School Accountability Report Card School Year 2001-2002
School Information
District Information
School Name
Evergreen High (Independent Study)
District Name
Yosemite Joint Union High
Principal
Curt Campbell
Superintendent
Bill McCabe
Street
49980 Road 427
50200 Road 427
City, State, Zip
Oakhurst, CA 93644-9506
Phone Number
559-683-8801 ext. 241
559-683-8801
FAX Number
559-658-2034
Web Site
www.yosemiteuhsd.com
Email Address
rtackett@yosemiteuhsd.com
bmccabe@yosemiteuhsd.com
CDS Code
20-73734-2030104
SARC Contact
Earlene Ward
School Description and Mission Statement
Evergreen High School is an independent study 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. Evergreen has one classroom. There is a kitchen, restroom and a nursery for the students’ babies. The students have access to computers in the classroom and use them on a regular basis to complete their assignments. There are also laptop computers available for the students to check out to take home. The computers are connected to the Internet. Students transfer to Evergreen High School from Yosemite High School for a variety of personal reasons; some remain at EHS and graduate from there; others return to YHS to complete their schooling. Students spend a portion of one day a week at the school; the rest of their work is done at home. They are able to call the teachers on an as-needed basis and they can also communicate with them via e-mail.
There is a play area at the school for the children of the students. The equipment was donated by a local resident. Community volunteers baby-sit for the young children while their mother or father is at school.
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
Roberta Tackett
Contact Person Phone Number
559-683-8801 ext. 304
Parents are welcome to be involved in any activities at EHS. They are encouraged assist their student in any way possible to help them be a successful independent study student. 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
6
Grade 1
Grade 10
13
Grade 2
Grade 11
26
Grade 3
Grade 12
22
Grade 4
Ungraded Secondary
Grade 5
Grade 6
Grade 7
Grade 8
Ungraded Elementary
Total
67
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
1
1.5
Hispanic or Latino
9.0
American Indian or Alaska Native
4
6.0
Pacific Islander
0
0.0
Asian-American
White (Not Hispanic)
55
82.1
Filipino-American
Other
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
2002
Date Last Discussed with Staff
Evergreen High School maintains a safe and positive learning environment. Students are on the campus one day a week with varied schedules. Because of the limited amount of time each student spends at the site, there is not a lot of opportunity for interaction. The climate for learning is very positive. Students work one-on-one with their teacher and they receive a lot of encouragement and positive reinforcement. The students are very focused and self motivated.
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 increase the safety of the campus at night.
2. Activities: Outside lights have been installed
C. School’s Social Environment
1. Goal: To increase participation and involvement.
2. Activities: Get parents more involved in the school through field trips and various activities.
D. School’s Culture
1. Goal: To enhance student affiliation and bonding.
2. Activities: Plan group activities of a social nature.
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
EHS is a small school with a high staff/student ratio. Because so much of the work is one-on-one with a teacher, the students develop a close relationship with that teacher. There is very much an atmosphere of mentoring that the students find rewarding. Each student has their own education plan and the staff works with him or her to assure their success. Students know what work they must accomplish in a semester and they work at their own pace to complete the assignments. Students must assume a great deal of responsibility for their own education, however they do receive considerable support from the staff.
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)
2
82
48
50
Suspensions (rate)
2.9%
6.3
3.8
3.6
Expulsions (number)
Expulsions (rate)
<1%
School Facilities
Evergreen High School is a large modular facility that is located on property adjacent to Yosemite High School. There are several work areas in the building. Separate areas include a kitchen, restroom and nursery for the students’ babies. There is also an outside play area for the children that was donated by an area resident.
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. 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
47
31
11
21
32
38
29
CST - Mathematics Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
16
18
CST - Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
25
CST - History/Social Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
24
36
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
23
20
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)
14
CST - Subgroups - History/Social Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
40
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)