School Accountability Report Card Reported for School Year 2003-2004 Published During 2004-2005
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 http://www.cde.ca.gov/ta/ac/sa/definitions04.asp. Most data presented in this report were collected from the 2003-04 school year or from the two preceding years (2001-02 and 2002-03). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2002-03.
School Information
District Information
School Name
Lancaster High School
District Name
Antelope Valley Union High School District
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
E-mail Address
plamb@avhsd.org
kscott@avhsd.org
CDS Code
19-64246-1995844
SARC Contact
Mr. Ken Scott
School Description and Mission Statement
The area around the school has dramatically changed during the past year. Housing developments now surround the school, and remind us of the continued growth throughout the Antelope Valley. Lancaster High School (LnHS) is now ten years old, and houses more than 3400 students.
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 of 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 growth.
This Accountability Report Card is designed to give a snapshot of the school and its programs. It gives an indication of our efforts to offer quality educational experiences for all students.
Opportunities for Parental Involvement
Contact Person Name
Ms. Carol Lowe
Contact Person Phone Number
(661) 726-7649 x. 126
Lancaster High School welcomes family 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 Senior Project..
Please contact Carol Lowe, Parent Volunteer Coordinator, at 726-7649 x126 or a school administrator to obtain information on the Parent Volunteer Program, or to ask questions regarding school committees.
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
926
Grade 10
893
Grade 11
714
Grade 12
603
Ungraded Secondary
12
Total Enrollment
3148
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
707
22.5
Hispanic or Latino
925
29.4
American Indian or Alaska Native
23
0.7
Pacific Islander
13
0.4
Asian
70
2.2
White (Not Hispanic)
1,308
41.6
Filipino
101
3.2
Multiple or No Response
1
0.0
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
September, 2004
Date Last Discussed with Staff
December, 2004
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 several surveys to include the Climate Survey conducted in April, 2004 that asked students about teasing, crime, prejudice, conflict resolution, and approaches that would improve the school climate. 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.
Several staff members have become involved in the Family Friendly Schools program, which focuses on supporting and communicating with families, and promoting active involvement of families in our high school.
School Programs and Practices that Promote a Positive Learning Environment
The Peer Helping and Peer Mediation continue to be key programs in Lancaster High School’s efforts to maintain a positive learning environment. Under the guidance of a counselor and advisor, juniors and seniors are trained in conflict resolution strategies and serve as mediators when students have conflicts with other students. Students who struggle with the frustrations of high school and act out inappropriately may be referred to our counselor-led Power of Choice program, which consists of teaching students decision-making skills and coping strategies for frustration.
Another program that has continued to be successful is the Renaissance Program. The objectives of this program 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. Our freshmen also go through the Building Respect program which is a bullying intervention program.
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 Expected School-wide Learning Results, 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.
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
2002
2003
2004
Number of Suspensions
267
313
677
4006
4609
5797
Rate of Suspensions
9.3
10.1
21.5
20.6
27.0
Number of Expulsions
18
29
33
262
263
Rate of Expulsions
0.6
0.9
1.0
1.3
1.25
1.2
School Facilities Safety, cleanliness, and adequacy of school facilities, including any needed maintenance to ensure good repair. Description of the condition and cleanliness of the school grounds, buildings, and restrooms.
Lancaster High School is completing its 10th year. Our maintenance, custodial, and grounds crews work year-round to insure that the campus remains in top condition. Last year we added eight portable classrooms to accommodate growth, and we estimate an additional 9 rooms in the next school year. Additional classrooms provide space for instruction, but structures such as the gyms, locker rooms, theatre, and cafeteria were designed to support a student population of 2100. This year we incorporated an additional lunch period to help alleviate the crowded situation.
The Antelope Valley Union High School District maintains educational facilities that are safe, clean, and provide an educational environment that exceeds adequacy standards established by the state as set forth in the Williams vs. State of California educational lawsuit recently mandated for public schools in the state of California.
Students attend classes where rooms are properly heated and ventilated. Classrooms are appropriate for the learning environment including the absence of noise levels which would interfere with communication between teachers and students. There are sufficient numbers of clean, well-stocked, functioning restrooms on all campuses, and there exists no unsanitary or unhealthful condition that would impact a student’s ability to learn.
The District has recently modernized public schools at Antelope Valley High School, Palmdale High School, and Quartz Hill High School using General Obligation Bond funds and state matching funds as resources for these projects. This has resulted in an increase in restroom/toilet capacity, conformance with ADA requirements on affected sites, an increase to lighting on campus, and upgraded science laboratory facilities.
The school district is staffed to provide each school with site-based maintenance and operational staff including custodial staff, grounds crews, and maintenance and repair personnel. These persons are based at each school site and report to school site administrators in rendering service to the District. Site-based maintenance and operations persons are supported by a central maintenance and operations crew including carpenters; painters; heating, ventilation, air conditioning personnel; and one individual who operates the District’s field mower. All sites receive operating funds for maintenance and operations from restricted funds identified for maintaining each campus.
In addition, the District takes full advantage of the state’s deferred maintenance funding program whereby a five-year deferred maintenance plan is submitted and updated to reflect major repair/reconstruction projects in the District. This includes appropriate upgrades and repairs to roofing, asphalt, electrical, and plumbing on District-owned facilities.
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) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2-11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. The NRT 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. Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA results for each grade and proficiency 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. CST - All Students Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Subject
State
English-Language Arts
31
34
36
26
30
32
35
Mathematics
7
9
10
Science
24
27
25
History-Social Science
22
28
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
African- American
White (not Hispanic)
21
41
47
48
2
19
4
11
14
44
20
CST - Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
Male
Female
English Learners
Economically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
40
39
6
8
0
3
16
5
17
Norm-Referenced Test (NRT) Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, 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. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002. 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.
Reading
---
49
42
43
38
50
51
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
59
60
61
67
56
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
45
52
53
15
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/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
13.5
11.2
15.7
16.8
13.7
19.8
26.3
25.3
27.2
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/Under performing 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 school wide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socio-economically 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/ta/ac/ap/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2001
From 2001 to 2002
From 2002 to 2003
From 2003 to 2004
Percent Tested
95
92
98
97
API Base Score
631
608
637
API Growth Score
615
630
651
Growth Target
Actual Growth
-16
Statewide Rank
I
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
519
517
563
503
562
576
574
554
599
567
590
-7
684
661
685
672
678
706
-12
API Subgroups - Socioeconomically Disadvantaged
548
514
559
524
572
-24
State Award and Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.
Federal Intervention Programs Schools receiving Title I funding enter federal Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools, can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
Year Identified for Program Improvement
Year in Program Improvement
Year Exited Program Improvement
Number of Schools Currently in Program Improvement
Percent of Schools Identified for Program Improvement
25.0
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. A "Yes" in the following table displaying Overall AYP Status indicated that AYP was met for all students and all subgroups, or that exception criteria were met, or that an appeal of the school or district's AYP status was approved. Additional data by subgroup show whether all groups of students in the school and district made the annual measurable objectives for the percent proficient or above and the participation rate required under AYP. Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal.
Overall
All Students
Subgroups
African American
n/a
Socioeconomically Disadvantaged
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)
2695
2875
3087
18893
19533
20979
1735576
1772417
1830664
Number of Dropouts
426
470
490
47899
48210
58493
Dropout Rate (1-year)
1.1
1.5
2.3
2.4
2.8
2.7
Graduation Rate
96.2
92.2
94.5
89.1
84.5
90.3
86.7
87.0
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 size 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
26.4
28.0
32.4
68
25.5
28.5
31.3
32.0
32.7
33.4
Social Science
34.3
54
34.1
34.8
55
VI. Teacher and Staff Information Core Academic Courses Not Taught by NCLB Compliant Teachers The No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjects are to be "highly qualified" not later than the end of the 2005-06 school year. In general, NCLB requires that each teacher must have: (1) a bachelor's degree, (2) a state credential or an Intern Certificate/Credential for no more than three years, and (3) demonstrated subject matter competence for each core subject to be taught by the teacher. More information on teacher qualifications required under NCLB can be found at the California Department of Education's Web site at http://www.cde.ca.gov/nclb/sr/tq/. For a school, the data reported are the percent of a school's classes in core content areas not taught by NCLB compliant teachers. For a district, the data reported are the percent of all classes in core content areas not taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district.
This School
10.0
All Schools in District
10.5
High-Poverty Schools in District
Low-Poverty Schools in District
8.8
Teacher Credentials Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. 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
108
117
Teachers with Full Credential
74
73
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers in Alternative Routes to Certification (district and university internship)
Pre-Internship
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Misassignments Data reported are the number of placements of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold.
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Teacher Education Level Data reported are the percent of teachers by education level.
Doctorate
Master's Degree plus 30 or more semester hours
17.9
12.8
Master's Degree
17.1
19.9
Bachelor's Degree plus 30 or more semester hours
48.7
34.6
Bachelor's Degree
11.1
28.9
Less than Bachelor's Degree
4.3
Vacant Teacher Positions Data reported are the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.
Vacant Teacher Positions
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 equal one FTE.
Title
FTE
Counselor
7.0
Librarian
.2
Psychologist
1.4
Social Worker
Nurse
.6
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other
3.8
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 equal 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
449.7
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 instruction 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 provide services 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 Special Day Class 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-shots 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 (Standardized Testing and Reporting, California High School Exit Exam, Scholastic Aptitude Test I (SAT), Pre-SAT, American College Test, Armed Services Vocational Aptitude Battery, Golden State Exam, and Advanced Placement exam) help provide an understanding of student success and weaknesses. One area, based on student assessments, determined in need of improvement is reading. In an 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 Title I grant (a federally funded grant which addresses the needs of student who perform below basic or lower on the Standardized Testing and Reporting exam and/or are receiving free and reduced lunch), an additional emphasis is being placed on basic reading skills. A renewed focus on under performing students is evident through collaborative department meetings, Standardized Testing and Reporting 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.
Lancaster High School has been awarded a Title I grant which provides funds to assist students who score below proficiency on the California Standards Test. Four core subject (science, history, math, and English) areas are emphasized with support in supplies and teacher training time. English and reading skills were emphasized with the purchase of new grammar books, English Learner 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 students whose performance on the STAR exam is between proficient and basic, and who show a particular proclivity towards academic improvement.
Lancaster High School continues our 6-year Western Association of Schools and Colleges (WASC) accreditation cycle with a scheduled WASC team visit for another term of accreditation in February, 2006.
Professional Development
Professional development opportunities for all staff are offered in the district’s Professional Development Catalog. On campus there is a Single School Site Plan that addresses professional development. Through our Title I funding, we have had the opportunity to meet in vertical teams with the elementary district in Math and English, and teachers have received training in essential standards and their implementation. A team of English teachers has been trained in the Language! Program and currently instruct our most at-risk students. Other teachers have attended Cross-cultural Language in Academic Development (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 and teachers are completing AB-466 training. Through a Carl Perkins grant, the Careers in Art and Multimedia Production (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.
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. This funding enabled the school 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 906 computers, 167 printers, and 12 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 have shown that virtually every computer cart was been in use every day that they have been available for checkout.
Digital High School money has also been used for other resources. We currently have 95 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.
Availability of Sufficient Standards-Aligned Textbooks and Other Instructional Materials The availability of sufficient state-adopted (grades K-8) and standards-aligned (grades K-12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (for grades K to 12, inclusive); and science laboratory equipment (for grades 9 to 12, inclusive), as appropriate.
The Antelope Valley Union High School District certifies that as of this date, each pupil in the District, grades 9 through 12, has been provided with a standards-aligned textbook or basic instructional materials in each of the following areas:
History/Social Science
Reading/Language Arts
The instructional materials were adopted by the Board of Trustees following District review of the materials and their alignment with state content standards as required by CCR, Title 5, Section 9531. Standards maps submitted by publishers under Education Code Section 60451 were used in this review. Certification was approved by the local governing board at a public meeting held on November 10, 2004.
Core Curriculum Areas
Availability of Textbooks/Materials
English 9 Literature- 1190; English 9 Grammar- 859; English 10 Literature- 1306; English 10 Grammar- 570; English 11 Literature- 1207; English 11 Grammar- 630; English 12 Literature- 574
Algebra I- 834; Algebra II- 307; Pre Algebra- 377; Geometry- 600; IMP II- 601; IMP III- 311; IMP IV- 145
Earth Science- 793; Life Science- 253; Biology- 835; Chemistry- 551; Physics-127; Geology- 122
Modern World History- 805; America Pathways to the Present- 746;
Foreign Language
Spanish I- 544; Spanish II- 384; Spanish III- 138
Health
Glencoe Health- 1106
Science Laboratory Equipment (grades 9-12)
All students have access to Science Laboratory Equipment which includes: electronic balances, triple beam balances, hot plates, beakers, graduated cylinders, flasks, test tubes, test tube racks, watch glasses, crucibles, mortor and pestles, stirring rods, pipets, filters, funnels, ring stands, bunsen burners, spot plates, wire mesh, clay triangles, dissecting trays, dissecting tools, microscopes, timers, magnets, slinkies, air tracks, goggles, aprons, spatulas, tongs, pH meters, molecule kits, marble track set, roller coaster, pneumatic troughs, meter sticks, wash bottles, thermometers, clamps, tweezers, incubators, rock sets, vacuum pumps, oscilliscopes, spectrophotometer, spring scales, electricity kits, roller coaster, air table, gyroscope, ripple tank
Palm Pilots, weights, specimens, models, microcentrifuge, gel electrophoresis kits, games, Jeopardy games
Gloves, van der Graffs, and carts.
Instructional Minutes The California Education Code establishes a 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
213
79
89
223
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 (a duplicated count) by the total number of students enrolled in all courses (also a duplicated count).
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
15142
9385
62.0
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
516
134
26.0
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/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Grade 12 Enrollment
558
634
4404
4701
4615
365,907
385,181
395,194
Percent of Grade 12 Enrollment Taking Test
33.9
31.4
31.5
22.9
22.0
23.7
37.3
36.7
35.2
Average Verbal Score
462
473
477
476
474
494
496
Average Math Score
452
466
467
469
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. The second program offers two Saturday workshops, taught by the Ivy West organization. These workshops cover test-taking strategies, preparation techniques, and scoring of an actual SAT exam. 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.
Enrollment and Program Completion in Career/Technical Education (CTE) Programs Data reported are from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2002-2003 (CDE 101 E-1). Data have been aggregated to the district level.
CTE Participants
Secondary CTE Students
Grade 12 CTE Students
Total Course Enrollment
Number of Concentrators
Number of Completers
Completion Rate
Number Earning Diploma
IX. Fiscal and Expenditure Data County offices of education are not required to report average salaries and expenditures. The California Department of Education's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education. Average Salaries (Fiscal Year 2002-2003) 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. Detailed information regarding salaries may be found at the California Department of Education Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0203.asp.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$32,317
$37,434
Mid-Range Teacher Salary
$58,821
$61,368
Highest Teacher Salary
$78,631
$77,698
Average Principal Salary (Elementary)
Average Principal Salary (Middle)
$95,819
Average Principal Salary (High)
$104,295
$108,194
Superintendent Salary
$137,692
$154,991
Percent of Budget for Teacher Salaries
40.2
38.4
Percent of Budget for Administrative Salaries
5.3
Expenditures (Fiscal Year 2002-2003) 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/ds/fd/ec/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$125,723,868
$6,254
$6,977
$6,822
Types of Services Funded
Categorical funds offer a great deal of support for students and their families. Through the Title IV grant students are provided information and given strategies for dealing with issues such as bullying, peer pressure, and other social issues that directly impact adolescents in our school. 86 % of our students are eligible to receive Title I services. These services include study skills groups, workshops and seminars, Accelerated Reader program, and smaller class sizes in Reading Skills and Pre-algebra. Workshops and seminars are also provided for parents, along with Parent Project parenting classes and many other parental involvement opportunities.