School Accountability Report Card Reported for School Year 2003-2004 Published During 2004-2005
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site http://www.cde.ca.gov/ta/ac/sa/definitions04.asp. Most data presented in this report were collected from the 2003-04 school year or from the two preceding years (2001-02 and 2002-03). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2002-03.
School Information
District Information
School Name
Ahwahnee High
District Name
Yosemite Joint Union High
Principal
Roberta Tackett
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 ext. 311
559-683-8801
FAX Number
559-658-2034
559-683-4160
Web Site
http://www.yosemiteuhsd.com
E-mail Address
rtackett@yosemiteuhsd.com
eward@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 in 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 Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Kindergarten
0
Grade 9
1
Grade 1
Grade 10
2
Grade 2
Grade 11
10
Grade 3
Grade 12
13
Grade 4
Ungraded Secondary
Grade 5
Grade 6
Grade 7
Grade 8
Ungraded Elementary
Total Enrollment
26
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
0.0
Hispanic or Latino
6
23.1
American Indian or Alaska Native
4
15.4
Pacific Islander
Asian
White (Not Hispanic)
16
61.5
Filipino
Multiple or No Response
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
2003
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 2004-05 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 15/1. 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.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., 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 total enrollment as reported by CBEDS 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
2002
2004
Number of Suspensions
5
9
77
100
85
Rate of Suspensions
21.7
64%
53.8%
5.6
7.4
6.0
Number of Expulsions
Rate of Expulsions
<1%
School Facilities Safety, cleanliness, and adequacy of school facilities, including any needed maintenance to ensure good repair. Description of the condition and cleanliness of the school grounds, buildings, and restrooms.
The district takes great efforts to assure that all schools are clean, safe and functional. To assist in this effort, the district will be using a facility survey instrument developed by the State of California Office of Public School Construction. This survey will be completed by July 2005. The results of this survey will be available after July at the school office, the district office or on the Internet at www.yosemiteuhsd.com
Age of School Buildings:
Ahwahnee High School is a two room facility comprised of portable buildings. The original portables were put on the site in 1982; a new portable was added in 2004 that houses a science laboratory and computer laboratory.
Maintenance and Repair:
District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.
There are currently no emergency facility needs at the school.
Cleaning Process and Schedule:
The director of maintenance, operations and transportation is a member of the district management team and is in daily contact with the operations facilitator and the custodial supervisor to ensure an efficient cleaning process and schedule. The staff works together to ensure a clean and safe school.
Deferred Maintenance Budget:
The district participates in the State School Deferred Maintenance Program which provides state matching funds on a dollar-for-dollar basis to assist school districts with expenditures for major repair or replacement of existing school building components. For the 2004-05 school year, the district has budgeted $200,000 for the deferred maintenance program. This represents less than one percent of the district’s general fund budget. Deferred maintenance projects in the district include floor covering, heating and air conditioning, painting and paving,
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) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2-11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. The NRT tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. California Standards Tests (CST) The California Standards Tests (CST) 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 state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - All Students Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject
State
English-Language Arts
18
11
7
43
49
50
32
35
36
Mathematics
31
34
Science
27
46
37
30
25
History-Social Science
28
29
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
African- American
White (not Hispanic)
8
CST - Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Male
Female
English Learners
Economically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
Norm-Referenced Test (NRT) Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, are reported for each grade level as the percent 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. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT - All Students Data reported are the percent of students scoring at or above the 50th percentile.
Reading
---
39
47
65
68
58
61
51
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
42
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. 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 percent 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 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. There was no money allocated to the II/USP Program in 2002 or 2003. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). 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 eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base 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: Schools also receive a ranking that compares that school to 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. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2001
From 2001 to 2002
From 2002 to 2003
From 2003 to 2004
Percent Tested
API Base Score
API Growth Score
503
Growth Target
Actual Growth
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups