
0
0.0
Hispanic or Latino
3
13.0
American Indian or Alaska Native
4
17.4
Pacific Islander
Asian-American
White (Not Hispanic)
16
69.6
Filipino-American
Other
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
2002
Date Last Discussed with Staff
Ahwahnee High School maintains a safe and positive learning environment. The school has a set of behavior standards to which the students must adhere; violations are dealt with in a prompt manner. The staff and students respect each other.
Key elements of the School Safety Plan include:
A. Personal Characteristics of Students and Staff
1. Goal: To help students overcome alcohol and other drug abuse.
2. Activities: Create a program to help students with their substance abuse. Students may attend smoking cessation programs and may meet with a counselor to deal with substance abuse issues.
B. School’s Physical Environment
1. Goal: To monitor the area near the campus where students congregate to smoke and possibly use other substances.
2. Activities: This area is closely monitored by staff and the sheriff’s deputy assigned to the district. Students no longer congregate in that area.
C. School’s Social Environment
1. Goal: To increase participation and involvement.
2. Activities: Adopt a portion of the sheriff’s department camp facility and work to maintain it; field trips; trips to fine arts events.
D. School’s Culture
1. Goal: To develop programs that allow students to bond with each other.
2. Activities: Same as School’s Social Environment.
The school has made excellent progress in meeting these key goals. Staff and students will be surveyed early in the 2002-03 school year and the School Safety Plan will be revised and updated.
School Programs and Practices that Promote a Positive Learning Environment
AHS is a small school with a student/teacher ratio of no more than 10/1. The staff demands that students show respect for themselves, their peers and the staff. In turn, the staff respects the students. There are a well-known set or rules to which the students adhere. Students know the consequences of violating those rules. Because of the size of the school and the nature of the program, staff and students develop a close, supportive relationship that helps promote a positive learning environment. This year the school adopted the playground area at a camp the Madera County Sheriff’s Department operates in the area. The students take pride in their work at that facility
Suspensions and Expulsions The number of suspensions and expulsions is the total number of incidents that result in a suspension or expulsion. The rate of suspensions and expulsions is the total number of incidents divided by the school's California Basic Educational Data System (CBEDS) total enrollment for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2000
2001
Suspensions (number)
7
82
48
50
Suspensions (rate)
3.28
6.3
3.8
3.6
Expulsions (number)
1
Expulsions (rate)
<1%
School Facilities
Ahwahnee High School is a two-room school composed of portable facilities that are located adjacent to Yosemite High School. There is an area where students can play basketball; there are computers in the classrooms to which the students have access to complete their assignments. All computers are connected to the Internet.
III. Academic Data Standardized Testing and Reporting (STAR) 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 Standards Tests (CST) in English Language Arts and Mathematics in grades 2-11, and 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). Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Scores are not reported for Ahwahnee High School 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. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - English Language Arts Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
State
9
---
37
42
28
33
10
39
46
31
32
38
29
CST - Mathematics Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
21
22
18
CST - Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
24
26
27
25
CST - History/Social Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
CST - Subgroups - English Language Arts Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
Male
Female
English Learners
Not-English Learners
Socioeconomically Disadvantaged
Not Socioeconomically Disadvantaged
Migrant Education Services
CST - Subgroups - Mathematics Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
CST - Subgroups - Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
CST - Subgroups - History/Social Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
CST - Racial/Ethnic Groups - English Language Arts Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
African- American
Asian- American
Filipino- American
White (not Hispanic)
CST - Racial/Ethnic Groups - Mathematics Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
CST - Racial/Ethnic Groups - Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
CST - Racial/Ethnic Groups - History/Social Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
Stanford 9 (SAT 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 50th percentile (the national average). School results are compared to results at the district and state levels. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. SAT 9 - Reading Percentage of students scoring at or above the 50th percentile
51
47
35
34
53
45
55
36
SAT 9 - Mathematics Percentage of students scoring at or above the 50th percentile
70
72
65
52
63
64
62
SAT 9 - Subgroups - Reading Percentage of students scoring at or above the 50th percentile
SAT 9 - Subgroups - Mathematics Percentage of students scoring at or above the 50th percentile
SAT 9 - Racial/Ethnic Groups - Reading Percentage of students scoring at or above the 50th percentile No data are available for this section SAT 9 - Racial/Ethnic Groups - Mathematics Percentage of students scoring at or above the 50th percentile No data are available for this section Local Assessment Percentage of students meeting or exceeding the district standard
No data available for Ahwahnee High School
Reading
Writing
Mathematics
12
California Fitness Test Percentage of students meeting fitness standards. No data are available for this section 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. The growth target for a school at or above 800 is to remain at or above 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, equal to 80 percent of the school's target, 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, elementary and middle schools must have at least 95% of their students in grades 2-8 tested in STAR. High schools must have at least 90% of their students in grades 9-11 tested. Statewide Rank: Schools receiving an API 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 Web site at http://api.cde.ca.gov/ or by speaking with the school principal
Alternative Education schools’ test results are reported through the Alternative Assessment Model (ASAM).
School Wide API
API Base Data
API Growth Data
1999
From 1999 to 2000
From 2000 to 2001
From 2001 to 2002
Percentage Tested
API Base Score
API Growth Score
Growth Target
Actual Growth
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
API Subgroups - Socioeconomically Disadvantaged
API-Based Awards and Intervention Programs California program data are based on API growth data from the previous academic year. ***The II/USP Program was not funded for the year 2002.
California Programs
Federal Programs
Eligible for Governor's Performance Award
Recognition for Achievement (Title 1)
Eligible for II/USP
***
Identified for Program Improvement (Title 1)
Applied for II/USP $
Exited Title 1 Program Improvement
Received II/USP $
IV. School Completion (Secondary Schools) 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.
These data are not required to be reported until 2004 when they can be reported for the entire potential graduating class. When implemented, the data shall be disaggregated by special education status, English language learners, socioeconomic status, gender and ethnic group.
Dropout Rate and Graduation Rate Data reported regarding progress over the most recent three-year period toward reducing dropout rates include: 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 rate 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.
Enrollment (9-12)
19
1296
1291
1261
1659030
1703492
1735576
Number of Dropouts
5
46470
47282
47899
Dropout Rate
4.5
15.8
0.4
0.5
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 each range of students, by grade level, as reported by CBEDS. One credentialed teacher and two aides are in the classroom at all times; 23 students were enrolled in 2001-02 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. One credentialed teacher and two aides for 23 students
VI. Teacher and Staff Information Teacher Credential Information Part-time teachers are counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Number of Teachers
Full Credential (full credential and teaching in subject area)
Teaching Outside Subject Area (full credential but teaching outside subject area)
Emergency Credential (includes District Internship, University Internship, Pre-Interns and Emergency Permits)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Evaluations
Teacher evaluation is an on-going process because of the size of the school. The principal is in the classroom on a frequent basis, observing the teacher in many and varied circumstances. A formal evaluation is prepared annually.
Substitute Teachers
During the 2001-02 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:
$65 1-5 days
$70 6-10 days
$80 11-15 days
$90 16-20 days
$100 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.
AHS students have access to all district support staff, including a mental health counselor, librarian, part-time nurse, and other employees of the Madera County Office of Education. Counseling services are an integral component of this school.
There are no academic counselors at AHS. However, these students have transferred to AHS from Yosemite High School where they had access to the two counselors on staff. The teacher assists students with their academic issues.
VII. Curriculum and Instruction School Instruction and Leadership
The entire alternative education staff meets once a month with the principal. They discuss curriculum, testing, senior projects, grants, technology and other issues that are pertinent. There is a lead teacher for the alternative education program. The principal now works two days a week; the lead teacher and the alternative education secretary handle many of the day-to-day issues. The principal is available on an as-needed basis by telephone and the district superintendent is also available.
The principal oversees the school instruction and provides the leadership for the school.
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 his/her own 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.
Staff development days for the past three years were:
1999-0 2
2000-1 2
2001-2 2
Quality and Currency of Textbooks and Other Instructional Materials
Students at AHS have access to computers in the classroom which are connected to the Internet. The teacher uses video material to supplement lessons. The fine arts program is an example of the use of video material at AHS. The AHS teacher videotaped art lessons given by the Yosemite High School art teacher; these videos are used as art lessons for AHS and other alternative education students.
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.
Instructional Minutes The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
43,260
32,400
Continuation School Instructional Days The California Education Code requires continuation schools to provide a minimum of 180 school days per year with at least 180 minutes of instructional time in each of those days. Data reported compares the number of instructional days offered at the school level to the state requirement for each grade.
Instructional Days With At Least 180 Instructional Minutes
180
180 days
Total Number of Minimum Days
There were six minimum days for the finals testing schedule and two minimum days for the SAT 9 testing
VIII. Postsecondary 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 AP and IB classes. The data for Fine and Performing Arts includes AP Art and AP Music, and the data for Social Science include IB Humanities. These courses are not offered at Ahwahnee High School Pupils Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission (Grades 9-12) The percentage of pupils enrolled in courses required for UC and/or CSU admission is calculated by dividing the total number of pupils in courses required for UC and/or UC admission (duplicated count) by the total number of pupils in all courses (also a duplicated count) for the most recent year. No data are available for this section Graduates Who Have Passed Courses Required for University of California (UC) and California State University (CSU) Admission The percentage of graduates is the number of graduates who have passed course requirements for UC and/or CSU admission divided by the school's California Basic Educational Data System (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
2
SAT I Reasoning Test Students may voluntarily take the SAT test for college entrance. 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. No data are available for this section College Admission Test Preparation Course Program
AHS does not have a college admission test preparation course
Degree to Which Students are Prepared to Enter Workforce
Work skills and a positive work ethic are stressed to our students. Classes are geared to job-related skills. Field trips focus on job skills and many of the senior projects are based on career opportunities for students.
Enrollment and Program Completion in Career/Technical Education Programs Data are available from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2001-2002 (CDE 101 E-1). Data have been aggregated to the district level.
These programs are not available at Ahwahnee High School.
CTE Participants
Secondary CTE Students
Grade 12 CTE Students
Total Course Enrollment
Number of Concentrators
Number of Completers
Completion Rate
Number Earning Diploma
Graduation Rate
IX. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2000-2001) Statewide data categories used for comparison are determined by type (Elementary, High, and Unified) and enrollment, as defined in Management Bulletin 02-04. The statewide average for principals is aggregated by district. There is no statewide average calculated for Common Administration Districts.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
32681
33859
Mid-Range Teacher Salary
45323
53134
Highest Teacher Salary
58389
67718
Average Principal Salary (Elementary)
88469
Average Principal Salary (Middle)
Average Principal Salary (High)
86,278
Superintendent Salary
57,496
110625
Percentage of Budget for Teacher Salaries
40.83
38.56
Percentage of Budget for Administrative Salaries
5.02
5.66
Expenditures (Fiscal Year 2000-2001)
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$8,096,614
$7,134
$6,534
$6,360
Types of Services Funded
Students have access to substance abuse counseling and mental health counseling through the district. A school nurse and school psychologist are also available through the district.