School Accountability Report Card

Ahwahnee High School

School Year 2000-01

School: Name	Ahwahnee High School	District: Name	Yosemite Joint Union High School District
Principal	Curt Campbell	Superintendent	Bill McCabe
Street	49980 Road 427	Street	50200 Road 427
City, State, Zip	Oakhurst, CA 93644	City, State, Zip	Oakhurst, CA 93644
Phone Number	559-683-8801	Phone Number	559-683-8801
Fax Number	559-683-4160	Fax Number	559-683-4160
Web Site	http://www.yosemiteuhsd.com	Web Site	http://www.yosemiteuhsd.com
Email Address	Ktooms@yosemiteuhsd.com	Email Address	Bmccabe@yosemiteuhsd.com
Enrollment	21	SARC contact	Earlene Ward, 683-8801 ext. 338
Grades Served	9-12

School Description and Vision 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 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.

District 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: Brenna Neely 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

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 (October 2000).

Racial/Ethnic Category	Number of students	Percentage of students	Racial/Ethnic Category	Number of students	Percentage of students
American Indian or Alaska Native	3	14	Asian	0	0
Pacific Islander	0	0	Filipino	0	0
Hispanic/Latino	6	29	African American not Hispanic	0	0
White, not of Hispanic origin	12	57	Multiple or no response	0	0

II. School Safety and Climate for Learning

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.

School Safety Plan

Date of last review/update: 2000 Date last reviewed with staff: 2000

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 2001-02 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 10/1. 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. This year the school adopted the playground area at a camp the Madera County Sheriff’s Department operates in the area. The students take pride in their work at that facility.

Suspensions and Expulsions

The number of suspensions and expulsions is the total number of incidents. The rate of suspensions and expulsions is the total number of incidents divided by the school’s California Basic Educational Data Systems (CBEDS) total enrollment for the given year.

	1999 (10-98 CBEDS)		2000 – (10-99 CBEDS)		2001 – Jan.-June (10-00 CBEDS)
	School	District	School	District	School	District
Suspensions (number)	0	1	0	0	0	0
Suspensions (rate)	0	<1%	0	0	0	0
Expulsions (number)	0	0	0	0	1	1
Expulsions (rate)	0	0	0	0	<1%	<1%
Suspended expulsions (number)	0	12	0	20	0	10
Suspended expulsions (rate)	0	1%	0	1.5%	0	<1%

School Facilities

Ahwahnee High School is a two-room school composed of portable facilities that are located adjacent to Yosemite High School. There is an area where students can play basketball; there are computers in the classrooms to which the students have access to complete their assignments. All computers are connected to the Internet.

III. Academic Data

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 Standard Tests (CST) in English Language Arts and Mathematics in grades 2-11and 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). The Yosemite Joint Union High School District administers the Stanford 9 test to students in all of its schools.

Stanford 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 50^th percentile (the national average). School results are compared to results at the district and state levels. To protect privacy, the state does not release scores based on 10 or fewer students; therefore, some scores for AHS students are not made available. All of the district’s alternative schools are participating with the California Department of Education in developing and implementing the Alternative School Accountability Model (ASAM).

Reading (Percentage of students scoring at or above the 50^th percentile)

Grade level	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
9	NA	NA	NA	45	51	51	34	35	35
10	NA	NA	NA	49	53	45	33	34	34
11	NA	NA	NA	46	55	51	35	36	37

Mathematics (Percentage of students scoring at or above the 50^th percentile)

Grade level	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
9	NA	NA	NA	60	70	72	48	51	51
10	NA	NA	NA	53	63	48	44	46	45
11	NA	NA	NA	52	64	62	45	47	46

Subgroups (More than 10 students per grade level with test results)

There are no subgroups at AHS.

Racial/Ethnic Groups (More than 10 students per grade level with test results)

There are no racial/ethnic groups at AHS.

Local Assessment (Percentage of students meeting or exceeding the district standard)

No data is available for Ahwahnee High School

California Fitness Test (Percentage of students meeting fitness standards)

The percentage of students in grades 5, 7, and 9, as appropriate, who scored in the healthy fitness zone on all six fitness standards on the California Fitness Test.

No data is available for Ahwahnee High School

SAT I

The SAT I Reasoning Test, formally known as the Scholastic Aptitude Test, is one of the tests available from The College Board that students voluntarily take for college entrance. The SAT I is designed to assess many of the skills that are important to a student’s success in college. 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.

No students from AHS have taken this examination in the past three years.

	School				District					State
	1999	2000	2001		1999	2000			2001	1999	2000	2001
Grade 12 Enrollment	6	0		0	304		335	302		334,852	347,813	357,789
% of Grad 12 enrollment taking test	0	0		0	32.90		24.18	29.14		36.50	36.45	36.63
Average verbal score	0	0		0	542		509	529		492	492	492
Average math score	0	0		0	518		502	536		513	517	516

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. 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 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, high schools must have at least 90 percent of their students in grades 9-11 tested.

Statewide Rank: Schools receiving an APU\I 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 website at http://api.cde.ca.gov/, or by speaking with the school principal.

API scores were not calculated for Ahwahnee High School by the state.

Subgroups

There are no statistical subgroups at AHS.

IV. School Completion

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.

(To be implemented upon approval of the High School Exit Exam process by the California State Board of Education.)

Dropout Rate and Graduation

Data reported regarding progress over the most recent three-year period toward reducing dropout rates includes: 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 rage 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
	1998	1999	2000	1998	1999	2000	1998	1999	2000
Enrollment (9-12)	22	22	19	1309	1296	1291	1.6 million	1.7 million	1.7 million
Number of Dropouts	0	1	3	7	5	7	47,306	46,470	47,282
Dropout Rate	0.0	4.6	15.8	0.5	0.4	0.5	2.9	2.8	2.8

V. Class Size

Average Class Size and Class Size Distribution

The enrollment varies at AHS throughout the year but never exceeds 25 students in all four grades. There is one credentialed teacher and two paraeducators at the school.

Average Teaching Load and Teaching Load Distribution

Data reported are the average class size and the number of classrooms for each range of students by subject area as reported by CBEDS.

The student enrollment at AHS varies from less than 20 students to a maximum of 25 throughout the year. There is one credentialed teacher and two paraeducators to work with the students.

VI. Teacher and Staff Information

Teacher Credential Information

Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person working 100% of full time. Two staff persons working 50% of full time also equals one FTA.

	1999	2000	2001
Total number of teachers	1	1	1
Full credential (fully credentialed and teaching in subject area)	1	1	0
Teaching outside subject area (fully credentialed but teaching outside subject area
Emergency credential (includes District Internship, University Internship, Pre-interns and Emergency Permits)	1	1	1
Teachers with waivers (does not have credential and does not qualify for an Emergency Permit)	0	0	0

Teacher Evaluations

Teacher evaluation is an on-going process because of the size of the school. The principal is in the classroom on a frequent basis, observing the teacher in many and varied circumstances. A formal evaluation is prepared annually.

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:

$65 1-5 days

$70 6-10 days

$80 11-15 days

$90 16-20 days

$100 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.

AHS students have access to all district support staff, including a mental health counselor, librarian, part-time nurse, and other employees of the Madera County Office of Education. Counseling services are an integral component of this school.

Title	FTE	Title	FTE
Counselor	0	Librarian	0
Psychologist	0	Social Worker	0
Nurse	0	Speech/Language/Hearing Specialist	0
Resource Specialist (non-teaching)	0	Other (Specify)	0
Other (paraprofessionals)	1	Other (Specify)	0

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.

There are no academic counselors at AHS. However, these students have transferred to AHS from Yosemite High School where they had access to the two counselors on staff. The teacher assists students with their academic issues.

VII. Curriculum and Instruction

School Instruction and Leadership

The entire alternative education staff meets once a month with the principal. They discuss curriculum, testing, senior projects, grants, technology and other issues that are pertinent. There is a lead teacher for the alternative education program. The principal now works two days a week; the lead teacher and the alternative education secretary handle many of the day-to-day issues. The principal is available on an as-needed basis by telephone and the district superintendent is also available.

The principal oversees the school instruction and provides the leadership for the school.

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 his/her own 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 inservice, 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.

Staff development days for the past three years were:

1998-99 6

1999-0 2

2000-1 2

Quality and Currency of Textbooks and Other Instructional Materials.

(Describe the condition of textbooks and other instructional materials. Include information on supply, quality and currency)

Students at AHS have access to computers in the classroom which are connected to the Internet. The teacher uses video material to supplement lessons. The fine arts program is an example of the use of video material at AHS. The AHS teacher videotaped art lessons given by the Yosemite High School art teacher; these videos are used as art lessons for AHS and other alternative education students.

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.

Instructional Minutes (School year 2000-01)

The California Education Code establishes a required number of minutes per year for each grade. The table below 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	43,260	32,940
10	43,260	32,940
11	43,260	32,940
12	43,260	32,940

Total Number of Minimum Days

There were six minimum days for the finals testing schedule and two minimum days for the SAT 9 testing

VIII. Post-Secondary 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. These programs are not offered at AHS.

Percentage of Pupils Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission

The percentage of pupils is the number of pupils who are enrolled in courses required for UC and/or CSU admission divided by the school’s California Basic Educational Data Systems (CBEDS) grades 9-12 enrollment for the most current year.

Enrollment (9-12)	Number of pupils enrolled in courses required for UC and/or CSU Admission	Percentage of pupils enrolled in courses required for UC and/or CSU admission
21	NA	NA

Percentage of Graduates Who Have Passed Course Requirements for University of California (UC) and California State University (CSU) Admission

The percentage of graduates is the number who have passed course requirements for UC and/or CSU admission divided by the school’s California Basic Educational Data Systems (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
2	NA	NA

College Admission Test Preparation Course Program

AHS does not have a college admission test preparation course

Degree to Which Students Are Prepared to Enter Workforce

Work skills and a positive work ethic are stressed to our students. Classes are geared to job-related skills. Field trips focus on job skills and many of the senior projects are based on career opportunities for students.

IX. Fiscal and Expenditure Data

Average Salaries (Fiscal Year 1999-2000)

District Enrollment (CBEDS)
Statewide Date Category Used for Comparison (type and size of district from Management Bulletin 01-02):
	District	State
Beginning Teacher Salary	$32,681	$31,021
Mid-Range Teacher Salary	$46,131	$48,470
Highest Teacher Salary	$60,139	$61,687
Average Principal Salary	$78,500	$80,949
Superintendent Salary	$92,000	$99,450
Percentage of budget for teachers’ salaries	42.91%	38.96%
Percentage of budget for administrative payrolls	3.85%	5.61%

Estimated Expenditures Per Pupil

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)
$7,573,388	$6,605	$5,843	$5,705

Types of Services Funded

Students have access to substance abuse counseling and mental health counseling through the district. A school nurse and school psychologist are also available through the district.