Harvest Park, a California Distinguished Middle School in 2001 and 2005, and a 2002 National Blue Ribbon School, is a place where all staff members work to maximize the potential, achievement, and personal growth of each student. Harvest Park became a National School of Character in 2005. The Harvest Park Academic Performance Index (API) continues to rise. This growth can be attributed to staff development in standards alignment, professional learning communities, Character Education, the highly qualified staff, very supportive parents and hardworking students. The staff at Harvest Park Middle School, together with the parents of our students, strive to maintain a dynamic program that will continue to have the highest expectations for achievement and personal growth for its students. We are proud of the quality programs that we are able to offer our students and welcome the comments of parents as we engage in the continual process to improve those programs. At Harvest Park, it is evident that, “Kids Come First.”
Harvest Park Middle School is located in the central region of Pleasanton and serves students in grades six through eight following a traditional calendar. At the beginning of the 2010-11 school year, 1179 students were enrolled, including 10% in special education, 5% qualifying for English Language Learner support, and 5% qualifying for free or reduced price lunch. Harvest Park Middle School achieved a 2011 Academic Performance Index (API) score of 923.
Physical Fitness Testing (PFT)
In the spring (February 1- May 31) of each year, Harvest Park Middle School administers the state required Physical Fitness Test (PFT) to all students in grade five, seven, and nine. The Physical Fitness Test measures each student’s ability to complete fitness tasks in the six major areas: Aerobic Capacity, Abdominal Strength and Endurance, Upper Body Strength and Endurance, Trunk Extensor Strength and Flexibility, Body Composition, and Flexibility.
The test shows students and families a piece of information about the students overall health and how to monitor. Students who meet or exceed the standards in all six fitness areas are considered to be in the “healthy fitness zone.” For more information, about the Physical Fitness Testing (PFT), please visit: https://www.cde.ca.gov/ta/tg/pf/ "
School Report Card
The School Accountability Report Card (SARC) was established by Proposition 98, an initiative passed by California voters in 1998. This report card is issued annually by local school boards for each school in California. It provides parents and other interested community members with information on at least 17 aspects of the school, its resources, successes and the areas in which improvements are needed.
SARC Reports: Please visit the districts website here to view HP’s most recent report
New School Accountability Report Card information is posted on the district website in February of each year. The data posted is preliminary in nature and may contain errors. As data corrections are made the SARC information will be updated on the website. For more information, please visit https://www.cde.ca.gov/ta/ac/
Discipline & Climate for Learning
Harvest Park Middle School’s discipline practices and behavior management strategies comply with approved board policies and are designed to create effective learning environments and minimize classroom disruptions. Progressive discipline and proactive measures are employed in the classroom for those students experiencing difficulty following school rules and demonstrating positive behavior. Disciplinary intervention is managed by school administrators in a fair, firm, and consistent manner based upon the nature of each situation.
The administrative team is comprised of the principal and two vice principals, who work closely with the leadership team, teachers, the counselor, and school staff to provide a standards-based instructional program. Principal Ken Rocha is responsible for the day-to-day operations of the school and overall instructional program. The principal delegates supervisory responsibilities to the vice principals based upon individual strengths and expertise. The vice principals take a prominent role in managing student discipline, student activities, school facilities, school and student safety, and class scheduling. Also coordinating efforts with the Principal is the Leadership Team, comprised of the principal, vice principals, counselor, and department chairs. The Leadership Team meets regularly throughout the year to discuss instructional programs, staff development needs, and student achievement.
Expenditures Per Student
For the 2009-10 school year, Pleasanton Unified School District spent an average of $7,599 of total general funds to educate each student (based on 2009-10 audited financial statements and in accordance with calculations defined in Education Code §41372). The table in this report 1) compares the school’s per pupil expenditures from unrestricted (basic) and restricted (supplemental) sources with other schools in the district and throughout the state, and 2) compares the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding salaries can be found at the CDE website at www.cde.ca.gov/ds/fd/ec/ and www.cde.ca.gov/ds/fd/cs/. (The figures shown in the table below reflect the direct cost of educational services, per ADA, excluding food services, facilities acquisition and construction, and certain other expenditures.)
In addition to general fund state funding, Pleasanton Unified School District receives state and federal categorical funding for special programs. For the 2009-10 school year, the district received categorical, special education, and support programs funds for:
• ARRA: State Fiscal Stabilization Fund
• Class Size Reduction, Grades K-3 (optional) • Economic Impact Aid (EIA)
• English Language Acquisition Program, Teacher Training & Student Assistance
• K-12 Service Learning Initiative (CalServe)
• Lottery: Instructional Materials
• State Lottery
• Title I
• Title II
• Title III
• Title IV
• Tobacco-Use Prevention Education
• Transportation: Special Education
• Vocational Programs