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)

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
9	34	26		30	18	30
10	31	22		26	50	26
11	34	28		32	0	32

CST - Racial/Ethnic Groups - English Language Arts
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
9		22	38		20		50
10		0	67		40		53
11		27	0		40		42

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

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
9		26	38		32		35
10		0	0		8		25
11		33	0		31		14

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

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
9		6	38		4		33
10		17	0		12		28
11		38	0		44		30

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

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
9		11	44		8		34
10		29	33		11		28
11		44	0		50		31

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

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
9	53	52	49	51	51	47	35	35	34
10	60	47	54	53	45	50	34	34	34
11	64	57	50	55	51	48	36	37	37

SAT 9 - Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
9	75	74	68	70	72	65	51	51	52
10	71	52	55	63	48	50	46	45	46
11	74	70	57	64	62	51	47	46	47

SAT 9 - Subgroups - Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
9	46	52		49		50
10	52	57		54		54
11	49	51		50		50

SAT 9 - Subgroups - Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
9	63	72		68		69
10	56	52		55		54
11	61	52		57		57

SAT 9 - Racial/Ethnic Groups - Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
9		28			27		53
10					55		55
11		36			40		53

SAT 9 - Racial/Ethnic Groups - Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
9		63			54		69
10					40		56
11		55			50		59

Local Assessment
Percentage of students meeting or exceeding the district standard

Grade Level	Reading			Writing			Mathematics
	2000	2001	2002	2000	2001	2002	2000	2001	2002
9	NA	62	87	NA	67	100	NA	78	100
10	NA	68	82	NA	68	100	NA	81	100
11	NA	79	84	NA	89	100	NA	87	100
12

California Fitness Test
Percentage of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards)
Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

Grade Level	School			District			State
	Total	Female	Male	Total	Female	Male	Total	Female	Male
5							22.2	23.4	21.5
7							25.9	27.3	25.0
9	21.3	22.9	20.5	21.3	22.9	20.5	22.7	21.0	24.6

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

School Wide API

API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
Percentage Tested	89	100	99	Percentage Tested	100	99	N/R
API Base Score	695	742	728	API Growth Score	744	734	710
Growth Target	5	3	4	Actual Growth	49	-8	-18
Statewide Rank	8	9	9
Similar Schools Rank	5	8	7

API Subgroups - Racial/Ethnic Groups

API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
African-American				African-American
API Base Score				API Growth Score
Growth Target				Actual Growth
American Indian or Alaska Native				American Indian or Alaska Native
API Base Score				API Growth Score
Growth Target				Actual Growth
Asian-American				Asian-American
API Base Score				API Growth Score
Growth Target				Actual Growth
Filipino-American				Filipino-American
API Base Score				API Growth Score
Growth Target				Actual Growth
Hispanic or Latino				Hispanic or Latino
API Base Score				API Growth Score
Growth Target				Actual Growth
Pacific Islander				Pacific Islander
API Base Score				API Growth Score
Growth Target				Actual Growth
White (Not Hispanic)				White (Not Hispanic)
API Base Score	717	754	737	API Growth Score	754	744	722
Growth Target	4	2	3	Actual Growth	37	-10	-15

API Subgroups - Socioeconomically Disadvantaged

API Base Data				API Growth Data
	1999	2000	2001		From 1999 to 2000	From 2000 to 2001	From 2001 to 2002
API Base Score				API Growth Score
Growth Target				Actual Growth

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
	2000	2001	2002		2000	2001	2002
Eligible for Governor's  Performance Award	YES	NO	NO	Recognition for  Achievement (Title 1)
Eligible for II/USP	NO	NO	***	Identified for Program  Improvement (Title 1)
Applied for II/USP $	NO	NO	***	Exited Title 1 Program  Improvement
Received II/USP $	NO	NO	***

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.

	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
Enrollment (9-12)	1145	1135	1106	1296	1291	1261	1659030	1703492	1735576
Number of Dropouts		2	1	5	7	6	46470	47282	47899
Dropout Rate		0.2	0.1	0.4	0.5	0.5	2.8	2.8	2.8

V. Class Size

Average Teaching Load and Teaching Load Distribution
Data reported are the average teacher load and the number of classrooms for each range of students, by subject area, as reported by CBEDS.

Subject	2000				2001				2002
	Avg.	1-22	23-32	33+	Avg.	1-22	23-32	33+	Avg.	1-22	23-32	33+
English	134.9	0	1	7	135.9	1	0	7	127	31	14
Mathematics	116.1	0	0	7	70.36	3	0	11	125	27	7
Science	142.8	0	0	6	132.3	0	0	6	143	12	18
Social Science	153.2	0	0	6	83.46	0	2	11	140	7	30	6

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.

	2000	2001	2002
Total Number of Teachers	54	53	56
Full Credential (full credential and teaching in subject area)	52	52	50
Teaching Outside Subject Area (full credential but teaching outside subject area)
Emergency Credential (includes District Internship, University Internship, Pre-Interns and Emergency Permits)	3	1	6
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)

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 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
Counselor	2
Librarian	1
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other

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
2	615.00

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 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 in-service, 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 adoption 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 2001-02 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:

1999-0 2

2000-01 2

2000-02 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, networking lab and a journalism lab. Starting with the 2001-02 school year, YHS opened its EAST lab (Environmental and Spatial Technology). YHS was one of 10 schools in California selected for this grant during its first year in California. The EAST lab is a 20-station state-of-the-art laboratory through which students 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 was 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
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.

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

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.

Grade Level	Instructional Days With At Least 180 Instructional Minutes
	Offered	State Requirement
9	180 days	180 days
10	180 days	180 days
11	180 days	180 days
12	180 days	180 days

Total Number of Minimum Days

There were six minimum days during the finals testing schedule.

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.

Subject	Number of Courses	Number of Classes	Enrollment
Fine and Performing Arts	3	3	21
Computer Science
English	2	6	112
Foreign Language	3	3	25
Mathematics	3	3	35
Science	5	5	79
Social Science	3	3	106

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.

74

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
232	74	31.9

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.

	School			District			State
	2000	2001	2002	2000	2001	2002	2000	2001	2002
Grade 12 Enrollment	273	249	280	335	302	320	347813	357789	365907
Percentage of Grade 12  Enrollment Taking Test	30	35	26	24	29	23	36	37	37
Average Verbal Score	509	529	505	509	529	505	492	492	490
Average Math Score	502	536	510	502	536	510	517	516	516

College Admission Test Preparation Course Program

Yosemite High School does not offer a separate test preparation course program. Internet access is available for preparation.

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 that 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 welding, auto mechanics, photo media, desktop publishing 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 AVID (Advancement Via Individual Determination) 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.

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.

CTE Participants	Secondary CTE Students			Grade 12 CTE Students
Total Course Enrollment	Number of Concentrators	Number of Completers	Completion Rate	Number of Completers	Number Earning Diploma	Graduation Rate
246	246	226	92%	150	150	100%

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	58776	67718
Average Principal Salary (Elementary)		88469
Average Principal Salary (Middle)
Average Principal Salary (High)	86278
Superintendent Salary	57496	110625
Percentage of Budget for Teacher Salaries	40.83	38.56
Percentage of Budget for Administrative Salaries	5.02	5.66

Additional Compensation for Administrators

None

Expenditures (Fiscal Year 2000-2001)

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)
$8,096,614	$7,134	$6,534	$6,360

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. There are reading labs and mathematics labs to assist students who are below grade level in those subjects.