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	http://www.yosemiteuhsd.com
Email Address	Ktooms@yosemiteuhsd.com	Email Address	Bmccabe@yosemiteuhsd.com
Enrollment	71	SARC contact	Earlene Ward, 683-8801 ext. 338
Grades Served	9-12

School Description and Vision Statement

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.

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: Roberta Tackett Phone Number: 559-683-8801 ext. 241

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.

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	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

II. School Safety and Climate for Learning

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.

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 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.

School Programs and Practices that Promote a Positive Learning Environment

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.

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	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%

School Facilities

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.

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 EHS students are not made available.

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	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 50^th 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 50^th percentile)

Grade level	Male	Female	English Learners	Non-English Learners	Socioeconomically disadvantaged	Non-socioeconomically disadvantaged	Migrant education services
9
10				33		33
11	36	33		34		34

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

Grade level	Male	Female	English Learners	Non-English Learners	Socioeconomically disadvantaged	Non-socioeconomically disadvantaged	Migrant education services
9
10				33		33
11	36	33		34		34

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

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

No data available

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

No data available

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

No data available

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 available

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 EHS have taken this examination in the past three years.

	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
Grade 12 enrollment	39	0	0	304	335	302	334,852	347,813	357,789
% of Grade 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.

School Wide API – Alternative education schools are not participating in this system at this time. These schools will participate in the alternative accountability system currently being developed.

Subgroups

There are no statistical subgroups at EHS.

IV. School Completion

California High School Exit Exam (CEHSEE)

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)	99	92	87	1309	1296	1291	1.6 million	1.7 million	1.7 million
Number of Dropouts	5	4	2	7	5	7	47,306	46,470	47,282
Dropout Rate	5.1	4.4	2.3	0.5	0.4	0.5	2.9	2.8	2.8

V. Class Size

Average Class Size and Class Size Distribution

Since EHS is an independent study school, there are not class sizes or class size distribution. Students are at school one day a week at scheduled times. Teachers give individual attention to each student.

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.

There are 3 FTE certificated teachers at EHS. Enrollment varies from about 70 to almost 100 throughout the year. Students are at school one day a week on a pre-set schedule.

Teacher and Staff Information

Teacher Credential Information

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

	1999	2000	2001
Total number of teachers	4	3	4
Full credential (fully credentialed and teaching in subject area)	4	3	4
Teaching outside subject area (fully credentialed but teaching outside subject area
Emergency credential (includes District Internship, University Internship, Pre-interns and Emergency Permits)	0	0	0
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.

EHS 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.

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 EHS. However, these students have transferred to EHS from Yosemite High School where they had access to the two counselors on staff. The teachers assist students with their academic issues.

VI. 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 EHS 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 EHS. The Ahwahnee High School teacher videotaped art lessons given by the Yosemite High School art teacher; these videos are used as art lessons for EHS 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)

Evergreen High School students are assigned 300 minutes of work per day, for 180 days per year. This totals 54,000 minutes per year. The state requirement is 32,940 minutes per year. The students do not spend the 300 minutes per day in class, but are assigned work that requires that amount of time. Attendance is based on completion of work.

Grade Level	Instructional Minutes Offered	State requirement
9	54,000	32,940
10	54,000	32,940
11	54,000	32,940
12	54,000	32,940

Total Number of Minimum Days

Not applicable to Evergreen High School as an independent study school.

VII. 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 EHS.

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
78	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
25	NA	NA

College Admission Test Preparation Course Program

EHS 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.

VIII. 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 at Evergreen High School have access to services provided through the district, including mental health counseling, substance abuse counseling, psychological services and school nurse services. The school works with Madera County Health Department to provide additional services.