School Accountability Report Card    
School Year 2001-2002

School Information		District Information
School Name	Yosemite High	District Name	Yosemite Joint Union High
Principal	Steve Raupp	Superintendent	Bill McCabe
Street	50200 Road 427	Street	50200 Road 427
City, State, Zip	Oakhurst, CA    93644-9506	City, State, Zip	Oakhurst, CA    93644-9506
Phone Number	559-683-4667	Phone Number	559-683-8801
FAX Number	559-683-8392	FAX Number	559-658-2034
Web Site	www.yosemiteuhsd.com	Web Site	www.yosemiteuhsd.com
Email Address	sraupp@yosemiteuhsd.com	Email Address	eward@yosemiteuhsd.com
CDS Code	20-73734-2030013	SARC Contact	Earlene Ward

School Description and Mission 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.

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 Name	Consuelo Mercier	Contact Person Phone Number	559-683-4667 x 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

Student Enrollment, by Grade Level

Grade Level	Enrollment	Grade Level	Enrollment
Kindergarten		Grade 9	386
Grade 1		Grade 10	316
Grade 2		Grade 11	248
Grade 3		Grade 12	280
Grade 4		Ungraded Secondary
Grade 5
Grade 6
Grade 7
Grade 8
Ungraded Elementary		Total	1230

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	Racial/Ethnic Category	Number of Students	Percentage of Students
African-American	5	0.4	Hispanic or Latino	79	7.4
American Indian or Alaska Native	55	5.0	White (Not Hispanic)	909	84.9
Asian-American, Filipino American and Pacific Islander	19	1.7	Other	0	0.0

II. School Safety and Climate for Learning

School Safety Plan

Date of Last Review/Update	January 2002	Date Last Discussed with Staff	January 2002
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 three years. There are four part-time campus supervisors at Yosemite High School. We contract with an outside company for drug detection dog services on a random basis. The school’s peer mediation program has proven to be very successful in dealing with student conflicts. School Safety Plan 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. Begin work to hold the Challenge Day program on the campus during the 2002-03 school year. B. School’s Physical Environment 1. Goal: To increase internal security by creating a positive peer environment. 2. Activities: Planned noon-time activities. 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 in January 2003 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; 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 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	2002	2000	2001	2002
Suspensions (number)	75	43	50	82	48	50
Suspensions (rate)	5.8	3.4	4.0	6.3	3.8	3.6
Expulsions (number)	0	0	0	0	1	0
Expulsions (rate)	0	0	0	0	<1%	0

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. A federal renovation grant was received in 2002 that will help with the re-roofing project. Preliminary work was begun in the spring of 2002 to build music classrooms. This construction project will be completed during the 2002-03 school year after which the current music building will be converted into a performing arts center. Projects during the 2001-02 school year included extensive ground preparation for athletic facilities.

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.

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. Co-generation plants on the campus have helped lower the school’s energy costs.

Every building on the campus is wired for technology and there is at least one computer in every classroom.

There are seven custodians, seven utility workers and three supervisors on staff. Some of the custodians and utility workers are also bus drivers. 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.

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

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)

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
9	---	38	46	---	37	42	---	28	33
10	---	41	51	---	39	47	---	31	33
11	---	37	41	---	32	38	---	29	31

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

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
9	---	---	34	---	---	32	---	---	22
10	---	---	23	---	---	22	---	---	21
11	---	---	17	---	---	16	---	---	18

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

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
9	---	---	29	---	---	28	---	---	33
10	---	---	26	---	---	25	---	---	31
11	---	---	31	---	---	29	---	---	28

CST - History/Social Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
9	---	---	33	---	---	31	---	---	24
10	---	---	35	---	---	32	---	---	24
11	---	---	40	---	---	36	---	---	32

CST - Subgroups - English Language Arts
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	41	51		46	20	46
10	42	62		51	50	51
11	39	43		41		41

CST - Subgroups - Mathematics
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	36	33		34	10	35
10	23	23		23	0	23
11	19	14		17		17

CST - Subgroups - Science
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	33	26		29	10	30
10	30	21		26	0	26
11	33	29		31		31

CST - Subgroups - History/Social Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)