The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available on the SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access

DataQuest

DataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP], test data, enrollment, 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 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.

II. About This School

Contact Information (School Year 2008-09)

This section provides the school’s contact information.

School

District

School Name

South High

District Name

Kern Union High

Street

1101 Planz Road

Phone Number

661-827-3100

City, State, Zip

Bakersfield, CA 93304-6150

Web Site

www.khsd.k12.ca.us

Phone Number

661-831-3680

Superintendent

Dr. Don Carter

Principal

Librado L. Vasquez

E-mail Address

dcarter@khsd.k12.ca.us

E-mail Address

lvasquez@khsd.k12.ca.us

CDS Code

1-563529153539

School Description and Mission Statement (School Year 2007-08)

This section provides information about the school, its programs and its goals.

South High School, Bakersfield, is one of 18 comprehensive high schools in the Kern High School District (KHSD/District), the largest high school district in California. The District encompasses most of the western part of Kern County located at the southern end of the Central Valley. South High was established in 1957 and as of October 2008, 2,055 students were enrolled in grades 9-12. South High’s student capacity is 1961 students. To address classroom space shortages, the District has provided portable classrooms as needed based on student enrollment.

South is a neighborhood school that is fed by six different junior high/middle schools representing three different elementary districts. Many students transfer to participate in the Criminal Justice (CJA) Academy, Engineering and Industrial Technology (MS3) Academy and the JROTC program.

Approximately 180 students ride the bus to school. The effects of the District’s boundary changes over the past 16 years, has resulted in the opening of several new high schools and a fluctuating population. South has a homogenous population with respect to socio-economic status (SES) levels; however, the student population is diverse in regard to religion, ethnicity, and country of origin.

Its 2008 ethnic student distribution figures were 67.1 Hispanic, 14.0% White, 12.7% African-American, 4.06% Asian, 2.2% Other. The school, located in south central Bakersfield, serves a multi-cultural population ranging from middle-class to poverty level families who come from a variety of neighborhoods surrounding it. Twelve languages are spoken daily on campus, and honoring diversity and promoting appreciation and understanding of different cultures is a high priority. The English Learner (EL) population represents 14.4% of South’s enrollment. Approximately 64% of the students are eligible for the Free or Reduced Lunch Program as of October 2008.

South High School has a rich history of generational attendees who remain loyal to the school. They continue to provide support for the school’s programs. South’s alumni and parents provide financial assistance to programs such as the band, athletics, Forensics, and Drama. Local businesses that are owned by South High alumni support the school through donations to help defray the cost of athletic events, field trips, and they donate food for the school’s annual food drive for needy families. In addition, the South High Alumni Association and the Athletic and Band Boosters also donate their time to chaperone activities at the school.

South’s parent groups include Athletic Boosters, Band Boosters, GATE/Honors Parent Advisory, Engineering and Industrial Technology Academy (MS3) Parent Club, and the Rebel Parent Club. To meet the diverse needs of the school’s parents, the school holds quarterly Title 1 and English Learners parent meetings to answer questions, provide information, offer assistance, and recognize student achievement. Additionally, the KHSD holds quarterly District English Learner Advisory Committee (DELAC) meetings that focus on specific topics. During 2008, the DELAC focused on self-governance.

South continued to support the Parent Project, implemented through Title 1, to help parents who need solutions to common problems while raising a teenager. The program’s curriculum addresses problems such as low grades/no homework, school attendance, defiant behavior, talking back/no communication, teenage sex/drugs, and threat of running away. Parents are provided with effective prevention and intervention techniques in order to help their children develop and grow into safe and competent adults. Classes in English and Spanish are held once a week for six weeks. South also offers English Language Development classes for non-English speaking parents sponsored by the Kern High School District Adult School program.

South High has a variety of business partnerships with organizations such as the South Bakersfield Lions Club, Aera Energy LLC, Pacific Gas and Electric, Kennedy-Jenks Consultants, the Bakersfield South Rotary, Downtown Bakersfield Kiwanis and the local Friday Night Live Organization. The South Chester Partnership, the Greenfield Unified School District Resource Center, local Food Bank, Gleaners, Clinica Sierra Vista and the South High School Alumni Association are regular supporters of the school in a myriad of ways. Each of these organizations support various school activities such as job shadowing, intern and extern-ships, providing glasses to needy students, service learning opportunities, and student scholarships. Many students also participate in the local Bakersfield Leadership program with business leaders throughout the community.

Additionally, local law enforcement agencies, State Correctional Officers, military personnel, college and university officials, and the medical industry, etc., have participated in campus job fairs as classroom speakers and as career counseling consultants.

South High School’s purpose is to provide a comprehensive education to meet the needs of all students, from the gifted and talented to the mentally challenged. South High School has consistently met the challenges set by the Western Association of Schools and Colleges (WASC) Accreditation process and most recently received a six year accreditation term with a three-year review. The school prides itself on providing programs and classes that will prepare students for post-secondary careers. It believes that every student can learn and be successful academically and socially. The school provides a rigorous and challenging curriculum for every student that enters its door. To meet the needs of the diverse student population, South High School has developed numerous programs, many of which contain career paths.

The State Algebra requirement and the passing of the California High School Exit Exam (CASHEE) have presented a great challenge to all California high schools. The school has created and implemented additional classes and resources such as student pull-out sessions, after-school tutoring and Saturday CAHSEE classes to assist students who have not met the State requirements. Additionally, South High continues to address all concerns related to students meeting the Kern High School District graduation requirements. The school's progress indicators are monitored yearly by the School Site Council, Advisory Council, staff and parents. These indicators include the following: School Report Card, CSTs, CAHSEE, District benchmark tests and other formative and summative assessments. The school receives a WASC three year midterm review which assesses progress toward completing the goals of the school's Action Plan.

The vision upheld by the South High students, staff and parents, is that graduates will be responsible citizens, life-long learners, with the skills to make decisions and choices, and the confidence to achieve.

By graduation, South High students will be:

1. Academic Achievers
Who will meet or exceed Kern High School District and departmental standards.

2. Effective Communicators
Who will read, write, speak, and listen reflectively and critically.

3. Users of Technology
Who will demonstrate competence in using technology in a variety of situations

Opportunities for Parental Involvement (School Year 2007-08)

This section provides information about opportunities for parents to become involved with school activities.

Contact Person Name:

Essie Davis

Contact Person Phone Number:

661 831-3680

South High School leadership employs a wide range of strategies to encourage parental and community involvement with the teaching and learning process. Parents and the community are encouraged to participate in organizations that support the school. Parents serve as members of the School Site Council, athletics and instrumental music Boosters, Rebel Parent Club, Academy steering committees, and Title 1, Migrant and English Learner parent advisory committees.

South High School uses a variety of communication efforts to involve parents in their students’ standards- based education. The school uses its web page, all-call system, Rebel Yell (school newspaper), Rebel e-mail, the Rebel Rouser (school newsletter), and direct mailings to provide information to parents regarding dates and events as well as identifying student successes. Rebel Romp, Principal Partner’s Day, youth leadership committees, Parent Project, Back to School Night, Title 1 meetings, IEP meetings, extra-curricular activities, and Academic Excellence Awards ceremonies are examples of organizations and events designed to encourage parental involvement on the campus. South High School also has a variety of community partnerships that involve both parents and students such as: Key Club-Kiwanis, Friday Night Live (FNL), Interact Club, South Chester Partnership, Greenfield Resource Center, Food Bank/Gleaners, Clinica Sierra Vista, Dr. Alvarez (Valley Medical Group), Academy Partners, and Alumni Association.

South High’s web page is designed and maintained by students and staff. It is comprehensive, including activities, staff information, discipline codes, dress codes and bell schedules that pertain to student success at South High. The “Rebel Rouser” newsletter is sent to parents and includes articles submitted by teachers, clubs, the athletic department and administration. It provides information regarding student achievement, counseling and college announcements, and extra-curricular activities. The Kern High School District and South High maintains an All-Call system that provides parents with important announcements and information about upcoming events. It is used to notify parents of schedule changes as well as student absences. Rebel Romp is a freshmen carnival which invites incoming freshmen and their parents to tour the campus. Information is also provided about clubs, activities and resources available for South High students and parents. Parents may also make appointments to register their students for fall classes. South High students publish and distribute an on-campus school newspaper, the Rebel Yell. The paper is created by students, for students, through the journalism class. South High currently has 35 different clubs, Instrumental Music, Color Guard, and Cheerleading. There are 482 male athletes and 310 female athletes representing 17 different sports at the varsity, JV, and Freshmen-Sophomore levels. The South High Athletic Boosters is a group of parents and alumni who support South High Athletics. They help by raising money through the Reverse Draw, manning the fireworks booth, selling food items at games (football, soccer, basketball, etc), as well as selling South High fan gear. This group also regularly supplies meals to athletic teams, and financially supports teams by buying needed equipment. The group also donates money for coaching clinics. The School Site Council is composed of five parents, five faculty members, two classified employees, five students and administrators. All parents are invited and encouraged to attend these meetings. The group oversees the allocation of all categorical funds including Title 1, Migrant, and Carl Perkins. It approves the staff development plan and provides input regarding the school’s ESLRs, vision, and goals. Participants visit classrooms and have an opportunity to observe teachers and students in traditional classes and special program activities. This function promotes and generates interest in the school and expands opportunities for additional collaboration between the school and community.

The Rebel Parent Club (RPC) is composed of parents, teachers and students who provide volunteer help and financial assistance to the school. The RPC also assists with first day and semester change activities, school mailings, and provides refreshments for special school activities. The Band Booster Club (Rebel Elite Booster Squad – REBS) assists in organizing trips and offers help with financial assistance for the purchase of band equipment, musical instruments and stipends to music coaches. The Engineering and Industrial Technology Academy (MS3) provides support to the program by conducting fundraisers and providing chaperones for field trips.

An orientation for the parents of incoming 9th grade students is organized by the staff the week prior to the start of school. In addition, each spring South’s counselors, administrators, and student leaders organize an 8th grade carnival, the Rebel Romp. Both activities are designed to inform parents of the many activities available for student participation and to foster early communication between South, students and parents. Parents of new students and freshmen receive the Student Handbook which includes information regarding the school schedule, curriculum, college entrance requirements, discipline codes and procedures, attendance policies, homework policies, and information on school clubs. Parents of all students are given a “Contract for Success” to review with their student and to sign. The contract is an agreement to bring the necessary materials to class and to be responsible for the completion of homework assignments. Individual teachers distribute class rules and expectations to students for parents to review and sign.

Dr. Carlos Alvarez, a South High School alumni and the owner of Valley Medical Clinic, has been the athletic program doctor for the past 18 years. He is the official doctor on duty at every site football game. He also donates his time up to four times a year by providing free physicals for student athletes. This usually involves up to 125 student athletes at a time. He is actively involved in the Hispanic community in a campaign against diabetes and has used his involvement with the campaign to offer free diabetic screening for South students. Additionally, Dr. Alvarez uses his bilingual skills to bridge the language gap with Spanish speaking students and parents. South High School Alumni Association was formed in 2002. Since its formation, the association has funded scholarships, provided financial aid to students for AP Exams, PSAT tests and the purchase of musical instruments. South High has two California Partnership Academies on campus, Criminal Justice (CJA) and Engineering and Industrial Technology (MS3). Both Academies have active Steering Committee members and regularly scheduled meetings. The committees include local business partners who participate in decision making regarding curriculum, field trips, and resource allocations. The businesses, as part of the grant criteria, are required to contribute annually resources matching the amount of the state grant.

South is proud of its state- funded Criminal Justice Academy (CJA), and the Engineering and Industrial Technology/MS3 Academy. Each of these programs has an active community component. The academies steering committee, composed of approximately 20 business partners, hold meetings throughout the year. The steering committees make recommendations regarding curriculum, job shadowing, field trips, and career fairs as well as addressing many other related concerns. Business and community partners also visit classrooms as guest speakers and provide job shadowing opportunities for students. Students are placed at any one of the following locations: Aera Energy LLC, Processes Unlimited, Pacific Gas and Electric (PG & E), Kennedy-Jenks Consultants, Bakersfield Police Department, Kern County Sheriff Department, Plantation School, Pauly School, and Planz School.

The Visual and Performing Arts Department and the CJA Academy junior class participate in service-learning projects where students read to local elementary students. The Music department (band and Rebellettes) participate in DARE and Red Ribbon activities with the local elementary schools.

The Associated Student Body (ASB) participates in food drives for needy families. ASB also participates in the annual Toys for Tots drive for children within school boundaries.

South’s Junior Reserve Officer Training Corp (JROTC) spends numerous hours providing services to the community. They are also invited, on a weekly basis, to ceremonies to perform color guard activities, organize and implement an annual food drive which provides baskets to approximately 100 school families. They are the lead participants in fundraising activities for student scholarships, such as the annual Ron Fontaine and Steve Strauss Memorial Runs. The unit is evaluated every three years and is currently rated as an Honor Unit with Distinction Award.

Back to School Night is held annually. It provides the parents an opportunity to meet their students’ teachers, visit classrooms and tour the campus. It also provides an avenue to promote effective communication among the school, parents and students. Parents are also encouraged to become involved with the school’s program.

The Academic Excellence Awards Ceremony is held annually to reward students who have achieved academic excellence by maintaining a 3.0 grade point average or better. Parents and family members are invited to attend this ceremony. It is also used as a motivational technique to encourage other students to strive for excellence.

South High School has a significant population of non-English speaking students, and 12 different languages spoken. The school has addressed the needs of this community by employing bilingual aides, Community Counselors and bilingual counselors, bilingual psychologists and health providers, and job coaches. Additionally, the school provides parenting support through the Parent Project, the Greenfield Unified School District Resource Center, Special Education Individual Education Plans (IEP), Title 1 events, meetings, and workshops. The Title 1 program also distributes a parent compact. The following are examples of strategies for including non-English speaking parents:

• Title 1 Parent Advisory Meetings conducted quarterly
• English Learner Advisory Committee conducted quarterly
• Migrant Education Parent Advisory held 6 times a year
• Workshops conducted based on the results of an annual needs survey completed by parents. Various community organizations in the field of health and human services, colleges and scholarship conduct workshops at these meetings

The Parent Project was implemented through Title 1 to help parents who need solutions to common problems while raising a teenager. The program’s curriculum addresses problems such as low grades/no homework, school attendance, defiant behavior, talking back/no communication, teenage sex/drugs, and threat of running away. Parents are provided with effective prevention and intervention techniques in order to help their children develop and grow into safe and competent adults. Classes in English and Spanish are held once a week for six weeks.

South High School has two Community Counselors who are student advocates. The Community Counselors’ jobs consist of interpreting for Spanish speaking parents, making home calls, working with at-risk students, providing conflict mediation and mentoring students. They also help with and hold parent conferences, have students participate in conferences to motivate and keep them in school, help parents obtain food, clothing, gym clothes, back packs, paper, pens and pencils. Along with school Counselors, Community Counselors also refer students to Clinica Sierra Vista offices for various medical needs and refer families to the Greenfield Unified School District Resource Center for alcohol and substance abuse classes. Clinica Sierra Vista continues to provide important health services for South High’s low income families. Clinica Sierra Vista’s Health Education Outreach programs also provide guest speakers for Health classes.

The Special Education Department creates opportunities for parents, students, appropriate teachers and the Special Education Coordinator to work together to improve educational results for children with disabilities. Students with a disability, including but not limited to, auditory, cognitive, or visual disabilities may, qualify for Special Education services. An Individual Education Plan (IEP) is created with input from the Special Education Coordinator, student, appropriate teachers and the parent, based on the students’ specific and unique needs that will help them achieve academic success. Whenever possible, students with disabilities are mainstreamed into the regular curriculum. The LEOS service club interacts with severely Special Education handicapped students to ensure they are included in the school’s activities. For example, LEOS students take them to the lunch room and eat with them during regular lunch hours, take them to school rallies, and have monthly get-togethers.

South High School prides itself in providing a clean and safe environment for its students and staff. The Assistant Principal of Administration works closely with the Plant Supervisor to address immediate safety and facility concerns. For the past six years, South has received awards from the Kern High School District, commending it as one of the cleanest campuses in the District. Furthermore, for the 2004-05 school year, South High was awarded the “Kern Clean Campus 2005” by Leadership Bakersfield and the Keep Bakersfield Beautiful committee.

The Safety Committee meets four times throughout the year to address facilities, student and staff health issues, and emergency/crisis procedures. This committee is comprised of students, teachers, administration, and classified representatives. South High School has been a District leader in emergency and evacuation procedures. Each year, lock down and evacuation drills are executed throughout the campus using realistic scenarios. Teachers are required to stay with their classes during emergency drills, while classified and administrative personnel are assigned to safety teams, such as first aid, search and rescue, parent communication, and student information teams. South often enlists community policing agencies to plan and execute their yearly drills. These agencies have been very impressed with South’s preparedness and diligence in providing training for its staff and students.

Diversity, tolerance, high expectations, and a caring learning environment make South High School a place where students and staff are constantly growing. To help maintain this nurturing environment, South High School maintains a safe and secure campus according to the Kern High School District Discipline Code. All visitors must report to the Administration Office prior to entering the campus.
The Dean’s Office is comprised of the Dean, Assistant Dean, six Campus Supervisors, and a full-time Police Officer. This office addresses violence, harassment, student conflict, and defiance with a strong, no-nonsense policy to ensure a positive and safe learning environment. Students at South know inappropriate behavior will result in negative consequences, such as detention, In-School Suspension, Saturday Work, Suspension, and Expulsion. Students at South also know they can resolve conflict and differences in the Dean’s Office before the behavior becomes a disciplinary problem.

Students demonstrate citizenship, ethical values, and behaviors on campus and the community. Students are involved in ASB, clubs, choir, athletics, service learning, instrumental music, JROTC, Sounding Board, Safety Committee, and the Site Council. Students are active in providing service to the community such as, sponsoring Toys for Tots, visiting the elderly, preparing food baskets, holding coat drives, working with the disabled students on campus, providing help and support to community athletic events, and peer tutoring to fellow South High students and students at nearby elementary and middle schools.

The staff has worked steadily over the last seven years to implement current educational research to promote a cohesive standards-based curriculum for instruction. Dennis Fox, Doug Reeves, Harry Wong, Don Maas, Jane Schaeffer are some of the researchers that have been influential in providing strategies and techniques to improve instruction. The department chairs and the administrative team meet monthly under the guidance of the Assistant Principal of Instruction to discuss and share current instructional data, performance assessments and issues that pertain to instruction. This information is then disseminated by department chairs in departmental meetings. Teachers share data from benchmarks within departments to improve instruction; however, the school needs to continue its focus on improving students’ performance in the core areas with particular emphasis on the underperforming sub-groups and the general level students.

Students receive appropriate support along with a four-year individualized learning plan to help ensure their academic success. Currently, six full-time counselors are employed, each with a specific case load of students to maximize the opportunity for students’ academic success. Incoming freshmen meet with their counselor and develop a Four-Year Plan. The plan is reviewed each year so the student and counselor are both aware of the students’ needs and interest. The plan is modified as needed. This process is further expedited by the referral system between teachers and counselors, and between parents and counselors. Students have ready access to counselors by appointments, by “drop-ins”, by teacher referrals and parent requests. The student’s Four-Year Plan and the annual review of the plan are mandated by the South High School Site Guidance Plan. The South High School Site Guidance Plan is aligned to the goals and guidelines of the Kern High School District and the National Standards for School Counseling.
A pivotal factor contributing to the academic success of students is the correct placement of students, especially the incoming freshmen. Freshmen are placed according to their seventh grade test scores, eighth grade teacher recommendation and grades, parent/student input, preferencing sheets and Kern High School District guidelines. Another important contributing element to the academic achievement of freshmen is their successful integration into the school culture. Sophomores, juniors and seniors are placed according to grades, transcripts, test scores, parent and student input, and teacher input and recommendations. All student placements are guided by graduation requirements, career pathways, program participation mandates, and/or the “A-G” subject requirements. Some of the activities specifically designed for incoming 9th graders and their parents to ensure a successful transition of freshmen students into South High School are:

• Rebel Romp, held in the Spring for incoming 9th grade students
• Summer School math and English classes specifically designated for incoming freshmen students
• Appropriate Summer School English Literacy classes.
• Freshmen Orientation Night, held just prior to school opening. Additional services provided by the counselors to ensure academic success for all students include: Scheduling of appropriate classes, academic planning – which includes meeting high school graduation requirements and meeting college entrance requirements (post-secondary education planning), career planning, personal and social crisis intervention and resolution
• Full service Resource Program (RSP) in Special Education, including service for incoming freshmen students
• Special Day Class (SDC) in which students receive English, Math, Life Skills, and Vocational Education training
• Attendance – Truancy Reduction to further ensure that students receive appropriate support to help them achieve academic success; the counseling staff also include and/or work with the following: Two full-time Community Counselors who serve the at-risk and minority students and families
• Title 1 Program Coordinator who consults with the Counseling Department for all EL, Migrant and Title 1 tagged students
• Special Education Department Director and teachers/counselors
• School Registrar who ensures proper placement of students as they enroll at South High School
• Independent Study Coordinator
• Work Force Program Coordinator
• Probation Officer who provides intervention assistance with student monitoring by school, family, and law enforcement

The staff engages the diverse student population with a wide variety of instructional strategies, and students are encouraged to meet the requirements of a rigorous curriculum. A rigorous curriculum is one which uses the state subject area content standards as its curricular platform and aligns curriculum, assessment, instruction and organization to provide a comprehensive coherent structure for teaching and learning. It also provides a blueprint for organized instruction so that every child meets or exceeds the content standards. Teachers use alternative/authentic assessments, such as collaborative projects, portfolios, and rubrics. Students have access to computers on campus including a full-size computer lab, four business department classrooms and at least one student computer in every classroom. Computers are also available in the Library, the College/Career Center, and in the Title 1 Lab. In addition, teachers have computers in their classroom and two computers in the teacher work room. Teachers also have use of the computer lab at the Kern High School District Office (KHSD), and they attend various computer workshops offered by the District. The workshops provide opportunities for teachers to improve their computer skills and find innovative ways to infuse technology into the curriculum to improve student achievement.

Supplemental instructional resources are available for teacher use. These resources are available to students and teachers to provide multiple opportunities for students to improve their proficiency. These resources include the following: the school’s video library; books, web page links, computer labs, extra computers in classrooms for students use; the KHSD Professional Development Center, and the school-wide after school tutoring program. The after-school tutoring program provides tutoring in all subject areas; teachers and peer tutors assist students in the program. Many teachers offer tutoring for students in their individual classrooms before school, during lunch and after school.

The Partnership Academies: the Criminal Justice Academy (CJA) and the Engineering and Industrial Technology Academy (MS³), have a tutoring component for academy students.

The Criminal Justice Academy is a California Partnership Academy, funded through the California Department of Education. The academy is a three-year college preparatory program designed to introduce students to professions in the field of criminal justice and prepare them for entry-level employment in related careers. Another goal of the program is to help at-promise students become successful high school students and graduate from high school. CJA also prepares students for post-secondary education and life-long learning. As in all career fields, further education is usually required for the more advanced positions; therefore, it is the Academy's goal to provide students with these skills and academic training. Upon successful completion of the CJA program, students are prepared to attend a four-year college. The overall success of the CJA program is a result of the collaboration with the Academy's agency partners. Agency partners include representatives from criminal justice agencies at the local, state and federal levels of government as well as representatives from the private sector. Agency Partners serve on the Criminal Justice Academy Steering Committee. They arrange field trips to their various agencies and serve as guest speakers and mentors. They also provide technical advice and assistance and evaluate the effectiveness of the CJA curriculum. Agency Partners include representatives from Bakersfield College, California State University at Bakersfield, Bakersfield Police Department, California Department of Corrections, California Highway Patrol, Federal Bureau of Investigation, Kern County District Attorney's Office, Kern County Fire Department, Kern County Sheriff's Department, Kern High School District Regional Occupational Center, National Partnership for Careers in Public Safety and Security, and the United States Treasury Department.

Currently, there are 143 students enrolled in the Criminal Justice Academy - 55 tenth grade students, 45 eleventh grade students, and 43 twelfth grade students. In order to remain a student in the Criminal Justice Academy (CJA), students must maintain a 2.5 grade point average, attend school regularly (80% of the school year), and maintain appropriate behavior - good citizenship in school and outside of school. Students for CJA are recruited from the 9th grade. They must complete an application, obtain letters of recommendation from two of their 9th grade teachers and be interviewed (at the same time) by a CJA teacher and CJA agency partner. Parents of CJA students are required to play an active role in their student’s education.

Parents must sign the student's application - giving permission for the student to participate in the CJA program; 2. Parents agree to see that the student attends school regularly and maintains good grades; 3. Parents agree to see that their child attends tutoring if directed to do so by the CJA teachers; 4. Parents agree to attend at least one CJA event per school year - a Steering Committee meeting or activity - fieldtrip, annual Pride Run, CJA Awards Program, annual golf tournament for scholarships.

The Engineering and Industrial Technology Academy (MS3) was designed to offer a diverse population of students an opportunity to engage in curriculum to which they would not normally be exposed. Two-thirds of the students qualify as at-promise based on at least two or more of the following criteria: irregular attendance, past record of underachievement, low motivation or disinterest in the regular academic program, and economically disadvantaged. Incoming freshmen and their parents are invited to an informational meeting each year usually held in January. Students and parents are made aware of the application and selection process, due dates, and requirements. Students voluntarily apply to the academy.

Approximately 60-65 students are selected each year. Unlike most academies, MS3 selects participants from South’s feeder schools into a pre-academy year. Students must be proficient in Algebra to enter the academy; therefore, most students take Algebra the summer before they enter high school. Students are then accelerated into taking up to four years of Science, Honors, or Advanced Placement (AP) math and four years of GATE, Honors, or AP science. One semester of their senior Science class is articulated with CSUB earning five credits including Geology 201.

Currently MS3 has enrolled 56, 9th graders, 51, 10th graders, 38, 11th graders, and 43, 12th graders in the academy. A fundamental component of the Academy is the partnerships with local businesses. It is through these partnerships that students explore a variety of career opportunities. The program encompasses both school-to-career opportunities as well as a direct avenue to four-year colleges or universities. The program prepares them for careers in engineering, science, technology, and other related fields. Students tour college campuses each year (i.e. UCLA, UCSB, Fresno State, and Cal Poly SLO), and take field trips to local businesses (e.g. Grimmway Farms and Bolthouse Farms).

Student Enrollment by Grade Level (School Year 2007-08)

This table displays the number of students enrolled in each grade level at the school.

Grade Level

Number of Students

Kindergarten

0

Grade 1

0

Grade 2

0

Grade 3

0

Grade 4

0

Grade 5

0

Grade 6

0

Grade 7

0

Grade Level

Number of Students

Grade 8

0

Ungraded Elementary

0

Grade 9

629

Grade 10

488

Grade 11

517

Grade 12

415

Ungraded Secondary

0

Total Enrollment

2049

Student Enrollment by Group (School Year 2007-08)

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group

Percent of Total Enrollment

African American

12.64%

American Indian or Alaska Native

0.59%

Asian

4.00%

Filipino

0.44%

Hispanic or Latino

67.15%

Pacific Islander

0.34%

Group

Percent of Total Enrollment

White (not Hispanic)

13.96%

Multiple or No Response

0.88%

Socioeconomically Disadvantaged

73.00%

English Learners

14.00%

Students with Disabilities

10.00%

n/a

--

Average Class Size and Class Size Distribution (Secondary)

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

2005-06

2006-07

2007-08

Avg. Class

Number of Classrooms

Avg. Class

Number of Classrooms

Avg. Class

Number of Classrooms

Subject

Size

1-22

23-32

33+

Size

1-22

23-32

33+

Size

1-22

23-32

33+

English

23.5

42

39

7

24.7

37

40

12

23.9

46

35

12

Mathematics

24.8

30

36

11

25.0

40

19

23

23.4

43

11

18

Science

27.5

7

34

9

29.9

6

26

18

29.3

6

32

11

Social Science

27.5

9

28

11

30.0

11

18

27

28.3

14

14

26

III. School Climate

School Safety Plan (School Year 2007-08)

This section provides information about the school's comprehensive safety plan.

South High and the Kern High School District adopted the National Incident Management System (NIMS) and the Standardized Emergency Management System (SEMS) as a guide for its comprehensive emergency and safety plans to address civil defense, disaster, school safety, and crisis intervention. (Safety plans may be reviewed at the school site.) The plan is updated annually and site administrators attend annual training sessions to receive policy and procedure updates. Each classroom and office is provided a copy of the document which is reviewed with students semi-annually, and all school offices have been provided a first-aid kit to respond to minor injuries. Classrooms have also been provided “shelter-in-place” supplies.

South’s Safety Committee meets quarterly to discuss safety issues and keeps the staff informed of any changes to the safety plan. South High has an Emergency Response team made up of trained staff members to respond to emergency situations. Periodic fire and earthquake drills and lock-down simulations are conducted each school year.

In the Spring of 2008, South coordinated a school-wide evacuation utilizing staff, students and local emergency personnel in a “life-like” emergency situation. South also participated in a County-wide emergency drill and served as a Red Cross practice site for community members. Close coordination with police and fire agencies, ambulance and District departments have been arranged to assist the school should any emergency arise.

South High School has a full-time Dean of Students, Assistant Dean of Students, six Security Personnel and a full time police officer. The school has six full time counselors and two full-time community counselors to assist staff members, parents and students with specific needs. The school has a Kern County Juvenile Probation Officer who meets with referred students and their parents. South High offers the Parent Project series of workshops designed to assist parents with helping their children overcome destructive adolescent behavior such as truancy, drug abuse, and low grades. To address the needs of students who required alternative educational programs the school offered the following options: Continuation schools, Work Force 2000, Home Study, Directed Study and Independent Study.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

School

District

Rate

2005-06

2006-07

2007-08

2005-06

2006-07

2007-08

Suspensions

30.1

34.3

65.1

41.7

43.0

51.0

Expulsions

5.2

4.9

5.1

5.5

5.2

5.7

Date School Safety Plan last reviewed:  September 7, 2007

IV. School Facilities

School Facility Conditions

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

South High School opened in the fall of 1957 with a student capacity of 1,960. During the period of 1992 – 1994, the school underwent classroom modernization. The band room was refurbished, air conditioning and new paint were added throughout the campus, the library was up-dated with a new CD ROM research lab, and the school’s electrical system was up-graded to support the installation of computers throughout campus. The school is currently in the process of finalizing plans for the modernization of campus offices and selected spaces beginning August, 2009.

South High features a full-service Library, two computer labs, three business classrooms and a Auto-Cad classroom equipped with state-of-the-art technology; two gyms, a full compliment of athletic fields and courts, and can boast of having the only “bowled” football stadium in the Kern High School District.

In September 2007, the school celebrated "50 Years of Excellence" with a grand reunion in the quad and a winning Homecoming football game. Alumni from throughout California and surrounding states came together to renew acquaintances and exhibited true “Rebel Pride” throughout the day-long festivities. The school installed the South High School Commemorative Plaza to mark the fiftieth anniversary, and alumni were able to purchase bricks personalized to mark their Rebel experience. The day brought together five of the six principals who have served South High School.

South High currently employs five administrators, ninety-five certificated staff members (including six counselors), and seventy-six classified employees. The campus is maintained by a staff of nine custodians supported by the District Maintenance and Operations Department. Custodians work in shifts from 6:00 a.m. to 11:30 p.m. Repairs are made regularly to maintain a clean and safe environment. The school has a full-time Dean, Assistant Dean, six Security Personnel, and a full-time Police Officer. School rules are communicated to parents/guardians and students to inform them of the consequences of inappropriate behavior.

South has a diverse population, is rich in school history, has generational attendance patterns and strong community ties. The vision upheld by South High students, staff and parents, is that graduates will be responsible citizens, life-long learners, with the skills to make decisions and choices, and the confidence to achieve.

Planned Improvement

On-site custodians assigned to the school and supported by the District Maintenance and Operations department worked diligently to keep the facilities clean and in good repair. The following upgrades were accomplished on the campus during the 2007-2008 school year:

• Installed new South High School Commemorative Plaza – bricks, cement work, shrubs, plant sprinkler system, resurfaced wall area to add murals and lettering
• Installed LCD projectors in all classrooms
• Updated campus flowerbeds: shrubs, ground cover, campus trees
• Installed new sprinkler system in planter areas of big gym
• Thinned trees in quad area
• Re-painted murals on exterior of big gym
• Painted foyer of big gym
• Painted student lockers in both gyms
• Installed new stall partitions in restrooms of big gym
• Painted baseball dug-outs and backstops
• Painted entrance walls of all campus hallways
• Painted crowd/foot traffic control bars throughout campus
• Installed new concrete (as needed) throughout campus
• Installed new exterior fence
• Resurfaced student parking lot
• Made major roof repairs throughout campus

Any graffiti found on school facilities was removed immediately. The restrooms, offices, classrooms, walkways, plumbing and electrical systems were in good condition and students were provided a safe learning environment.

The Kern High School District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the 2008-2009 school year, the District budgeted $4,846,423 for the deferred maintenance program. This represents 1.4% of the District’s general fund budget.

School Facility Good Repair Status (School Year 2008-09)

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

Item Inspected

Repair Status

Repair Needed and

Good

Fair

Poor

Action Taken or Planned

Gas Leaks

x

Mechanical Systems

x

Windows/Doors/Gates (interior and exterior)

x

Interior Surfaces (walls, floors, and ceilings)

x

Hazardous Materials (interior and exterior)

x

Structural Damage

x

Fire Safety

x

Electrical (interior and exterior)

x

Pest/Vermin Infestation

x

Drinking Fountains (inside and outside)

x

Restrooms

x

Sewer

x

Playground/School Grounds

x

Roofs

x

Overall Cleanliness

x

Overall Summary of School Facility Good Repair Status (School Year 2008-09)

This table displays the overall summary of the results of the most recently completed school site inspection.

Facility Condition

Item Inspected

Excellent

Good

Fair

Poor

Overall Summary

x

Date of inspection: 8/25/2008

 Completion date of inspection form: 8/25/2008

V. Teachers

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the DataQuest Web page at http://dq.cde.ca.gov/dataquest/.

School

District

Teachers

2005-06

2006-07

2007-08

2007-08

With Full Credential

86

88

85

1,516

Without Full Credential

11

5

5

40

Teaching Outside Subject Area of Competence

n/a

n/a

n/a

n/a

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator

2006-07

2007-08

2008-09

Misassignments of Teachers of English Learners

n/a

n/a

n/a

Vacant Teacher Positions

35

29

21

Total Teacher Misassignments

n/a

n/a

n/a

Core Academic Classes Taught by No Child Left Behind Compliant Teachers
(School Year 2007-08)

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers in the school, 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 NCLB Web page at http://www.cde.ca.gov/nclb/sr/tq/.

Percent of Classes In Core Academic Subjects

Location of Classes

Taught by NCLB Compliant Teachers

Taught by Non-NCLB Compliant Teachers

This School

98.3%

1.7%

All Schools in District

97.8%

2.2%

High-Poverty Schools in District

99.1%

0.9%

Low-Poverty Schools in District

98.9%

1.1%

Academic Counselors and Other Support Staff (School Year 2007-08)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title

Number of FTE Assigned to School

Average Number of Students per Academic Counselor

Academic Counselor

5.0

409

Library Media Teacher (Librarian)

--

--

Library Media Services Staff (paraprofessional)

1.0

--

Psychologist

--

--

Social Worker

--

--

Nurse/a

--

--

Speech/Language/Hearing Specialist

0.2

--

Resource Specialist (non-teaching)

--

--

Other

0.2

--

VII. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials
(School Year 2008-09)

Textbook Information

This section provides information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Every student at South High School is provided with sufficient standards aligned textbooks or other instructional materials in core and non core areas. All textbooks are State approved and Kern High School Board adopted. The selection process begins at the school site at the department level with the approval of the Assistant Principal of Instruction. The Assistant Principal submits the request to the District IMC department. The IMC department contacts the publisher who sends various textbooks to the school. There is a review period for the public and then a review committee composed of parents, teachers and district personnel reviews all textbooks and make recommendations to the KHSD Board of Trustees. The Boards approves all textbook adoptions.

This section provides information if any insufficiency exists, and the reason that each pupil does not have sufficient
textbooks or instructional materials.

None

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

Subject Area

Textbook Title and/or Publisher

Year of Adoption

English-Language Arts

EDGE C, Hampton, Brown 2007

2007

English-Language Arts

Making Connections level 3, Heinle & Heinle, 1996 Edition

1996

English-Language Arts

Holt Literature and Language, Fourth Course, CA Edition

2003

English-Language Arts

EDGE B, Hampton, Brown 2007

2007

English-Language Arts

Holt Literature and Language, Third Course, CA Edition

2003

English-Language Arts

Elements of Literature, Fifth Course, Holt, Rinehart & Winston, 1989, 1993 Edition

1993

English-Language Arts

Literature and Language Arts, Holt, Rinehart & Winston, 2003 Edition, Fifth Course

2003

English-Language Arts

EDGE A, Hampton, Brown, 2007

2007

English-Language Arts

Elements of Literature, Sixth Course, Holt, Rinehart & Winston, 1989 Edition

1989

English-Language Arts

Meeting the California Challenge, English, Language Arts, Globe, Fearon, Pearson Learning Group, 2002 Edition

2002

History-Social Science

US Government:  Democracy in Action, Glencoe, 1996, 2003 Edition

2003

History-Social Science

Economics:  Principals and Practices, Glencoe, 1995, 2005

2005

History-Social Science

American Odyssey, Glencoe, Editions:  1994, 1997, 1999, 2002, 2004

2003

History-Social Science

Modern World History, McDougal, Littell, 1999, 2003 Edition

2003

History-Social Science

Creating America:  A History of the United States, McDougal, Littell

2005

History-Social Science

We The People, Center for Civic Education, 1995 Edition

1995

Mathematics

Connected Mathematics, Pearson Prentice Hall, 2004, 2006

2006

Mathematics

Algebra 1, Prentice Hall, 2001 Edition

2001

Mathematics

Mathematics, Concepts and Skills, Course 2, McDougal/Littell, 2005 Edition

2005

Mathematics

Success in Math:  Consumer Math, Globe Feron, 1996 Edition

1996

Mathematics

Integrated Mathematics, McDougal, Littell, 2002 Edition

2002

Mathematics

Meeting the California Challenge:  Mathematics, Fearon, Pearson Learning Group, 2002 Edition

2002

Mathematics

Calculus:  Concepts and Contexts, Brooks, Cole, 2001 Edition

2001

Mathematics

Geometry, Prentice Hall, 2004 California Edition

2004

Mathematics

Pre-Calculus, Pearson, Prentice Hall, 2007 Third Edition

2007

Mathematics

Algebra 1, Prentice Hall, 2001 Edition

2001

Mathematics

Integrated Mathematics, McDougal, Littell, 2002 Edition

2002

Mathematics

Algebra 1 Concepts and Skills, CA Edition, 2001 Edition, McDougal/Littell

2001

Mathematics

Mathematics

Geometry, Prentice Hall, 2004 California Edition

2004

Mathematics

The Practice of Statistics, W.H. Freemont and Company, 2003 Edition

1999

Mathematics

Integrated Mathematics 1, McDougal, Little, 2002 Edition

2002

Mathematics

Mathematics:  Applications and Connections, Course 3, Glencoe, McGraw, Hill, 2000

2000

Mathematics

Geometry, Prentice Hall, 2004 California Edition

2004

Mathematics

Mathematics, Concepts and Skills, Course 1, McDougal/Littell, 2005 Edition

2001

Other

Spanish in Three Years, Amscoe, 1987 Edition

1987

Other

Bon Voyage, Glencoe, 2008 Edition

2008

Other

Spanish Two Years, Segundo Libro, Glenco

1993

Other

Abordo, Glencoe, 1997 Edition

1997

Other

Album, D C. Health, 1984 Edition

1984

Other

Bienvenue, Glencoe, 1994 Edition

1994

Other

Encuentros:  Segundo Curso, Reinhard, Winston, 1997

1997

Other

Deviaje, 1997 Edition

1997

Other

El Español Nostros Workbook, Glencoe, 2006 Edition

2006

Other

EnVoyage, Glencoe, 1998 Edition

1998

Other

Abriendo Puertas Tomo II, Nextext, 2003 Edition

2003

Other

Abriendo Puertas Tomo I, Nextext, 2003 Edition

2003

Other

El Español Para Nostros Textbook, Glencoe, 2006 Edition

2006

Other

Realidades, Prentice Hall, 2008 Edition

2005

Other

Health, McGraw, Hill, 2005

2005

Other

Encuentros Curso De Introduccion, Holt, Reinhard, Winston, 1977

1997

Science

Earth Science, Glencoe, 2005 Edition

2005

Science

Chemistry:   Connections to Our Changing World, Prentice Hall, Second Edtion 2000

2000

Science

Earth Science, Geology, The Environment and The Universe, Glencoe 2002

2002

Science

Dynamics of Life, Glencoe, 2000 Edition

2000

Science

Chemistry, McGraw Hill, Sixth Edition, 1998

1998

Science

Physics, Holt, First Edition, 1999 Edition

1999

Science

Earth Science, Prentice Hall, 2006 Edition

2006

Science

Earth Science, Glencoe, 2005 Edition

2005

Science

Physical Geology, Wm. C. Brown, 1996 Edition, 2001 Edition

2001

Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials

This table displays information about the percent of pupils who lack their own assigned textbooks and instructional
materials

Core Curriculum Area

Percent of Pupils
Who Lack Their Own
Assigned Textbooks and
Instructional Materials

Reading/Language Arts

--

Mathematics

--

Science

--

History-Social Science

--

Foreign Language

--

Health

--

Visual and Performing Arts

--

Science Laboratory Equipment (grades 9-12)

--

 Textbook Information Collection Date: 8/25/2008

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found at the Current Expense of Education Web page at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the Certificated Salaries and Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Subject Area

Total Expenditures Per Pupil

Expenditures Per Pupil
(Supplemental)

Expenditures Per Pupil
(Basic)

Average Teacher Salary

School

$10,403

$3,017

$7,387

$68,485

District

n/a

n/a

$9,818.00

$60,190.00