School Accountability Report Card School Year 2001-2002
School Information
District Information
School Name
Raymond Granite High (Alter.)
District Name
Yosemite Joint Union High
Principal
Curt Campbell
Superintendent
Bill McCabe
Street
38828 Road 600
50200 Road 427
City, State, Zip
Raymond, CA 93653-
Oakhurst, CA 93644-9506
Phone Number
559-689-3490
559-683-8801
FAX Number
559-658-2034
Web Site
www.yosemiteuhsd.com
Email Address
eward@yosemiteuhsd.com
bmccabe@yosemiteuhsd.com
CDS Code
20-73734-2030070
SARC Contact
Earlene Ward
School Description and Mission Statement
Raymond Granite High School is a Necessary Small School serving grades 9-12 in Eastern Madera County. It is a part of the Yosemite Joint Union High School District and is located in the community of Raymond. 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. There is a main classroom, a wood shop, computer room and kitchen. Students do much of their work on an independent study basis; however they spend time at school working in the computer laboratory, learning to prepare meals in the kitchen and completing service learning projects in the wood shop. They also do landscaping work at the school and in the community.
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
Jerry Lebovitz
Contact Person Phone Number
Parents are welcome to be involved in any activities at RGHS. They are encouraged assist their student in any way possible to help them be successful. They are invited to attend the oral presentation of the Senior Project each student is required to complete as a graduation requirement. Because the students do so many projects for the community, there are many opportunities for the parents to assist.
I. Demographic Information Student Enrollment, by Grade Level
Grade Level
Enrollment
Kindergarten
Grade 9
2
Grade 1
Grade 10
Grade 2
Grade 11
3
Grade 3
Grade 12
4
Grade 4
Ungraded Secondary
Grade 5
Grade 6
Grade 7
Grade 8
Ungraded Elementary
Total
9
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
1
11.1
American Indian or Alaska Native
22.2
Pacific Islander
Asian-American
White (Not Hispanic)
6
66.7
Filipino-American
Other
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
2002
Date Last Discussed with Staff
Raymond Granite High School maintains a safe and positive learning environment. Students do a lot of one-on-one work with their teacher and they receive a lot of encouragement and positive reinforcement. The students are very focused and self motivated. The high teacher/student ratio and the size of the school make it possible for the students to develop a close relationship with their teacher and with each other which helps create a positive learning environment.
Key elements of the School Safety Plan include:
A. Personal Characteristics of Students and Staff
1. Goal: To assist our students with problems related to alcohol and other drug use.
2. Activities: Design a program to help students with their alcohol and drug abuse problems.
B. School’s Physical Environment
1. Goal: To open our school to the community more often
2. Activities: Invite the community to use the school frequently
C. School’s Social Environment
1. Goal: To encourage more participation and involvement from the students and their families.
2. Activities: Plan activities for students and their families.
D. School’s Culture
1. Goal: To continue the positive school atmosphere and the appreciation of different backgrounds.
2. Activities: Have students do more cross-age and cross-cultural tutoring.
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
RGHS 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 independent education student has their own education plan and the staff works with him or her to assure their success. These 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)
82
48
50
Suspensions (rate)
6.3
3.8
3.6
Expulsions (number)
Expulsions (rate)
<1%
School Facilities
Raymond Granite High School is a large modular facility that is located in the community of Raymond. There is a main classroom, kitchen, computer laboratory and woodshop. The school is located in the downtown area of Raymond.
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
---
25
37
42
28
33
10
39
47
31
11
32
38
29
CST - Mathematics Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
22
21
16
18
CST - Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
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
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)