School Accountability Report Card
Mountain View
High School
School Year
2000-01
School:Name |
Mountain
View High School |
|
District:Name |
Yosemite
Joint Union High School District |
Principal |
Randal
Haggard |
|
Superintendent |
Bill
McCabe |
Street |
50407
Hang Tree Rd. |
|
Street |
50200
Road 427 |
City, State, Zip |
Oakhurst,
CA 93644 |
|
City, State, Zip |
Oakhurst,
CA 93644 |
Phone Number |
559-683-4667 |
|
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 |
rhaggard@yosemiteuhsd.com |
|
Email Address |
|
Enrollment |
14 |
|
SARC contact |
Earlene
Ward, 683-8801 ext. 338 |
Grades Served |
9-10 |
|
|
|
Mountain
View High School is a continuation school serving grades 9-10 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 both grades in these rooms.
There is one certificated teacher 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 Mountain View High School from Yosemite High School. They take some classes at YHS and some at
MVHS. This is for grades nine and 10
only, therefore students transition to YHS as juniors or before.
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 MVHS. They are encouraged to be chaperones on field trips, to assist in
the classroom, or to speak to the students.
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
|
1 |
7 |
|
Asian
|
0 |
0 |
Pacific Islander
|
0 |
0 |
|
Filipino
|
0 |
0 |
Hispanic/Latino
|
2 |
14 |
|
African American not
Hispanic
|
0 |
0 |
White, not of
Hispanic origin
|
11 |
79 |
|
Multiple or no response
|
0 |
0 |
Mountain View 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 develop programs to assist students who have substance abuse problems.
2.
Activities:
To assist students who have substance abuse problems.
B.
School’s
Physical Environment
1.
Goal:
To enhance the internal security of the school.
2.
Activities:
Put measures in place to increase the security and allow staff and students to
feel safe.
C.
School’s
Social Environment
1.
Goal:
To increase involvement and participation at the school.
2.
Activities:
Develop programs for students to be involved in outside of class hours.
D.
School’s
Culture
1.
Goal:
To increase the frequency and consistency of recognition of students and staff.
2.
Activities:
To recognize students and staff for achievements.
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.
MVHS
is a small school with a high staff/student ratio. 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.
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% |
Mountain
View High School is a two-room school composed of portable facilities that are
located on the same property as 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.
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, scores for MVHS students are not
made available.
Subgroups (More than 10 students per
grade level with test results)
There
are no subgroups at MVHS.
Racial/Ethnic Groups (More than 10 students per
grade level with test results)
There
are no racial/ethnic groups at MVHS.
Local Assessment (Percentage of students
meeting or exceeding the district standard)
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.
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 MVHS have taken this examination in the past three years.
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.
Alternative education schools do not participate in this system at this time. They will participate in the alternative assessment that is currently being developed.
There are no statistical subgroups at MVHS.
California High School Exit
Exam (CMVHSEE)
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.)
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) |
18
|
14
|
7
|
1309
|
1296
|
1291
|
1.6 million |
1.7 million |
1.7 million |
|
Number
of Dropouts |
0
|
0
|
0
|
7
|
5
|
7
|
47,306 |
46,470 |
47,282 |
|
Dropout
Rate |
0
|
0
|
0
|
0.5
|
0.4
|
0.5
|
2.9 |
2.8 |
2.8 |
The enrollment varies at MVHS throughout the year because of the nature of the school. There is one teachers; enrollment ranges from 7-25.
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.
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 |
2 |
2 |
1 |
|
Full
credential (fully credentialed and teaching in subject area) |
2 |
2 |
1 |
|
Teaching
outside subject area (fully credentialed but teaching outside subject area |
|
|
|
|
Emergency
credential (includes District Internship, University Internship, Pre-interns
and Emergency Permits) |
1 |
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.
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
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.
MVHS 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)
|
0 |
Other (Specify) |
0 |
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 MVHS. However, these students have transferred to MVHS from Yosemite High School where they had access to the two counselors on staff. The teacher and principal assists students with their academic issues.
School Instruction and
Leadership
An
assistant principal at Yosemite High School is the principal for MVHS. He works closely with the staff to develop
programs, plan curriculum, select textbooks and plan professional development
activities for the staff. MVHS is an
integral part of YHS.
The
principal oversees the school instruction and provides the leadership for the
school.
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]
1999-00 2
2000-01 2
Quality and Currency of
Textbooks and Other Instructional Materials.
Students
at MVHS have access to computers in the classroom which are connected to the
Internet.
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)
Mountain View 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 spend part of their day at Yosemite High School.
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 |
Six minimum days for final testing schedule; two minimum days for SAT 9 testing.
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 MVHS.
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 |
|
14 |
NA |
NA |
Percentage of Graduates Who Have Passed Course Requirements for University of California (UC) and California State University (CSU) Admission
No
applicable because the school only covers grades 9 and 10.
MVHS
does not have a college admission test preparation course
Work
skills and a positive work ethic are stressed to our students. Classes are geared to job-related skills.
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% |
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 Mountain View High School have access to services provided through the district, including mental health counseling, substance abuse counseling, psychological services and school nurse services.