School Accountability Report Card Reported for School Year 2004-05 Published During 2005-06
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) template are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/definitions05.asp Most data presented in this report were collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available. More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.
I. General Information Contact Information Information about school and district contacts.
School Information
District Information
School Name
Highland High
District Name
Kern Union High
Principal
Robert J. Schneider
Superintendent
Dr. Donald E. Carter
Street
2900 Royal Scots Rd.
5801 Sundale Ave.
City, State, Zip
Bakersfield, CA 93306-2819
Bakersfield, CA 93309-2924
Phone Number
661-872-2777
661-827-3100
FAX Number
661-871-6052
661-827-3300
Web Site
http://www.khsd.k12.ca.us/highland
http://www.khsd.k12.ca.us/
E-mail Address
bschneider@khsd.k12.ca.us
dcarter@khsd.k12.ca.us
CDS Code
15-63529-1533330
SARC Contact
lynn_bauer@khsd.k12.ca.us
School Description and Mission Statement Information about the school, its programs, and its goals.
Highland High School is located in the northeast part of Bakersfield, California. It has an enrollment of 2069 students, serving a multi-cultural population ranging from upper middle to poverty level families. Ethnic breakdown is 60.4 % Hispanic, 28.1 % Anglo, 7.6 % African-American, 1.6 % Asian, 1.8 % Native American and 0.4 % Filipino. Students are drawn from a variety of east Bakersfield neighborhoods.
The school offers a strong college preparatory program which includes four years of English, five years of mathematics through calculus, four years of Spanish, three years of social studies including world civilizations, U.S. history, U.S. government, and economics, and three years of science chosen from biology, earth science, chemistry, and physics. Honors courses are offered in English, U.S. history, U.S. government, economics, math analysis, and physics. Advanced placement is offered in English, Calculus, U.S. history and Spanish and Statistics. 55% of Highland graduates continue on to college. This includes about 12% going directly to a four-year college or university and 43% attending community and technical colleges.
Highland provides School to Career paths in Agriculture; Arts, Communications and Human Services; Business; Engineering Technology; and Industrial Technology. It offers courses in applied biology/chemistry, applied mathematics and applied physics. Highland offers business courses in computer literacy, word processing, drafting, beginning and advanced agriculture courses. Highland houses the county deaf and hard of hearing program on campus and offers Interpreter for the Deaf classes for hearing students. Approximately 25% of the senior class pursues advanced vocational work by participating in a two or three hour Regional Occupational Center (ROC) course, offered on the nearby ROC campus. Highland has a 9-week career infusion plan that offers students at every grade level the opportunity to establish, review, and revise a pre-graduation plan, develop career goals, and explore college and career options.
The fine arts department provides a wide variety of enrichment courses including wind ensemble, concert and marching band, string ensemble, an orchestra, five choirs, and beginning and advanced arts/crafts, and drama. Forensics and journalism/publications are taught through the Fine Arts department. Students are encouraged to participate in extra-curricular activities and in athletics. Highland provides over 35 clubs and 34 athletic teams.
Highland’s philosophy statement: Highland High School is dedicated to the education of all students, enabling and encouraging them to reach their highest potential intellectually, artistically, and socially. Further, Highland strives to instill a sense of worth in all students, as well as a commitment to and desire for learning that transcends both the classroom and the campus. And finally, Highland fosters a feeling of community and caring which promotes those ideals, values and morals people wish to see in the society at large.
The ideals of Highland’s philosophy statement are reinforced in a practical way by Highland’s Expected School-wide Learning Results (ESLRs) that call for Highland graduates to be academic achievers, effective communicators, complex thinkers, effective citizens, responsible self-directed adults, collaborative workers, and technologically skilled workers.
The staff and programs at Highland have been honored for excellence by the state and federal government throughout Highland’s 35 year history. This tradition of excellence is highly valued by the staff.
Opportunities for Parental Involvement Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.
Contact Person Name
Lynn Bauer, Assistant Principal Instruction
Contact Person Phone Number
(661) 872-2777
Highland’s parent groups include WATCH (Working Auxiliary to Care and Help), Athletic Boosters, Agriculture Boosters, and Instrumental Music Boosters.
The school also has G.A.T.E., Title I ,and ELL parent advisory groups. Meetings are held regularly to answer questions, solicit input, provide information and offer assistance. Additionally, our parents serve on district advisory councils including ELL, GATE, Special Education, Title I, and a general advisory council for the superintendent. Parents are also members of the school site council.
II. Demographic Information Student Enrollment -- Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Kindergarten
0
Grade 9
603
Grade 1
Grade 10
500
Grade 2
Grade 11
505
Grade 3
Grade 12
461
Grade 4
Ungraded Secondary
Grade 5
Grade 6
Grade 7
Grade 8
Ungraded Elementary
Total Enrollment
2069
Student Enrollment -- Racial and Ethnic Subgroups Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.
Racial and Ethnic Subgroup
Number of Students
Percent of Students
African American
158
7.6
Hispanic or Latino
1,249
60.4
American Indian or Alaska Native
37
1.8
Pacific Islander
1
0.0
Asian
34
1.6
White (Not Hispanic)
581
28.1
Filipino
9
0.4
Multiple or No Response
III. School Safety and Climate for Learning School Safety Plan Information about the currency and contents of the school's comprehensive safety plan.
Date of Last Review/Update
August 2005
Date Last Discussed with Staff
In case of an emergency, Highland High School deals with the problem on campus by implementing the incident command system (ICS). An emergency situation that would require an ICS, is defined as an occurrence or event, human-caused or by natural phenomena, which requires action by emergency response personnel to prevent or minimize loss of life or damage to property. The ICS is designed to accommodate any type of emergency no matter how large or small. The plan is reviewed and updated each school year.
The ICS works by taking the different actions needed to handle the problem and dividing them among different individuals. The incident commander is able to manage the emergency by deciding what needs to be done, delegating the work to those able to complete the task, and then requiring them to report back on their progress. The ICS is made up of various other jobs, each having their own responsibilities. The jobs are: incident commander, public information officer, scribe, logistics officer, planning and intelligence officer, and safety officer.
The incident commander is the person who is in charge of all aspects of the emergency that is happening at the time. The incident commander of a Highland High School emergency should be the principal or either assistant principals. If they are not available, the incident commander’s position should be taken by one of the other school administrators. Any member of the Highland High School staff can fill the following positions in the ICS. The public information officer is the person at Highland who has been given the authority to release information to the media. This person works directly with the incident commander. The scribe is an individual who also works directly with the incident commander. The scribe should stay with the incident commander at all times recording the times, persons, and places that involved during the emergency. The logistics officer is responsible for providing facilities, services, personnel, equipment, and materials in support of the resolution of the emergency. The planning and intelligence officer will collect, evaluate, document, and process information pertaining to the development of the incident. The person is also responsible for the status of the available resources of the school. The safety officer is responsible for monitoring and assessing safety hazards or unsafe situations, and for developing measures for ensuring personnel safety.
The staff and students at Highland participate in fire and emergency evacuation drills each year. Staff members have emergency packets of information that are used in the event of emergency drills or actual evacuations. The information in the staff packet deals with evacuation locations, procedures, and accounting for students. It is updated and distributed to staff members at the beginning of each year.
School Programs and Practices That Promote a Positive Learning Environment Information about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.
Highland strives to offer a positive supportive learning environment for all of its students. In addition to a comprehensive college preparatory program, students are offered a variety of academic support classes in mathematics, reading, and CAHSEE preparation. Students are offered a wide variety of vocational programs available through the R.O.C. Student success at Highland is championed by exceptional counseling, teaching, and support staff often establishing that one on one connection to make positive changes in student’s lives.
Teachers stay in contact with the counselors and the dean to deal with challenges that may arise from negative behavior, poor academic performance, or poor attendance. Home contacts are made to enlist the help of parents/guardians to find the best solutions for their students. Students who are, or become, at risk in their behaviors and/or academic performance are handled through the Coordination of Services Team (COST), which meets weekly to review and develop individual student plans-of-action. This provides a concentration of support services designed to help students change behaviors to support their academic success.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that resulted in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year.
School
District
2003
2004
2005
Number of Suspensions
795
1117
787
8867
11386
12852
Rate of Suspensions
39.5%
55.5%
38%
27.4%
35.1%
Number of Expulsions
72
104
144
815
973
1297
Rate of Expulsions
3.5%
5.1%
7%
2.5%
3 %
4%
IV. School Facilities School Facility Conditions -- General Information Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
Highland High School is a safe, clean, and well maintained school facilities and grounds are well maintained and upgraded according to all codes and mandates.
The following improvements have been made since the last report card:
The modernization has been completed for all buildings except Anderson Hall
The modernization of Anderson Hall has begun and will be completed June of 2006
Per the Williams Act, general maintenance and improvements of all facilities are continued.
School Facility Conditions -- Results of Inspection and Evaluation Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
Interim Evaluation Instrument Part
Facility in Good Repair
Deficiency and Remedial Actions Taken or Planned
Yes
No
Gas Leaks
X
Mechanical Systems
Windows/Doors/Gates (interior and exterior)
Interior Surfaces (walls, floors, and ceilings)
Hazardous Materials (interior and exterior)
Structural Damage
Fire Safety
Electrical (interior and exterior)
Pest/Vermin Infestation
Drinking Fountains (inside and outside)
Restrooms
Sewer
Playground/School Grounds
Other
V. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST -- All Students Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject
State
English-Language Arts
23
28
29
26
27
35
36
40
Mathematics
11
13
14
12
38
Science
21
16
18
25
History-Social Science
17
19
22
32
CST -- Racial and Ethnic Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
White (not Hispanic)
42
77
51
52
*
8
20
10
62
39
CST -- Other Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
Male
Female
English Learners
Economically Disadvantaged
Students With Disabilities
Migrant Education
33
2
15
4
7
24
6
Norm-Referenced Test (NRT) Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported as the percent 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. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT -- All Students Data reported are the percent of students scoring at or above the 50th percentile.
Reading
41
N/A
43
50
NRT -- Racial and Ethnic Subgroups Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
NRT -- Other Subgroups Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
5
24.5
26.7
22.3
28.8
30.9
26.8
28.5
37.4
19.6
22.2
22.1
22.4
25.8
27.5
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 percent of the distance between its API Base and 800. The growth target for a school at or above 800 is to remain at or above 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 awards. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments. Statewide Rank: Schools receiving an API Base score are ranked in 10 categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (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. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal. API -- Schoolwide Data reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.
API Base Data
API Growth Data
2002
From 2002 to 2003
From 2003 to 2004
From 2004 to 2005
Percent Tested
98
92
99
API Base Score
539
583
590
API Growth Score
579
594
621
Growth Target
Actual Growth
31
Statewide Rank
Similar Schools Rank
API -- Racial and Ethnic Subgroups Data reported are API Base and Growth scores and growth targets.
460
514
533
513
532
572
53
661
686
704
677
710
717
API -- Socioeconomically Disadvantaged Subgroup Data reported are API Base and Growth scores and growth targets.
426
490
488
508
546
State Award and Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:
Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or "safe harbor" criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal. AYP All Criteria -- Schoolwide Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district's AYP status was approved.
Schoolwide
All Students
AYP Participation Rates and Proficiency Levels -- Schoolwide and Subgroups Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: "N/A" means that the student group is not numerically significant.
Schoolwide and Subgroups
Socioeconomically Disadvantaged
Students with Disabilities
Federal Intervention Program Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools and districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by contacting the district office or speaking with the school principal.
First Year of Program Improvement Implementation
2000-2001
2004-2005
Year in Program Improvement (Implementation Level)
Year 4
Year 1
Year Exited Program Improvement
Number of Schools Currently in Program Improvement
---
Percent of Schools Currently in Program Improvement
17.4
VI. School Completion (Secondary Schools) California High School Exit Examination (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Examination (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
These data are not required to be reported until 2006, when they can be reported for the entire potential graduating class. At that time, the data are expected to be disaggregated by special education status, English learners, socioeconomically disadvantaged status, gender, and ethnic group.
Dropout Rate and Graduation Rate Data reported regarding progress toward reducing dropout rates over the most recent three-year period include grade 9 through 12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (grades 9 through 12 dropouts divided by grades 9 through 12 enrollment) multiplied by 100. The graduation rate, included as one of the requirements of California's definition of Adequate Yearly Progress as required by the federal No Child Left Behind (NCLB) Act, is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates.
Enrollment (9-12)
1,918
1,985
2,011
29,788
30,953
32,357
1,772,417
1,830,903
1,876,927
Number of Dropouts
65
70
1056
1017
946
47,871
58,189
61,253
Dropout Rate (1-year)
3.4
3.5
1.7
3.3
2.9
2.7
3.2
Graduation Rate
83.6
86.1
86.3
85.1
86.2
85.7
87.0
86.7
85.3
VII. Class Size Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area, as reported by CBEDS.
Avg. Class Size
Number of Classrooms
1-22
23-32
33+
English
23.7
45
25.0
44
25.2
25.3
28.4
29.7
28.7
Social Science
29.6
27.4
27.1
VIII. Teacher and Staff Information Core Academic Courses Taught by NCLB Compliant Teachers For a school, the data reported are the percent of a school's classes in core academic subjects taught by No Child Left Behind (NCLB) compliant teachers. For a district, the data reported are the percent of all classes in core academic subjects taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.
Percent of Classes In Core Academic Subjects Taught by NCLB Compliant Teachers
This School
91.3
All Schools in District
94.6
High-Poverty Schools in District
94.0
Low-Poverty Schools in District
93.8
Teacher Credentials Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1." If a teacher works at two schools, he/she is counted at one school only. Data for teachers with a full credential and teaching outside his/her subject area are provided by the LEA.
Total Teachers
82
89
90
Teachers with Full Credential
73
87
86
Teachers Teaching Outside Subject Area (full credential teaching outside subject area)
Teachers in Alternative Routes to Certification (district and university internship)
3
Pre-Internship
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Misassignments Data reported are the number of placements of a certificated employee in a teaching or services position, including positions that involve teaching English learners, for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. For the 2005-06 school year, the most currently available data are reported.
2006
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Teacher Education Level Data reported are the percent of teachers by education level, as reported by CBEDS.
Doctorate
0.3
Master's Degree plus 30 or more semester hours
2.2
2.8
Master's Degree
23.3
29.9
Bachelor's Degree plus 30 or more semester hours
61.1
54.8
Bachelor's Degree
13.3
12.3
Less than Bachelor's Degree
Vacant Teacher Positions Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester. For the 2005-06 school year, the most currently available data are reported.
Vacant Teacher Positions
Teacher Evaluations Information about the procedures and criteria for teacher evaluations.
All new teachers are evaluated every year until they have a clear credential and become tenured. All tenured staff are evaluated every other year. As a part of the evaluative process, teachers are provided opportunities for professional improvement by attending seminars, workshops, and various other training sessions both on and off campus. All new teachers are invited to participate in the BTSA program which unites new teachers with experienced support providers and offers various teacher trainings.
Substitute Teachers Information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the instructional program at the school.
The Kern High School District personnel office provides the school a pool of qualified substitutes. All substitute teachers are cleared through the Department of Justice and have passed the California Basic Education Skills Test (CBEST).
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE.
Title
FTE
Counselor
6.
Library Media Teacher (Librarian)
1.0
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
0.8
0.2
Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
Number of Academic Counselors (FTE)
Ratio of Students Per Academic Counselor
6.8
304.3
IX. Curriculum and Instruction School Instruction and Leadership Information about the structure of the school's instructional program and the experience of the school leadership team.
Highland High School’s administrative team consists of the principal, two assistant principals, dean of students, dean of athletics and activities, head counselor and categorical program coordinator. The school’s leadership team is called Policy Council. This council is made up of the administrative team, department chairs and classified representatives. Policy Council is responsible for establishing school-wide goals and creating policy with regard to academic program. The council is also the WASC follow-up committee and is responsible for addressing the WASC action plans.
Instruction is centered on the California State Standards and the Kern High School District’s adopted Power Standards. In the 9th and 10th grade years, preparation and practice in passing the California High School Exit Exam (CAHSEE) is emphasized in the curriculum. In the 11th and 12th grade years, preparation and practice in passing college entrance and/or placement exams is incorporated into courses of study.
Curriculum is regularly adjusted to address the needs of the students and the state’s requirements. The goal of the school is to 1) make sure all students graduate, 2) properly prepare students for college or university entrance, or 3) provide students with the necessary skills to enter a vocational/trade school or the workforce.
Ongoing collaboration among staff is critical to the success of the academic programs. Adjustments to courses and/or curricula are made based on state test scores (CAHSEE and STAR) and various classroom assessments. Standards-based benchmark assessments in each core discipline are being developed and implemented to regularly measure progress and to ensure movement towards mastery of skills.
Courses are offered to meet the needs of the GATE and honors student as well as the underperforming student. Our Title I/EL programs provide assistance and classes to help our under-performing students develop a better understanding of the curricula. Students who read below the 25th percentile are assigned a literacy class. Students who do not pass CAHSEE are offered a zero and/or eighth period CAHSEE prep class.
There are approximately 200 special education students at Highland High School representing 11% of the total population. Students in this program have equal access to the curriculum provided to all students as evidenced by their schedules and their Individualized Education Plan/Transition plan (IEP/TP). Resource classes that support core curriculum and special day class programs that provide a district special education core curriculum are also offered to these students.
In addition to its academic programs, Highland offers extra-curricular and co-curricular activities that provide a niche for the students’ varied interests and special talents. In addition to the outstanding music, drama, and sports programs, students may participate in various academically based competitions such as Mock Trial Academic Decathlon, Science Bowl, and forensics. The School Ambassador program and ASB provide opportunities for students to become leaders and role models.
Professional Development Information about the program for training the school's teachers and other professional staff.
Much of the current professional development offered is geared towards developing standards-based curriculum and standards-based assessment. The Kern High School District has promoted and encouraged participation in the standards-based workshops provided by the district.
Probationary teachers have a BTSA mentor and are required to attend BTSA workshops on a regular basis. They are also required to complete assignments through the BTSA program. Probationary teachers also work closely with their department chairs, who help them to develop units and effectively execute lessons.
Quality and Currency of Textbooks and Instructional Materials Information about the standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials used in the school that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, and history-social science. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. The information includes an explanation for the use of any non-adopted textbooks or instructional materials.
Core Curriculum Areas
Quality and Currency of Textbooks and Instructional Materials
Reading/Language Arts
Purchase of all new textbooks must follow a district and school-adopted approval process. Final approval is given by the school board.
Textbooks are upgraded to meet the needs of standards-based curricula. New textbooks are purchased to complete class sets or to replace those which have fallen into disrepair.
Departments collaboratively work with the Assistant Principal of Curriculum, the Library-Media teacher to order textbooks and instructional materials which are at the appropriate reading levels of the students.
See Reading/Language Arts, above
Foreign Language
Health
Science Laboratory Equipment
Sufficient equipment is available to students and is upgraded as needed
Availability of Sufficient Textbooks and Instructional Materials Information about the availability of sufficient standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (kindergarten through grade 12); and science laboratory equipment (grades 9 through 12), as appropriate. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board.
Availability of Textbooks and Instructional Materials
Textbooks/materials are available to all students.
Science Laboratory Equipment (grades 9-12)
Laboratory equipment/materials are available to all students.
Instructional Minutes Data reported compare the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
K
36,000
50,400
54,000
64,800
Minimum Days in School Year Information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.
During the 2004-2005 school year, students attended school on a shortened day schedule 121 days. Department meetings, final exams, fog delays, and early outs before holidays were the reasons for the early dismissals.
X. Postsecondary Preparation (Secondary Schools) Advanced Placement and International Baccalaureate Courses Data reported are the number of Advanced Placement (AP) and International Baccalaureate (IB) courses and classes offered, and the enrollment in various classes. The data for fine and performing arts include AP Art and AP Music, and the data for social science include IB Humanities.
Number of Courses Offered
Number of Classes Offered
Fine and Performing Arts
Computer Science
76
Student Enrollment in Courses Required for University of California (UC) and/or California State University (CSU) Admission Data reported are the number and percent of student enrollment in courses required for University of California (UC) and/or California State University (CSU) admission. The percent of student enrollment is calculated by dividing the total student enrollment in courses required for UC and/or CSU admission by the total student enrollment in all courses. Note: Each student is counted in each course in which the student is enrolled. As a result of these duplicated counts, the student enrollment in all courses will, and the student enrollment in courses required for UC and/or CSU admission may, exceed the actual student enrollment figure for the school.
Student Enrollment In All Courses
Student Enrollment In Courses Required For UC and/or CSU Admission
Percent of Student Enrollment In Courses Required For UC and/or CSU Admission
11161
5528
49.5
Graduates Who Have Completed All Courses Required for University of California (UC) and/or California State University (CSU) Admission Data reported are the number and percent of graduates who have completed all courses required for University of California (UC) and/or California State University (CSU) admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates.
Number of Graduates
Number of Graduates Who Have Completed All Courses Required For UC and/or CSU Admission
Percent of Graduates Who Have Completed All Courses Required For UC and/or CSU Admission
353
20.4
SAT Reasoning Test Data reported are the average verbal and math scores for Grade 12 students at the school, district, and state level who voluntarily take the SAT Reasoning Test for college entrance. Data are also reported for total grade 12 enrollment and percent of grade 12 enrollment taking the test. Students may take the test more than once, but only the most recent score is reported at the year of graduation. The test may or may not be available to students at a given school. Detailed information regarding SAT results may be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Grade 12 Enrollment
440
429
7115
7654
7752
385,356
395,194
409,576
Percent of Grade 12 Enrollment Taking Test
20.2
21.2
22.8
23.5
23.2
36.7
35.3
35.9
Average Verbal Score
494
487
481
482
496
499
Average Math Score
531
519
518
506
521
College Admission Test Preparation Course Program Information about the school's college admission test preparation course program.
Highland currently participates in the Early Assessment Program through California State University Bakersfield. Students take assessment tests in their junior year in Language Arts and Mathematics. They can then access CSUB on-line services and teacher help to improve their test scores during their senior year. The Kern High School District and County Superintendents Office maintains a web site “Kern Learn” where students can work to improve their knowledge and test taking abilities. Highland also has SAT study guides and software available for check out in the school library.
No SAT preparation course was offered on the Highland campus this year.
Workforce Preparation Programs Information about the school's career technical education programs and classes.
KHSD’s fifteen (15) comprehensive high schools offer career path programs covering six career areas which umbrella the sixteen (16) Career Technical Education career paths.
CTE Programs offer a coherent sequence of courses directly related to the academic and technical preparation of all students, including those from special populations, for employment in current and emerging occupations, certification programs at the community college level, and careers requiring post secondary education. KHSD has been a leader in CTE programs which have recognized students locally, nationally and even internationally. ROP has expanded several capstone classes to the local high school campuses. A strong continued articulation with the Kern/South Tulare Consortium for Tech Prep has strengthened the CTE programs at the secondary level. Follow-up studies have proven a valuable tool is tracking Career-Technical Completers. Completers have a 93.98% graduation rate. The CTE (also known as Perkins) Advisory committee is strong and continues to add representatives reflective of local business/industry to make recommendations for program improvement projecting local industry demands.
Career Technical Education (CTE) Programs Data reported are enrollment and program completion from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2003-2004 (CDE 101 E-1). Data have been aggregated to the district level.
CTE Participants
Grade 9-12 CTE Students
Grade 12 CTE Students
Total Course Enrollment
Number of Concentrators
Number of Completers
Completion Rate
Number Earning Diploma
451
404
89%
343
307
90%
XI. Fiscal and Expenditure Data Teacher and Administrative Salaries (Fiscal Year 2003-04) Data reported are the district salaries for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. Data are also reported for teacher and administrative salaries as a percent of a district's budget. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0304.asp. Note: County offices of education are not required to report average salaries and expenditures. The CDE's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$31,882
$36,464
Mid-Range Teacher Salary
$53,547
$61,925
Highest Teacher Salary
$80,001
$77,260
Average Principal Salary (Elementary)
Average Principal Salary (Middle)
$97,157
Average Principal Salary (High)
$110,058
$109,001
Superintendent Salary
$155,534
$158,638
Percent of Budget for Teacher Salaries
35.4
38.1
Percent of Budget for Administrative Salaries
4.8
5.2
School Site Average Teacher Salary
District Average Teacher Salary
State Average Teacher Salary
Percent Difference Between School Site and District Average Teacher Salary
Percent Difference Between School Site and State Average Teacher Salary
$55,270
$58,519
$56,444
-5.6%
-2.1%
District Expenditures (Fiscal Year 2003-04) Data reported are the total dollars expended in the district and the dollars expended per student at the district compared to the state average for all districts and for districts of the same type and size. Detailed information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note: County offices of education are not required to report average expenditures. The CDE's School Fiscal Services Division does not calculate statewide average expenditure information for county offices of education.
State Average All Districts
Total Dollars Expended
Dollars Expended Per Student (ADA)
$14,011,855
$8,523
$223,551,739
$7,068
$7,007
$6,919
School Site Expenditures Per Pupil Total
School Site Expenditures Per Pupil from Restricted Sources
School Site Expenditures Per Pupil from Unrestricted Sources
District Expenditures Per Pupil from Unrestricted Sources
State Expenditures Per Pupil from Unrestricted Sources
Percent Difference Between School Site and District Expenditures Per Pupil from Unrestricted Sources
Percent Difference Between School Site and State Expenditures Per Pupil from Unrestricted Sources
$2263
$5779
$6260
Types of Services Funded Information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.
Highland High School students are supported with funds from Title I, II, III, Carl Perkins, Special Education, and GATE. These funds support programs for our student’s special needs in the various areas, providing supplemental materials, classes, support personnel, training and classes.