DELANO HIGH SCHOOL
A Century of Academic Excellence and Achievement
PRESENTERS
 MRS. ROSALINA RIVERA
Superintendent
Delano Joint Union High School District
 DR. TERRI NUCKOLS
Principal
Delano High School
 MS. APRIL GREGERSON
Learning Director
Delano High School
DELANO JOINT UNION
HIGH SCHOOL DISTRICT
A Professional/Family Learning Community
 We adopted this concept years ago to create a culture shift
from negative reactions and isolated staff members to an
atmosphere of:
“Teamwork - Together We Achieve the
Extraordinary”
SERVANT LEADERSHIP
Character
Loyalty
Excellence
STUDENT LEARNING IS OUR MISSION
We recognize that all members of the school
community contribute to the academic success
of our students. All policies, programs, and
practices are considered through the lens of:
“How does this impact student learning?”
RELATIONSHIPS ARE KEY TO
CULTURE
 Our relationships with the collective bargaining
units, Board of Trustees, and staff are positive
which allow us to focus on academic programs and
sustain our professional learning community. It’s
critical to foster this working relationship during
these challenging economic years.
 2nd Highest API point gain in Kern County in 2010.
 Met all API, AYP, and AMAO requirements.
 Has been nominated to apply as a California
Distinguished School.
 America’s Best High School Bronze Medal winner,
2008 and 2009
o Delano High School has strategically and
purposefully worked to create an academic
culture.
We encourage students to take the highest level
classes possible.
 We provide testing incentives to encourage students.
 We celebrate student success with Student of the
Month celebrations and postcards mailed home.
 We celebrate student attendance with monthly
attendance recognition.
 We provide support for students with our remedial
and intervention programs.
 Our staff has a belief of “academic optimism”.

 We have high but achievable goals and
expectations for student achievement and provide
interventions when needed.
 We motivate our students to work hard.
 We encourage a “college going culture” and
students respect academic achievement.
 We encourage students to believe they can be
successful.
 Attitude is a large part of success.
API SCORES
DELANO HIGH SCHOOL
745
725
705
685
665
645
625
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10
SCHOOL DEMOGRAPHIC
INFORMATION
PERCENTAGE
FREE AND REDUCED LUNCH
84%
MINORITIES
79%
ENGLISH LEARNERS
33%
RFEP
38%
DHS Graduation Rates
100
90
80
70
60
50
40
30
20
10
0
Countywide
Statewide
Districtwide
Schoolwide
72.9
78.6
80.5 90.91
 After School Tutorial in all core subjects.
 Extended Day Programs (Most Valuable Player,
sophomore program)
 AVID
 Credit Recovery (after school and on Saturdays)
 Advance Path Academy
 Writing Support Classes
 Dropout Recovery and Intervention
 A model supported by the District which provides an






administrator whose main focus is student learning.
Collaborates with resource teachers in core
departments during teacher release time.
Ensures effective implementation of curriculum and
assessments.
Meets with teacher cohort groups.
Monitors ACES and analyzes data trends.
Works closely with counselors and supervises student
placement.
Works with students on goal setting to increase
academic achievement.
 Standards Based Assessments to monitor student
progress and guide instruction.
 Developed by teachers and revised yearly.
 ACES given in core classes every 3 to 4 weeks
 Students made aware of expectations for each class
and are required to pass ACES to receive course
credit.
 After school tutorials are provided for students
needing assistance and students are given
opportunities to re-take tests following
intervention.
 All courses follow a scope and sequence and a
pacing guide.
 Core courses follow an assessment schedule.
 All department curriculum is monitored by
resource teachers and Learning Director.
 Consistent grading standards have been
established in core departments.
 An ongoing staff development plan is in place and
monitored by Learning Director
Explicit Direct Instruction
Differentiated Instruction
ELD and SDAIE strategies
Thinking Maps
Cornell notes
 English Learners are strategically placed.
 Depending on CELDT levels, EL students could
have 3 ELD classes.
 Teachers are trained in strategies to support
English Learners.
 English Learners are held to high expectations.
 Servant Leadership and Excellence
 High Expectations of all stakeholders
 Dynamic, Focused, Engaging Classroom Instruction
 Celebrate Success
Success and excellence is never an accident, it is
strategically designed and purposefully executed.
 Terri Nuckols, DHS Principal
• tnuckols@djuhsd.org
• 661-720-4137
 April Gregerson, Learning Director
• agregerson@djuhsd.org
• 661-720-4232