Principal’s Message from William Appleton

Lancaster High School Mission Statement

Effective communicators with the ability to

Analytical thinkers with the ability to

Responsible citizens with the ability to

Lancaster High School

Accountability Report Card

School Year 2001-2002

School Information

District Information

School Name

Lancaster High

District Name

Antelope Valley Union High

Principal

William Appleton

Superintendent

Dr. Robert Girolamo

Street

44701 32nd St. West

Street

44811 North Sierra Hwy.

City, State, Zip

Lancaster, CA 93536

City, State, Zip

Lancaster, CA 93534-3226

Phone Number

661-726-7649

Phone Number

661-948-7655

FAX Number

661-726-7694

FAX Number

661-948-5446

Web Site

www.lnhs.org

Web Site

www.avdistrict.org

Email Address

Bappleton.avhsd.org

Enrollment

2001-02 2000-01 1999-00

2875

2695

2597

Grades Served

9-12

School Description and Mission Statement

I am proud to represent the staff and students of Lancaster High School in offering you this annual Report Card, which is designed to give a snapshot of the school and its programs. It is our hope that this document will provide a clearer understanding of our efforts to offer quality programs, and a format to report our successes and needs.

Of primary importance are the academic growth of students, their preparation for life-long learning, and their development into effective thinkers and communicators. Students are provided with opportunities for active classrooms and innovative instructional strategies that enhance learning. A sense of community is provided that extends beyond the classroom by encouraging our businesses and parents to be an active part of our educational programs. In this spirit of unity, your continued support is sought in the hope of offering students the most relevant and valuable experiences for continued success.

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

Carolina Lowe

Contact Person Phone Number

661-726-7649 x781

Lancaster High School welcomes parent/guardian involvement and has come to depend on its volunteers. A Parent Advisory Committee meets once a month with the principal to discuss schoolwide 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 our recently developed II/USP grant committee.

To volunteer to assist our office staff or if you have any questions regarding committee involvement please contact: Carolina Lowe at 661-726-7649 x781

I. Demographic Information

Student Enrollment
The percentage of students is the number of students in a racial/ethnic category divided by the school's most recent California Basic Educational Data System (CBEDS) total enrollment.

Racial/Ethnic Category	Number of Students	Percentage of Students	Racial/Ethnic Category	Number of Students	Percentage of Students
African-American	537	18.6	Hispanic or Latino	691	24.0
American Indian or Alaska Native	26	.9	Pacific Islander	5	0.2
Asian-American	77	2.7	White (Not Hispanic)	1474	51.3
Filipino-American	65	2.3	Other	0	0.0

II. School Safety and Climate for Learning

School Safety Plan

Date of Last Review/Update	March 2001	Date Last Reviewed with Staff	September 20, 2001
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 Safe Action Plan is updated and reviewed yearly. In this year’s ongoing review special attention is being paid to the Climate Survey conducted at the end the 2001 school year. The survey asked the students about things like teasing, crime, prejudice, conflict resolution, and approaches that would improve the school climate. In addition, our school deputy works with our Project 2000 student committee to gather input regarding school climate issues and assist him in his role in maintaining a safe environment.

School Programs and Practices that Promote a Positive Learning Environment

Creating and enhancing a positive atmosphere for learning is of primary importance to the staff. The scope of concern includes academics, co-curricular activities, extra-curricular activities and athletics. Research shows that students who are actively involved in extra-curricular activities are more successful in their academic studies.

The entire staff, as well as the community, has established a high level of student expectations for academic achievement and behavior. The educational climate at the school is maintained through a progressive discipline plan that provides a variety of intervention strategies to correct misbehaviors that impede students’ progress. Lancaster High School has a conflict resolution program that allows students to resolve interpersonal differences with the assistance of trained peer mediators.

Suspensions and Expulsions
The number of suspensions and expulsions is the total number of incidents. The rate of suspensions and expulsions is the total number of incidents divided by the school's California Basic Educational Data System (CBEDS) total enrollment 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
	1999	2000	2001	1999	2000	2001
Suspensions (number)	379	357	592	6363	5518	4674
Suspensions (rate)	14.8	13.7	22.0	37.5	31.6	24.9
Expulsions (number)	46	27	32	350	263	334
Expulsions (rate)	1.8	1.0	1.2	2.1	1.5	1.8

School Facilities

Though Lancaster High School is still the newest school in the district we have entered our seventh year and our maintenance, custodial, and grounds crews must work year round to insure that the campus remains in top condition. Last year we added three portable classrooms and this year we anticipate adding an additional ten more to accommodate growth. 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. We have grown 11% over the last two years and are currently at 2875. Just as growth in the Antelope Valley impacts all schools, the building of new schools will alleviate some of the overcrowding at LnHS.

III. Academic Data
Standardized Testing and Reporting (STAR)
Through the 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, and Science and History-Social Science in grades 9-11; and the Stanford Achievement Test, Ninth Edition (Stanford 9), which tests Reading, Language, Mathematics (grades 2-11), Spelling (grades 2-8), and Science and History-Social Science (grades 9-11 only).

California Standards Tests (CST)
The California Standards Tests 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 standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient of Advanced level have met state standards in that content area.

English Language Arts (ELA)
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	School			District			State
Grade Level	1999	2000	2001	1999	2000	2001	1999	2000	2001
9	---	---	26	---	---	24	---	---	28
10	---	---	29	---	---	26	---	---	31
11	---	---	25	---	---	22	---	---	29

ELA Subgroups (More than 10 Students Per Grade Level with Test Results)
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Stanford 9
Reading and mathematics results from the Stanford 9 test are reported for each grade level as the percentage 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.

Reading
Percentage of students scoring at or above the 50th percentile

Grade Level	School			District			State
Grade Level	1999	2000	2001	1999	2000	2001	1999	2000	2001
9	31	34	40	33	34	32	34	35	35
10	32	34	36	29	32	32	33	34	34
11	44	40	36	34	31	31	35	36	37

Mathematics
Percentage of students scoring at or above the 50th percentile

Grade Level	School			District			State
Grade Level	1999	2000	2001	1999	2000	2001	1999	2000	2001
9	40	46	47	43	47	46	48	51	51
10	38	39	42	35	38	36	44	46	45
11	53	46	42	39	39	36	45	47	46

Stanford 9 Subgroups (More than 10 Students Per Grade Level with Test Results)

Stanford 9 Subgroups - Reading
Percentage of students scoring at or above the 50th percentile

Stanford 9 Subgroups - Mathematics
Percentage of students scoring at or above the 50th percentile

California Fitness Test
Percentage of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards)

Grade Level	School			District			State
Grade Level	Total	Male	Female	Total	Male	Female	Total	Male	Female
9	9.8	14.1	4.9	8.3	9.5	6.9	22.6	20.3	24.9

SAT I
The SAT I Reasoning Test, formerly known as the Scholastic Assessment Test, is one of the tests available from The College Board that students voluntarily take for college entrance. The SAT I is designed to assess many of the skills that are important to a student's success in college. 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.

	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
Grade 12 Enrollment	475	404	609	2,115	2,803	4,303	334,852	347,813	357,668
Percentage of Grade 12 Enrollment Taking Test	44.00	35.89	26.60	40.20	30.82	21.82	36.50	36.45	36.70
Average Verbal Score	489	510	475	479	490	482	492	492	492
Average Math Score	482	506	463	478	488	478	513	517	516

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% of the distance between its base API and 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 monetary 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.
Subgroup APIs and Targets: In addition to a whole-school API, schools also receive API scores for each numerically significant racial/ethnic and socioeconomically disadvantaged subgroup in the school. Growth targets are also set for each of the subgroups. Each subgroup must also meet its target for the school to be identified as having met its target.
Percentage Tested: In order to be eligible for awards, elementary and middle schools must have at least 95% of their students in grades 2-8 tested in STAR. High schools must have at least 90% of their students in grades 9-11 tested.
Statewide Rank: Schools receiving an 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: This is a comparison of each school with 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. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education website at http://api.cde.ca.gov/ or by speaking with the school principal

School Wide API

	API Base Data				API Growth Data
	1999	2000	2001		1999	2000	2001
Percentage Tested	75	97	95	Percentage Tested	75	97	95
Base API Score	627	624	631	Growth API Score	---	623	638
Growth Target	9	9	8	Actual Growth	---	-4	14
Statewide Rank	6	5	5	Eligible for Awards	---	No	No
Similar Schools Rank	6	4	9	Eligible for II/USP	---	No	Yes

API Subgroups - Racial/Ethnic Groups

	API Base Data				API Growth Data
	1999	2000	2001		1999	2000	2001
African-American				African-American
Base API Score	495	532	519	Growth API Score	---	533	525
Growth Target	7	7	6	Actual Growth	---	38	-7
Hispanic or Latino				Hispanic or Latino
Base API Score	550	542	574	Growth API Score	---	545	575
Growth Target	7	7	6	Actual Growth	---	-5	33
White (Not Hispanic)				White (Not Hispanic)
Base API Score	681	667	684	Growth API Score	---	670	692
Growth Target	7	7	6	Actual Growth	---	-11	25

API Subgroups - Socioeconomically Disadvantaged

	API Base Data				API Growth Data
	1999	2000	2001		1999	2000	2001
Base API Score	---	525	548	Growth API Score	---	---	558
Growth Target	---	7	6	Actual Growth	---	---	33

IV. School Completion (Secondary Schools)

California High School Exit Exam (CAHSEE)
Beginning with the graduating class of 2004, students in California public schools will have to pass the California High School Exit Exam to receive a high school diploma. The School Accountability Report Card for that year will report the percentage of students completing grade 12 who successfully complete the California High School Exit Exam.

In the spring of 2001 all 9th graders were given the opportunity to take the California High School Exit Exam. The passing rate for Lancaster High School students was 59% in the English Language Arts portion and 40% in the Math portion. The rate for the AVUHSD was 57% ELA and 39% Math. The state percentages were 64% ELA and 44% Math. This year’s 10^th graders who did not take the test last year or who failed one or both parts will take the test in March of 2002. If a student has passed either the ELA portion or the Math portion he or she does not have to retake that portion passed.

We currently have after-school tutoring available to assist students in their preparation for the spring exam, please see a counselor in the guidance office.

Dropout Rate and Graduation Rate
Data reported regarding progress over the most recent three-year period toward reducing dropout rates includes: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate listed in the California Basic Educational Data System (CBEDS). The formula for the one-year dropout rate is (Grades 9-12 Dropouts/Grades 9-12 Enrollment) multiplied by 100. Graduation rate data will be reported after the California State Board of Education approves a graduation rate formula.

	School			District			State
	1999	2000	2001	1999	2000	2001	1999	2000	2001
Enrollment (9-12)	2,039	2,559	2,597	16,198	17,103	17,646	1,610,501	1,659,030	1,703,492
Number of Dropouts	11	30	22	288	380	358	47,306	46,470	47,282
Dropout Rate	0.5	1.2	0.9	1.8	2.2	2.0	2.9	2.8	2.8

V. Class Size

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms for each range of students, by subject area as reported by CBEDS.

Subject	1999				2000				2001
Subject	Avg	1-20	21-32	33+	Avg	1-20	21-32	33+	Avg	1-20	21-32	33+
English	30.5	11	32	40	26.9	41	16	30	25.8	43	14	35
Mathematics	31.0	3	36	28	25.6	27	38	15	23.9	48	33	6
Science	31.5	0	41	20	31.5	1	37	22	29.6	4	41	15
Social Science	38.3	0	4	44	35.6	1	7	40	36.0	0	8	43

VI. Teacher and Staff Information

Teacher Credential Information
Part-time teachers are 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.

	1999	2000	2001
Total Number of Teachers	92	99	103
Full Credential (fully credentialed and teaching in subject area)	65	73	70
Teaching Outside Subject Area (fully credentialed but teaching outside subject area)	0	0	0
Emergency Credential (includes District Internship, University Internship, Pre-Interns and Emergency Permits)	27	26	33
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)	0	0	0

Teacher Evaluations

All teachers are observed at work in the classroom both formally and informally by the administrative team throughout the year. In addition, the district has developed several programs to support and assist both new and veteran teachers in their desire to improve their skills. In these programs teachers are coached by their peers using the professional standards that provide a common language and a vision of the scope and complexity of teaching.

Substitute Teachers

Lancaster High School works with our district to secure qualified substitute teachers. All teachers have prepared lessons in the event that a substitute is needed. We currently have three site substitutes. Due to a shortage of qualified district substitutes, on days where more coverage is needed, we ask our staff to give up their conference period to make sure that each classroom has a teacher. This is a time where they would normally be performing other educational tasks related to their own classes.

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% full time. Two staff persons working 50% of full time also equals one FTE.

Title	FTE
Counselor	5.5
Librarian	0.20
Psychologist	2.00
Nurse	0.60
Speech/Language/Hearing Specialist	0.20
Resource Specialist (non-teaching)	1.20
Other (Campus Deputy, Community Attendance Worker, Probation Officer)	3.0

Academic Counselors
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% of full time. Two staff persons working 50% of full time also equals one FTE. The ratio of pupils per academic counselor is enrollment as reported in the most recent California Basic Educational Data System (CBEDS) data collection divided by the number of academic counselors.

Number of Academic Counselors (FTE)	Ratio of Pupils per Academic Counselor
5.5	523.

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 multiple intelligences has provided students with instruction that meets their varied capacity for learning.

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 that offers a sequential and progressive pattern.

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 full inclusion program 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 regular classroom assessment to the yearly Stanford Achievement Test, provide a clear 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, an additional emphasis is being placed on basic reading skills. A renewed focus on underperforming students is evident through House meetings, SAT-chats, and tutorial programs. Special needs students are provided with appropriate IEPs and modified instruction to meet their specific needs, most within the mainstreamed classes.

The students’ score on the annual SAT-9 provides the school with an Academic Performance Index (API) number. Along with this score, the State sets a goal for improvement. Overall, the students of LnHS met its goal. However, only three of the four significant subgroups met the growth target last year. Additional effort is being placed on increased learning and test preparation for all subgroups to meet the new target growth goal.

Professional Development

Professional development opportunities for all staff are offered in the district’s Professional Development Catalog. On campus there is a Site Plan and a SB 1882 Plan for staff development. This year, extra days beyond the 180 days of instruction were provided to train teachers in areas of coaching, curriculum, improved instructional strategies, use of technology and the values program, Character Counts! Five days were provided for veteran teachers and seven days were provided for new teachers. Our Digital High School Grant provides for staff and curriculum development in this year to support the hardware purchases made for each classroom.

Quality and Currency of Textbooks and Other Instructional Materials

Lancaster High School maintains a complete supply of textbooks, library materials and additional instructional materials. 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. This year we have made purchases of texts and support workbooks in nineteen different subject areas. These purchases were made for newly adopted texts, school growth and additional class sets. We continue to purchase classroom sets of Freshman and Sophomore core subjects. The purpose is 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.

In the 2000-2001 school year a plan was developed for the Digital High School Grant that was awarded by the state. The $500,000 grant was used to purchase at least one computer with Internet access per classroom and outfit four computer labs with seven rolling laptop carts. Older computers are being upgraded for redistribution. The next stage of the grant will continue to support staff development and a second phase of installments.

Instructional Minutes (School Year 2000-2001)
The California Education Code establishes a required number of minutes per year for each grade. The table below compares the number of instructional minutes offered at the school level to the state requirement for each grade.

Grade Level	Instructional Minutes Offered	State Requirement
9	65,335	64,800
10	65,335	64,800
11	65,335	64,800
12	65,335	64,800

Total Number of Minimum Days

Eleven 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 Courses Offered
The Advanced Placement (AP) program gives students an opportunity to take college-level courses and exams while still in high school. The table below shows the number of classes offered and the enrollment in various AP and IB classes. The data for Fine and Performing Arts includes AP Art and AP Music. LnHS is developing an Advanced Placement College Prep Program to increase the number of AP course offerings beginning in the fall of 2002.

Subject	Number of Classes	Enrollment
Fine and Performing Arts	1	14
Computer Science	0	0
English	2	47
Foreign Language	2	18
Mathematics	2	39
Science	2	40
Social Science	3	94

Percentage of Pupils Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission (Grades 9-12)
The percentage of pupils enrolled in courses required for UC and/or CSU admission is calculated by dividing the total number of pupils in courses required for UC and/or UC admission (duplicated count) by the total number of pupils in all courses (also a duplicated count) for the most recent year.

Number of Pupils Enrolled in all Courses	Number of Pupils Enrolled In Courses Required For UC and/or CSU Admission	Percentage of Pupils Enrolled In Courses Required For UC and/or CSU Admission
14459	8975	62.07

Percentage of Graduates Who Have Passed Courses Required for University of California (UC) and California State University (CSU) Admission
The percentage of graduates is the number of graduates who have passed course requirements for UC and/or CSU admission divided by the school's California Basic Educational Data System (CBEDS) total graduates for the most recent year.

Number of Graduates	Number of Graduates Who Have Passed Course Requirements For UC and/or CSU Admission	Percentage of Graduates Who Have Passed Course Requirements For UC and/or CSU Admission
445	169	37.98

College Admission Test Preparation Course Program

The district provides for all students the opportunity to take the PSAT in preparation for the SAT. In addition, Saturday SAT workshops are held so that students may acquire and practice the skills necessary to achieve the best scores they can. Dr. Chapleau, a LnHS teacher on special assignment, has been working with parents throughout the district to assist students and their families in their preparation for a college opportunity.

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 9^th 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:

Life-long learners with the ability to

Practice self directed learning
Plan for possible careers
Access needed information and databases
Work both collaboratively and individually
Accept responsibility for their actions

Speak effectively
Read critically
Write clearly

Distinguish fact from opinion
Solve problems logically
Utilize information from a variety of sources
Use technology as a tool

Grade
Level

Female

English
Learners

Not-English
Learners

Socioeconomically
Disadvantaged

Not
Socioeconomically
Disadvantaged

Respect different viewpoints and reasoning processes
Understand the principles of democracy
Work with a diversity of people
Contribute to the betterment of their school and community

Beginning with the class of 2002, AVUHSD seniors will be asked to complete a ‘Senior Project’ as a graduation requirement. The components are a research paper, an outside–of-school project, and a presentation to community members of findings, experiences and conclusions.

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. This year we began our Air Force Junior ROTC Program led by Captain Carlson and Sergeant Hood.

The Regional Occupation Program (ROP) is another mainstay of our preparing 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 1999-2000)
Average Salary uses the statewide data category used for comparison by type and size of district (from Management Bulletin 01-02)

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	$28,482	$32,642
Mid-Range Teacher Salary	$51,841	$52,535
Highest Teacher Salary	$69,300	$63,470
Average Principal Salary	$91,108	$91,297
Superintendent Salary	$130,111	$125,774
Percentage of Budget for Teacher Salaries	39.4	39.1
Percentage of Budget for Administrative Salaries	5.0	5.0

Expenditures

District	District	State Average For Districts In Same Category	State Average All Districts
Total Dollars	Dollars per Student (ADA)	Dollars per Student (ADA)	Dollars per Student (ADA)
$92,565,204	$5,493	$5,843	$5,705