Reedley High School is located in the small rural community of Reedley in the heart of California. More fresh fruit is grown and shipped from Reedley than from anywhere else in the world. Reedley High is the only comprehensive high school in the Kings Canyon Unified School District. The school has an enrollment of more than 2,000 students. A breakdown of the student population is as follows: Hispanic, (70 percent) ; white, (25 percent); Asian, (2 percent); and Filipino, (2 percent). Almost 80 percent of the students are socioeconomically disadvantaged.
Reedley offers many opportunities for all students to plan and prepare for their future endeavors. The faculty and administration are committed to helping students become:
- Self-directed learners who are aware of their personal strengths and abilities; can accept responsibility and consequences for their actions; and can direct their present and lifelong learning
- Resourceful thinkers who can apply decision-making skills; access, analyze, and apply information; and creatively solve complex problems
- Effective communicators who will use verbal, written, artistic, and technological forms of communication
- Responsible citizens who respect themselves and others, care about their community, and make a positive contribution
Given these aims, Reedley High has a strong commitment to academics. After completing English 9 and English 10, students may choose from courses in American literature, English literature, Chicano/Latino literature, California literature and authors, computerized communications, world humanities, and creative prose and poetry. Students must pass two years of mathematics and have an option of either a third year mathematics (ranging from mathematics A to calculus) or a science course. They are required to complete two years of integrated science and either a third year or a science or a mathematics course. (Science electives include chemistry, biology, anatomy and physiology, principles of technology, physics, electronics, and sports medicine.) Required courses in social studies include world cultures, U.S. history, government, and economics. One year of foreign language is required for graduation; however, students may complete up to four years in Spanish, French, or German. Students are required to complete one year of fine arts and two years of physical education. Students may choose from a wide range of classes in Reedley's four vocational education departments: business, agriculture, home economics, and industrial arts. The Regional Occupational Program offers students an array of additional course offerings. Students with special needs are offered time with a resource specialist, special day classes, and programs for students with physical and severe disabilities. Committed to keeping students engaged in school, Reedley High offers a comprehensive extracurricular program, including an array of sports and numerous clubs.
At the heart of Reedley's academic curriculum is a focus on literacy. Struggling readers are assessed individually at the end of grade eight. Targeted struggling readers in grades nine and ten participate daily in one block English and reading class with experienced, trained teachers. Content teachers have been trained in supportive reading strategies. A collaborative library media program supports classroom libraries, writing and research across the curriculum, and student participation in the California Young Medal Reader Program. Also available to students is a library Web page with subscription databases accessible from the students' homes.
A 9-12 Literacy Committee, including representatives from all departments and from the continuation and independent study high school, meets once per month to discuss issues relating to literacy. The committee is the "action group" on campus for staff development. Reedley's curriculum is constantly evaluated, and changes are made to help every student achieve the school's objectives.
School wide Literacy Goals
- Five-Year Literacy Plan in place, addressing student-to-teacher ratio, staffing, training, materials, student assessment and intervention, reading instruction priorities, content area literacy, program evaluation, and community involvement
- One hundred new, high-quality books of various genres and reading levels and shelving for the books to be provided to each classroom
- Focus of library media center to ensure that students and staff are effective users of information
Criteria For Identifying Students At Risk Of Below-Grade-Level Performance In Reading And Writing
- The scores of incoming eighth graders are reviewed every January.
- Students with a stanine score between 2 and 4 are tested unless they are being served by another program, such as special education or bilingual education.
- A reading team from Reedley visits the middle school to do one-on-one testing, using an individual reading assessment, of all criteria-qualified students.
- Students with diagnosed reading difficulties are placed in the reading program during grade nine.
- At the end of grade nine, students who should continue in the reading program are identified by the reading teachers.
- Also at the end of grade nine, students who are struggling and students who should be tested are identified by the English teachers.
- Grade 10 students who require continued intervention are placed in English/reading periods.
- Students who require continued monitoring are placed in a regular English 10 class taught by a reading teacher.
- When funding allows, a reading section for eleventh graders is provided.
Content Literacy
All teachers are provided with a copy of Strategic Teaching and Learning (California Department of Education, 2000). Training is provided in the following strategies:
- Text sets
- RAFT
- Anticipation guides
- LINK
Library Media Program
- The library media center is an integral part of the high school literacy program.
- The library media teacher is a member of the Literacy Committee, which meets monthly.
- Collaboration between the library media teacher and the other teachers is the core of the library media program.
- The library is an integral component in the Writing Across the Curriculum program in grades nine through eleven.
- Collaboration on research units takes place between the library media teacher and teachers from many departments.
- Note taking is taught and a variety of resources and technology are used.
- The library has 40+ computer stations for students' use.
- Subscription databases link to the school library's Web site, which students and staff can access from their classrooms and their homes.
- The library is open Monday through Thursday from before classes begin until 6 p.m. and on Fridays until 4 p.m., including breaks and lunch.
- Students may use the library during their tutorial (study) period.
- More than one-fifth of the students participate in the California Young Reader Medal Program by reading at least one of the program's nominated books. Over the past three years, more than 10 percent of the students have participated fully in the program by reading all the nominated books. Reedley has been involved in this program for 14 years.
English-Language Arts Core
- All courses are standards based.
- Common strategies and assessments are coordinated.
- Writing Across the Curriculum is implemented in grades nine through eleven.
- Grade nine:
- During the first semester students complete the Autobiographical Incident (English and health).
- During the second semester students complete the Report of Information (English and science).
- Grade ten:
- During the first semester students complete the Cause and Effect Essay (English and world cultures).
- During the second semester students complete the Report of Information/Observation (English and science).
- Grade eleven:
- During the first semester students complete the Compare/Contrast Essay (English and U.S. history).
- During the second semester students complete the Controversial Issue (English and U.S. history).
Reading Intervention
- Credentialed reading specialists with extensive experience and training provide services to students.
- The program can accommodate 180 freshmen and 90 sophomores.
- Block scheduling allows the reading students to meet with their reading teacher everyday, once during the designated reading period and once during the designated English period. Teachers integrate the reading and the core subjects to create "one" curriculum. Teachers work extensively on both the reading and writing processes, with special attention given to expository reading and writing. Novels, short stories, and poetry are included.
Schoolwide Literacy Activities
- Sustained silent reading (SSR) is required for 20 minutes in every tutorial (study period). Some English and reading teachers also include this in their daily schedule.
- A schoolwide "Write" is slated to begin during the 2003-04 school year. A district committee is developing a generic four-point district rubric that can be easily adapted to specific writing genres at all levels.
- A 9-12 Literacy Committee, including representatives from all departments and from the continuation and independent study high school, meets once per month to discuss issues relating to literacy. This committee is the campus "action group" for staff development.
- The district's K-12 District Literacy Steering Committee meets once per month to keep apprised of issues at various levels and to work toward the coordination of district wide staff development efforts.
Professional Development/Ongoing Support
- The district's Literacy Team coordinates and works closely with Reedley's Literacy Committee and with the principal to plan and implement a staff development program.
Other
Reedley High School has 41 clubs on campus, including Academic Decathlon, Art Club, Bilingual Club, Drama Club, Environmental Club, Future Farmers of America, International Club, Spanish Club, Teachers of Tomorrow, and Computer Club, among others.
Evidence Of Success
- Registered a gain of 105 points over the past three years on the Academic Performance Index (API)
- Registered gains on the API for the numerically significant subgroups: Hispanics, 50 points; whites, 6 points; socioeconomically disadvantaged students, 44 points
- Met 2005 Adequate Yearly Progress (AYP) criteria for proficient or above in English-language arts (97 percent participation) and in mathematics (98 percent participation)
- Met 2005 AYP criteria for proficient or above in English-language arts and in mathematics for all numerically significant subgroups (Hispanic, white, socioeconomically disadvantaged, and English learners) Fell short in math by .5 in the area of English language learners.
- Met 2005 AYP in 23 of 24 criteria based on the API scores.
- Met 2005 AYP criteria for graduation rate, registering a gain of 2.0 from 91.7 in 2002 to 93.7 in 2003
- On the California High School Exit Exam (CAHSEE) surpassed Fresno County's passing rate among socioeconomically disadvantaged students (Reedley, 36 percent; Fresno County, 32 percent)
- Reedley's 2004-05 dropout rate (0.7) lower than that of the district (3.3), the county (4.1), and the state (2.7)
For More Information Contact:
Reedley High School
Kings Canyon Unified School District
John Campbell, Principal Reedley High School
559-637-1250, Ext. 2224
campbell-j@kc-usd.k12.ca.us
Susan Lusk, 9-12 Literacy Leader
559-637-1250, Ext. 2403
lusk-s@kc-usd.k12.ca.us
