General BHS Information
- IMPORTANT INFO
- MISSION STATEMENT
- VISION STATEMENT
- SCHOOL ACCOUNTABILITY REPORT CARD
- SCHOOL PROFILE
- ALMA MATER
- FIGHT SONG
- CHALLENGE SUCCESS
- COUNSELING OVERVIEW
- Zero Period Request Form
- Daily Announcements
- Attendance / Report Absence
- Off Campus Application
- BHS Calendar & Events
- Late Start, Minimum Days & Holidays (PDF)
- TUSD High School Course Catalog
- School Menus
- Marquee Birthday Request
- BHS Spirit Wear
- Challenge Success
- Beckman Webstore
- Work Permits
CLASS OF 2024 INFO
Welcome to Beckman High School!
I’d like to take a moment to introduce myself. My name is Donnie Rafter and I am the proud principal of Beckman High School. I have been a part of the Beckman community for several years now and may have met many of you, but I'd like to tell you a little bit about myself and my hopes for Beckman High School. I grew up in Tustin and am a product of Tustin Unified School District. After high school, I graduated from UC Irvine and taught math and coached volleyball at Woodbridge High School in Irvine for nine years. The vast majority of my life experiences have been shaped while living within the Tustin and Irvine communities which has been extremely beneficial during my time here at Beckman.
My hope for Beckman is that we continue to build upon the foundations that have been laid over the last 20 years. Beckman is a unique high school where Academics, Arts, Activities, and Athletics all meld together to create one of the best high schools in the county. I believe that a well-rounded high school experience lays the foundation for student success well beyond high school. My goal is to work with the students, staff, and community to improve upon our successes and increase student involvement and student connections to the school. We will maintain academic excellence while advocating for student wellness and a positive school culture.
I believe that communication and collaboration between administrators, parents, teachers, and students is essential for the success of our school. As we progress through the school year, please do not hesitate to contact me. In an attempt to hear from as many members of the Beckman Community as possible, I'd like to ask you to take a moment to share your thoughts in a very brief survey here.
Thank you and I look forward to working with you in the near future.
Principal, Beckman High School
Beckman High School is a dynamic learning community of dedicated students, educators, staff, parents, and community partners, who are dedicated to achieving excellence in education through a focus on learning, leadership, and service. Our programs that focus on the Four A’s (Academics, Activities, Arts, and Athletics) are dedicated to developing self-motivated, analytical, creative, and engaged members of society. Beckman High School strives for educational excellence and continuous improvement through researched-based instruction, current technology, professional development, and reflection on data. Beckman High School is committed to maintaining high standards and academic excellence for all students.
Beckman staff continues to challenge and engage all students and provides the curriculum, instruction, assessment, and support to succeed. The school is staffed by experienced and expertly-prepared teachers who engage in continuous professional development individually and collaborate as a learning community on campus. Beckman High School holds high expectations for all students, and curricula are focused on rigorous content and meaningful application for post-secondary goals. Beckman High School practices widespread and meaningful inclusion of all students at all levels. Parents and the community are actively engaged in student learning and success through supporting high-quality instruction, curriculum, and activities.
Beckman High School is focused on developing excellent school leaders among the students. Beckman prioritizes leadership for all students, whether it is through academics, arts, activities, or athletics. Our Four A Philosophy is based on the belief that all students have the ability and responsibility to be leaders on campus and in the local and global community now and into the future. In addition, Beckman parents and the local community are a vital part of our focus on leadership. School staff are consistently supported in their efforts to improve in their profession and leadership through professional development and collaboration. Parents lead through involvement in parent groups, student support groups, and at home. Community businesses are actively involved in supporting student activities and fundraisers, and members of the community come to teach, inform, and inspire students through real-world applications for learning.
Beckman students take an active role in the school and greater community as part of our mission to develop engaged local and global citizens. The positive involvement and support of staff, parents, and community challenges students to develop their potential as responsible, engaged, and empathetic members of society and become responsible and respectful citizens. Through current and engaging curricula, school activities and clubs, community partnerships, and future-oriented counseling, students, and staff join in a mindset of service. Kindness, empathy, and application of learning for the betterment of the community at large are at the center of what it means to be a Beckman Patriot.
School Accountability Report Card
Reported Using Data from the 2020-21 School Year (Published During 2021-22)
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
• For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.
• For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.
• For additional information about the school, parents, guardians and community members should contact the school principal or the district office.
Beckman High School (BHS), located in the city of Irvine, in the heart of Orange County, California, is a high-performing high school serving students in grades 9 through 12. Beckman services the residential communities of Tustin, Irvine, and Santa Ana. Beckman proudly educates a diverse ethnic and socioeconomic community. The community is an active and supportive one with tremendous involvement in the school’s many support organizations.
The Beckman High School Profile includes program descriptions, academic achievement data, extracurriculars, and grading information.
Fight On Patriots!
Music by Kim Kollias
Words by Jim Kollias, Dennis Kim, Jackie Gosselin & Madison Morris
Fight, On, Patriots fight!
Vict'ry for Beckman High!
Marching across the foothills,
Over the Tustin fields,
Fearless we stand together,
Fighting until they yield.
Stand up for Beckman High School,
Forge on red, white, and blue!
Fight, On, Patriots fight!
Vict'ry for Beckman High!
Beckman High School Comprehensive Counseling Program
Students at Beckman High School are counseled on the most rigorous course of study with the goal of finding current and future interests for as many students as possible. Our counseling department consists of 6 counselors, a College and Career center counselor, a secretary, a data technician, a counseling technician and an office assistant. One of the underlying goals that we have in our counseling department is to find the best “fit” for all of our students. We look at course levels, student interests, and overall student well-being to produce a set of classes that the student can truly thrive in. Over the last several years, we have seen gains in our a-g rate, CTE program enrollment, Dual Enrollment opportunities, and Advanced Placement courses. These increases are due in large part to the combined efforts of our counseling department and their continued efforts to place students in a rigorous course of study that meets student interests and prepares them for post-secondary success.
Providing an engaging and rigorous course of study for all students is a fundamental goal at Beckman. In 2018, 75.53% of graduating seniors met UC/CSU a-g course requirements, amounting to 503 out of 666 students. Beckman is committed to ensuring that as many students as possible complete the a-g requirements as a way to continue focus on ensuring post-secondary success and options for all students, including EL and the “middle students.”
Substantial changes have been made to course offerings in an effort to provide support and interest options for all students here at Beckman. Pathways in STEAM now include Graphic Design, Media Arts, Film, Drama, Robotics, Applied Medical and Engineering courses. Our newest pathway includes the courses Intro to Engineering, Principles of Engineering, and Principles of Computer Science AP. All CTE courses are taught by CTE credentialed teachers with industry experience who work to generate real world experiences for their students with the goal of preparing them for the workplace within their chosen area of interest.
Over the last four years, Beckman has added three new opportunities for students to participate in a Dual Enrollment program: Sports Medicine, Business/Entrepreneurship and Dance.
In response to student interest in Sports Medicine and Athletic training, Beckman partnered with Irvine Valley College (IVC) to provide two Sports Medicine classes that meet dual enrollment criteria. Students can take Kinesiology 85 and Kinesiology 215, which are Sports Medicine classes that are part of IVC’s own Sports Medicine pathway. KNES 85 takes place within a classroom with hands on activities and a more traditional structure while KNES 215 is a true internship opportunity where students are on the field with trainers responding to and preventing athletic injuries. Students receive credit for both high school and college by completing the two courses. The demand and growth of this program has been substantial enough for us to create a full three course CTE pathway which we have titled “Applied Medical.” The Applied Medical Pathway begins with Human Body Systems (a PLTW course), ROP Sports Medicine, and IVC KNES classes.
Additionally, recent senior surveys indicate that just under 20% of Beckman seniors plan to pursue business or economics once they graduate from high school. Every Beckman student receives a semester of instruction in economics as part of the TUSD graduation requirements; however, the need for exposure to business classes prompted an expansion of the partnership with IVC to include business/entrepreneurship classes. Beginning in the 2016 school year, students have the ability to enroll in 4 college level business classes that take place on Beckman’s campus and within the school bell schedule. While doing so, they earn both high school and college credit and earn a certificate in entrepreneurship from IVC.
One of our newest dual enrollment opportunities comes in the form of an online History of Dance class (IVC Dance 77). The course meets the needs of several student types: impacted class schedule, work restricted, and health restricted. Students participate in online discussions, complete assessments, and work through various online activities all within the structure and framework of a college learning management system. As with all of our dual enrollment opportunities, students receive both high school and college credit upon completion of the class.
As of this year, Beckman is also pursuing an opportunity for students to participate in a Dual Enrollment opportunity in the field of Communications. Students will have the opportunity to take Communications Fundamentals (COMM1) and Argument and Debate (COMM3). These classes are both UC/CSU transferable and meet CSU graduation requirements for Oral Communication and Critical Thinking. Plans for the classes will be finalized within the coming weeks with an initial offering of the courses in the fall of 2019.
AP Course Offerings and Participation Rate
Beckman currently offers 24 different Advanced Placement (AP) courses. We have spent a great deal of time selecting diverse course offerings and identifying possible students for participation with a goal of increasing both the pass rate and access rate of our students. We have added a Computer Science Principles class, a Human Geography class, and opened up our science offerings to varying grade levels. Data from our 5 year score summary shows that we have been successful in increasing the number of students who are accessing AP courses AND increasing the percentage of students who receive a passing score on an AP test.
There are many ways Beckman has been working to address the needs of the student community within the classroom and beyond. Class sizes have been reduced significantly, and “seven-period days” have been limited for students in order to provide an atmosphere that prioritizes balance and focus in the academic schedule over cramming as many courses into the school day as possible.
Many interventions have been developed and expanded over the last several years. Peer tutoring has been broadened, which has improved school atmosphere and a sense of empowerment for both the tutors and tutees. After school options have also been added. Beckman has partnered with Titan Tutors (CSUF) to provide a tutoring center for math and science and has also created an after school writing center for one-on-one writing support. School ELAC meetings were previously held at Beckman High School, which was an inconvenient location for many parents of EL students who live in a community 5.5 miles away. The meetings were moved to a district elementary school in their community, which has been more convenient and increased attendance from an average of 5-10 parents to 20-30 at meetings in 2018-2019. This change also sent the message to the community that their students and our contact with the community is a priority.
Significant focus has been placed on addressing the diverse needs of all students working towards academic success. Counselors have developed online resources on a Haiku Page that show online videos, planning templates, and various other counseling-related information to help students and parents navigate high school and college/career planning.
In the 2015-2016 school year, Beckman brought on a new freshman counselor to aid students in the transition from middle school to high school and help them with course selection, interventions, and any necessary social or academic support in this crucial first year. Shortly after in 2017, Beckman added another counselor whose task is specifically to assist students who need additional support. Students who are English Language Learners and students who are at-risk for various reasons are a primary focus.
Over the last several years, we have been extremely fortunate to see some tremendous gains here at Beckman. Our counseling program and the changes that have been initiated by student interactions are a major contributing factor. Research on student achievement overwhelmingly points to a positive correlation between a student’s academic engagement and their attendance, their grades, and their discipline. At Beckman, we believe that our counseling program can and does directly impact ALL aspects of student achievement while in high school and careful planning and thoughtful course selection places students on a path to success.