LOMPOC HIGH SCHOOL
SINGLE PLAN FOR STUDENT
ACHIEVEMENT
2014-2015
A Resource for the School Site Council
The Single Plan for Student Achievement
School: Lompoc High School
District: Lompoc Unified School District
County-District School (CDS) Code: 4 2 6 9 2 2 9 4 2 3 3 0 6 0
Principal: Paul Bommersbach
Date of this revision: October 24, 2014
The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance
of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary
and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs
funded through the ConApp and ESEA Program Improvement into the SPSA.
For additional information on school programs and how you may become involved locally, please contact
the following person:
Contact Person:
Paul Bommersbach
Position:
Principal
Telephone Number:
805-742-3000
Address:
515 West College Ave, Lompoc, CA 93436
E-mail Address:
Bommersbach.paul@lusd.org
The District Governing Board approved this revision of the SPSA on November 18, 2014.
Table of Contents
Planned Improvements in Student Performance
1
School Site Council Membership
19
School Summary & Narrative
20
School Data
23
School Budgets
28
Single Plan for Student Achievement
Lompoc High School, 2014-15
Form A: Planned Improvements in Student Performance
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional
program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school
goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
LCAP GOAL #1: Maximize academic achievement of all students as evidenced by assessment data corresponding to programs that have been
implemented; reduce disparity levels of achievement among subgroups.
SCHOOL GOAL: #1A: Provide a support and intervention structure for all students
What data did you use to form this goal?
Grade Analysis for 2012-13 and 2013-14
CST Score data from 2013
Student Count-registration for students not on track
to graduate or who are repeating a grade due to
deficiency of credits
What were the findings from the analysis of this
data?
A majority of students needing to repeat a class
occurs after their 9th grade year.
How will the school evaluate the progress of
this goal?
6 Week progress reports/ semester grades
Reduced amount of students repeating classes
Decrease the amount of students needing Maple or
APEX
Increase the number of students participating in
A-G requirements
Where can a budget plan of the proposed
expenditures for this goal be found?
STRATEGY: Identify, place, and implement appropriate programs and strategies for all students.
Action/Date
Person(s) Responsible
1. 1. All incoming 9th grade
students will be invited to
attend our Brave Camp
P. Bommersbach
M. Venegas
2. 2. College and Career
Readiness Class (CCR)
R. Mohammadi, K.
Mayse, D. Cross, R.
Task/Date
a) Training provided during Brave Camp by
upper class students.
b) Freshman orientation done in small groups
giving incoming 9th graders information on the
school and how to be successful. They will also
be given an agenda book.
1
Cost and Funding Source
(Itemize for Each Source)
$500 Title 1
Luken
3. 9th grade Math
Intervention programs
a) Professional Development for teachers Spring of
2014 by Santa Barbara City College.
b) All 9th grade students will have this CCR class
during the 1st or 2nd semester.
c) Materials, workbooks, computer software was
provided by S.B. City College in Spring of 2014.
d) CCR teachers are collaborating and adjusting
accordingly as well as getting student input.
e) Community guest speakers have already started
to speak in the classes and will continue to do
so.
Math DC, counselor, and
admin will place students
a) Lowest students are placed in Algebra
Standards, with a support Algebra Lab period.
These students will then finish their Algebra 1
requirement by taking Advanced Algebra
Standards in their 10th grade year.
4. Intervention for students
after 9th grade
N/A
b) Next Lowest students will be placed in an
Algebra 1 class, but have the support of an
Algebra Lab period. This single year intervention
will allow them to finish their Algebra 1
requirement
Counseling and
administration will place
on the master schedule.
a) Students who fail a class can be offered a
section the following year that has repeat
students only, allowing specific strategies to
reach this group.
N/A
b) For students who struggle with Math, Algebra
2A is offered as a follow on to Geometry. The
Algebra 1A class is the first half of full Algebra 2
but spread out over a full academic year.
Provide assistance for
students who do not pass
the Math CAHSEE on the
first attempt.
Counselors and
administration will place.
Offer a class specifically designed to hone the skills of
the students who did not pass the CAHSEE on the first
attempt.
2
4 sections: 2 ELA, 2 Math
$60,000 General
6. Link academies to each
Math subject.
Academy coordinators
and administration.
Create subject matter specific content for academy
classes
N/A
7. Identify English Learners
in classes
Q shows which students
these are on the
teacher’s rosters
Use Q to identify EL students and support those
English Learners to the fullest with an EL designated
counselor.
$10,000 Title 1
$31,000 EIA/LEP
8. Identify Reading Levels
of students.
ELA teachers and Library Analyze Renaissance Place data and apply appropriate
tech.
literacy strategies, i.e. Constructing Meaning.
$2000 General
9. Identify GATE/AP
students and other
high achieving or
students
AP teachers and
administration
District funded
10. Expand tutoring support
through after school and
department tutoring
programs for students
needing additional help to
pass CAHSEE and/or their
core classes
Core teachers and
administration.
a) Develop a referral system for after school
tutoring
b) Develop a coordinated, systematic tutoring
delivery system within departments
c) Provide a reward/recognition system for
students participating in tutoring programs
d) Develop a systematic data gathering system
and protocol for assessing effectiveness of the
tutoring program
11.Continue to offer and
support AP and Honors
courses in ELA
Teachers
Adminstration
Counselors
a) Develop and implement entrance criteria for AP
and Honors programs
b) Identify students qualified for AP and Honors
programs through EOS and AVID
c) Develop a Pre-AP program in coordination with
the feeder middle schools
Use Equal Opportunity Services to help identify
students who have the potential to be in an AP or
honors level classes. Create AP qualifications for staff
to use for appropriate placement of students, using
grades, reading levels, state tests, etc.
3
150 hours
$5,069
N/A
12. Continue current 9th
grade intervention
strategies
Teachers
Administration
M.Venegas
Counselors
a) Continue the ninth-grade mentoring program
b) Conduct ninth-grade home visitations for
students receiving two or more Fs on their
progress reports
c) Conduct a ninth-grade informational night and
Brave Camp
d) Offer a freshmen seminar/informational night
e) Conduct vertical teaming with feeder middle
schools
f) Improve the school website focusing on parent
communication through individual teacher
websites and Blackboard
N/A
4. Implement a Freshmen
Transition Program
Administration
Teachers
Counselors
a) Develop/implement the College and Career
Readiness curriculum
b) Provide college visitation and college class
auditing opportunities for freshmen
c) Develop a follow-up protocol involving a
systematic data gathering and analysis process
d) Provide time for ninth-grade intervention team
collaboration
SBCC funded currently
5. Provide an effective
credit recovery program
(APEX)
Teachers
Administration
Counseling
a) Research effective credit recovery programs
b) Develop a systematic data gathering and
analysis protocol
c) Provide collaboration time to review data and
revise curriculum
$2000 Title 1 for 6 licenses
6. Continue and expand the
AVID program
R. Gallardo
Counseling
Administration
(site & district)
a) Identify additional AVID elective teachers
b) Provide training for staff in AVID strategies
c) Provide attendance at annual AVID Summer
Institute
d) Provide collaboration/release time for AVID
team
$1000 for subs and
conferences
4
7. Provide a coordinated
and cohesive ELD program
English teachers
Administration
a) Train ELD teachers in Systematic ELD
b) Provide collaboration/release time for ELD
instructors to modify and implement curriculum
c) Provide collaboration/release time for ELD
instructors to align ELD curriculum with
Common Core
8. Continue Constructing
Meaning Training and
Infusion
Administration
Teachers
a) Provide release time for Constructing Meaning
Title 1 release time
participants for planning and development .
$4,000
b) Annually conduct a Constructing Meaning
Institute
c) Provide release time for Constructing Meaning
trainers to conduct walk-throughs and provide
feedback to participants
d) Provide follow-up support trainings for
Constructing Meaning participants
e) Provide substitutes for Constructing Meaning
trainers to annually attend Constructing Meaning
Symposium for recertification
9. Continue and improve
reading intervention
programs
Teachers
Administration
District
a) Assess all student reading levels annually using
the STAR reading assessments
b) Provide access for all staff to the STAR reading
assessment results
c) Provide teacher and student access to the
Accelerated Reader Program .
d) Provide collaboration/release time for reading
intervention teachers
e) Provide release time for analysis of student
reading scores for program identification
f) Continue using Reading Plus program.
4 sections – title 1
Title 1 release time
10. Develop literacy
intervention and support
strategies across the
curriculum
Administration
Teachers
a) Continue the development, refinement, and
dissemination of the Pyramid of Intervention
b) Create criteria to annually evaluate the
effectiveness of literacy intervention and support
N/A
5
$500 Title 1
programs
c) Investigate, develop, and implement researchbased literacy techniques
d) Review student reading levels at the beginning
of each semester
e) Develop an informational-text bank accessible to
all instructors
f) Identify LTELs and monitor progress
g) Provide vertical articulation with feeder schools
regarding literacy strategies and infusion
h) Continue dissemination of literacy strategies
through Old Dog, New Tricks newsletter, staff
meetings, and collaboration
i) Provide conference attendance focused on
literacy, i.e., CATE, Secondary Literacy
Symposium
j) Provide collaboration/release time to teachers
for modification and implementation of literacy
strategies
k) Provide release time for walk-throughs
6
Form A: Planned Improvements in Student Performance
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional
program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school
goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
LCAP GOAL #2: Promote effective communication among students, staff, community, and stakeholders.
SCHOOL GOAL: Promote effective communication from LHS to it’s stakeholders.
What data did you use to form this goal?
Number of phone calls made by LHS staff,
teleparent communications to parents, and lack of
communication to the community about all of the
positive things happening here.
What were the findings from the analysis of this
data?
The findings were we were not communicating
positive or concerns with parents. We also have
not been communicating to the parents or the
community the activities happening here.
How will the school evaluate the progress of
this goal?
Published articles about LHS
Number of Parentlink communications sent out to
parents and the community.
Where can a budget plan of the proposed
expenditures for this goal be found?
STRATEGY: LHS will look to technology to increase and promote effective communication among students, staff, community, and stakeholders.
Action/Date
Person(s) Responsible
1. Utilize teacher website to
communicate with students,
parents, and community
Site administration
Technology teacher
2. Update and improve our
school website.
Administration
IT
Keep our school website up to date.
Cost and Funding Source
(Itemize for Each Source)
N/A
N/A
3. Utilize a new app
Parent link
4. Utilize our partnership with
Equal Opportunity Schools to
gather information from a
survey.
Task/Date
Administration
AP teachers
Counselors
Roll out the new Parent Link app to all students, parents, and
community members to increase communication.
N/A
Work with Janae Landis from EOS to gather data and
increase our AP numbers as well as equity in those classes.
N/A
7
5. Continue to post positive
academic events in the
Lompoc Record and Vision.
Teachers
Administration
Teachers will continue to inform the district and the principal
of positive student results to share with the community.
6. Principal will continue to
write articles for the paper.
Principal
The principal will continue to write a monthly article published
in the newspaper related to LHS academics.
7. Students, parents, staff,
and community can attend
PTSA, ELAC, or SSC to give
input or feedback
Please duplicate this form as necessary for additional goals, strategies, or actions steps the school may have.
8
Form A: Planned Improvements in Student Performance
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional
program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school
goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
LCAP GOAL #3: Implement Common Core Standards to ensure 21 st Century skills.
SCHOOL GOAL: Implement common core state standards across the curriculum to ensure college and career readiness at Lompoc High School.
What data did you use to form this goal?
Department common assessments
3 year average data
Collaboration work logs
Walk through observations by administration
Grade analysis
What were the findings from the analysis of this
data?
Teachers are working towards integrating more
common core practices in math and ELA.
Our school wide focus of literacy across the
curriculum will continue to be our focus.
How will the school evaluate the progress of
this goal?
Review assessments and data including district
benchmark assessments in math and ELA.
Where can a budget plan of the proposed
expenditures for this goal be found?
STRATEGY: Provide professional development for all staff to implement the common core standards.
Action/Date
Person(s) Responsible
Task/Date
1. Science department will
attend professional
conferences that support the
New Generation of Science
Standards and Common Core.
2.Meet as a department to
analysis the current course
offerings to align them to
NGSS and CCS
Members of the Science
Department
Identify professional development opportunities
and conferences that will support the implementation of
NGSS and CCS
1. Continue training teachers
for Math CCSS
Teachers
Administration
Use collaboration time and release time meet as a
department throughout 2014-15Find PD offered by SBCEO
as it pertains to HS Math CCSS
9
Cost and Funding Source
(Itemize for Each Source)
Title 1
N/A
2. Continue with in house PD
for literacy and other school
wide initiatives as they pertain
to math.
3. Allow math teachers to
collaborate in order to better
adapt to CCSS
4.Give teachers the
opportunity to use outsides
sources to better serve
students with CCSS.
Use opportunities to update CM training as well as Close
Reading, Text Dependent Writing and Collaborative
Conversations.
Title 1 subs
Title 1 subs and conferences
Staff
Administration
During the school year, and over the summer, allow teachers
to meet by subject matter to modify pacing guide, lesson
plans, formative and summative assessments.
Administration
Math teachers
During the school year and over the summer, allow teachers
time to attend conferences to enhance their understanding
and implementation of technology as it pertains to CCSS.
Administration
Teachers
During the school year and over the summer, allow teachers
time to attend conferences to enhance their understanding
and implementation of technology as it pertains to CCSS.
4. Attending Common Core
Conferences or related
conferences
Administration
Teachers
Continue ELA professional
development in California
Common Core Standards
Administration
Teachers
5. Provide staff development
in California Common Core
literacy standards
Administration
Teachers
a) ELA teachers to attend conferences with offerings
regarding Common Core Standards, i.e., California
Association for the Teachers of English (CATE).
b) ELA teachers to collaborate on infusion of common
core standards.
c) ELA teachers to conduct walk-throughs to observe
infusion of common core standards.
d) English department members to identify and
purchase professional publications involving infusion
of common core strategies.
a) Training in literacy strategies through staff meetings,
collaboration, and release time
b) Constructing Meaning Institute for teachers
c) Release time for teachers to align pacing guides with
common core standards
Form A: Planned Improvements in Student Performance
10
Title 1- conferences for
Professional Development
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional
program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school
goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
LCAP GOAL #4: Develop the capacity of all staff to meet the academic needs of all students.
SCHOOL GOAL: Provide support for all staff in order to meet the academic needs of all students at Lompoc High School.
What data did you use to form this goal?
Walk through observations by administration.
District benchmark and teacher assessments.
What were the findings from the analysis of this
data?
We see that we will continue to need additional
training and PD for CCSS.
How will the school evaluate the progress of
this goal?
Grades, SBAC, district and site assessments.
Where can a budget plan of the proposed
expenditures for this goal be found?
STRATEGY: Provide time, training, and materials for staff to meet the academic needs of students.
Action/Date
Person(s) Responsible
Task/Date
1. Perform a needs
assessment by science
classes of materials,
technology and training to
meet the needs of science
students
Teachers
2. Identify appropriate staff
development opportunities for
science
Teachers
3. Provide math teachers time
to collaborate in order to better
adapt to CCSS
Administration
Teachers
During collaboration time, discuss student
performance/success using data from various sources
4. Provide materials needed
Administration
Students should have materials needed for the hands on
Cost and Funding Source
(Itemize for Each Source)
Release time to meet by department
Title 1 – subs
11
for teaching Math in the CCSS
Classroom
5. Provide students with
technology needed for success
in the CCSS classroom
6. Provide support for AVID
program
7. Provide ELD support
8. Provide support for
Constructing Meaning
9. Provide support for
Reading Intervention such as
Power Reading
nature of the CCSS classroom, such as compasses and
measurement devices
District and site admin.
Gallardo
Administration
Teachers
Teachers
Administration
Counselors
Phillips
Pico
Gallardo
Administration
Administration
Jansen
Do a needs analysis for each subject matter and determine
the software and hardware needs for each
Title 1 and general funds for
equipment and software
a) Provide training for staff in AVID strategies
b) Provide collaboration/release time for AVID team
c) Provide attendance at annual AVID Summer Institute
$2000 General funds
a) Train ELD teachers in Systematic ELD
b) Provide collaboration/release time for ELD instructors
to modify and implement curriculum
c) Provide collaboration/release time for ELD instructors
to align ELD curriculum with Common Core
Title 1 for subs
a) Provide release time for Constructing Meaning
participants for planning and development
b) Annually conduct a Constructing Meaning Institute
c) Provide release time for Constructing Meaning
trainers to conduct walk-throughs and provide
feedback for participants
d) Provide follow-up support trainings for Constructing
Meaning participants
e) Provide substitutes for Constructing Meaning trainers
to attend Constructing Meaning Symposium
Title 1 for subs and training
a) Provide collaboration/release time for reading
intervention teachers
b) Provide release time for analysis of student reading
scores for program identification
Title 1 $500
12
Title 1 for subs
10. Provide support for literacy
infusion
Phillips
Administration
Teachers
a) Provide conference attendance focused on literacy,
i.e., CATE, Secondary Literacy Symposium
b) Provide collaboration/release time for modification
and implementation of literacy
c) Provide release time for walk-throughs
d) Produce instructional videos for teachers on literacy
strategies
Please duplicate this form as necessary for additional goals, strategies, or actions steps the school may have.
13
Form A: Planned Improvements in Student Performance
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional
program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school
goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
LCAP GOAL #5: Provide a safe and respectful learning environment for students and staff.
SCHOOL GOAL: All students will be educated in learning environments that are safe, drug free, and conducive to learning.
What data did you use to form this goal?
Expulsions, suspensions, and referrals listing by
year.
Number of students involved in extra -curricular
activities.
What were the findings from the analysis of this
data?
We need to continue to look for alternatives to
suspension which will prevent the student from
making the same choice as well as educate the
student.
How will the school evaluate the progress of
this goal?
Discipline report from the site and district.
Where can a budget plan of the proposed
expenditures for this goal be found?
STRATEGY:
Lompoc High School staff will continue to be proactive when it comes to safe and respectful learning environment.
Action/Date
Person(s) Responsible
Task/Date
Cost and Funding Source
(Itemize for Each Source)
Teachers will use multiple
learning modalities to increase
the awareness of safe and
drug free learning according to
the CCSS. This includes a
course offering named Conflict
Resolution to ensure students
are given an opportunity to
learn how to deal with stressful
situations to keep themselves
and others safe.
Teachers
Administration
Counselors
Teachers will use their course to relate it to safety and drug
free campus end environment when applicable.
$12,000 general fund for section
Continue to offer the Every 15
Minutes program every other
year to give students a real life
scenario of the possibilities of
Administration
Teachers
Counselors
Every other year administration will bring the Every 15
Minutes program to LHS which culminates with a 2 day
program in May.
$5000 Grant
14
drinking and driving.
The safe School Plan was
developed and revised by a
team of educators and
administrators. This team will
meet annually and develop
goals based on the needs of
the school. A clear safety plan
is in place and practiced to
ensure the staff and students
are aware of the protocol in
case of an emergency.
District staff
Administration
Teachers
SRO
Community
Administration has completed the plan with staff input and
has done practice drills in order to prepare everyone in case
of an emergency.
Please duplicate this form as necessary for additional goals, strategies, or actions steps the school may have.
15
N/A
Form A: Planned Improvements in Student Performance
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional
program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school
goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
LCAP GOAL #6: Apply best practices in teaching and learning, including effective implementation of Common Core State Standards.
SCHOOL GOAL: Apply the identified best practices in teaching and learning at Lompoc High School.
What data did you use to form this goal?
Walk through visitations by administration.
Benchmark and classroom assessments.
WASC
What were the findings from the analysis of this
data?
Continue offering and attending appropriate PD.
Use collaboration to the fullest.
How will the school evaluate the progress of
this goal?
Walk through visitations
PDR’s
Where can a budget plan of the proposed
expenditures for this goal be found?
STRATEGY: Through the analysis of available data we will modify and implement our best practices.
Action/Date
Person(s) Responsible
Task/Date
Cost and Funding Source
(Itemize for Each Source)
1. Evaluate and modify the
after school tutoring program
Administration
Teachers
Develop a systematic data gathering system and protocol for
assessing effectiveness of the tutoring program
2. Evaluate and modify the
Freshman Transition Program
Administration
Teachers
Develop a follow-up protocol involving a systematic data
gathering and analysis process for the College and Career
Readiness Program
N/A
3. Evaluate and modify the
Credit Recovery Program
Administration
Counseling
J. Anderson
Develop a systematic data gathering and analysis protocol
for credit recovery program
N/A
16
N/A
4. Evaluate and modify the
reading intervention program
English teachers
Administration
a) Assess all student reading levels annually using the
STAR reading assessments
b) Provide access for all staff to the STAR reading
assessment results
N/A
5. Evaluate and modify literacy
intervention practices
Administration
Teachers
a) Create criteria to annually evaluate the effectiveness
of literacy intervention and support programs
b) Review student reading levels at the beginning of
each semester
c) Identify LTELs and monitor progress
N/A
6. Annually evaluate
instructional programs
Administration
Teachers
7. Continue practice of the
Eight Critical Attributes
Administration
8. Continue to align math
curriculum and pacing guides
to meet CCSS requirements
Math teachers
Administration
9. Work with middle school to
better select 9th grade math
intervention students and
placement into the correct
levels.
Administration
Through benchmark assessments, annually evaluate and
modify core instructional programs
a) Conduct walk throughs to observe the Eight Critical
Attributes
b) Produce site videos of the Eight Critical Attributes
c) Review the Eight Critical Attributes with teachers
N/A
N/A
a) Continue working with SBCEO to train new and
current math teachers with the best methods to
implement CCSS in the classroom.
b) Collaborate by subject matter to improve the flow for
CCSS in the classroom for all math subjects.
Articulation meetings during the spring to identify which
students and how many will need intervention for the 9th
grade
N/A
Encourage further collaboration among content, elective, and
CPA Grant
17
10. Continue to support our
California Partnership
Academies.
Academy Coordinators
Teachers
Counselors
specialized classes to support curriculum alignment with the
common core
1.
Please duplicate this form as necessary for additional goals, strategies, or actions steps the school may have.
18
Form D: School Site Council Membership
Secondary
Student
Parent or
Community
Member
Other School
Staff
Names of Members
Classroom
Teacher
Principal
California Education Code describes the required composition of the School Site Council (SSC). The SSC
shall be composed of the principal and representatives of: teachers selected by teachers at the school;
other school personnel selected by other school personnel at the school; parents of pupils attending the
school selected by such parents; and, in secondary schools, pupils selected by pupils attending the
school.1 The current make-up of the SSC is as follows:
Paul Bommersbach
Anne Anderson
Cathie Riordon
Cozy Blow
Erin Simons
Karen Odom
Kevin Hicks
Lauren Aranguren
Margie Hamon
Riley Sager
Mercedes Signorelli
Destiny Goggins
Numbers of members in each category
1
1
EC Section 52852
Single Plan for Student Achievement
Lompoc High School, 2014-15
19
3
2
3
3
Lompoc High School (LHS) is located in the city center of Lompoc. It is one of two
comprehensive high schools in the Lompoc Unified School District and serves students from the
four significant areas within the valley. LHS was established in 1892 and was built on its present
site in 1962. Starting as a small farm town high school, Lompoc High School’s population grew
relatively slowly until the 1960’s when Lompoc experienced a significant growth spurt due to
Vandenberg Air Force Base becoming a strategic site for national defense. The high school is
located near a shopping center, a YMCA, the City of Lompoc’s Aquatic Complex, and
residences, including federally subsidized housing. The campus includes classrooms, a library,
gymnasium, theater, cafeteria, swimming pool, athletic facilities, and an enhanced landscape.
The campus is often utilized by the community for sporting events, practices, and music
concerts. Although located in the midst of a gang injunction area, the campus itself is identified
as a safe zone for students and the community.
Lompoc High School prides itself in being the busiest campus within the district. With one of the
largest student population, our athletic facilities are constantly in use by our twenty-one
interscholastic teams. LHS is committed to providing a strong instructional program for all
students to ensure excellence in education. Lompoc High School serves a student body that is
ethnically, socially, and economically diverse. The staff and stakeholders are dedicated to the
education, safety, and special needs of the student body. The school’s curriculum is aligned to
the state standards mandated by the California Department of Education and is transitioning to
the California Common Core State Standards.
Family and Community Trends
The Lompoc community at large is relatively stable. The 2010 census reported that Lompoc had
a population of 42,434. The population showed a decline in the growth rate from 1990 to 2000 of
-2.05%, but it is projected to increase by 1.07% in 2014. The 13, 462 households within the city
represent a growth of 3.02%. Median move in date 1999 or later 90.25% Living in the same
house more than one year = 81.1% Home ownership comprises 49.47% of the living situations,
while renters comprise the remaining 47.27%. The median home value is $190,565, and the
median rent is $985.
Family households represent 70.80% of the population with an average size of 2.72
persons per household. Unmarried households represent 29.20% with female without
husbands making up 70.63% of those households. The median age of the population is
31.90 and with 41% of households having children under the age of 18.
According to the 2010 Census, Lompoc is ethnically diverse. The ethnic breakdown is roughly
50.8% Hispanic and 61.2% White. Black/African Americans represents 5.7% of the population,
American Indians 1.8%, Asians 3.8%, and Native Hawaiians 0.4%. Households where a
language other than English is spoken accounts for 44.7% of households, commensurate with the
California state average of 43.2%.
The population was spread out with 26.4% under the age of 10.5% aged 18 to 24,
28.8% aged 25 to 44, 24.4% aged 45 to 64, and 10.0% who were 65 years of age or
Single Plan for Student Achievement
Lompoc High School, 2014-15
20
older. The median age was 33.9 years. For every 100 females there were 114.9 males.
For every 100 females age 18 and over, there were 118.7 males.
The educational level of households tends to be below the state averages. Those households
headed up of a high school diploma or higher are below the California average of 73.6% at
43.2%. Those with a bachelor’s degree or higher is significantly lower at 13.9% as compared to
the average in California at 30.2%.
State and Federal Program Mandates
Lompoc High School is under the mandate of the 2001 No Child Left Behind Legislation
reauthorization of the Elementary and Secondary Education Act. Lompoc High School
additionally follows the requirements established by EIA-LEP and Special Education.
Furthermore, LHS adheres to the mandates of the Williams Act, Title 1, and Title 9. LHS is
currently under the directives of the School Assistance Intervention Team (SAIT). In 2003,
Lompoc High School was identified as a SAIT school. The school made progress for two
consecutive years and then experienced a decrease in API scores in 2006. As a result of this
decline, LHS entered the second round of SAIT for the 2008-2009 school year. However, in
2007, the API grew 22 points and in 2008 grew 9 points. Lompoc High School is in its 5+ year
of program improvement status, while the LUSD is in its first year of program improvement
status. Lompoc High School has been transitioning to the new California Common Core State
Standards for the last three years and will be implementing them primarily in English/Language
Arts and math.
Parent and Community Organizations
Parents and the community are very supportive of the educational programs at Lompoc High
School. Parents are always welcome to attend school events, including assemblies, college
information nights, assemblies, and graduation. Many programs and activities are enriched by
the generous contributions made by the PTSA and many local businesses.
Parents of Lompoc High School students and community members are afforded various
opportunities to involve themselves in several advisory groups. Some donate money, while
others serve in an advisory capacity.
Lompoc High School 2014-15 Goals:
With that background information, Lompoc High School Continues to strive for excellence in
whatever we do. This year’s goals are similar to last year with a few exceptions so we can keep
a good thing going with our focus areas.
LHS goals are:
** Literacy
** Data/ formative assessments
** Student Achievement/instructional practices and motivation
** Use of technology for students and staff
Both LVMS and LHS have built capacity in the area of LITERACY and have used our own staff
for professional developments and support across the curriculum. We plan to continue that area
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Lompoc High School, 2014-15
21
of focus as students are already recognizing in English and art and PE that literacy strategies are
following them everywhere.
One of the many things I have learned the past few years under the direction of new district
administration is the importance of data. When someone asks about a program on campus we
need to be able to tell them if it is working or not and more importantly, how we know that.
DATA can’t lie. So we as a staff are incorporating and utilizing data as much as possible to
review our practices and programs to make sure they lead to student achievement. It also will
allow our teachers, during collaboration, to share their data with others to find out best practices.
That leads us into our next goal of STUDENT ACHIEVEMENT/ INSTRUCTIONAL
PRACTICES. Our ultimate goal is student achievement. We will continue to work together
with the use of collaboration, teacher observing other teachers, as well as administrator quick
visits to see what has been successful when it comes to instructional practices. We are also
surveying our students to find out how we can motivate/ engage them the best and are sharing
those results.
The last goal has to do with technology. Our students are ahead of us and if we as staff can use
technology to our advantage we all win. All teachers have been supplied with laptops, document
cameras, and projectors. We also have 10 interactive projectors being installed soon. Our goal
is to find ways to incorporate technology into our other goals of student achievement and
assessments to help drive instruction.
LHS also is being intentional about supporting all learners. We have implemented the Reading
Plus program for our intensive and strategic learners; we are working with our partners at Allan
Hancock College in order to offer AHC courses here at LHS which would allow our Juniors and
Seniors the ability to capture college credit while they are still here; and also working with Equal
Opportunity Schools in order to find the missing students who are capable of taking AP courses
but choose not to. I am very proud of our staff for their endeavors thus far and look forward to
our ultimate goal of student achievement for all.
Single Plan for Student Achievement
Lompoc High School, 2014-15
22
CAHSEE Gr10 Census - Lompoc High School
February 2012
# tested
# passing
%
Math
317
225
71.0%
English
309
242
78.3%
Graduation Rate - Lompoc High School
February 2011
#
# students graduated
%
Cohort
Grads
289
264
91.3%
# students
271
February 2013
#
graduated
%
260
95.9%
February 2013
# passing
210
208
# tested
283
271
Single Plan for Student Achievement
Lompoc High School, 2014-15
107
118
%
77.3%
79.7%
February 2012
DropOut
Rate
# students
# graduated
%
DropOut Rate
6.6%
311
284
91.3%
5.1%
# students
291
February 2012
# A-G Grad
66
%
22.7%
# students
263
February 2013
# A-G Grad
57
Students
Truant
Truancy
Rate
Suspension / Expulsion / Truancy - Lompoc High School (only 2 years available)
Cumulative
Students
Suspension
Students
Expulsion
Year
Enrollment Suspended
Rate
Expelled
Rate
1,463
1,455
# tested
343
320
DropOut
Rate
2.6%
A-G Graduation Rate - Lompoc High School
February 2011
# students # A-G Grad
%
A-G Grads
272
59
21.7%
2011-12
2012-13
2013-14
%
74.2%
76.8%
February 2014
# passing
265
255
7.3
8.1
0
8
23
0
0.5
605
41.4
%
21.7%
CELDT - Lompoc High School
California English Language Development (CELDT) Data
Grade
9
10
11
12
Tested
Advanced
Early Advanced
Intermediate
2012
2013
2014
2012
2013
2014
2012
#
4
1
2
35
37
43
39
%
4%
1%
20%
39%
39%
47%
43%
#
5
2
7
33
31
30
37
%
6%
3%
9%
38%
50%
38%
43%
#
1
7
4
11
42
24
14
%
3%
10%
8%
30%
58%
50%
38%
#
7
0
6
25
14
27
20
%
12%
0%
11%
42%
41%
47%
34%
#
17
10
19
104
124
124
110
%
6%
4%
7%
38%
47%
45%
40%
California English Language Development (CELDT) Data
Intermediate
Grade
9
10
11
12
Tested
Early Int
Beginning
2013
2014
2012
2013
2014
2012
2013
2014
#
40
35
8
12
5
4
5
7
%
42%
38%
9%
13%
5%
4%
5%
8%
#
22
29
7
5
11
4
2
3
%
35%
36%
8%
8%
14%
5%
3%
4%
#
15
11
6
7
5
5
2
4
%
21%
23%
16%
10%
10%
14%
3%
8%
#
9
18
2
3
3
5
8
3
%
26%
32%
3%
9%
5%
8%
24%
5%
#
86
93
23
27
24
18
17
17
%
33%
34%
8%
10%
9%
7%
6%
6%
Single Plan for Student Achievement
Lompoc High School, 2014-15
24
California English Language Development (CELDT) Data
Tested
Grade
9
10
11
12
Tested
2012
2013
2014
#
90
95
92
%
100%
100%
100%
#
86
62
80
%
100%
100%
100%
#
37
73
48
%
100%
100%
100%
#
59
34
57
%
100%
100%
100%
#
272
264
277
%
100%
100%
100%
Suspension / Expulsion / Truancy - Lompoc High School (only 2 years available)
Grades 11 Number of
Grade 12
Exams
+ 12
Exam
Exams Scr=2
Enrollment
Scr=1
Enrollment
Takers
2010-11
2011-12
2012-13
303
326
289
645
624
608
40
62
82
13
10
40
API 3 year average - Lompoc High School
2013
Growth
API
706
NonWeighted
Weighted
3-Year
API
Average*
709
3-Year
API
Average*
709
Single Plan for Student Achievement
Lompoc High School, 2014-15
25
23
32
40
Exams Scr=3
Exams
Scr=4
Exams Scr=5
15
18
28
10
21
13
2
18
3
Lompoc High School
Title III
SED, EL, etc. - Lompoc High School
Primary
English
Enrollments
Learners
2013-14
2012-13
2011-12
1374
1360
1349
234
187
177
Single Plan for Student Achievement
Lompoc High School, 2014-15
Title III
Eligible
Immigrants
Gifted and
Talented
Education
Title I Part C
Migrant
Special
Education
SED
39
34
20
71
53
45
21
11
11
121
125
118
1050
1046
982
26
AMAO #3-Proficient on CST
AMAO #1-ELD progress
Year
06-07
07-08
08-09
09-10
10-11
AMAO #2-EL Stud. Prof. in Eng
ELA
Math
#1
Less than <5
years
Target Actual
%
Me
Target Actual
%
Target Actual
%
Target Actual
%
as EL
Met
Met
%
%
different t
%
%
different
%
%
different
%
%
different
#2 >5 years or
more
as EL
Ye
48.7 52.4
3.7
27.2
28.9
1.7
Yes 22.3
17.4
-4.9
No
20.9
20.9
0.0
s
Ye
50.1 48.3
1.8
28.9
26.5
-2.4
No
33.4
17.7
-15.7
No
32.2
24.3
-7.9
s
Ye
51.6 52.0
0.4
30.6
24.2
-6.4
No
44.5
13.5
-31.0
No
43.5
15.5
-28.0
s
53.1
54.6
51.9
44.1
-1.2
-10.5
#1
17.4
12.8
-4.6
No
#2
41.3
45.9
4.6
Yes
#1
18.7
6.3
-12.4
No
#2
43.2
38.5
-4.7
No
#1
20.1
8.6
-11.5
No
#2
45.1
46.9
1.8
Yes
#1
21.4
12.5
-8.9
No
#2
47.0
48.3
1.3
Yes
#1
22.8
--
--
--
#2
49.0
53.1
4.1
Yes
No
No
11-12
56.0
55.7
-0.3
No
12-13
57.5
55.7
-1.8
No
13-14
59.0
58.5
-.5
No
Single Plan for Student Achievement
Lompoc High School, 2014-15
27
Met
Yes
No
No
55.6
18.0
-37.6
No
54.8
18.6
-36.2
No
66.7
27.8
-38.9
Yes
SH
66.1
19.1
-47.0
No
77.8
5.9
-71.9
No
77.4
16.0
-61.4
No
88.9
15.1
-73.8
Yes
SH
88.7
17.7
-71.0
No
Site Budget for State and Federal Programs
Last Year’s Site
Allocations
2013-2014
Current Year
Projected Budget
Amount
2014-2015
$221,743
$199,337
$0
$0
$221,743
$199,337
$86,890
$92,610
SLIBG
$0
$0
GATE
$0
$0
$86,890
$92,610
$124,800
$208,000
Total Site Discretionary:
$124,800
$208,000
Total Program Allocation:
$432,633
$499,947
Single Plan for Student Achievement
Lompoc High School, 2014-15
28
Federal Programs
Title I, Part A
IDEA
Total Federal Programs:
State Programs
EIA – Limited English Proficient
Total State Programs:
Site Discretionary
2014-15 Categorical Budget - LHS
Description of Item
Title I
EIA/LEP
Prior Year Carryovers
Preliminary Allocation
Proposed Budget
$
$ 199,337.00
$
$ 92,610.00
Teachers
5 sections
$
62,500.00
Teachers' Extra Duty
After School Tutor(JoEllen)
Subs/Stipends
150 Hours
$
$
11,761.00
5,069.00
EL Counselor
.10 FTE
$
9,936.00
7 hrs
$
$
$
33,434.00
$
$
$
$
$
$
$
10,373.00
42,000.00
2,000.00
5,200.00
11,064.00
6,000.00
-
EL Counselor Extra Duty
Instructional Assistant
School/Community Liaison-Bilingual
Special Projects Account Clerk
Career Center Tech
Supplies, Equipment
APEX online classes
Campus Supervisor-parent commun.
Staff Development
Parent Involvement
SAR Services
2 hrs
15500
4030
26-Aug-14
Single Plan for Student Achievement
Lompoc High School, 2014-15
29
2
sections
$ 25,832.00
$
$
.40
FTE
6.5 hrs
-
$ 31,200.00
$
$ 28,039.00
$
$
$
$ 4,817.00
$
$
$
$
2,722.00
-
$ 199,337.00
$ 92,610.00
$ 199,337.00
$ (199,337.00)
$ 92,610.00
$ (92,610.00)