LANCASTER HIGH SCHOOL School Accountability Report Card Reported for School Year 2002-2003 Published During 2003-2004
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) 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/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.
School Information
District Information
School Name
Lancaster High
District Name
Antelope Valley Union High
Principal
Mr. William Appleton
Superintendent
Dr. David Vierra
Street
44701 32nd St. West
44811 North Sierra Hwy.
City, State, Zip
Lancaster, CA 93536
Lancaster, CA 93534-3226
Phone Number
(661) 726-7649
(661) 948-7655
FAX Number
(661) 726-7694
(661) 948-5446
Web Site
www.lnhs.org
www.avdistrict.org
Email Address
plamb@avhsd.org
CDS Code
19-64246-1995844
School Description and Mission Statement
As we watch the progress of the housing track develop in front of our school, I’m reminded of the daily growth taking place in this Lancaster Community. No doubt, in the next few years, the empty fields surrounding Lancaster High School will be filled with new houses and new members of our school community. Growth is an exciting element in the Antelope Valley and each year we begin the school year with the anticipation of the many ways we will grow as a school. I am proud to represent the staff and students of Lancaster High School. I am pleased to offer this School Accountability Report Card, which is designed to give a snapshot of the school and its programs. Although this document is brief in detail in some of the required areas, it should give an indication of our efforts to offer quality educational programs.
The staff works diligently to provide opportunities for all students to gain academic growth, be life-long learners, and develop the skills of effective thinkers and communicators. A number of special programs provide extended opportunities for additional success during and after high school.
A sense of community is continually sought that extends beyond the classroom. Parents and local businesses are encouraged to be an active part in our programs. In the spirit of unity and mutual support, your participation is desired in the hope of offering students the most relevant and valuable experiences for continued success. All comments and questions are encouraged.
The mission of Lancaster High School is to empower students to succeed with the choices and challenges of the twenty-first century. The staff at Lancaster High School works to assure all students the opportunity to demonstrate growth in academic achievement, emotional maturity, physical well-being, and social responsibility. The faculty will use the best instructional strategies and curriculum to assist in providing students with a quality education.
Opportunities for Parental Involvement
Contact Person Name
Carol Lowe
Contact Person Phone Number
726-7649 x782
Lancaster High School welcomes parent/guardian involvement. We rely on Parent Volunteers for a number of projects and committees at the High School. A Parent Advisory Committee meets once a month with the principal to discuss school-wide issues such as curriculum standards, programs, and policy decisions that would benefit from community input. Similar advisory committees exist for our career academies, the English Language Learner program, and the II/USP grant committee.
To get information on the Parent Volunteer Program, or if you have any questions regarding school committee, please contact Carol Lowe, Parent Volunteer Coordinator, at 726-7649 x782 or contact a school administrator.
I. Demographic Information Student Enrollment, by 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
Grade 9
908
Grade 10
869
Grade 11
654
Grade 12
634
Ungraded Secondary
22
Total
3087
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
621
20.1
Hispanic or Latino
833
27.0
American Indian or Alaska Native
25
0.8
Pacific Islander
11
0.4
Asian
76
2.5
White (Not Hispanic)
1,446
46.8
Filipino
75
2.4
Multiple or No Response
0
0.0
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
March, 2003
Date Last Discussed with Staff
September, 2003
School safety continues to remain a top priority. Issues that revolve around safety include, but are not limited to, school climate, violence on campus, crisis preparedness, school law enforcement relations and alcohol/drug use. Lancaster High School’s Safety Action Plan is updated and reviewed yearly. In our ongoing review, attention is given to the Climate Survey conducted in 2001 that asked students about teasing, crime, prejudice, conflict resolution, and approaches that would improve the school climate. Another survey was conducted in January of 2002 that raised school safety as an issue by those polled. Please refer to the section immediately following for information on many programs that Lancaster High School has instituted to enhance school climate, improve school safety, and promote a positive learning environment.
School Programs and Practices that Promote a Positive Learning Environment
In the 02-03 school year, a LINK crew program was initiated and II/USP money was used to train upperclassmen, who in turn trained 80% of incoming freshmen to help transition them to high school and talk about school climate, including sexual harassment, racial issues, and gang tensions. Counselors were assigned to LINK leaders who act as conduits between counselors and freshmen who may need specific help transitioning to high school. The LINK program continued for the 03-04 school year and an additional program was initiated entitled Renaissance. The Renaissance program’s objectives are to promote student achievement, promote and recognize students that have seen growth in their academic success, and recognize faculty and staff members as positive role models in student’s lives.
The Comprehensive Guidance Program (CGP) at Lancaster High School is the focal point of the guidance department. Six credentialed counselors with the help of support staff provide proactive classroom lessons to every grade level. The focus of the lessons is personal/social, academic, and career domains. Each of these areas of student development encompasses a variety of desired student learning competencies. Every lesson plan meets Lancaster High School’s ESLR’s, as well as the National Standards for School counseling programs. Pre and post-tests, surveys and questionnaires are used to evaluate the CGP, along with surveys conducted amongst 9th and 10th grade students.
Peer Helping and Peer Mediation has been expanded to include peer time in Healthful Living classrooms with a focus on 9th grade, which is the largest at-risk population on campus.
Many staff members believe that the Air Force JROTC program is helping to foster order in the lives of many of the students. In fact, some of the strongest support for this program has come from parents of at-risk students enrolled in the course.
Lancaster High School has also partnered with the Josephson Institute of Ethics to employ their “Character Counts!” program in its athletics program. Character Counts! promotes strong character and ethics in students, parents, coaches, teachers, and administrators through training in six principles of strong character: trustworthiness, respect, responsibility, fairness, caring, and good citizenship. These individuals then go on to model and encourage that behavior for their peers in the school and community at large. The program incorporates a reward program for strong behavior that includes patches for letterman jackets. Parents, students, and coaches provide feedback that is evaluated each year to gauge the effectiveness of the program and determine if any modifications are necessary.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result 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. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2001
2002
2003
Number of Suspensions
592
267
313
4674
4006
4609
Rate of Suspensions
9.3
10.1
24.9
20.6
21.5
Number of Expulsions
32
18
29
334
262
Rate of Expulsions
1.2
0.6
.9
1.8
1.3
1.25
School Facilities
At Nine years old, Lancaster High School is the 2nd newest school in the district. Our maintenance, custodial, and grounds crews work year-round to insure that the campus remains in top condition. Last year we added eleven more classrooms to accommodate growth, and we estimate an additional eight room additions in the next school year. When we add portable classrooms we increase student capacity but what must be remembered is that the support structures (gyms, locker rooms, theatre, cafeteria, p.e. facilities and fields) were designed to support a student population of 2100. Our population continues to grow each year and as of March 5, 2004 we are at 2957 students. Just as growth in the Antelope Valley impacts all schools, the building of new schools will alleviate some of the overcrowding in district schools.
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. 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. Detailed information regarding results for each grade and proficiency level and the percent of students not tested 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 standard).
Performance Level
State
English Language Arts
27
31
34
24
26
30
35
Mathematics
7
9
12
Science
23
33
History/Social Science
28
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
African- American
White (not Hispanic)
42
44
4
17
16
6
38
13
20
CST - Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).
Male
Female
English Learners
Socioeconomically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
39
19
2
37
5
10
Norm-Referenced Test (NRT) Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), are reported for each grade level 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. 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.
Subject
Reading
49
45
43
41
53
55
50
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
47
40
59
21
64
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
54
14
52
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). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
12.9
8.4
17.5
13.4
16.5
24.8
23.3
26.2
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 Base API 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. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003. 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 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (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 one (lowest) to ten (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 into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/psaa/api/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2000
From 2000 to 2001
From 2001 to 2002
From 2002 to 2003
Percent Tested
97
95
92
98
API Base Score
624
631
608
API Growth Score
638
615
643
Growth Target
8
Actual Growth
-16
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
532
519
517
525
503
576
-7
542
574
554
575
567
612
58
667
684
661
692
672
685
-12
API Subgroups - Socioeconomically Disadvantaged
548
514
558
524
585
-24
71
Awards and Intervention Programs Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year. The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
Federal Programs
Recognition for Achievement (Title 1)
Number of Schools Identified for Program Improvement
1
Identified for Program Improvement (Title 1)
Percent of Schools Identified for Program Improvement
9.1
Exited Title 1 Program Improvement
Years Identified for Program Improvement
California Programs
Eligible for Governor's Performance Award
Eligible for II/USP
---
Applied for II/USP Funding
Cont.
Received II/USP Funding
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.
Groups
All Students
African American
N/A
Students with Disabilities
IV. School Completion (Secondary Schools) California High School Exit Exam (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (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. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic 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 9-12 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 9-12 Dropouts divided by Grades 9-12 Enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), 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)
2597
2695
2875
17646
18893
19533
1703492
1735576
1772417
Number of Dropouts
358
426
470
47282
47899
48454
Dropout Rate (1-year)
1.1
2.0
2.3
2.8
2.7
Graduation Rate
95.5
96.2
92.2
89.2
89.1
84.8
85.9
86.7
86.9
V. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms that fall into each category (i.e., number of students), by grade level, as reported by CBEDS. No data are available for this section 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
25.87
26.39
27.98
24.02
46
25.51
28.45
36
29.95
3
15
32.02
32.71
Social Science
36.31
34.30
34.13
VI. Teacher and Staff Information Teacher Credentials Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Teachers
103
108
117
Teachers with Full Credential (full credential and teaching in subject area)
70
74
73
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers with Emergency Credential (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)
61
67
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Highly Qualified Teachers The No Child Left Behind Act (NCLB) requires local educational agencies (LEAs) to report specific data regarding highly qualified teachers. As of December of 2003, the State Board of Education (SBE) had not approved a definition for use in reporting data pertaining to highly qualified teachers. Therefore, the requirement that LEAs include these data will not apply to reports published during the 2003-04 school year.
The State Board of Education is scheduled to approve a definition for "highly qualified teacher" in 2004. Once approved, LEAs will be required to use the definition to provide data on report cards published during the 2004-05 school year.
Teacher Evaluations
The evaluation of teachers is a positive process designed to assist professional educators with improving skills related to delivery of instruction. It also addresses matters associated with interpersonal relationships with students, parents, and colleagues. The process includes the establishment of responsibilities, assessment of student performance, maintenance of a suitable learning environment, and assistance for improvement where indicated.
Each certificated evaluator at LnHS updates her/his skills through continued training. We currently have several Peer Coaches and Beginning Teacher Support and Assessment (BTSA) Teachers who, along with administration, continue to support and help teachers improve their instructional delivery.
The District provides numerous in-service opportunities for all staff throughout the course of the year. This information is included in the District’s in-service catalog and is also available online as a resource for teachers. This District-sponsored in-service series is in addition to a number of conferences that are attended by annually by many staff members. These conferences include topics such as cognitive coaching, layered curriculum, co-teaching and collaboration, and technology and curriculum integration. Staff members have several different funding sources available to cover the costs of professional development activities.
Substitute Teachers
Recognizing the importance of instructional delivery, it is critical to employ the most qualified substitute teachers possible. The continuity and quality of the school program depend on the ability of substitutes to maintain the highest level of instruction. To this end, the District has made available a pool of qualified individuals from which substitute teachers are selected. Our school site has been provided three (3) permanent, roving substitutes who appear for work daily and who are assigned as needed. Teachers too, during their preparation periods, provide period substitute duties for their peers on a rotational basis.
Despite the availability of roving substitutes and our faculty’s assistance with period-substitute duty, our school and District continue to experience a great need for additional, qualified substitute teachers.
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 equals one FTE.
Title
FTE
Counselor
Librarian
.2
Psychologist
1.5
Social Worker
Nurse
.6
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other
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 equals 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
441
VII. Curriculum and Instruction School Instruction and Leadership
The Curriculum provided for students at Lancaster High School meets all State and local guidelines. An emphasis is placed on aligning the curriculum and instruction with the State standards to more accurately reflect student learning. Relevant instruction continues to provide students with fundamental skills and extended learning opportunities. Students participate in the learning process by working in teams to problem-solve, taking responsibility for much of their own learning through active participation, discovery, investigation, research, and communicative skills. At the same time, students prepare for assessments used by the State to determine a level of academic achievement.
Teachers continually increase their ability to address the varied learning styles of all students. The 2-hour block of instructional time presents a unique opportunity for students to experience varied activities within each lesson. Teacher training related to a layered-curriculum or differentiated teaching has provided teachers with techniques that help meet the varied learning abilities and styles of their students.
Academic departments meet regularly to discuss and plan curriculum and instruction, which enables them to fully provide the best for students. Teachers also work within cross-curricular and vertical teams to plan instruction that demonstrates a relationship between subject areas and to offer a sequential and progressive pattern of learning.
Instruction is designed to meet the needs of all students. Advanced placement classes provide a rigorous, college level curriculum; Special Education classes give service to students needing remedial or extended instruction. The developing Advanced Placement College Prep program, open to all students, gives students college level experiences and prepares them for post-high school educational success. A special education inclusion program offering collaborative and co-teaching models, a learning lab, and reading and math seminar classes, in addition to several SDC programs, places special needs students into the least restrictive learning environment to best meet their educational needs.
Understanding that a successful school requires a very strong and united effort from all staff members, there are many opportunities to use the multiple leadership skills present. Responsible for instructional leadership, fiscal stability, student academic growth, facility maintenance, and a safe learning environment, the administrators work diligently to provide a smooth running educational organization. The administrative staff supports the efforts of teachers who work closest to the students. Teachers also fill leadership roles including department chairs, technology experts, and special program leaders. Teachers are encouraged to seek and develop leadership positions, contributing their skills to the improvement of the educational success of students. Various teams of faculty members serve the educational community of LnHS, including technology committee, career academies, and advisory councils. Veteran teachers also serve as mentors and support providers for those teachers in the beginning years of their career. A full Beginning Teacher Support program, a pre-intern/Internship program and a Peer assistance review are in place to assist all levels of professional development. Regular assessments of teacher performances are made through numerous snap-shot and full observations, as well as formal evaluations.
Continual reviews of student performance are made. Various assessment tools, from teacher made tests, to district proficiency exams, to state and national testing (STAR, CAHSEE, SAT I, PSAT, ACT, ASVAB, GSE, AP) help provide an understanding of student success and weaknesses. One area, based on student assessments, determined in need of improvement is Reading. In effort to improve student reading ability, LnHS has initiated remedial reading programs. Additional programs are being developed to ensure students are reading in all academic classes. With the funding from the State’s Immediate Intervention/Underperforming Schools Program (II/USP), an additional emphasis is being placed on basic reading skills. A renewed focus on underperforming students is evident through collaborative department meetings, SAT-chats, and tutorial programs. Special needs students are provided with appropriate IEP accommodations and modified instruction to meet their specific needs, many within general education classes.
Schools that do not meet their API targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. As such, Lancaster High School volunteered itself (schools with a 5 are given the option) as an II/USP school for its 2002-2003 school year and has received $539,000 in funding for its academic program. LnHS worked with the school facilitator to make the single site plan. Four core subject (science, history, math, and English) areas were emphasized with support in supplies and teacher training time. Department training was held over the summer and the external evaluator, through the department chairs, facilitated training. English and reading skills were emphasized with the purchase of new grammar books, EL materials, and corrective reading aids. Three teachers were trained in teaching reading to lower-ability students. An EL Coordinator and a Reading Coordinator were also instituted. A ½ time counselor was hired to support the Comprehensive Guidance Program in its focus on “bubble kids” who show a particular proclivity towards academic improvement.
Lancaster High School recently completed our 3-year revisit by WASC to continue our 6-year WASC accreditation cycle.
Professional Development
Professional development opportunities for all staff are offered in the district’s Professional Development Catalog. On campus there is a Sing School Site Plan that addresses professional development. Through our II/USP funding, we have had the opportunity to meet in vertical teams with the elementary district in Math and English, teachers have received training in essential standards and their implementation, more specifically a team of English teachers has been trained in the Language! Program, and currently instruct our most at-risk students. Other teachers have attend CLAD and SADIE training. Non-instructional days were provided for teacher training in areas of curriculum alignment, Standards based instruction, improved instructional strategies, and use of technology to assess student data, among other topics. School administrators are participating in a state approved AB-75 training. Through a Carl Perkins grant, the CAMP program teachers have participated in a number of workshops and seminars on CAMP related topics.
Quality and Currency of Textbooks and Other Instructional Materials
Lancaster High School maintains a complete supply of textbooks, library materials and additional instructional materials. LnHS adheres to the district’s seven-year textbook-adoption cycle with members of respective departments serving on the textbook selection committees. In recent years, English, foreign language, social studies and science departments have adopted new books. The District has spent approximately 2.5 million dollars for textbooks across the District during that time. These books are in addition to supplementary materials that the school site provides for enhanced learning. LnHS utilizes a computer program for both issuing and receiving student textbooks. Students are held responsible for loss or damage of their individual textbooks.
There is a district-wide process for the selection of textbooks and instructional materials following the State Department of Education’s seven-year adoption cycle. We continue to purchase classroom sets of Freshman and Sophomore core subjects to try to lighten the backpack load of our students and to cut down on the wear and tear of textbooks traveling between home and school. Textbooks chosen have been Board approved based on their alignment with the state standards.
The school has also completed the installation of a Digital High School grant. With this money, the school was able to replace its outdated Macintosh computers (which were actually older than the campus!) with up-to-date PC computers. Currently, every classroom has a computer and printer, and they are each connected to the Internet and district email through on-site servers. Many classrooms have more than one computer as we have moved computers that were not obsolete out of labs and offices when they were replaced by newer equipment. An additional five full computer labs are also available for student use; these labs are Internet accessible, and they contain both scanners and printers. In total, the campus now possesses 720 computers, 208 printers, and 7 servers.
A total of seven portable computer labs have been added to the campus as well. These rolling carts contain 20 laptop computers and 4 of the carts have printers. Because the carts are Internet accessible, the students may access the campus’ student server for the saving of work if they choose to use that method instead of the computer’s 3½-inch floppy drive; students can also access this server from home via the Internet. The portability of these laptop carts has allowed LnHS to open up rooms for classroom use—as opposed to making them computer labs—in light of its increased student enrollment. These carts also allow teachers to plan lessons around equipment that can be physically located to their classrooms, increasing the effectiveness of the learning environment. Records show that virtually every computer cart has been in use every day that they have been available for checkout.
Digital High School money has also been used for other resources. Approximately 40% of classrooms now have digital projectors; teachers are reporting that these projectors have a positive impact on teaching and the school continues to search for funding to get more of these tools into classrooms. In order to best utilize the student laptop carts, all laptops on the campus now have wireless Internet and network access. The aging television studio was also re-outfitted with required equipment, and the size of the school’s technical support staff was increased to care for the increased amount of digital equipment on the campus.
Instructional Minutes The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
65,119
64,800
Total Number of Minimum Days
Ten instructional days are minimum days. These days are used for final exams, Back-to School Night, and STAR Testing.
VIII. Postsecondary Preparation (Secondary Schools) Advanced Placement/International Baccalaureate Courses Offered The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. Data reported are the number of courses and classes offered, and the enrollment in various AP and IB 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
Number of Classes
Fine and Performing Arts
Computer Science
175
Foreign Language
106
101
154
Students Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of students enrolled in courses required for UC and/or CSU admission. The percent of students is calculated by dividing the total number of students enrolled in courses required for UC and/or CSU admission by the total number of students enrolled in all courses.
Number of Students Enrolled in All Courses
Number of Students Enrolled In Courses Required For UC and/or CSU Admission
Percent of Students Enrolled In Courses Required For UC and/or CSU Admission
17008
10245
60.2
Graduates Who Have Completed All Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of graduates who have completed all courses required for UC and/or 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
414
120
29.0
SAT I Reasoning Test Students may voluntarily take the SAT test for college entrance. The test may or may not be available to students at a given school. Students may take the test more than once, but only the highest score is reported at the year of graduation. Detailed information regarding SAT results may be found at the California Department of Education Web site at http://www.cde.ca.gov/ope/research/sat/.
Grade 12 Enrollment
609
4303
4404
4701
357789
365907
385181
Percent of Grade 12 Enrollment Taking Test
26.60
33.87
31.40
21.82
22.93
22.00
36.66
37.26
36.63
Average Verbal Score
475
462
473
482
477
476
492
490
494
Average Math Score
463
452
466
478
474
516
518
College Admission Test Preparation Course Program
Lancaster High School’s Comprehensive Guidance Program (CGP) provides opportunities for students to participate in two types of test-prep programs. The first, a SAT computer program, is available at all times in the Career Center. Students may access the program during snack, lunch and after school or with their teacher’s permission, during class time. A second program, group sessions, is conducted by counseling interns on an as-needed basis. In addition, the CGP plan provides yearly parent nights for all students to attend where college information is presented and questions are answered.
Degree to Which Students are Prepared to Enter Workforce
Lancaster High School students begin preparing for the world of work from the moment they enter the 9th grade and continue until the culminating Senior Project in their final year. At each grade level they explore the connections between what they learn and the “real world.” Students in the AVUHSD are instructed in the value of work ethics including responsibility, respect, trustworthiness and fairness.
Expected Schoolwide Learning Results (ESLRs) were developed at our site as a foundation of all instruction.
Lancaster High School prepares its graduates to be:
As a district, we are working toward making our curriculum more rigorous, relevant, and reality based. One of the programs the district instituted last school year is the senior project as a graduation requirement. Students select an area of interest to research, find a mentor, and compile research. Eventually, they must make their presentation to a panel for evaluation. An accompanying class titled Senior Seminar has been implemented to assist all students in meeting individual requirements for the senior seminar. It is our hope that through these efforts, students will find greater success earlier in their chosen careers.
Our School-to-Career preparation includes our Careers in Arts and Multimedia Production (CAMP) Academy for students interested in pursuing that career track. We also offer an Aviation Career Pathway and Air Force Junior ROTC Program led by Captain Carlson, Sergeant Hood and Chief Melvin.
The Regional Occupation Program (ROP) is another program that prepares students for the workforce. On our campus we offer Careers with Children, Aviation Maintenance Technology, Careers in Fashion Merchandising and Aviation Electronics.
IX. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2001-2002) Data reported are the district average salary 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. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
31683
36493
Mid-Range Teacher Salary
57668
59875
Highest Teacher Salary
77089
73992
Average Principal Salary (High)
101626
88392
Superintendent Salary
143732
149543
Percent of Budget for Teacher Salaries
41.28
38.56
Percent of Budget for Administrative Salaries
5.79
5.48
Expenditures (Fiscal Year 2001-2002) Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/fiscal/financial/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$121720249
$6595
$6969
$6719