Lompoc Unified School District Cabrillo High School

-1-Cabrillo High School Published: April 2011

2010-11 Board of Education

Sue SchuylerPresident

Greg DoyleVice President

Kay EatmonClerk

Kenneth OstiniMember

Stephen StraightMember

District Administration

Gregory KampfSuperintendent of Schools

Sheldon Smith, Ed.D.Assistant Superintendent of

Business Services

Art Diaz Director of Pupil Support Services

Bob Altavilla Director of Special Education

Laura Lee Parks Director of Student Achievement

Principal’s MessageCabrillo High School provides an outstanding educational program that develops students to their potential by providing the knowledge and skills needed for future success. The school report card provides information about the overall quality of our school and our educational programs.

At the heart of this entire effort is our dedicated staff. Our school is proud of our faculty and feel that they bring commitment, hard work, and a caring attitude toward our students. Their dedication was recognized in April 2007 by Jack O’Connell, California State Superintendent, when he announced that Cabrillo High School was named as a California Distinguished School.

In the spring of 2009, our counselors and other support staff have been honored by the California State Department of Education and Los Angeles Unified School District with the Academy Award for the Student Support Program for their submission of the Support Personnel Accountability Report Card (SPARC) outlining their work with students at Cabrillo High School. Since then, we have continued to add a variety of programs that prepare students for the pursuit of career interests, including advanced placement and career technical education classes.

Mission StatementLead, support, and motivate the Cabrillo community to maximize individual potential.

School ProfileLompoc is located 150 miles northwest of Los Angeles in Santa Barbara County and has a population of approximately 40,000. The Lompoc Unified School District strives to provide a quality education for all its students with a wide range of programs and a talented staff dedicated to the needs of our students. The district serves more than 10,000 students in grades K-12 living in the City of Lompoc, Vandenberg Village, Mesa Oaks, Mission Hills, Vandenberg Air Force Base, and rural areas adjacent to these communities.

Cabrillo High School continues to implement innovative programs such as the Marine Technology program, including its exemplary aquarium and the Ornamental Horticulture program, which is greatly supported by community efforts. This year, students, staff, and community volunteers planted a vineyard and orchard. In May 2009, the Board of Education of the Lompoc Unified School District approved the Air Force Junior ROTC program to be implemented in January 2010.

The school, district, and community are committed to providing and supporting a rich instructional program for all students. During the 2009-10 school year, the school served 1,508 students in grades 9-12 on a traditional school calendar. The chart displays school enrollment broken down by ethnicity.

Lompoc Unified School District

Cabrillo High School

2009-2010 School Accountability Report CardPublished in the 2010-2011 School Year

Grades Nine through Twelve

Lore DesmondPrincipal

4350 Constellation RoadLompoc, CA 93436

(805) 742-2900http://chs.lusd.org

Student Enrollment by Ethnic Group2009-10

Percentage

African American 3.6%

American Indian 0.4%

Asian 2.3%

Filipino 1.5%

Hispanic or Latino 39.1%

Pacific Islander 0.3%

White 43.6%

Two or More 9.2%


Discipline & Climate for LearningLompoc Unified School District annually provides a Student Conduct Code for each of its sites, which is supplemented by a set of behavioral standards developed by Cabrillo High School. The program’s design establishes guidelines to provide students with a meaningful, productive, and enjoyable school experience. Appropriate behavior is encouraged through praise and motivational incentives; assertive discipline and conflict resolution are tools that help students to further develop personal growth.

Students at Cabrillo High School are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy, and acceptance of others. The school utilizes the BEST Program (Building Effective Schools Together) that encourages students to come to school ready to learn and become problem solvers. The program emphasizes positive incentives for good behavior. Behavior expectations are communicated by teachers and staff throughout the year in all areas of the school and its programs.

The goal of Cabrillo High School’s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. Parents and students are informed of discipline policies at the beginning of each school year through the student handbook, safety assemblies, and parent conferences. All students participate in a one-day workshop twice a year with hands-on training on behavioral expectations in all areas of the school and its programs.

The Suspensions and Expulsions table displays the total number and percentage of incidents at the school and in the District. Suspension numbers may be inflated because some students may have been suspended multiple times. Expulsions occur only when required by law or when all other alternatives have been exhausted.

Dropout & Graduation RatesRegular daily attendance is a priority at Cabrillo High School. The Attendance Clerks, Community Liaisons, and teachers all monitor student attendance very closely. Parents are notified of absences through phone calls, letters, and conferences with the Principal. If students are found out of school without a pass or an instructor, they can get a ticket from the Sheriff’s department that carries a fine of $100.

In the fall of 2008, Cabrillo High School instituted a closed campus policy for 9th grade students. This resulted in improved attendance in the afternoons.

Those students who continue to exhibit excessive absences are directed to the appropriate authorities, including the Truancy Meeting Team and the District’s School Attendance Review Board (SARB).

Lompoc Unified School District’s School Attendance Review Board (SARB) is composed of parents, community members, the district SARB Secretary, and representatives from law enforcement and probation. Students are referred to SARB when they have persistent attendance and behavior problems in school, and when the normal avenues of intervention are not effective. The members of the SARB, the referred students, and their parents or guardians meet regularly to evaluate the student’s situation and recommend alternative solutions to alleviate circumstances that contribute to specific truancy, attendance, or behavior problems.

The chart displays dropout and graduate rates for the school. The most recent data available is from the 2008-09 school year.

Teacher AssignmentLompoc Unified School District recruits and employs the most qualified credentialed teachers available. For the 2009-10 school year, Cabrillo High School had 55 fully credentialed teachers who met all credential requirements in accordance with State of California guidelines.

Teacher misassignments represent the number of teachers who did not hold a legally recognized certificate or credential, including teachers who were assigned to classrooms with English Learners (EL) and who were not properly certificated to teach EL students.

Teacher vacancies reflect the number of open teaching positions that were not filled by a full-time certificated teacher for an entire semester.

Highly Qualified TeachersThe Federal No Child Left Behind (NCLB) Act requires that all teachers in core subject areas meet specific federal credential requirements to be considered “highly qualified.” Minimum qualifications include: possession of a Bachelor’s Degree; possession of an appropriate California teaching credential; and demonstrated competence in core academic subjects.

Suspensions & ExpulsionsSchool District

07-08 08-09 09-10 07-08 08-09 09-10

Suspensions 390 274 250 1820 1595 1517

Suspension Rate 24.0% 18.0% 16.6% 17.2% 15.4% 15.0%

Expulsions 1 9 4 21 36 33

Expulsion Rate 0.1% 0.6% 0.3% 0.2% 0.3% 0.3%

Graduation & Dropout Rates06-07 07-08 08-09

Dropout Rate 1.00% 1.00% 0.70%

Graduation Rate 94.00% 97.00% 94.80%

Teacher Credential StatusSchool District

07-08 08-09 09-10 09-10

Fully Credentialed 61 61 55 427

Without Full Credentials 3 1 2 2

Working Outside Subject 12 0 14 50

Misassignments/Vacancies08-09 09-10 10-11

Misassignments of Teachers of English Learners 0 0 2

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 2

Vacant Teacher Positions 0 0 0

NCLB Compliant Teachers% of Core Academic Courses Taught

By NCLB Compliant Teachers

% of Core Academic Courses

Taught By Non-NCLB Compliant Teachers

School 100.0% 0.0%

District 99.6% 0.5%

High-Poverty Schools in District 100.0% 0.0%

Low-Poverty Schools in District 100.0% 0.0%


Counseling & Support StaffIt is the goal of Cabrillo High School to assist students in their social and personal development as well as in academics. The school provides special attention to students who experience achievement or behavioral difficulty. The academic counselor-to-pupil ratio is 1:377.

The Gifted and Talented Education (GATE) program is offered to students who have been recognized as high achievers by their teachers and identified through state testing programs. These students may enroll in Advanced Placement and Honors courses.

Students whose test results indicate they need additional assistance to achieve grade level proficiency receive supplemental assistance in their regular classroom. Tutoring and intervention courses for core classes and the California High School Exit Exam are also available before, during, and after school and during lunch. The school works diligently to maintain open communication with parents regarding their child’s progress throughout the school year. To facilitate communications with English Learners and their parents, Cabrillo High School now has one part-time Spanish bilingual counselor on staff.

Students identified as English Learners through the California English Language Development Test (CELDT) are assigned to appropriately credentialed teachers and receive instruction in English Language Development in their regular classroom based upon their language proficiency. Teachers use the district-adopted Milestones program to supplement the curriculum.

Students with special needs are accommodated with a variety of options. A team consisting of the parent, school administrator, general education teacher, psychologist, and special education teacher, develops an Individual Education Plan (IEP). The IEP defines the individualized instruction and assistance a student will receive, which may include supplemental assistance by a Resource Specialist or placement in a Special Day Class.

Lompoc Unified School District participates in the Santa Barbara County Special Education Local Plan Area (SELPA). The SELPA helps ensure all students with identified disabilities receive a quality public education, according to the Individuals with Disabilities Education Act. Professionals and experts in the field of special education are readily available to serve the district and its students who require an alternative educational solution based upon their physical and emotional needs. The district’s Special Education Director meets monthly with the SELPA team to discuss student progress.

Staff DevelopmentAll training and curriculum development revolves around the California State Content Standards and Frameworks. Teachers align classroom curriculum to ensure that all students either meet or exceed state proficiency levels.

Professional development within the district addresses the individual needs of teachers as well as broader school concerns. Three mandatory staff development days are available annually. The district analyzes test scores and conducts a teacher survey to determine areas in the curriculum that need to be modified.

Schools have focused on some of the following topics: Professional Development Communities training, Data Teams, Lexia, Dibbles, AB 472 Math training, EL Replacement Core, Critical Teaching Attributes, Creating Meaning, and many others.

Lompoc Unified School District’s Apprentice Teacher Support System (LATSS) coordinates with the Santa Barbara County’s Beginning Teachers Support and Assessment (BTSA) program to help new teachers succeed, foster increased retention of quality teachers within the teaching profession, and improve instruction for students. Master Teachers meet with new teachers at least monthly as a group, and individually throughout the year. The district LATSS Board meets twice a year to review all teachers’ progress.

Instructional Time (Includes Minimum Days)For the 2009-10 school year, all schools in the Lompoc Unified School District offered 180 days of instruction, including three minimum days. All instructional time either met or exceeded the daily instructional minute requirements specified in the California Education Code. The table displays a comparison of the number of instructional minutes offered at the school as compared to the state requirement for each grade level.

Class SizeThe Class Size Distribution table shows the average class size by subject area. The corresponding numbers show how many classes were taught with a certain number of students in each class, based on three different class sizes.

Data SourcesData within the SARC was provided by Lompoc Unified School District, retrieved from the 2009-10 SARC template, and/or located on Dataquest (http://data1.cde.ca.gov/dataquest). Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community members may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention.

Student Achievement & TestingVarious measures of student achievement are used as an ongoing part of the quality instructional program at Cabrillo High School. Measures include STAR testing, district curriculum assessments, and report card grades. These assessments measure students’ actual progress as well as the effectiveness of the instructional program.

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Adaptive PE Specialist 1 1.0

Campus Supervisor 2 2.0

Counselor 4 4.0

Health Clerk 1 As Needed

Nurse 1 As Needed

Psychologist 1 As Needed

School Resource Officer 1 1.0

Speech and Language Specialist 1 As Needed

Instructional Minutes By Grade LevelMinutes Required Actual Minutes

9th-12th 64,800 64,878

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

08 09 10 08 09 10 08 09 10 08 09 10

By Subject

English 24 26 27 33 16 9 31 42 29 9 5 18

Math 24 27 29 31 8 3 22 40 29 8 2 12

Science 29 28 30 3 5 4 36 37 32 7 4 10

Social Science 32 29 31 2 1 2 15 35 18 23 4 17


Academic Performance IndexThe Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800.

Statewide and similar schools API ranks are published when the Base API is released each March. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.

The first table displays the school’s statewide and similar schools API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the 2010 Growth API at the school, district, and state level.

Adequate Yearly ProgressNo Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for Mathematics and English/Language Arts by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal.

The Federal NCLB Act requires that all schools and districts meet the following AYP requirements:

• Participation rate on the state’s standards-based assessments in English/Language Arts (ELA) and Mathematics. • Percent proficient on the state’s standards-based assessments in ELA and Mathematics. • API as an additional indicator.• Graduation rate.

There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the district would be required to provide transportation to the new site. Results of school and district performance are displayed in the chart.

More information about Title I and NCLB requirements can be found on the California Department of Education’s website http://www.cde.ca.gov/ta/ac/ay/ and the U.S. Department of Education’s website http://www.nclb.gov.

API School Results07-08 08-09 09-10

Statewide Rank 8 8 8

Similar Schools Rank 9 8 9

All Students at the School

Actual API Change 1 22 1

Hispanic or Latino

Actual API Change 11 27 -8

White


Socioeconomically Disadvantaged


English Learners

Actual API Change -1 - -6

* Statewide and similar schools ranks are based on the first year listed. (Example: the 07-08 rank reflects

testing from Spring 2007.)

Growth APISchool District State

All Students at the School 792 745 767

Hispanic or Latino 735 699 715

White 839 816 838

Socioeconomically Disadvantaged 722 691 712

English Learners 641 643 692

Adequate Yearly Progress (AYP)School District

Made AYP Overall No No

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient No No No No

API School Results Yes Yes

Graduation Rate Yes No


Federal Intervention ProgramSchools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/Language Arts or Mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE website at http://www.cde.ca.gov/ta/ac/ay/.

California Standards TestThe California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English/Language Arts (ELA) and Mathematics in grades 2 through 11; Science in grades 5 and 8 through 11; and History/Social Science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found at http://star.cde.ca.gov.

The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status Not in PI In PI

First Year in PI - 2008-2009

Year in PI (2010-11) - Year 3

# of Schools Currently in PI - 11

% of Schools Identified for PI - 64.71%

California Standards Test (CST)Subject School District State

2008 2009 2010 2008 2009 2010 2008 2009 2010

English/Language Arts 54 59 57 43 46 47 46 50 52

Mathematics 19 19 21 34 35 38 43 46 48

Science 60 68 65 44 49 50 46 50 54

History/Social Science 52 58 62 36 43 46 36 41 44

California Standards Test (CST)Subgroups

SubjectEnglish/

Language Arts

Mathematics ScienceHistory/Social

Science

District 47 38 50 46

School 57 21 65 62

African American 46 3 46 46

American Indian * * * *

Asian 75 50 * 85

Filipino 10 57 * *

Hispanic or Latino 45 15 47 46

Pacific Islander * * * *

White 68 27 77 74

Males 53 22 70 66

Females 62 20 59 57

Socioeconomically Disadvantaged 45 11 45 46

English Learners 7 1 7 16

Students with Disabilities 14 5 9 12

Migrant Education * * * *

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.


Physical FitnessIn the spring of each year, Cabrillo High School is required by the state to administer a physical fitness test to all students in ninth grade. The physical fitness test is a standardized evaluation that measures each student’s ability to perform fitness tasks in six major areas. This table displays by grade level the percent of students meeting fitness standards (scoring in the “healthy fitness zone” on all six fitness standards) for the most recent testing period. Detailed information regarding this test may be found at the CDE website at http://www.cde.ca.gov/ta/tg/pf/.

California High School Exit Exam (CAHSEE)The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the Federal No Child Left Behind (NCLB) law. The CAHSEE has an English Language/Arts section and a Math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. Note: The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement.

The first table displays the percent of students achieving at the Proficient or Advanced level for the past three years. The second table displays the percent of students, by group, achieving at each performance level in English/Language Arts and Math separately for the most recent testing period.

Percentage of Students in Healthy Fitness Zone

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

9 15.4% 27.2% 44.8%

CAHSEE By Student GroupEnglish Mathematics

Not Proficient Proficient Advanced Not

Proficient Proficient Advanced

All Students District 49.5 27.3 23.2 52.3 35.4 11.8

All Students School 37.0 30.2 32.8 40.6 41.2 18.2

Male 40.8 32.4 26.8 35.6 45.0 19.4

Female 32.7 27.7 39.6 46.2 36.9 16.9

African American 50.0 25.0 25.0 58.3 41.7 0.0

Hispanic or Latino 56.8 25.4 17.8 52.1 36.1 11.8

White 26.3 32.3 41.3 33.9 42.3 23.8

English Learners 78.3 21.7 0.0 72.3 27.7 0.0

Socioeconomically Disadvantaged 57.7 28.8 13.5 53.3 39.0 7.6

Students with Disabilities 87.0 8.7 4.3 91.7 4.2 4.2

CAHSEE By Subject2007-08 2008-09 2009-10

School District State School District State School District State

English 57.3 48.7 52.9 66.9 52.8 52.0 63.0 50.3 54.0

Mathematics 51.7 42.8 51.3 59.6 46.9 53.3 59.4 47.3 53.4


Completion of High School Graduation RequirementsStudents in California public schools must pass both the English/Language Arts and Mathematics portions of the California High School Exit Exam (CAHSEE) to receive a high school diploma. For students who began the 2009-10 school year in the 12th grade, the table displays the percent of students who met all state and local graduation requirements, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CDE website at http://www.cde.ca.gov/ta/tg/hs.

College Entrance InformationCalifornia high school students have two options for attending public universities in the state: Universities of California (UC), or California State Universities (CSU). There are 10 UC campuses statewide, and 23 CSU schools. A college preparatory high school program includes a minimum of the following courses, referred to as the “A-G requirements.”

A: Two years of History/Social ScienceB: Four years of EnglishC: Three years of college preparatory Mathematics (Four recommended for UC)D: Two years of laboratory Science (Three recommended for UC)E: Two years of a single language other than English (Three recommended for UC)F: One year of Visual/Performing Arts G: One year of a college preparatory elective in one of the above subjects

All courses must be completed with a grade of “C” or better. The minimum GPA required for admission to a UC is 3.0, and 2.0 for the CSU system. For more information about admissions to UC schools, please visit www.ucop.edu/pathways. To prepare for entrance to a CSU school, visit www.csumentor.edu.

College PreparationCabrillo High School offers college-bound students many opportunities to get a head start on their future. College preparation activities and programs are part of the school curriculum, enhanced by supplemental programs sponsored by the school and through partnerships with Cal Poly San Luis Obispo, University of California Santa Barbara, and Allan Hancock Community College. Cabrillo High School provides its students a wealth of information in regards to colleges, universities, financial aid, and the application process. Counselors meet with students at least once a year to review their goals and career paths. All students need to complete a Senior Project of their choice in order to graduate. Students may choose a project based on their interests. These projects can range from publishing cookbooks to building a barbecue.

Students at Cabrillo High are encouraged to take University of California/California State University (UC/CSU) preparatory courses if they plan to attend a four-year university. Students must pass each course with a grade no lower than a ‘C’.

Completion of High School Graduation RequirementsSchool District State

All Students 91.2% 88.4% *

Socioeconomically Disadvantaged 86.1% 86.3% *

African American 85.0% 85.4% *

American Indian 100.0% 100.0% *

Asian 92.3% 93.3% *

Filipino 100.0% 100.0% *

Hispanic or Latino 90.3% 87.1% *

Pacific Islander 100.0% 100.0% *

White 91.8% 89.2% *

English Learners 58.2% 60.4% *

Students with Disabilities 75.0% 58.0% *

* Data was not available at the time of publication.

UC/CSU Course EnrollmentPercentage

% of Student Enrollment in Courses Required for UC/

CSU Admission96.0%

% of Graduates Who Completed All Courses Required for UC/CSU

Admission

62.0%

* Duplicated Count (one student can be enrolled in several courses).


Advanced Placement ClassesCabrillo High School offers Advanced Placement (AP) courses for those students seeking to qualify for college credit. Juniors and seniors achieving a score of three, four, or five on the final AP exams qualify for college credit at most of the nation’s colleges. The school has recently expanded its offerings of AP courses to include 11th grade AP English Language and Composition and AP Music Theory.

Workforce PreparationIt is the goal of Cabrillo High School that students understand the importance of academic subjects and experience how employees apply subject learning to work situations. Students have access to the Regional Occupational Program (ROP), Career Technical Education (CTE) programs, and may participate in job shadowing and Career Days.

Curriculum and instructional strategies that foster critical thinking, problem solving, leadership, and academic skills are consistently taught to the students to ensure work-readiness skills. Students in grades nine through twelve receive counseling from school personnel regarding career paths and courses of study. In the absence of a career center technician, the counseling staff provides students with information to help students explore career paths based on their individual interests, goals, strengths and abilities.

The school addresses the needs of all students in career preparation, through the following:

• Counseling & Guidance• Supplemental student support services• Professional development for teachers• Articulation agreements with community colleges (College Now) and

university outreach programs.

Cabrillo High School houses an outstanding aquarium and tourism program, Ornamental Horticulture, Graphics, computer technology and auto shop classes, as well as a work education program.

Some of the following classes listed are available at other campuses in the Lompoc Unified School District. Career preparation courses offered to Cabrillo High School students include:

• Advanced Agriculture Mechanics • ROP Communication Tech• Advanced Photography • ROP Construction Tech• ROP Criminal Justice• ROP Desktop Publishing• Design/Visual Communication • ROP Economics/Finance• Floriculture/Floral Design • ROP Graphic Comm.• ROP Office Technology• ROP Accounting & Finance I and II • ROP Retail Sales

Advanced Placement Classes# of Courses Enrollment

Fine and Performing Arts 4 93

English 2 142

Foreign Language 4 52

Mathematics 1 23

Music 1 4

Science 3 82

Social Science 1 30

Totals 16 426

Percent of Students in AP Courses

29.6%

• ROP Advanced Construction • ROP Teaching/Child Dev.• ROP Advanced Automotive • ROP Food Services and Hospitality • ROP Sports Medicine• ROP Ornamental Horticulture

The following courses are offered through concurrent enrollment with Allan Hancock Community College or other local community colleges:

• Accounting • Electronics Technology• Administrator of Justice • Emergency Med. Services• Applied Design/Media • Fire Technology• Architectural Drafting • Graphic Communications• Auto Body Technology • Heating, Vent., and A/C• Automotive Technology • Human Services• Computer Business Systems • Machine Technology• Computer Business Technology • Medical Assisting• Cosmetology • Nursing• Culinary Arts & Management • Pharmacy Technology• Dental Assisting • Video and Film Production• Early Childhood Studies • Welding Technology

The above-listed courses incorporate state-adopted CTE model curriculum standards, meet district graduation requirements, and/or satisfy A-G entrance requirements of the CSU/UC systems. All courses are evaluated through a combination of 1) mastery of employment readiness standards; 2) results of career/technical skills assessments; 3) participation in career/technical student organizations; and/or 4) placement of program completers in employment, post-secondary education, or the military.

For more information about Career/Technical Education and/or ROP, please contact Sherry Dungan at 805-742-2789 or Brianne Jory at 805-742-2881. This table displays information about participation in the school’s Career Technical Education (CTE) programs.

Instructional MaterialsLompoc Unified School District sets a high priority upon ensuring that sufficient and current textbooks and materials are available to support the school’s instructional program. The district held a public hearing on September 28, 2010, and determined that each school within the district has sufficient and good quality textbooks, including visual and performing arts texts, instructional materials, and science lab equipment, pursuant to the settlement of Williams vs. the State of California.

Enrollment & Program Completion in Career/Technical Education (CTE) Programs (Carl

Perkins Vocational and Technical Education Act)Question Response

How many of the school’s pupils participate in CTE? 613

What percent of the school’s pupils complete a CTE program and earn a high school diploma?

98.8

What percent of the school’s CTE courses are sequenced or articulated between the school and institutions of post secondary education?

71.4


All students, including English Learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects, Foreign Language, Health, and Visual/Performing Arts, for use in the classroom and to take home. All textbooks and instructional materials used within the District are aligned with the California State Content Standards and Frameworks. Instructional materials for grades K-8 are selected from the state’s most recent list of standards-based materials. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available.

The textbook adoption process begins with the formation of an Adoption Committee consisting of administrators, teachers, and the District Textbook Coordinator. The committee identifies key elements to consider in the adoption decision-making process and establishes selection criteria based on state and district standards. The committee reviews instructional materials on the state list and invites publishers to provide an overview of their respective materials. The committee examines each program and selects programs to be piloted. Recommended programs are available for two weeks prior to adoption at the Lompoc Public Library for teachers and parents to review. The feedback provided by teachers and parents becomes the basis for the recommendations to the Board of Education for final adoption.

Additional Internet Access/Public LibrariesThe Lompoc Public Library and the Vandenberg Village Branch of the Lompoc Public Library provide free internet access to all community members including the students of the Lompoc Unified School District. There are a small number of local businesses that provide a Wi-Fi network to patrons wishing to connect to the Internet using their personal equipment.

Safe School PlanThe safety of students and staff is a primary concern of Cabrillo High School. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The school’s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire and disaster drills are conducted on a regular basis. All visitors must check in at the school office and wear visitors’ badges while on school grounds. During lunch, breaks, and before and after school, teachers, administrators, Resource Officer, and the Community Liaison supervise students and school grounds, including the cafeteria and playgrounds, to ensure a safe and orderly environment.

In 1998, the Comprehensive Safety Plan was developed by the district in consultation with local law enforcement in order to comply with Senate Bill 187 of 1997. The plan provides students and staff a means to ensure a safe and orderly learning environment. Components of the Comprehensive Safety Plan include child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe ingress and egress from school, sexual harassment policies, and dress code guidelines. The plan was last updated and reviewed with school staff in December 2010. A copy of the plan is available to the public at the school and district offices.

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient % Lacking

9th-10th English/Language Arts

Holt, Rinehart & Winston 2005 Yes 0.0%

9th-12th English/Language Arts


9th-12th Foreign Language

McDougal Littell 2008 Yes 0.0%

9th-12th Foreign Language McGraw-Hill 2007 Yes 0.0%

9th-12th Health Glencoe 1995 Yes 0.0%

12th History/Social Studies


10th-11th History/Social Studies

McDougal Littell 2007 Yes 0.0%

12th History/Social Studies Prentice Hall 2008 Yes 0.0%

9th-12th Mathematics Holt, Rinehart & Winston 2004 Yes 0.0%

9th-12th Mathematics Holt, Rinehart & Winston 2009 Yes 0.0%

9th-12th Mathematics Houghton Mifflin 2004 Yes 0.0%

9th-12th Mathematics McDougal Littell 2008 Yes 0.0%

9th-12th Mathematics Prentice Hall 2005 Yes 0.0%

9th-12th Science Glencoe 2005 Yes 0.0%

9th-12th Science Prentice Hall 1997 Yes 0.0%

9th-12th Science Prentice Hall 2005 Yes 0.0%


School FacilitiesCabrillo High School was built in 1966. School facilities are situated on 59 acres and span more than 177,000 square feet. They include classrooms, a library, science lab, theater, gymnasium, cafeteria, locker rooms, administration offices, and storage rooms. The facility strongly supports teaching and learning through its ample classroom and recreational space. The chart displays the results of the most recent facilities inspection.

Maintenance and RepairSafety concerns are the number one priority of Maintenance and Operations. District maintenance supervisors are proactive and conduct inspections at school sites on a continual basis. Repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

Cleaning Process and ScheduleCurrently all schools are on a daily cleaning schedule. The site administration team works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school.

School Facility ConditionsDate of Last Inspection: 11/22/2010

Overall Summary of School Facility Conditions: Good

Items Inspected Facility Component System Status

Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Interior X

Administration Offices- Nurses office, Rm. M1, CB19, FL3: Missing VAT. Rms. B1, B5, M4: Ceiling tiles missing. Rms. B8, H2, IA1, SS1, M1, M2: Storefront panels need

replacing. VAT chipped. Ceiling tiles hanging. Rm. H3,

IA2: Hole in wall. Cafeteria: Floor tiles chipped/broken. Rm. M1, M2, CB11: Cove

base missing. Rm. CB5, CB6: Carpet torn. Work orders in

progress.

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Rms. H1, H2, AG2, S1, CB10: Floor dirty. Rm. AG1: Counters and tables filthy.

Dead rat left on floor for two months. Rm. IA4: Sink and

floors dirty. Rm. CB3: Floors, tables, counters, and sink

are filthy. Principal and Lead Custodian notified. Rm. AG1: Rodent problem. Work order

in progress.

Electrical X B4: Insufficient lighting. Work order in progress.

Restrooms/Fountains XPool area, Cafeteria: Drinking

fountain inoperable. Work order in progress.

Safety (Fire Safety, Hazardous Materials) X

B1: Fire extinguisher out of compliance. P4, P5-6, E4, CB18, FL4: No fire extinguisher. Theater:

Storage area in complete disarray; fire hazard. Work

orders in progress. Theater: Improper storage of hazmat.

Work order in progress.

Structural (Structural Damage, Roofs) X

External (Grounds, Windows, Doors, Gates, Fences) X


Deferred Maintenance BudgetThe State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, assists school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the 2010-11 school year, Lompoc Unified School District did not participate in the program.

School LeadershipPrincipal Lore Desmond has led the school for three years, backed by more than 26 years in education. The administrative team consists of the principal and two assistant principals, bringing a total of nearly 60 years of experience in education to the school. Leadership at Cabrillo High School is a responsibility shared among district administration, site administrators, instructional and clerical staff, students, and parents.

All members of the school community are committed to a shared school-wide vision, which creates a strong foundation toward academic success for all students. Staff members and parents participate on various committees to ensure instructional programs are consistent with students’ needs and comply with district goals. These committees include the School Site Council, Parent Teacher Student Association, English Language Advisory Council, Booster Club, and the Associated Student Body.

Parent & Community InvolvementParents and the community are very supportive of the educational program at Cabrillo High School. Parents and community members are welcome to attend all sporting events, drama productions, dance events, band concerts, and to visit the aquarium. The school is proud to have an active Parent Teacher Student Association membership in the county. The Athletic Booster Club is currently working to raise money for new track and field facilities. The school is proud of its Ornamental Horticulture program. The students work with the community to improve the landscaping around campus as well as in various public areas.

Cabrillo High School’s activities are enriched by the generous contributions made by local organizations and community members who support Cabrillo High School’s many programs.

Contact InformationParents who wish to participate in Cabrillo High School leadership teams, school committees, school activities, or become volunteers may contact the school office at (805) 742-2900. Parents may also check grades and contact teachers 24 hours a day online at the school’s website, http://chs.lusd.org.

School Site Teacher SalariesAt the time this report was published, the most recent financial and salary comparison data from the State of California was for the 2008-09 school year. The Average Teacher Salaries table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and throughout the state.

Teacher & Administrative Salaries as a Percentage of Total BudgetThis table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the district’s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website.

District ExpendituresThe Expenditures Per Pupil table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the state.

District Revenue SourcesFor the 2009-10 school year, Lompoc Unified School District received federal and state aid for the following categorical, special education, and support programs:

• Carl Perkins Grant• Class Size Reduction• Counseling• Economic Impact Aid/LEP• Gifted and Talented Pupils • Home-to-School Transportation • Instructional Materials • Maintenance and Operations • Microsoft Grant• Peer Assistance and Review Program • Safe and Drug Free Schools Program • School and Library Improvement Program• Special Education • Staff Development• Title I Program• Vocational and Applied Technology Education Act

Expenditures per PupilSchool

Total Expenditures Per Pupil $5,162

From Restricted Sources $457

From Unrestricted Sources $4,706

District


Percentage of Variation between School & District 5.62%

State


Percentage of Variation between School & State 17.17%

Average Teacher SalariesSchool & District

School $57,619

District $66,005

Percentage of Variation 12.71%

School & State

All Unified School Districts $65,399

Percentage of Variation 11.90%

Average Salary InformationTeachers - Principal - Superintendent

2008-09 District State

Beginning Teachers $39,949 $41,209

Mid-Range Teachers $65,395 $65,228

Highest Teachers $78,877 $83,339

Elementary School Principals $99,910 $103,189

Middle School Principals $96,813 $108,789

High School Principals $113,508 $119,247

Superintendent $160,292 $179,589

Salaries as a Percentage of Total Budget

Teacher Salaries 43.1% 40.6%

Administrative Salaries 5.7% 6.0%

Documents

Lompoc Unified School District Cabrillo High School