Bakersfield High School - 1.cdn.edl.io · Filipino 1.4 Hispanic or ... Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption The textbooks listed are from most

2016-17 School Accountability Report Card for Bakersfield High School Page 1 of 18

Bakersfield High School

1241 G Street • Bakersfield, California 93301 • (661) 324-9841 • Grades 9-12 David Reese , Principal

[email protected] http://bakersfield.kernhigh.org

2016-17 School Accountability Report Card

Published During the 2017-18 School Year ---- ----

Kern High School District 5801 Sundale Ave.

Bakersfield, CA 93309-2924 (661) 827-3100

www.kernhigh.org

District Governing Board

Phillip Peters, President

J. Bryan Batey, Vice President

Joey O'Connell, Clerk

Jeff Flores, Clerk Pro Tem

Mike Williams, Member

District Administration

Bryon Schaefer, Ed.D. Superintendent

Scott Cole, Ed.D. Deputy Superintendent, Business

Michael Zulfa, Ed.D. Associate Superintendent, Human

Resources

Brenda Lewis, Ed.D. Assistant Superintendent,

Instruction

Dean McGee, Ed.D. Assistant Superintendent, Educational Services and

Innovative Programs

--------

School Description Bakersfield High School has accepted learning as the fundamental purpose of our school and therefore is willing to examine all practices in light of their impact on learning. We are committed to working together to achieve our collective purpose (using high-trust/performing learning teams), and will assess our effectiveness on the basis of results, rather than only intentions. Individuals, teams, site council, and district/school officials and leaders, will seek relevant data and information to use that toward ongoing and continued improvement.

MISSION STATEMENT Bakersfield High School is committed to a quality educational program, responsive to the needs of its students within a safe, nurturing environment. The staff, students, and community assume responsibility for each student’s academic and personal success. Recognizing the worth and dignity of each student, Bakersfield High School prepares all students to achieve their fullest potential. Our goal is to produce students who make informed decisions, as they become responsible citizens and productive members of society.

VISION STATEMENT Bakersfield High School, as a developing professional learning community, is committed to providing relevant, rigorous curriculum and assessment that enables students to attain their individual goals in a clean, safe and secure environment which promotes responsible behavior and pride in our school.

Bakersfield High School is one of the largest (approximately 3,000 students) and the oldest comprehensive high school (opened in 1893) in the Southern San Joaquin Valley. Bakersfield High School is one of eighteen comprehensive high schools in the Kern High School District, which is the largest high school district in the state of California (37,000 + students). Bakersfield High School has an alumnus that extends worldwide and permeates all levels of society. Notable graduates include California Governor and US Supreme Court Chief Justice Earl Warren, Football Hall of Famer Frank Gifford, Olympic Gold Medalist Jake Varner and current US Congressman Kevin McCarthy.

Bakersfield High School is located in the city of Bakersfield which is the county seat of Kern County, one of the largest (geographically) counties in the state of California. The county population is approaching 700,000 and its land area covers 8,141 square miles. Approximately 375,000 people live within the city limits of Bakersfield in a land area of 113 square miles. An additional 100,000+ people live within the greater metropolitan area. The economic base of Bakersfield and Kern County is oil production, agriculture, and warehousing. Bakersfield is located in the San Joaquin Valley, approximately 100 miles north of Los Angeles and 280 miles south of San Francisco.

Bakersfield High School is one of the most ethnically and socio-economically diverse high schools in the state of California. BHS has graduates who attend some of the most prestigious universities in the nation as well as students who struggle to graduate from high school. The student population draws from upper middle class to inner-city lower socio-economic neighborhoods. The school is proud of its heritage and the contributions that its graduates have made to the city, state, and to the nation. BHS is committed to excellence for staff and students, and we are especially proud of its hard earned reputation as a comprehensive high school offering the highest possible quality academic, athletic, and activity programs (nationally ranked football and wrestling teams in 2011, CEO Public Service Academy, Fashion Design and Agriculture as county featured CTE programs, state ranked forensics program, ELA department partnership with the CSU system, regionally noted Advanced Placement/Honors program, model transition program for Special Education and Foster Youth, AVID and student support, music and theatre...the list goes on and on).


Once A Driller, Always A Driller 2015-2016 Leadership Dr. Bryon Schaefer, District Superintendent David Reese, Principal Cheyenne Bell, Assistant Principal of Instruction/Curriculum Sydney Peterson, Assistant Principal of Administrative Services James Selgrath, School Site Council Chair Bakersfield High Anti-Discrimination Policy Bakersfield High does not allow discrimination based on actual race, color, ancestry, national origin, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity or expression, or genetic information; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.

About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California

Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

• For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

• For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

2016-17 Student Enrollment by Grade Level

Grade Level Number of Students

Grade 9 777

Grade 10 767

Grade 11 641

Grade 12 650

Total Enrollment 2,835

2016-17 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 13.2

American Indian or Alaska Native 0.8

Asian 0.7

Filipino 1.4

Hispanic or Latino 61.4

Native Hawaiian or Pacific Islander 0.1

White 17.9

Two or More Races 1

Socioeconomically Disadvantaged 70.8

English Learners 4.3

Students with Disabilities 9.5

Foster Youth 1.2

A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): • Degree to which teachers are appropriately assigned and fully

credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair.

Teacher Credentials

Bakersfield High School 15-16 16-17 17-18

With Full Credential 111 130

Without Full Credential 1 9

Teaching Outside Subject Area of Competence 0 0

Kern High School District 15-16 16-17 17-18

With Full Credential ♦ ♦ 1,790

Without Full Credential ♦ ♦ 64

Teaching Outside Subject Area of Competence ♦ ♦ 0

Teacher Misassignments and Vacant Teacher Positions at this School


Teachers of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 0 0 0

* “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18) Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level. The State of California has adopted State Academic Content Standards in the areas of English, Mathematics, Social Studies, Science, Physical Education, and Fine Arts. The Kern High School District has adopted those standards as the basis for all courses of study in the subject areas mentioned above. Other disciplines use national and challenge standards as the foundation for courses of study. All subject areas have selected Power Standards. Each course of study contains a description of the course, a detailed list of instructional materials used, a list of course objectives which are tied to the Academic Content Standards, and a description of the manner in which grades are determined. Courses of study are approved by the Board of Trustees and revised on a regular basis. Textbook Information This section provides information if any insufficiency exists, and the reason that each pupil does not have sufficient textbooks or instructional materials. Textbook Availability Textbooks and instructional materials used in the district in the core subject areas of English-Language Arts, Mathematics, Science, and History-Social Science.

Textbooks and Instructional Materials

Year and month in which data were collected: 8/2017

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts Holt Literature & Language Arts Third Course (Grade 9) Holt Literature & Langeuage Arts Fourth Course (Grade 10), 2003 Holt Literature & Language Arts Fifth Course (Grade 11), 2003 Holt Literature & Language Arts Sixth Course (Grade 12), 2003 Literature Structure Sounds and Sense, 9th edition, 2006 Edge Level A Student Edition, National Geographic, 2007 Edge Level B Student Edition, National Geographic, 2007 Edge Level C Student Edition, National Geographic, 200 Edge Fundamentals Student Edition, National Geographic, 2007

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0

Mathematics Discovering Mathematics - Advanced Algebra/Kendall Hunt Adopted 2015 The Practice of Statistics/Freeman Adopted 1999 Pacemaker Algebra 1/Globe Fearon Adopted 2001 Advanced Mathematical Concepts, Precalculus with Applications/Glencoe Adopted 2001 Integrated Mathematics/McDougal-Littell Adopted 2002 Discovering Algebra /Kendall Hunt Adopted 2015 Discovering Geometry/Kendall Hunt Adopted 2015 Mathematics with Business Applications/Glencoe Adopted 2007 Single Variable Calculus/Brook & Cole Adopted 1999 Mathematics Concepts and Skills/McDougal-Littell Adopted 2001


Textbooks and Instructional Materials

Year and month in which data were collected: 8/2017

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption



Science Earth Science California 2005-04 Prenetice Hall, Holt Physical Science 2007 Holt McDougal, Biology Principels and Explorarions 2001 Holt Reinhart & Winston, Modern Biology 2002 Holt Rinehart & Winston, Biology: Principels and Explorations 2001 Holt Rinehart & Winston, Chemistry 2000 Houghton MIfflin, World Chemistry 2002 McDougal Littell. Physics: Principles and Problems 1995-12 Glencoe/McGraw-Hill, Glencoe Life Science 1999 Glencoe



History-Social Science Modern World History 2001 AGS-American Guidance, World History 2001 AGS-American Guidance, World History: Connection to today 2003 Prentice Hall, Economics: today and tomorrow 2001 Glencoe. Economics: principles and policy 10th edition 2006 Thompson Learning, Government in America 2002 Pearson. American Government 2006 Prentice Hall, Civics Responsibilities and Citizenship 2002 Glencoe, Western Civilization 4th edition 2000 Wadsworth, America's History 2004 Bedford, American Odyssey 2004 Nash, United States History 2001 AGS-American Guidance



Foreign Language Allez, Veins! 2006 Holt Rinehart & Winston, Abriendo Puertas 2003-02 Houghton MIfflin, Avencemos 2011-01 Holt Mcdougal, Realidades 2011 student edition plus on-line course 6-Year Licens Level 1 2011-01 Pearson, Abriendo Puertas: Antologia De Literratura En Espanol Tomo ll 2006-05 Houghton MIfflin, Bon Voyage! Level 3 2006-04 Glencoe, !Buen Viaje! Level 3 1999-04 Glencoe/McGraw-Hill, D'accord! Langue Et Culture Du Monde Francophone 2011 Vista Higher Learning, Abriendo Puertas Lenguaje 2007 McDougal Littell, En Espanol! 2000 McDougal Littell, Momentos Cumbres de las literaturas hispanicas 2004 Pearson Prentice Hall



Health Health: Making LIfe Choices 2000 Glencoe/McGraw-Hill



Visual and Performing Arts An Introduction to Modern One Act Play 1991 National Textbook Company



Science Laboratory Equipment N/A

The textbooks listed are from most recent adoption: N/A


Note: Cells with N/A values do not require data.


School Facility Conditions and Planned Improvements (Most Recent Year) Kern High School District (KHSD) facilities are maintained in a manner that assures safety, cleanliness, and functionality. KHSD Safety Inspectors and the Maintenance and Operations Department conduct annual inspections as determined pursuant to a Facility Inspection Tool (FIT) developed and approved by the State of California, Office of Public School Construction (OPSC). The FIT evaluates a school facilities’ good repair status with ratings of “good”, “fair”, or “poor.” The instrument does not require capital enhancements beyond the standards to which the facility was designed and constructed. Improvements come from the District Maintenance and Operations budget and the school’s Principal’s budget. The District participates in the State School Deferred Maintenance Program for major repair and replacement of existing school building components. Typically this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and/or exterior painting and floor systems.

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 9/1/17

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X 100% rating on most recent FIT with no deficiencies noted for gas leaks, mech/hvac, sewer

Interior: Interior Surfaces

X Industrial Arts 2nd & 3rd Floors: North wing fountain tile missing with sharp edges. Library: Lab countertop needs replacement (very sharp edges) Harvey Auditorium 1st & 2nd floor: Band room wall damaged. Harvey Auditorium 3rd floor: Skylight in hall needs paint

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical

X Industrial Arts First Floor light fixtures with missing lenses New Spindt Hall girls restroom hand dry non op, light lenses in kiln room missing Harvey auditorium 1st & 2nd floor light non op and missing cover near room 204 and light non op band room hallway Harvey auditorium 3rd floor missing light cover at girls rr Warren Hall 1st floor light covers missing Warren Hall 2nd floor missing light covers throughout Girls Gym & Lockers lights non op and covers missing WH 220 Light fixtures non op Aud 304 lights out WH 207 lights out


School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 9/1/17

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X 82.05% rating from most recent FIT for restrooms, sinks/fountains Cafeteria: tile missing in boys' restroom, sharp edges Stadium: restroom fountains non op; girls' restroom faucet top missing Boys gym & lockers restroom light lens missing Science 101 Sink non op Science 201 one sink non op Science 202 sink non op Science 104 one sink non op SH 208 sink non nop

Safety: Fire Safety, Hazardous Materials

X Rm 207 fire extinguisher missing SH110 no fire extinguisher WH19 fire extinguisher out of date

Structural: Structural Damage, Roofs

X 100% rating on most recent FIT for structural damage and roofs, with no deficiencies noted.

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X Industrial Arts 2nd & 3rd floors: Woodshop window broken. Cafeteria: Tile missing in boys restroom, sharp edges Harvey Auditorium 3rd floor: cracked glass at skylight.

Overall Rating Exemplary Good Fair Poor

---------- X


B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student

Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

• The percentage of students who have successfully completed courses

that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

2016-17 CAASPP Results for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

15-16 16-17 15-16 16-17 15-16 16-17

ELA 45 39 51 51 48 48

Math 22 16 23 21 36 37

* Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Test Results in Science for All Students

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


14-15 15-16 14-15 15-16 14-15 15-16

Science 51 41 51 48 56 54

Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered.

Grade Level

2016-17 Percent of Students Meeting Fitness Standards

4 of 6 5 of 6 6 of 6

---9--- 15 29.2 25.1

* Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

2015-16 CAASPP Results by Student Group

Science (grades 5, 8, and 10)

Group Number of Students Percent of Students

Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced

All Students 637 604 94.8 41.2

Male 318 302 95.0 46.7

Female 319 302 94.7 35.8

Black or African American 91 86 94.5 39.5

Hispanic or Latino 359 344 95.8 34.6

White 101 93 92.1 60.2

Socioeconomically Disadvantaged 461 437 94.8 34.6

English Learners 71 66 93.0 6.1

Students with Disabilities 63 53 84.1 26.4

* Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


School Year 2016-17 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or Exceeded

All Students 608 589 96.88 38.88

Male 306 299 97.71 33.44

Female 302 290 96.03 44.48


American Indian or Alaska Native -- -- -- --

Asian -- -- -- --

Filipino -- -- -- --


Native Hawaiian or Pacific Islander -- -- -- --

White 103 96 93.2 50

Two or More Races -- -- -- --



Students with Disabilities 75 68 90.67 7.35

Students Receiving Migrant Education Services -- -- -- --

Foster Youth -- -- -- --

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. -Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. -Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

School Year 2016-17 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or Exceeded

All Students 608 591 97.2 15.76

Male 306 301 98.37 14.62

Female 302 290 96.03 16.96


American Indian or Alaska Native -- -- -- --

Asian -- -- -- --

Filipino -- -- -- --


Native Hawaiian or Pacific Islander -- -- -- --

White 103 95 92.23 24.21

Two or More Races -- -- -- --



Students with Disabilities 75 70 93.33 0

Students Receiving Migrant Education Services -- -- -- --

Foster Youth -- -- -- --


Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. -Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. -Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (School Year 2017-18) Bakersfield High School encourages parental involvement. We believe that when the school and parents work together, we are best able to provide excellent learning opportunities for our students. If you would like to take part in one or more of the many organized activities for parental involvement, please see the contact information below: To be involved as a parent, please contact: Bakersfield High School (661) 324-9841 David Reese, Principal: [email protected] Cheyenne Bell, Assistant Principal of Instruction: [email protected] Anna Lovan, Director of Activities: [email protected] Bakersfield High School (BHS) encourages parental and community involvement in the education of its students. Through a wide variety of clubs and programs, BHS has been able to create a feeling of community and caring on its campus. To further develop this sense of community, a BHS administrator, a counselor/teacher, and parent representatives have participated in forty hours of training in Parents as Partners: Developing Leadership Teams to Facilitate Development of Parent Involvement Programs. This has led to additional strategies and tools to enhance and expand parent involvement at the school. By providing clubs, organizations, and meetings that focus on parental involvement, the student population is further supported. Parental participation assists the students in becoming more closely connected to the school. BHS has several vital committees involving parents and the community, allowing them to be part of the school’s decision-making process. BHS’s School Site Council, composed of sixteen persons elected from the administrative staff, counseling staff, teachers, classified staff, parents, and elected student leaders, meets a minimum of four times per year to develop a school improvement plan. Parent Teacher Student Association The PTSA (Parent Teacher Student Association) is a very active group that annually provides a tremendous amount of volunteer help. The PTSA assists with the registration of students during summer school and fall enrollment and assists with the dispersal of student schedules. They sell school clothing and related items at football games and other contests and provide refreshments for special school activities. They sponsor dinners during special awards nights and sponsor various college scholarship evenings. This group organizes communication between other parents to raise money for scholarships and help staff various school and district committees. Parents who are active in PTSA are also often active in other parent groups and serve as members of the KHSD Parent Advisory Committee. Other parent support groups at BHS include the Athletic Boosters, which help raise money for Scholar / Athlete awards and provide equipment for athletic teams. Booster Clubs Like the Athletic Boosters the Band Boosters, Forensic Parent Group, Friends of the Fine Arts, and the GATE Parent Club are also eager to assist. The Band Boosters have contributed to the purchase of new uniforms, assisted in organizing trips, and helped finance the cost of instrument repair and music coaches. The Forensics Parent Group helps organize and host tournaments, provides judges, and plans and organizes participation in other forensic competitions. Friends of the Fine Arts supports many of the artistic performances and events and helps raise money to contribute to special curricular needs of fine arts teachers. They often sponsor busses for student field trips to visit the Getty Museum. The GATE parent club raises money for scholarships and contributes to various curricular needs of teachers. The Ag Boosters are instrumental in providing financial assistance and oversight for our award-winning agriculture program.


Parent Advisory Committees 1) EL 2) T1/Migrant 3) GATE 4) Special Education 5) Foster Youth Title I, EL and Migrant parents meet at least six times per year. Activities and presentations by BHS staff members on school programs, policies, graduation requirements, A-G requirements, EL programs and transition/ reclassification protocols, training on assisting in writing the Single School Plan, Title I, and ELD plans. Staff notifies parents about these meetings through a flier and/or home calls. Parent meetings involve specific discussions about the program and the progress of individual students. The remainder of the meetings are planned as workshops covering a variety of issues such as peer relationships, reducing of violent behaviors, IRS issues, immigration issues, attendance and classroom behavior, and simple strategies and methods which can be used within the home to support academic achievement. School Communication to Parents 1) School Messenger 2) Synergy 3) Newsletter 4) Principal Parent E-Mail List 5) Website, Twitter, and Facebook (Social Media) 6) Telephone and Email 7) Home Mailings 8) Parent Information Nights with Counselors Communication between BHS and its parents is accomplished in a variety of other ways. Synergy student information system with parent and student access online, Pre-registration, held over four nights in the spring, is the first opportunity for eighth grade parents to see the school and meet counselors, teachers and administrators. Following the BHS on-site registration, counselors spend a week visiting each of the feeder schools to continue the enrollment process. These sessions provide students and their parents with the information they need in order to decide what classes to take and what clubs and activities to consider before feeling the pressure of the new school year. At the beginning of the school year, Back to School Night & Counselor Parent Information Nights further introduces parents to their students’ teachers, counselor, school administrators and instructional needs. BHS parents have access to several school phone numbers, published in the Driller Way and on the school’s web page, twenty-four hours a day. In addition, the school/district administration uses a mass communication system called School Messenger when needed. Parents may clear absences and leave messages for specific individuals. A phone number for Spanish speaking parents is also available. The school’s web page provides e-mail address linkage for those parents with access to a computer. Both of the attendance clerks are bilingual and are available to receive attendance-related phone calls from Spanish-speaking parents, as well as to phone these parents with attendance-related concerns. All parents are invited to contact counselors at any time regarding concerns about their students’ progress or behavior in school. BHS has several bilingual assistants on staff to assist with phone calls and conference translation as necessary. At the beginning of the 2012-2013 school year, the Kern High School District implemented a new web-based system, Synergy, that gives parents and students on-line access to grades and attendance. Another form of parent communication used by BHS staff is the "Bits and Pieces". The "Bits and Pieces" is a quarterly newsletter sent to all parents that includes articles submitted by teachers, counselors, and the administration, and provides information about school, class, club, and athletic activities and issues. These articles include specific examples of student achievements. BHS students publish an awardwinning school newspaper, The Blue & White. A summer mailer is also sent home to every parent providing important policy and procedural details. The BHS web page is an excellent platform for communication and is constantly becoming more sophisticated and user-friendly. The BHS principal has invited parents to become a part of the Principal's email distribution list. Parents may submit their email addresses and when there is any need (emergency, change in schedule or just important information) to get information to parents the principal can just write one email and send it hundreds.

State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety.


School Safety Plan Bakersfield High School is the oldest and largest of 18 comprehensive high schools in the Kern High School District and is located in downtown Bakersfield. It is situated on over 25 acres and consists of seven separate multistory, brick, concrete-walled instructional buildings, and one administration building. The current enrollment of approximately 3,000 students mirrors the community in its ethnic distribution (25.3% Anglo, 55.8% Hispanic, 14% Black, .8% American Indian and 2% Other). Approximately 10% are Limited English Proficient and 63% participate in the free and reduced lunch program. The median household income of the Bakersfield High School students is approximately $44,000.00. The school is located within easy walking distance of the central Bakersfield business district. Rail lines and railroad property border the North and West sides of the campus. Small, older homes, low-rent apartment buildings, and a heavily traveled California Avenue border the South. Older homes, small businesses, and a very busy “H” street border the East. Access on and off the campus is easy due to its size and the limited extent of fencing. Bakersfield High school has dropped suspension rates by 25% last year. Expulsions have remained steady for the last two years after jumping from 6.7% to 8.3% between the 2008-2009/2009-2010 school years. Last year our expulsion rate dropped to 4%. Decreases included:

• Mutual attempt to cause injury • Attempt to cause damage to school property • Attempt to cause physical injury • Attempt to cause damage to school property • Suspensions Theft has remained steady. In the last seven years, that there have been no shootings, gang fights, and one unscheduled “lock down” of the campus. Each year, the Dean of Students confiscates a number of locking blade knives. These background factors create inherent safety risks. Each of the components of the Safe School Program are highly important to Bakersfield High School in meeting its goal of developing a safe, nurturing environment where staff members serve as positive role models and students can achieve academic and social success.

Suspensions and Expulsions

School 2014-15 2015-16 2016-17

Suspensions Rate 14.2 11.4 10.2

Expulsions Rate 0.2 0.1 0.0

District 2014-15 2015-16 2016-17



State 2014-15 2015-16 2016-17




D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

2017-18 Federal Intervention Program

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2009-2010 2004-2005

Year in Program Improvement Year 5 Year 3

Number of Schools Currently in Program Improvement 16

Percent of Schools Currently in Program Improvement 84.2

Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor------- 6

Counselor (Social/Behavioral or Career Development) 1

Library Media Teacher (Librarian) 1

Library Media Services Staff (Paraprofessional) 0

Psychologist------- 0

Social Worker------- 0

Nurse------- 0

Speech/Language/Hearing Specialist 1

Resource Specialist------- .17

Other------- 0

Average Number of Students per Staff Member

Academic Counselor------- 465 * One Full Time Equivalent (FTE) equals one staff member working full time;

one FTE could also represent two staff members who each work 50 percent of full time.

Average Class Size and Class Size Distribution (Secondary)

Average Class Size Number of Classrooms*

1-22 23-32 33+

Subject 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17

English------- ----------

25 25 24 65 54 73 23 28 21 69 72 78

Mathematics ----------

29 28 27 39 41 55 12 14 13 70 71 69

Science------- ----------

29 28 24 24 24 42 10 8 8 43 52 43

Social Science ----------

24 24 23 46 45 54 13 16 7 50 46 52

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

Professional Development provided for Teachers High-quality professional development plans are grounded in the use of authentic data to assess student-learning needs. Data can include multiple measures of performance and achievement such as state, district, school, and classroom assessments, which, when disaggregated by subgroups, identify students who need the most support to achieve high standards of excellence. When student-learning needs are identified, educators can select appropriate teaching and learning approaches, with special focus on the learning needs of the lowest performing students. Then, planners must identify what teachers need to know and be able to do in order to use such approaches in the classroom, and subsequently, design and develop high-quality professional development plans to build teachers and administrators’ capacities to address student learning needs in powerful ways. In a thoughtful planning process, data analysis, curriculum and instructional planning, and professional development are linked together, and focus on the ongoing improvement of student learning. A district-wide staff development plan led by the KHSD Director of Staff Development has enabled a comprehensive designed program to be easily implemented throughout the district. An excellent diversity of opportunities is available and convenient to attend. These are included within the following categories: Student Academic Success, Guidance Services, Instructional Technology, School-to-Career, Campus Safety, Beginning Teacher Support and Assessment, New Employees, Classified Staff, Certificated Staff, and Administration. Many workshops are available annually, and are vital, along with state and regional conference opportunities, to the integration of new curricular materials and methods into the ESLRs. The district provides for six hours of teacher in-service which is funded by the state. There are two full day in-service days for school site meetings in August and January. Title II funds also provide additional professional development for work on curriculum related to the state standards District staff development programs have supported Bakersfield High. Greater than 80% of the BHS staff is either CTAP level 1, 2, or 3 proficient. Faculty members have provided leadership in district, county, and state staff development programs including SLICC, technology, the summer fine arts program and fine arts staff development. They have authored supplemental district texts, participated in conflict mediation staff development, special education staff development, English curriculum development, mathematics curriculum development, NASA-STELLAR space science curriculum development, district ELD curriculum development, School-to-Career, and Library/Media Information Skills development. The Bakersfield High staff has received numerous honors including: California Literature Project Fellow, Kern Art Educator of the Year, State Outstanding Foreign Language Teacher of the year (two teachers), winner of the State Stock Market game, Junior Achievement Teacher of the Year, Coach of the Year, Kern County Outstanding Young Ag Teacher, Northern California Newspaper Teacher of the Year, national special recognition Dow Jones Newspaper Fund, NASA-STELLAR teacher (three years), FFA Star section administrators (two), CMEA (California Music Educators Association) Central Section outstanding choral music educator and administrator, and district ELD Speaker of Note.


Each department has a chairperson who oversees the day-to-day activities of the department and is responsible for textbooks, budget needs, and assisting with scheduling. The chairperson also serves as a resource for teachers, is a liaison between the administration and teachers in the department, and is a member of the Curriculum Council and therefore involved in the decision-making processes of Bakersfield High. Within individual classrooms, ESLRs and A-G requirements are posted. Cross-Curricular Literacy team has developed an annotation strategy that is used on a cross-curricular basis. Bakersfield High School’s two B.T.S.A. mentors work with the beginning teachers on campus. The B.T.S.A. program pairs BHS veteran teachers with first and second year teachers for the purpose of mentoring them on such topics as classroom discipline, time management, and school and district policies and practices. Within the district’s B.T.S.A. program is the California Formative Assessment and Support System (CFASST) formative assessment model. This model includes a series of activities that provide the participating teacher with a basis for demonstrating his or her ability to teach a standards-based curriculum and address the needs and ability levels of students. This model also assists the participating teacher in determining needed areas for ongoing professional development. An important focus this year was the “No Child Left Behind” teacher certification of “highly qualified” teachers. Almost 90% of BHS teachers have been designated as “Highly Qualified”. By the end of the school year, 100% will qualify as “highly qualified.” In addition to professional development for teachers, the KHSD developed the HRD (Human Resource Development Coordinating Committee). This is a seven member group of principals and members of the superintendency that meet quarterly to design and conduct administrative training programs for principals, directors, assistant principals, deans, and prospective administrators. The goal of HRD is the continual improvement of KHSD administrators. Programs include: New Administrator Certification; Pre-Service Training for Administrative Candidates: Professional Skill Building; Dean’s Academy; the New Assistant Principal’s Roundtable; Advanced Interactive Management Seminar; Preparation and In-service for Prospective Principals; and the annual Colloquium for Administrators. In compliance with the requirements of Program Improvement, the KHSD has sent one-half of all assistant principals and principals to the AB 75 Site Administrators Training. The remaining administrators begin training during the spring and fall of 2006. Training modules provide instruction in managing data; reading the research; working with benchmarks; evaluating student information systems; and making data driven decisions for student success. The KHSD has sponsored workshops on common core state standards, anchor-tasks within the math department; constructing multiple choice questions and distracters; and checking curriculum for standards alignments. District benchmark assessments in the core courses have been developed, and data-driven decision making training is in place within each high school in the district. The administration, department chairs, mentor teachers, and team leaders are constantly analyzing data from CAHSEE, CELDT, District benchmarks, and other newly created CCSS assessments. They closely examine present curricular programs in order to determine necessary implementation of strategies for program improvement. BHS has two School Site Professional Development Leaders (SSPDLs) who have had specialized training in standards-based assessment. They have assisted the staff with selection of the “Power Standards”, unwrapping of standards, and with the design of appropriate performance assessments, standards based instructional design, and assisting the data teams. Special Education’s umbrella covers the individualized educational needs of students who are learning disabled in a specific area such as reading or math to the severely physically handicapped. BHS has specific programs for resource students, SDC students, and severely handicapped students. In addition, Special Ed also provides a speech program, a vocational program, on site counseling services, and adaptive PE. Review of Kern High School District Accountability Efforts 1999-2011 The state of California adopted the School Accountability Act of 1999 to provide for the academic development of every student. This law created a comprehensive accountability system for all public schools with rewards that recognize high achieving schools as well as interventions and ultimately sanctions for schools that are continuously low performing. To accomplish these goals the law encourages teacher preparation and professional development in content and pedagogy. The Kern High School District (KHSD) began a move towards accountability during the same school year with an effort to align courses of study in the core areas. District-wide courses of study were generated by teachers in the core content areas. These courses of study insured that students throughout the district were receiving the same standards-driven instruction. The No Child Left Behind Act (NCLB) of 2001 enacted by the federal government requires all districts and schools to demonstrate Adequate Yearly Progress (AYP) with an eventual goal that 100 percent of all students are proficient or above in reading/language arts and math by 2014. With a focus on student achievement the Accountability Act recognized the need to improve the skills of under-performing students in the areas of math and reading. As a result KHSD adopted the literacy intervention program Language! in 2001-2002. Intensive training was provided to English teachers during the summer. This training lead to district-wide literacy courses for students reading three or more grade levels below their year in school. At the same time the math department chairs created a new applied Algebra course and a high school exit exam course to meet the new state requirements and assist students in preparing for the CAHSEE. In the fall of 2002, the Joint Committee contracted with the Center for Performance Assessment to train approximately 75 teachers and administrators from each comprehensive site in the process of identifying power standards, unwrapping standards and identifying big ideas and essential questions. Additionally, Dr. Doug Reeves, from the Center for Performance Assessment, addressed all teachers at a district-wide in-service held during the pre-school meetings in the fall of 2002. His topic was the process of “Making Standards Work.”

The purpose of these professional development sessions was to create a comprehensive plan for the implementation of a standards-based assessment model in KHSD. The plan consisted of several components. The first component engaged certificated staff in “unwrapping the standards” in order to narrow the voluminous standards and indicators by distinguishing between the essentials and the “nice to know” standards. The second component required staff to determine what students need to know to be successful in school, in life and on high stake tests. They identified the essential questions and big ideas within the standards to promote indepth understanding versus memorization of isolated facts. The third component involved the creation of performance assessments and rubrics that align to those power standards and provide for a check of student understanding.


The Joint Committee created the role of professional development leaders - teachers nominated by each site to assist with the implementation of the plan. These teacher leaders prepared to work with their colleagues by participating in staff development to become trainers-of-trainers. Additionally, the Joint Committee - working with subject area facilitators - facilitated the process of developing “Power Standards” for all KHSD courses and grade levels during the 2002-2003 school year. In March 2003, a follow-up training was held for approximately 80 teachers and administrators from comprehensive sites and continuation schools. The purpose of this training was to enable site teams to begin the process of unwrapping standards, identifying big ideas and essential questions. During the 2003-2004 school year Larry Ainsworth, from the Center for Performance Assessment, continued the training in unwrapping the standards for teachers and administrators from all school sites. This model was replicated at the school sites. With the support of Professional Development Leaders, teachers unwrapped the standards by reviewing and identifying the “big ideas” and “essential questions” necessary for student mastery. In October of 2004 KHSD, was named a Program Improvement District despite meeting 32 of the 34 criteria established by the State Department of Education. As a result of this designation, the district conducted an Academic Program Survey (APS) of each school as well as a District Assistance Survey (DAS) completed by a committee of district teachers, parents and administrators. The results of these two surveys were then reviewed by the Kern County Superintendent of Schools who made recommendations for program improvement. These high priority goals included the enhancement of English and math intervention programs, purchasing of standards-aligned textbooks in ninth grade English and math, the organization of a student achievement data system and intensive training for site administrators (known throughout the state as AB 75 training). During the 2004-2005 school year English and math department chairs met with district resource teachers and administrators to address issues pertaining to Program Improvement. As a result of their recommendations, KHSD increased reading intervention classes for students - including those enrolled in EL and Special Education programs. A new ninth grade English curriculum was adopted that reflected the skills tested on the CAHSEE. A single textbook was chosen for Algebra and remedial math. Intensive professional development for the new textbooks (AB 466) as well as for the newest edition of Language! was offered to math and English teachers throughout the district. Edusoft was purchased and implemented as the district’s student assessment software after the idea of developing our own program proved to be too complicated and costly. Additionally, the Local Education Agency Plan (LEAP) – an overall guiding plan that sets district goals for student academic success - was updated to include the Program Improvement recommendations. The addendum addressed fundamental teaching and learning needs in the schools and specific academic problems of low achieving students in high priority schools. The addendum also provided a determination of why the previous LEA plan failed to bring increased student achievement goals and objectives for all significant subgroups consistent with Academic Yearly Progress (AYP) including academic achievement and strategies for English Language Learners (ELL) and Special Education students. In the spring of 2005 Michelle Le Patner, from the Center for Performance Assessment, provided training in the writing of benchmark assessments to teams of teachers and administrators from all sites in the district. This training provided an indepth study of the purpose and benefits of benchmark assessments as well as question writing techniques and a process for implementing district-wide benchmark assessments. Sites used this information to begin the process of writing core area benchmarks. In the fall of 2005, the Instruction Division implemented the development of benchmark assessments for 14 core area courses. Committees of teachers were given the task of writing between three and five benchmark assessments for each course. These benchmarks would be given throughout the year before the California Standards Tests (CST) administration. The assessments were aligned with the district power standards, California state blueprints, and content standards and released CST questions. These committees also created pacing guides that determined the sequence of standards and the length of time dedicated to the material. Using Edusoft, committees were able to align the exams to the state standards. This process allowed for sites to begin data collection on student progress toward meeting the state standards. In the spring of 2006 the committees reconvened to assess the suitability of the tests. Committees revised the tests using data from previous site administrations and input from colleagues. With benchmarks in place, sites were able to establish data teams. The teams were formed based on the sharing of data from the courses they taught in common. Initial training in data-driven decision-making was held in the summer of 2005. (Data-driven decision-making is the process of making choices based on appropriate analysis of relevant information or data. The goal is to provide teachers and administrators with comprehensive student progress data for intervention before students fell behind academically). By 2006 sites were adding time to their instructional day (banking time) in order to create meeting time to allow teachers to convene as data teams. Data team training - facilitated by site Professional Development Leaders - continued throughout the school year and into the summer. During the 2005-2006 school year the California High School Exit Exam (CAHSEE) became mandatory for all graduating seniors except Special Education students with an IEP. Beginning with the class of 2008, Special Education students were obligated to complete the exam. The following year, Assembly Bill 1802 gave districts throughout the state additional funds to counsel students who had not passed or were in danger of not passing the exams. CAHSEE intervention funds were also allocated to districts for students requiring intensive intervention to pass the exam. In the 2006-2007 school year the Joint Committee hired Nan Woodsen, with the Center for Performance Assessment, to provide a series of content area trainings on effective teaching strategies. This decision came after discussions with site administrators and their Professional Development Leaders about the success of data teams. Teachers, engaged in the data driven decision making progress, quickly realized the need to change instruction in order to meet the needs of students. Woodsen used as a basis for her presentations Marzano’s Classroom Instruction that Works. Teachers were introduced to nine research-based strategies that have a high probability of enhancing student achievement in all subject areas and at all grade levels.


The Principal’s Advisory Council (PAC) discussed benchmark assessments throughout the 2006-2007 school year. These discussions centered on several issues. First, some students were not taking the tests. Second, problems existed with the Edusoft platform. Third, test validity and unusable student data provided less than adequate feedback to teachers. These issues were addressed at the Principals’ Summer Planning Session in August of 2007 - prior to the beginning of the 2007-2008 school year. Principals agreed that additional time needed to be provided to teachers to engage in constructive assessment of student progress. The Instruction Division needed to reconvene the benchmark committees to keep those teachers abreast of changes in Edusoft and allow them to revise the benchmarks once again. Fourth, principals agreed that site-specific formative assessments interspersed between the benchmarks were essential to increasing student success. Finally, it was agreed that the revised benchmarks would be used for a three year period. This timeframe would allow the collection of reliable data which would be used to assess the effectiveness of the benchmarks as an indicator of student performance on the CST. In the summer of 2007 numerous KHSD teachers and administrators attended the HOPE Foundation’s “Failure is Not an Option” institute in San Ramon, CA. The institute introduced the participants to the concept of Professional Learning Communities (PLC) and the extensive research that supports the process as a powerful model for improving teaching and learning. Recognizing the merits of the PLC process, the Principals’ Advisory Council (PAC) elected to read Alan Blankstein’s book, Failure is Not an Option: Six Principles That Guide Achievement in High Performing Schools. The book was used as vehicle for discussing and analyzing the progress of KHSD schools toward the cultural shift created by the Accountability Act and NCLB. The PLC model was adopted district-wide during the 2008-2009 school year and the district began professional development focused on this model. All district teachers, counselors and administrators gathered at the Harvey Auditorium to listen to Dr. Anthony Mohammed, a recognized expert in the PLC movement, in June of 2008. In August, his message was expanded by Dr. Timothy Kanold in his presentation to KHSD principals and assistant principals during the Principals’ Summer Planning Session. Students who speak a language other than English struggle to perform at the same levels as their English proficient peers. Data analysis of standardized test results for this significant sub-group led KHSD faculty to research new curriculum to better meet the needs of these students. This research culminated in the adoption of the Edge textbook and the development of curriculum to support the text. Sites implemented this adoption in the 2007-2008 school year. The results of the California English Language Development Test (CELDT) from 2006-2007 to 2009-2010 show a trend of increasing mean scale scores in the listening, speaking, reading and writing domains. The results of the California Standards Test (CST) also show a similar trend in the mean scale scores in English Language Arts during the same time period. The special education sub-group also continues to under-perform on state standardized tests. KHSD has increased its efforts to work with special education faculty. These teachers have received intensive professional development in CAHSEE strategies, AB 466 training and math and ELA strategies. The Instruction Division, in conjunction with the special education departments at each site, continues to address the distinct needs of these students with every effort being provided to assist with their success. KHSD entered the third year of Program Improvement in 2007-2008. As required by law, the State Board of Education (SBE) imposed corrective action sanctions against the district - as well as 96 districts state wide. State wide sanctions ranged from replacing the local educational agency personnel to deferring program funds or reducing administrative funds. In March 2008, KHSD was given Corrective Action F: Instituting and fully implementing a new curriculum that is based on state academic content and achievement standards. This sanction required the district to review and revise the APS and DAS first completed in 2004. The district once again revised its LEA plan adopting a full implementation of a standards aligned curriculum including professional development based on scientifically based research for all relevant staff in math and English Language Arts. This adoption required ninth grade math and English teachers to complete AB 472 (formerly AB466) training for the textbook they teach and to complete 80 hours of follow-up training. Full implementation will be complete by the fall of 2010. KHSD will continue to collaborate with KCSOS for technical assistance as required by the state. In collaboration with the Joint Committee, district administrators and site principals formed a Steering Committee to oversee all district professional development activities. In addition, the committee serves to build relationships among all constituency groups related to the development and delivery of instruction. Meeting quarterly, the committee reviews and discusses site implementation plans to maximize student success through a cohesive staff development model. In the fall of 2009, certificated staff completed an on-line PLC survey to assess the current reality of the process at each school site and district-wide. The results of the survey were used to plan the January 15, 2010 professional development day for the district. Certificated staff met at the Rabobank Arena to participate in professional development focused on the PLC process. Dr. Robert Eaker – a professor in the Department of Educational Leadership at Middle Tennessee State University – and Janel Keating - deputy superintendent of the White River School District in the state of Washington were the presenters for the day. Their topics included, “What It Means to BE at PLC”, “The Work of Collaborative Teams”, “Collaborative Analysis of Student Learning” and “Pyramid of Interventions”. Based on the success of the professional development day, two-day sessions were offered on the topics of “Building Common Assessments” and “Pyramid Response to Intervention” at the end of the school year and during early summer. Each school site sent a representative team of teachers and administrators to participate in the sessions. School teams began the process of developing common formative assessments for their subject area - or school site - and began the development of a pyramid response to interventions for their campus. Based on workshop evaluations, the overwhelming response to the two-day sessions was extremely positive. Teachers (who were unable to participate due to space limitations) and administrators have begun to request more workshops on the same topics. In early June, Dr. Eric Twadell, the superintendent of Adlai Stevenson High School District – the birthplace of PLCs -, met with district administrators, principals and assistant principals to provide an orientation to the PLC academy that will be offered during the 2010-11 school year. Teams – including the principal, assistant principal and teachers - representative of each school site will participate in the PLC Academy. Participants will be responsible for sharing the information with their colleagues and ensuring that the PLC process is implemented at their school site. School sites conitinue to send a teams to the PLC Institute in Southern California. Teams are assigned the task of discussing the implementation of PLCs at their site and planning presentations for the pre-service meetings. In addition, each site is allocated 100 hours of professional development time to plan a half-day presentation focused on developing common formative assessments by subject area.


In addition to aggressive PLC training, the district has begun to work hard to preparing schools and teachers for the implementation of the Common Core Standards. The district has made a concerted effort of training department chairs and selected staff this year as well as establishing committees to work on CCSS curriculum models. The district plans to implement further training for all staff members that will be inclusive of all common core subject areas. Planning of the the January 20, 2011-12 district-wide professional development day (s) was open to schools within the focus of continuing to build and grow professional learning communities with a greater emphasis on specific strategies the implementation. In addition to the professional development plan set up by the district office, BHS has also implemented a rigorous professional development plan. Teachers meet in learning teams three times monthly to create and analyze common formative assessments, discuss learning strategies, and work on school-wide issues. Departments meet monthly to share information and discuss teaching practices. Over the summer, two groups of teachers met for two days to learn and discuss grading practices using Ken O'Connor's How to Grade For Learning. Fifteen teachers attended an AVID strategies workshop in October and shared what they learned with their learning teams. WASC committees meet every six weeks to discuss, review and write the WASC report. Bakersfield High School also has a very active Student Learning Commitee comprised of teachers who are interested in learning about and implementing researchbased teaching strategies, student recognition, and data analysis. Another facet of the BHS professional development plan is the FIT (Freshmen Intervention Team). This team is comprised of Title I Freshmen English, math, and support class teachers. The goal of this group is to discuss issues that affect our low-performing freshmen who are in jeopardy of becoming 9th grade repeaters. BHS has also been more active in utilizing teacher, staff and parent groups to review, discuss, and analyze the Single Plan for Student Achievement. Groups met after school to analyze the Action Plan and contribute ideas and suggestions. This will be an ongoing professional development activity as groups meet to review our progress on all components of the SPSA. In addition to the committees, BHS had a full-day of professional development activities on January 20, 2012 in-service. The in-service included three presentations - AVID strategies and Cornell Notes, Edusoft Training, and common formative assessments and tracking student learning. Dr. Tamara Heflebower, Vice President of Marzano Research Laboratoires, presented at the January 28th, 2013 in-service. The foci of her presentation were exploring alternate grading formats, determining standards proficiency, and translating rubric grading into standard grades for reporting puproses. During the 2012-2013 school year, BHS has plans to visit schools with similar demographics that have had significant gains in their CAHSEE, CST, and/or API scores to see best practices and successful academic programs. PD focus since 2010 Professional Learning Communties Common Formative Assessments PBIS Essential Learnings Common Core Grading Data Analysis Vertical/Cross Curricular Dialogue School-wide interventions Instructional Coherence Professional Development Days The following displays information on the annual number of school days dedicated to staff development for the most recent three-year period. Annual number of school days dedicated to staff development With At Least 180 Instructional Minutes

• 2009-10: 3 • 2010-11: 3 • 2011-12: 3 • 2013-14: 3 • 2014-15: 3


FY 2015-16 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same

Category

Beginning Teacher Salary $47,168 $50,221

Mid-Range Teacher Salary $67,692 $83,072

Highest Teacher Salary $101,126 $104,882

Average Principal Salary (ES)

Average Principal Salary (MS) $128,094

Average Principal Salary (HS) $129,982 $146,114

Superintendent Salary $230,625 $226,121

Percent of District Budget

Teacher Salaries 29% 34%

Administrative Salaries 4% 5% * For detailed information on salaries, see the CDE Certificated Salaries &

Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

FY 2015-16 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil Average

Teacher Salary Total Restricted Unrestricted

School Site-------

$7,183 $1,304 $5,878 76,651

District-------

♦ ♦ $8,393 $73,350

State------- ♦ ♦ $6,574 $82,770

Percent Difference: School Site/District -35.2 4.4

Percent Difference: School Site/ State -11.2 -7.7

* Cells with ♦ do not require data.

Types of Services Funded The school's primary source of funding is an allocation by the district based on student enrollment. This budget provides funding for departmental and administrative costs. Department chairs submit a proposed budget including requests for basic and supplementary textbooks, as well as instructional supplies. The administrative team prioritizes requests, and resources are allocated based on student needs. Other allotments are designated for specific program entitlements including EL, Title I, CTE, Carl Perkins and GATE. The Director of Special Projects approves spending of the special funds to ensure that expenditures from various accounts are consistent with the school plan.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)


Dropout Rate 19.6 8.4 8

Graduation Rate 76.64 87.01 87.78

Kern High School District 2013-14 2014-15 2015-16

Dropout Rate 11.1 9 8.4


California 2013-14 2014-15 2015-16

Dropout Rate 11.5 10.7 9.7


Career Technical Education Participation

Measure CTE Program Participation

Number of pupils participating in CTE 1,052

% of pupils completing a CTE program and earning a high school diploma

4.72%

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education

100%

Courses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2016-17 Students Enrolled in Courses Required for UC/CSU Admission

10.05

2015-16 Graduates Who Completed All Courses Required for UC/CSU Admission

24.6

* Where there are student course enrollments.

2016-17 Advanced Placement Courses

Subject Number of AP Courses

Offered*

Percent of Students In AP Courses

Computer Science ♦

English------- 1 ♦

Fine and Performing Arts ♦

Foreign Language 2 ♦

Mathematics 3 ♦

Science------- 1 ♦

Social Science 4 ♦

All courses 11 16.5

http://www.cde.ca.gov/ds/fd/cs/


Completion of High School Graduation Requirements

Group Graduating Class of 2016


All Students 90.75 88.26 87.11

Black or African American 93.14 84.98 79.19

American Indian or Alaska Native 66.67 79.66 80.17

Asian 100 94.76 94.42

Filipino 100 100 93.76

Hispanic or Latino 89.57 87.73 84.58

Native Hawaiian/Pacific Islander 100 85.71 86.57

White 89.24 89.38 90.99

Two or More Races 100 88.89 90.59

Socioeconomically Disadvantaged 88.51 86.05 85.45

English Learners 83.33 73.45 55.44

Students with Disabilities 19.72 18.59 63.9

Foster Youth 100 79.1 68.19

Career Technical Education Programs

The Kern High School District’s (KHSD) 18 comprehensive high schools, 6 continuation schools, career centers, Bakersfield Adult School, and Regional Occupation Center (ROC) offer 33 different career pathways as outlined by the California career technical education (CCTE) model curriculum standards in 15 industry sectors, groupings of interrelated occupations and broad industries. The average number of career pathways offered per school site is 5.75 The collaboration between KHSD’s Career Technical Education (CTE) programs and the local community college provide a coherent sequence of courses directly related to the academic and career technical preparation of all students for employment in current and emerging occupations. KHSD has long been a leader in CTE programs which have been recognized locally and nationally. The ROC offers 17 capstone classes to the local high school students and supports introduction, concentration, and capstone program offerings at the comprehensive sites. The Health Careers Academy offers a sample of the CTE programs that demonstrate the collaboration between the various educational institutions. Students may take introductory and concentrator classes at their regular high school campus, attend the Nursing Assistant ROC program during their senior year and obtain state certification, sequence to the Bakersfield Adult School’s Licensed Vocational Nursing program, and finish at a local college as a Registered Nurse. A strong relationship with the Kern Community College District Collaborative has strengthened the CTE programs at the secondary and post-secondary levels. Thirteen Partnership Academies through the California Department of Education (CDE) flourish at eight comprehensive sites, providing graduates with real world CTE pathway experiences, state and/or career certification, and work opportunities immediately upon graduation. Follow up studies track the Carl Perkins CTE program completers with over 90% graduation rate for student participants. The KHSD CTE Advisory Committee, representing a reflection of local business and industry partners, meets annually to make recommendations for program improvement, as well as to discuss industry trends, training needs, and local industry demands for future employment. CTE courses at KHSD comprehensive sites are increasing rapidly with 28 different pathways being offered at the various schools. In addition, the District continues to add resources to further improve and expand CTE offerings. Project-Lead-The-Way, a CTE program supported by Chevron and in partnership with the KHSD, specifically supports advanced Science and Engineering programs. The KHSD also supports Virtual Enterprise programs at six of the comprehensive schools. The district receives Carl D. Perkins funds which help many of the CTE programs at the school sites.

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

Documents

Bakersfield High School - 1.cdn.edl.io · Filipino 1.4 Hispanic or ... Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption The textbooks listed are from most