School Accountability Report Card
Evergreen High
School
School Year
2000-01
School:Name |
Evergreen
High School |
|
District:Name |
Yosemite
Joint Union High School District |
Principal |
Curt
Campbell |
|
Superintendent |
Bill
McCabe |
Street |
49948
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 |
|
Email Address |
Ktooms@yosemiteuhsd.com |
|
Email Address |
|
Enrollment |
71 |
|
SARC contact |
Earlene
Ward, 683-8801 ext. 338 |
Grades Served |
9-12 |
|
|
|
Evergreen
High School is an independent study 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. The facility
is shared with the Adult Education program.
Evergreen has one classroom and the Adult Education program has one
classroom. There is a kitchen, restroom
and a nursery for the students’ babies.
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
Evergreen High School from Yosemite High School for a variety of personal
reasons; some remain at EHS and graduate from there; others return to YHS to
complete their schooling. Students
spend a portion of one day a week at the school; the rest of their work is done
at home. They are able to call the
teachers on an as-needed basis and they can also communicate with them via
e-mail.
There
is a play area at the school for the children of the students. The equipment was donated by a local
resident. Community volunteers baby-sit
for the young children while their mother or father is at school.
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.
Parents
are welcome to be involved in any activities at EHS. They are encouraged assist their student in any way possible to
help them be a successful independent study student. They are invited to attend the oral presentation of the Senior
Project each student is required to complete as a graduation requirement.
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
|
7 |
10 |
|
Asian
|
0 |
0 |
Pacific Islander
|
0 |
0 |
|
Filipino
|
0 |
0 |
Hispanic/Latino
|
5 |
7 |
|
African American not
Hispanic
|
0 |
0 |
White, not of Hispanic
origin
|
59 |
83 |
|
Multiple or no response
|
0 |
0 |
Evergreen High School maintains a safe and positive learning environment. Students are on the campus one day a week with varied schedules. Because of the limited amount of time each student spends at the site, there is not a lot of opportunity for interaction. The climate for learning is very positive. Students work one-on-one with their teacher and they receive a lot of encouragement and positive reinforcement. The students are very focused and self motivated.
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 increase the safety of the campus at night.
2.
Activities:
Outside lights have been installed
C.
School’s
Social Environment
1.
Goal:
To increase participation and involvement.
2.
Activities:
Get parents more involved in the school through field trips and various
activities.
D.
School’s
Culture
1.
Goal:
To enhance student affiliation and bonding.
2.
Activities:
Plan group activities of a social nature.
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.
EHS
is a small school with a high staff/student ratio. Because so much of the work is one-on-one with a teacher, the
students develop a close relationship with that teacher. There is very much an atmosphere of
mentoring that the students find rewarding.
Each student has their own education plan and the staff works with him
or her to assure their success.
Students know what work they must accomplish in a semester and they work
at their own pace to complete the assignments.
Students must assume a great deal of responsibility for their own
education, however they do receive considerable support from the staff.
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 |
0 |
1 |
|
Expulsions
(rate) |
0 |
0 |
0 |
0 |
0 |
<1% |
|
Suspended
expulsions (number) |
0 |
12 |
0 |
20 |
0 |
10 |
|
Suspended
expulsions (rate) |
0 |
1% |
0 |
1.5% |
0 |
<1% |
Evergreen
High School is a large modular facility that is located on the same property as
Yosemite High School. There are several
work areas in the building, including an area for the Adult Education
program. Separate areas include a
kitchen, restroom and nursery for the students’ babies. There is also an outside play area for the
children that was donated by an area resident.
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.
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. To protect privacy, the state
does not release scores based on 10 or fewer students; therefore, some scores
for EHS students are not made available.
Reading (Percentage of students
scoring at or above the 50th percentile)
|
Grade level |
School |
District |
State |
||||||
|
1999 |
2000 |
2001 |
1999 |
2000 |
2001 |
1999 |
2000 |
2001 |
|
|
9 |
38 |
NA |
NA |
45 |
51 |
51 |
34 |
35 |
35 |
|
10 |
28 |
13 |
33 |
49 |
53 |
45 |
33 |
34 |
34 |
|
11 |
20 |
26 |
34 |
46 |
55 |
51 |
35 |
36 |
37 |
Mathematics (Percentage of students
scoring at or above the 50th percentile)
|
Grade level |
School |
District |
State |
||||||
|
1999 |
2000 |
2001 |
1999 |
2000 |
2001 |
1999 |
2000 |
2001 |
|
|
9 |
38 |
NA |
NA |
60 |
70 |
72 |
48 |
51 |
51 |
|
10 |
25 |
4 |
22 |
53 |
63 |
48 |
44 |
46 |
45 |
|
11 |
32 |
9 |
38 |
52 |
64 |
62 |
45 |
47 |
46 |
Subgroups (More than 10 students per
grade level with test results)
Reading (Percentage of students
scoring at or above the 50th percentile)
|
Grade level |
Male |
Female |
English
Learners |
Non-English
Learners |