Visiting Committee Chairs: - SharpSchoolp3cdn4static.sharpschool.com/UserFiles/Servers/Server... · Web viewThroughout the course of the 2012-13 school year, all teaching staff, paraprofessionals

TRANQUILLITY HIGH SCHOOLSELF-STUDY REPORT

6052 Juanche Rd. Tranquillity Ca. 93668

Golden Plains Unified School District

October 26-29, 2014

WASC/CDE Focus on Learning Accreditation Manual, 2013 Edition

WASC/CDE FOL 2013 EditionRevised 11/12

Tranquillity High School WASC/CDE Self-Study Report

Golden Plains Unified School District

22000 Nevada Street, San Joaquin, CA 93660

www.gpusd.org

GPUSD Board of TrusteesAntonio Lopez: President

Kathy Chaffin: Vice President

Edna Munguia: Clerk

Maryann Trujillo: Member

Leticia Fernandez: Member

Celina U. Rossetti: Member

Presentacion Sanchez: Member

GPUSD AdministrationJesus Cruz: Superintendent

Debie Wood: Academic Services Coordinator

Gina Murphey-Garret: Chief Business Officer

Evelyn Diaz: Special Education Director

Eddie Garcia: Maintenance/Transportation

Avtar Gill: Technology

Tranquillity High School

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http://www.gpusd.org/


6052 Juanche Rd.

Tranquillity Ca. 93668

(559)698-7205

Administrative TeamAvo Atoian: Principal

Ara Derkalousdian: Vice Principal

Aydee Cruz: Counselor

Harlan Awbrey: Activities Director, After School Program

Erika Gaytan: Athletic Director

WASC Leadership TeamAvo Atoian: Principal

Ara Derkalousdian: Vice Principal

Harlan Awbrey: Teacher

Alfredo Castellanos: Teacher

Richard Gragnani: Teacher

Jesus Martinez: Teacher

Jesus Zavala: Instructional Coach

Brad Riley: Teacher, WASC Coordinator

WASC Visiting TeamDr. Guadalupe Solis (Chair): Assistant Superintendent, Tulare County Office of Ed.

Elizabeth Austin: Principal, Soledad High School

Kevin Kirschman: Teacher, Ripon High School

Jennifer Shuen: Teacher, Dougherty Valley High School

David Yust: Teacher, Esparto High School

WASC Focus Groups

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I Category A: Organization – Vision and Purpose, Governance

1. Richard Gragnani: Chair, Agriculture/ Biology Teacher

2. Jesus Cruz: Superintendent

3. Avo Atoian: Principal

4. Ara Derkalusdian: Vice Principal

5. Keith Mackey: Special Education Teacher

6. Taylor Franzman: Math Teacher

7. Elizabeth Hernandez: ASB Clerk

II Category B: Curriculum

1. Alfredo Castellanos: Chair, English Teacher

2. Debbie Wood: GPUSD Academic Services Coordinator

3. Espie Sandoval: History/Spanish Teacher

4. Christine Rodriguez: Vocational Ed/Business Teacher

5. Herb Kendall: Math/Science Teacher

6. Surkis Manavazian: Business Teacher

7. Bea Newman: Librarian

III Category C: Instruction- Standards Based Student Learning

1. Jesus Zavala: Chair, Instructional Coach

2. Luis Dominguez: Physical Education Teacher

3. Leticia Gonzalez: Special Education Teacher

4. Denise Etchegoinberry: English Teacher

5. Esther Urrutia: Home Economics Teacher

6. Lupe Munguia: Parent

IV Assessment /Acountability- Standards Based Student Learning

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1. Jesus Martinez: Chair, Math Teacher

2. Gregory Mas: Auto Teacher

3. Evelyn Diaz: GPUSD Special Education Director

4. Erika Gaytan: Physical Education Teacher

5. David Scaife: English Teacher

V. School Culture- Support for Student Personal and Academic Growth

1. Harlan Awbrey: Chair, Social Studies Teacher

2. Adyee Cruz: Counselor

3. Josh Escobar: Social Studies Teacher

4. Christina Lopez: Spanish Teacher

5. Roseann Sanchez: English Teacher

6. Cecilia Morquecho: Cafeteria

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TABLE OF CONTENTS

Preface....................................................................................................................6

Chapter I: Student/Community Profile and Supporting Data and Findings............8....................................................................................................................

Chapter II: Progress Report...................................................................................53

Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress.......................................................................................

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Chapter IV: Self-Study Findings............................................................................ 68

A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources.......................................................................................68

B: Standards-based Student Learning: Curriculum.................................... 91

C: Standards-based Student Learning: Instruction..................................... 110

D: Standards-based Student Learning: Assessment and Accountability.... 124

E: School Culture and Support for Student Personal and Academic Growth.................................................................................. 137

Prioritized Areas of Growth Needs from Categories A through E.................155

Chapter V: Schoolwide Action Plan....................................................................... 156

Appendices..............................................................................................................

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Preface

Tranquillity High School received a 6 year accreditation in the spring of 2008. We had a successful mid-term visit during the 2010- 2011 school year. In the six years since our last WASC report, Tranquillity High School has been in a process of regular administrative transition and renewal. While campus and academic improvements were made during the time period that followed, they were not always sustained. Through collaboration and the desire for continual improvement, we are learning how to guide our school to the next level of student achievement. Our progress is documented more completely in Chapter 2.

With the involvement of our staff, students and parents, we have worked together to examine the degree to which we are offering a standards-based curriculum designed to meet the very diverse educational needs of our students. We have gathered and examined student achievement data, student and parent surveys, and looked for patterns in both our strengths and areas for growth.

In the fall of 2013, Tranquillity High School launched the self-study. Prior to that, there was orientation for the certificated staff during collaboration times. The goal was to develop a general understanding of the WASC process before beginning the study and to introduce the Focus on Learning (FOL) categories so that staff members could provide their preferences. All faculty members at THS took part in a Focus Group. Furthermore, parents and students were invited to be part of the Focus Groups so that our evidence was solicited from all shareholders. We also had a representative from our district office participate with one of our focus groups.

Throughout 2013-14 the profile continued to be updated, reviewed and edited to ensure it had the most current and accurate information. During collaboration meetings, staff members had several opportunities to review the first three chapters to make sure the details of the report were correct. However, a large portion of the weekly collaboration time was devoted to Professional Development designed to enhance the teaching strategies that are associated with the Common Core State Standards. As a consequence, the Focus Groups did not meet until early in the spring semester of the 2013-14 school year.

In January 2014, we held the first FOL meetings to begin the work of analyzing all of the WASC criteria found in Chapter 4. Each focus group met on a separate night to ensure the WASC Coordinator could facilitate each meeting and compile the information properly. After our principal at the time resigned due to family issues, our school district asked for a postponement of the WASC visit.

THS had an interim principal for two months until our current principal was hired prior to the close of the school year. Upon our return from summer break, Focus Group chairs continued to work with their respective team members to update their sections. During the last focus group meeting, the teams were asked to refine their respective sections and identify areas of strength and areas of growth related to their FOL category.

Special thanks go to the members of the WASC Leadership Team without whom this self-study

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and report could not have been completed. The dedication and support from the WASC Leadership Team allowed our staff to ask pertinent questions that will continue to ensure that Tranquillity High School provides the highest quality education to our students, thus helping the students become contributing members of society, empowered with the skills, knowledge, and values necessary to meet the challenges of a changing world.

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Chapter I: Student/Community Profile and Supporting Data and FindingsTranquillity High School (founded in 1917) was formerly known as Tranquillity Union High School (TUHS) until THS and other satellite schools in the area combined together and formed the Golden Plains Unified School District in the early 1990s. Prior to the formation of the new district, students from the town of Mendota also attended here. The school serves the communities of Tranquillity, San Joaquin, Helm and Cantua Creek.

THS is the only comprehensive High School in the District serving grades 9-12. Despite THS being a small school of 454 total students, the school offers a full program of academics ranging from the core curriculum to Career Technical Education offerings. The program at THS provides students with a broad range of quality academic choices which include: honors, college preparatory, advanced placement, elective choices and online college classes- all designed to offer a rigorous education at all grade levels. In addition, THS has a special education program that meets the needs of special needs students. The Resources teachers and aides meet with Special Education students daily, according to the students IEP academic support is provided in the general education classes. Under our 21st Century Safe and Healthy Kids Grant, students can attend a comprehensive after school program that features academic support, enrichment programs, and physical activity. The campus features a library, newly expanded computer lab, working school farm, English Language Development services, a band room/counseling center, a modern gymnasium, a converted gym used for the multi-purpose room and a swimming pool complex. All classrooms are equipped with the internet and Promethean boards.

Golden Plains Unified School District is located on the western edge of rural Fresno County, 35 miles southwest of Fresno. GPUSD is entirely rural. The district is a thriving farm community because it is located in one of the richest, most fertile valleys in the world. The majority of the employment within the area is related to agriculture, involving either farm labor or employment in industries handling agricultural products.

According to the CALPADS report of 2013-14, the district k-12 enrollment last school year was 1922 total students. The total district student count by race was 97.5 % Hispanic, 1.5% Caucasian, .78% Asian and .2% African American/Black and .05% Native American/Indian. Tranquillity High Schools’ student population also reflects that data.

All of the schools are title 1 schools and 59% of the students were categorized as English Learners. It is worthy to note that THS had a substantially lower percentage of EL students. Out of 491 students who attended THS last school year, 137 students were English Learners for a percentage of 28%. A large percentage of our students are considered Socio-Economically Disadvantaged and 100% receive a free and reduced lunch. Additionally, approximately 95% of our students speak English as a second language.

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http://en.wikipedia.org/w/index.php?title=Golden_Plains_Unified_School_District&action=edit&redlink=1


Currently the California Department of Education reports on the number of students receiving free or reduced price lunch, but does not provide other economic information. Here, we present indicators of the economic conditions in the neighborhoods around Tranquillity High School according to a study completed in 2011 by UCLA’s institute for democracy, education and access. In the fall of 2010 the unemployment rate for the neighborhoods within a one-mile radius was 29.5% whereas the state rate was 12.5%. These numbers were substantially higher than the same rates in 2007. (15.5% vs. 5.4%)

The Neighborhood Affluence Rate reports the percent of families that live within a one-mile radius of the school and earn more than $125,000 (or more than twice the median family income in California). The rate for THS was 1%. The state rate was 18.3%. The same study reported the following demographic information. English learners- 20%Free and reduced lunch 87%- Male 51%- Female 49%- Hispanic 96%- White 3%- Asian 1%.

Other important topics included the access to qualified teachers and access to rigorous coursework. THS had 88% fully credentialed compared to the state rate of 95%. However, THS was ahead of the state when it came to college prep courses taught by teachers with the appropriate subject matter credential (93% vs. 89%) When it came to college prep math courses taught by teachers with appropriate math credential THS came in at 67% vs. the state rate of 86%. THS had 87% of their courses which were college prep (A-G) vs. 74% listed for the state. However, THS only had 7% of 11th and 12th graders enrolled in advanced math courses vs. 31% as the state average.

On the topic of overcrowding, THS did not meet the state definition as applied to this topic. However, 13% of schools in the state were listed as “overcrowded.” The final area of importance dealt with “Outcome Indicators.” On the topic of 11th Graders who scored Proficient or above on the ELA CST, THS came in at 17% vs. the state rate of 43%. Finally, THS had 21% of 12 th graders who took the SAT vs. the state rate of 40%.

Our communities have been involved with the school in the past in a number of ways. There has been an effort to engage parents and the community using the WASC process as an impetus. Parents and students are involved in the process as members of the Focus Groups. Additionally, a fully functioning School Site Council, composed of parents, students, teachers and administrators meets once a month. Parents also participate on the District English Language Advisory Committee (DELAC) and English Language Advisory Committee (ELAC).

Community members continue to play a large role in the success of the school. Local non-profit groups and organizations such as the Lion’s Club provide support in the form of materials and scholarships. Local businesses provide donations for student awards and opportunities for our students to fulfill their service learning requirements. Additionally, the City of San Joaquin has provided many support services. Three years ago the high school partnered with neighboring school districts and our local community college through the Westside CTE Initiative, also called the Westside Institute of Technology (WIT). WIT is administered by West Hills Community College. The Westside Initiative has provided funding for a fully functioning distance learning classroom on campus.

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In conjunction with the counseling department, other active stakeholders are organizations such as the UC Scholars, Upward Bound and The Central Valley Consortium Student Opportunity and Access Program (Cal-SOAP). Each of these groups helps prepare our students for the rigor and requirements of college.

The Central Valley Cal-SOAP program (California Student Opportunity and Access Program), which is housed on campus, is designed to assist THS students with the transition from high school to college. The mission of Cal-SOAP is to educate, empower and encourage students and their families to access all opportunities to higher education. Their mission encompasses a very strong collaborative effort to ensure students’ success through services such as: academic tutoring, A-G course concentration, advisement, college applications, entrance test preparation, financial aid forms, scholarship searches, career options and college campus field trips.

The UC Scholars program identifies high achieving students as early as 9th grade and supports them through their high school years with academic advising and enrichment activities designed to help students meet UC requirements. Additionally, the adviser assists students with their college application, SAT and ACT registration, making sure the students are taking their A-G required coursework, assistance with FAFSA (Federal Student Aid) application, the CSU and UC placement test and orientation for college.

Golden Plains has also benefited from a former graduate who has recently received her PHD at UC Davis. She has been giving back to the community in a variety of ways. She has been conducting parent workshops held on a monthly basis in Tranquillity, Cantua, Three Rocks, and San Joaquin. She facilitates workshops on education to inform parents about the school system and how they can be better advocates for their children's education. Workshops are open to the community at large. Through her efforts, a GEAR UP proposal for GPUSD has also been submitted. GPUSD is one of five school districts which was included. The proposal is to extend the parent workshops that have been facilitated over the last two years, but in a more focused manner to create the college-going culture within the five schools in the district.

The parent workshops that have been facilitated over the last two years are part of the Niños Sanos Familia Sana research project. The community members indicated they wanted to learn about the school system and how to help their children be successful students through workshops. The community-based approach to the workshops served as a foundation for a Fresno Regional grant that will be implemented this upcoming academic year. The focus of the grant is early childhood literacy and targets parents of students in K-3rd grade. If funded, GEAR UP will continue to work with parents. The plan is to start in October 2014 and begin working with middle school students and follow them all the way to their first year of college.

Furthermore, The Ninos Sanos Familia Sana program partnered with the UC Cooperative Extension department in a variety of ways which has also benefited the students of Tranquillity High School. A mural project was completed last fall which involved high school and elementary students.

The project took a community-empowerment approach to engage members in the development

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of a healthy community and positive future for the benefit of the children. The purpose of the mural project at THS was to engage students by creating a visual depiction of their future as developing students and contributing members of the community. Students of all ages participated in the painting of the mural which depicts the full cycle of human development, from childhood to adults contributing back to their community. THS students participated in the focus group discussions for the development of the mural and were active in the design and painting process. Students engaged with UC Davis researchers and undergraduate students during the process. This engagement served as exposure to higher education and to community-based research.

The Fresno County Office of Education has also provided the high school with support by assisting us in identifying and addressing academic needs for migrant students. The Migrant program provides academic support to migrant students. Migrant Health Screening is also offer to high students. Services Include: Immunizations, TB skin test, Physicals, Sports exams, Treatment for minor illness and injures. Evaluations/referrals to dental and eye exam are also provided to the students.

College Awareness trips to Fresno State, Fresno Pacific, and other community colleges are also offered to students in hopes that the experience will shed light to new dreams, goals and aspirations. The goal is to prepare high school students with the applications process. Students also learn about university entrance requirements (A-G), financial aid and scholarship information.

Upward Bound is a federally funded program offered to all students at THS regardless of grade level. The program is designed to generate the skills and motivation necessary for a successful educational experience beyond high school. They offer a summer residential program which the students will reside at West Hills College to take and gain college/high school credits. Upward Bound requires the students to attend Saturday Learning Sessions at West Hills College once a month. Also, they take students to 2-3 university field trips during the school year. As a celebration of the year they also take them to Disneyland/Universal Studios during the summer. The "Upward Bound" group/club has numerous fundraising activities to help with the summer field trip. The school also receives 21st Century funding, and averages 150 students on a daily basis in the After School Program.

State/Federal Program MandatesIn response to the high standards of the California Department of Education, THS continues to focus on standards and accountability which defines what students should be able to know and do by the time they exit high school. With the passing of the NCLB requirements and AYP in the year 2014, THS Administration and staff have now set its sights on meeting the educational demands of the future global citizen through the implementation of Common Core State Standards.

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School Vision and Purpose

Mission Statement

Tranquillity High School’s mission is to engage all students in a rigorous, relevant education, and too inspire all students to reach their full potential.

Vision StatementTranquillity High School students will be critical thinkers who are academically and socially prepared to be lifelong learners and global citizens. The school environment enables self-confidence and creativity in order for students to become productive, ethical, responsible and involved with the school and community.

Expected School Wide Learning Results (ESLERS)

The ESLERS have guided students at THS for the last 6 years. In an effort to keep them meaningful they were revised in 2011 prior to the mid-term review. Additional changes were made after all the stakeholders brainstormed, review and revised the current ESLERS to ensure their relevancy to the current student population.

Resulting Revision of Expected School Wide Learning Results

All THS graduates will demonstrate:

- Effective communication through reading, writing, listening and speaking for various audiences, contents and purposes.

- An academically, socially and physically balanced life through reflection and purposeful goal setting.

- Responsible citizenship through working collaboratively with others from diverse backgrounds through school and community service projects.

- Technological proficiency in all content areas for researching and problem solving.

- Literacy, comprehension and synthesis of skills to meet or exceed district and state level standards in all content areas.

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Enrollment: The student population of Tranquillity High School has averaged 481 students per year since 2004-2005. There are a variety of reasons for year to year fluctuations. Currently our student body population is listed at 451 students.

2004-05 2005-06 2006-07 2007-08 2008-09 2010-11 2011-12 2012-13 2013-14

466 476(+2.1%)

458(-3.8%)

515(+12.4%)

515(+0.0%)

469(-8.9%)

475(+1.3%)

469(-1.3%)

491(+4.7%)

Percentage of Students at THS who are enrolled in the free and reduced lunch program.

2004-05 2005-06 2006-07 2007-08 2008-09 2010-11 2011-12 2012-13 2013-14

93.3% 95.0%(+1.7%)

98.0%(+3.0%)

92.2%(-5.8%)

94.0%(+1.8%)

101.5%(+7.5%)

92.4%(-9.1%)

99.4%(+7.0%)

81.5%(-17.9%)

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English language Development (ELD)

About a quarter of California's public school students need to learn English in order to succeed in school. The percentages are highest in the early grades--about 38% of kindergartners were English learners in 2011-12.

Students are identified as English learners until they achieve district-specified scores on state achievement tests and meet other academic criteria. At that point, the district labels the student as RFEP. The FEP category includes both RFEP students and students whose primary language is not English but who scored high enough on a state test of English proficiency to be considered "initially fluent English proficient" (IFEP).

English Learner (EL) students (formerly known as Limited-English-Proficient or LEP)

EL students are those students for whom there is a report of a primary language other than English on the state-approved Home Language Survey and who, on the basis of the state approved oral language (grades K-12) assessment procedures and including literacy (grades 3-12 only), have been determined to lack the clearly defined English language skills of listening comprehension, speaking, reading, and writing necessary to succeed in the school's regular instructional programs.

Fluent-English-Proficient (FEP)Students whose primary language is other than English and who have met the district criteria for determining proficiency in English (i.e., those students who were identified as FEP on initial identification and students re-designated from Limited-English-Proficient (LEP) or English learner (EL) to FEP).

EL Students Re-designated to FEP

The criteria for re-designation include proficiency on the CELDT test at the level of early advanced or advanced for overall proficiency. For listening, speaking, reading and writing, the student must be intermediate or higher. CAHSEE results are also used to determine proficiency level in English.

Teacher evaluation is the third area in which the student must meet two of the following three criteria: GPA with a minimum of 2.0 in English and Math. Students must also attain GPUSD Oral Fluency Assessment at the level of advanced and the GPUSD English Learner Writing Assessment with a minimum score of 3 on the rubric. Furthermore, the parent opinion is also taken into consideration. Lastly, the student is only re-classified officially after district level review and signature.

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These students are re-designated according to the multiple criteria, standards, and procedures adopted by the district and demonstrate that students being re-designated have English language proficiency comparable to that of average native English speakers. In the 2012-13 school year, THS had 48 students who were re-designated which is a substantial increase over previous years (see the table below as presented). In previous years, THS averaged only 53% Fluent English Proficient. THS peaked at two-thirds of the school population (64.2%) in the Fluent English Proficient category in 2013 and has since returned to 58% of the student body population.

2009 2011 2012 2013 2014Total Enrollment 515 469 475 469 491# of English Learners 100 (20%) 160(34%) 140(29%) 96(20%) 137(28%)# of Fluent Eng. Proficient 284(54%) 237(50%) 264(55%) 301(64%) 285(58%)# of Students Re-FEP 37 19 12(7%) 48(34%) 33 (22%)

(* Data for 2010 is not available)

English Learners percentage of total enrollment 2004-2014

2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

40.6% 32.8%(-7.8%)

27.9%(-4.9%)

32.2%(+4.3%)

20.0%(-12.2%)

* 34.5%(+14.5%)

29.5%(-5.0%)

20.5%(-9.0%)

27.9%(+7.4%)

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Number of EL Students by Grade Level

2011 2012 2013 20149th 68 48 36 4910th 31 47 25 3511th 25 18 25 2812th 35 27 10 25

Fluent English Proficient by Grade Level

2011 2012 2013 20149th 50 66 78 5010th 53 64 91 7411th 69 59 73 8612th 63 76 59 75

Special Education Program

In 2004, Congress reauthorized the Individuals with Disabilities Education Act

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(IDEA) and changed some of its provisions. Congress enacted IDEA to provide students with disabilities the right to a free and appropriate public education (FAPE) in the least restrictive environment (LRE) through the development and implementation of an Individualized Education Program (IEP) setting forth goals for each eligible student.

THS has 40 students enrolled in its Special Education Program which is an increase from previous years. Students receive services and accommodations that enable them to make progress on their IEP and academic goals. The IEP team reviews the student’s assessments to determine the student’s needs and to decide eligibility for service under IDEA. If there is a discrepancy in the assessment, most likely the student will qualify for special education services which will result in an IEP.

For students who are deemed eligible, the team develops annual measurable goals and objectives setting out student’s participation in various classroom activities, evaluates the need for assistive technology, supplementary aids, and accommodations. An appropriate placement for the student is one in which she or he has a reasonable chance of achieving those IEP goals.

The program provides a full range of program options and its goal is to meet, in the least restrictive environment, the educational and service needs of individuals with exceptional needs. All students with disabilities have an individualized education program and receive special instruction and related services.

Special Education students are placed in one or two support classes depending on their level of need and are immersed in the regular classroom for the remainder of their schedule with RSP support in their core classes. THS has two Special Education teachers. One for grades 9-10 and the other for grades 11-12.

There are also two Special Ed aids that provide support in the core classes under the direction of the RSP teachers. The school psychologist is on campus three days a week.

Both of these staff members observe students and conduct assessments for Special Education students. Furthermore, they also meet with parents and students regarding academic and behavioral issues. Students are also afforded the opportunity to participate in the Workability Program. Students are able to job shadow in a variety of positions throughout the community and are able to learn skills associated with those positions. Furthermore, students fill out an application, are interviewed and also fill out time sheets for salary. Another program is “Department of Rehab” for seniors only. This program is designed to help them for the work force or vocational training. The program supports them academically and with any materials they may need. Examples include tutorial and financial aid applications. These services continue up to the age of 22.

Attendance

Attendance clearly remains one of the most important factors affecting student achievement. THS has installed an auto-dial system that calls home if a student is absent from or tardy to a class. The first call is automatically placed at 9:30 am for students marked absent from the first period of the day; a follow-up call occurs at 5:00 pm for students with full day absences. The

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auto-dial system has substantially increased student accountability and parent awareness of attendance issues. Students with chronic absence issues are referred to the Student Attendance Review Board. There has been a focused effort to decrease truancies district wide. The SARB process is beginning to have a positive effect on overall attendance. Furthermore, last year GPUSD launched the Truancy Intervention Program (TIP). The main goal of TIP is to increase daily attendance district wide. The attendance rate for the first five months of last school year was 94.21%. This is an overall improvement from the previous school year which was 92.24% overall. The breakdown for each class last year is as follows:

9th grade: 94.52%

10th grade 94.63%

11th grade 94.018%

12th grade 93.708%

Drop Out Data

High school graduation rates are an essential metric of student achievement and an educational system’s success in preparing students for college and career. Statewide, district and school graduation and drop-out rates are also critical for understanding and closing achievement gaps. In California, only 75 percent of all students who began high school in 2007—and only 70% percent of Hispanic students and 62 percent of African American students—graduated with their class in the 2010-11 school year. Education is a fundamental right under the state constitution. Thus, poor graduation rates highlight a fundamental inequality in the educational attainment of California’s diverse student population.

Currently, Graduation rates among California's public school students are climbing and dropout rates are falling, with the biggest gains being made among African-American and Hispanic students. Overall, nearly eight out of 10 students, or 78.5 percent, who started high school in 2008-09 graduated with their class in 2012. That is up 1.4 percentage points from the year before. Among Hispanic students, 73.2 percent graduated with their class, up 1.8 percentage points from the year before. Nationwide, the overall graduation rate climbed from 73% in 2006 to 81% in

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2012, according to the National Center for Education Statistics at the U.S. Department of Education. Along with the rise in the graduation rate, there is a dip in the state dropout rate.

Of the students who started high school in 2008-09, 13.2 percent dropped out. Among Hispanic students, 16.2 dropped out, down 2.1 percentage points from the year before. The table below illustrates that THS does have an issue with drop outs. However, when compared to the state average, the issue is not as pronounced. The average dropout rate at THS from the last four years is 12.37% below the current state average (13.2%). Furthermore, the average graduation rate at THS is 82.8% which is above the state and national averages (78.5% and 81%).

When considering the percentage of English Learners at THS and the level of socio-economic disadvantage that exists in GPUSD, one could conclude THS has performed admirably in this regard. Among California students learning English, 62.7% graduated with their class, a slight increase, and 21.9% of limited English speakers dropped out in 2013. To continue improving in this area, teachers and staff need to focus on keeping students from missing school, help them improve reading skills and intervene when they start to fall behind.

Drop Out Data 2009-10 2010-11 2011-12 2012-13Total Students 105 131 115 89Graduates 88 105 102 71Graduation Rate 83% 80% 88.70% 79.80%# of Drop Outs 13 15 15% Drop Outs 12.40% 11.50% 8.70% 16.90%

Daily Bell Schedule

THS operates on a traditional seven period schedule, beginning at 8:00 a.m. and ending at 3:00 p.m. with the exception of Wednesday. Each regular day class period is fifty minutes in length with four minute passing periods. Classroom teachers record student attendance electronically each period, and the attendance office personnel monitor and maintain all attendance records. On Wednesdays, THS follows a teacher collaboration bell schedule and students arrive at 10:00 AM.

Suspensions and Expulsions

During the last school year, suspensions occurred most frequently as a result of disruption of school activities or willful defiance. The second most common cause of suspensions and expulsions is violation of class rules. THS is looking at the “Restorative Justice” model which has proven successful in many districts throughout the state to further curb a variety of issues relating to discipline. The new model will encourage students to take responsibility for their behavior and find solutions with teachers and their peers. In terms of school wide discipline, THS has instituted a Progressive Discipline Policy for the school year 2014-2015. There are three levels of possible infractions with corresponding consequences for each. Furthermore, a

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new referral form has been created to ensure proper documentation which will improve accountability in this regard. Furthermore, GPUSD is also implementing Positive Behavioral Intervention and Supports (PBIS). PBIS is a proactive approach to school-wide behavior based on a Response to Intervention (RTI) model. PBIS applies evidence-based programs, practices and strategies for all students to increase academic performance, improve safety, decrease problem behavior, and establish a positive school culture.

The patterns for suspensions for the last school year were as follows:

#1: Disruption, Defiance: 26 %

#2: Class rules, violation of: 18 %

#3: Class, Leaving without Permission: 19 %

#4: Behavior, Inappropriate: 9 %

#5: Dress, Code Violation: 8 %

#6: Fighting: 5 %

#7: Other: 4 %

The following graph is our percentage of students suspended or expelled for the years listed.

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In the school year 2011-12, THS had a population of 475 students of which 41 were suspended and 1 was expelled. In the school year 2012-13, THS had a population of 469 students of which 28 were suspended and 1 was expelled. Consequently, the suspension rate in 2011-12 was 8.3% and in 2012-13 it went down to 5.7%. Expulsions are rare in GPUSD.

Student Involvement in Extracurricular and Co-curricular Activities

In addition to the focus on student achievement in the classroom, THS encourages involvement in many extra curricular and co-curricular activities. Over 130 students participated in fall sports last semester. Additionally, a large percentage of students are involved in a wide variety of electives and campus clubs which include

THS is proud of our success and level of student involvement in student athletics, particularly in cross country, boys’ basketball and soccer- all three of which routinely enter post-season play. Our Varsity Boys basketball reached the state level twice within the past six years. In 2013 the basketball team won the Valley Championship for division 6. Last school year our boys cross country team won the Valley Championship for their division as well. In addition to the standard sports programs offered at small schools, THS boasts competitive volleyball, football, baseball, softball and wrestling teams. Students must be eligible to participate in sports. The requirement is a 2.0 grade point average. An eligibility list is updated every semester. Last spring THS had 357 students on the eligible list and 99 on the ineligible list.

Tranquillity High’s Band program is one of the longest enduring traditions at THS. The band is known in the community for its quality thematic musical productions in the winter and spring. The band has shown significant growth over the last six years growing from an average of 50 students to 75 students. Our band teacher has taught band at THS and for GPUSD since 1994 and has been the only music teacher for the high school and all four of the K-8 feeder schools since 2007. The participation rate is approximately 15% of the entire student body. In addition to concerts, the band performs at home football and basketball games, local parades and competitions, and takes a trip to Hawaii every four years. Student participation in clubs on campus varies from club to club, with larger clubs maintaining strong involvement and activity, and others having fluctuating levels of involvement, a function of the club’s durability. The amount of clubs has increased from recent years. Campus clubs include Leadership, FFA, Spanish Club, Tiger Expedition Club, CSF, Mock Trial, Car Club, Yearbook, Photography Club and the Computer Club.

The Spanish Club is open to any student at THS. The purpose of the club is to expand and to embrace the knowledge of the Hispanic culture and other cultures as well. In order to accomplish these goals, the members have visited the following places:

*Arte Americas Museum- Students learned about Hispanic artists.*The Getty Museum- Students saw non-Hispanic artists. *Folkloric show at Fresno State- Groups from different universities from the CSU system performed. Students learned that they can achieve a higher education and still maintain their traditions.*Bilingual Foundation of the Arts- Students saw a play in Spanish and understood the

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importance of learning Spanish and English.*Olvera Street- Students saw historical buildings of the first Spaniards in California.*Cesar Chavez National Center- Students learned about this important historical leader and the importance of doing community service.

Beside these field trips, members of the Spanish Club are also involved in activities to keep alive their traditions. The club celebrates the following activities: *Gift exchanges in December*Christmas Dinner*Day of the Dead*Shrines to remember those who passed away*Three wise men bread*Day of the Candelaria

By doing these field trips and cultural activities, these members have seen the different components of the Hispanic culture. However, the most important thing of all is that they have understood that they can be members of the American society and still keep and share their own traditions. The After School program provides academic re-enforcement/tutorial for Core classes and runs from 3-5:30pm. Cal Soap, Upward Bound, Migrant, and Cyber High are all involved as well. All of these organizations provide extra assistance to help the school carry out the ESLERS.

Activities include tutorial, field trips, college visitations and credit retrieval. The after school program averages 140-150 students every day. The first hour is focused on academics while the second hour has numerous enrichment/physical activities for the students to choose from. Activities have included: Cyber High, additional Math Tutorial, Tiger Fitness Center, Bike Riding, Weight Room, School Farm, Culinary Arts, Computer Science/Construction, Arts and Crafts, Music, Drama and Photography.

Interventions/Programs

Teachers and staff at THS have engaged in a variety of methods to support students who may be struggling in their classrooms. Informal and formal assessments guide teachers to determine which students need additional support. Teachers have stated that they are in communication with students and parents in order to identify and assist struggling students. Students are provided individual academic help during lunch and after school. Additionally, alternative assignments may be offered which might better suit learning styles and talents. Differentiated instruction is also evident in a number of classrooms. Students are also referred to the After School Program as well for extra tutorial. During ASP, teachers and CAL SOAP tutors work with students who need extra help. In some classes, students are also given more time to complete assignments if necessary. In the end, it is hoped that through all of these efforts, important connections are made between the curriculum and their interests and life experiences.

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Below is an explanation of the intervention programs currently offered at Tranquillity High School.

Student Study Teams- The SST is a group formed within the school to further examine a student’s academic, behavioral and social-emotional progress. The SST team can propose interventions for the student. The team usually consists of a teacher, administrator, and support personnel from the school. Sometimes a special education teacher will also participate to give his or her perspective. The student and parent are also a part of the team. The SST meeting provides everyone with an opportunity to share concerns and develop a plan. Either a staff member or parent can make a referral. The interventions agreed upon will vary depending on the child's educational needs.

Cyber High- This is an online credit recovery program for students who need A-G approved courses that they did not pass with a “C” or better during the regular school year. Students who need this program are identified early in the school year. Students can also sign up with the counselor.

After-School Tutorial Program- Many teachers and tutors stay after school to assist students with their class and homework.

ASB Leadership

Leadership plans and executes all school wide activities. The goal is to involve as many students as possible in activities and to foster positive school culture and school spirit. The instructor has taught the leadership class for the last 11 years. ASB leadership consists of the nominated students from each class to represent the student body as well as students who applied to be in the program. Our leadership students are known for their hard work and dedication to plan school wide events as evidence by the results of the student survey. Through the use of event co-chairman and committees, virtually every leadership student gains hands on experience at planning and producing an event. The ASB leadership class has two goals: To develop future

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leaders for society and to create opportunities for all THS students to learn positive citizenship traits. Critical thinking skills are developed to prepare for future real life situations. The ultimate goals are to develop self respect and personal accountability through the completion of the various school activities and events.

Safety and Adequacy of Facilities

Tranquillity High School has a well-maintained campus, despite its age. Many of the buildings on the school grounds date from the 1960’s. However, state and local measures has allowed the school to update its’ facilities beginning in 1996 when classes on the east side of the campus were renovated. Furthermore, in 2003, the Main Office, Agriculture Department, Auto Shop, Science rooms, Library, and rooms on the west side of the campus were modernized. In the summer of 2014 the entire exterior of the campus was painted and new lockers were installed in the gymnasium for the boys’ side. Furthermore, the existing computer lab has been expanded to allow for the addition of 15 more computers.

The THS campus is kept safe by a number of measures. The school site has a comprehensive safety plan, which is available in the front office for view by the public. This plan is updated every year, and approved by the School Site Council. Safety drills are practiced several times a year. While visitors have always been required to check into the office, the administration has made efforts in recent years to enforce this policy for all visitors, including recent graduates, most of whom merely want to say hello or goodbye to former teachers. As an effort to systematically determine which students are out of the classroom at what times, students all have an agenda with an out of class passport that must be signed and dated for students to be out of class. Lastly, GPUSD has hired two campus liaisons to assist in campus safety and security.

Staff

The staff is a dedicated staff that has endured significant administrative turnover and change both at the site and district level for the past several years. Staff demographics include 21 teachers made up of 14 males and 7 females. 12 teachers are identified as Hispanic and 7 teachers as Caucasian. 1 teacher is Native American/Caucasian and 1 is Armenian. The Administration consists of a Principal, Assistant Principal and a Head Counselor who is bi-lingual. There are 5 teachers and 1 administrator who attended Tranquillity High School and have returned to the community they grew up in to teach.

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It should be noted that the last time THS has had two counselors was in the school year 2007-2008. Since then the head counselor has had to assume all duties in that department. Teachers range in experience and longevity from first year teachers to a teacher that has taught for 28 years and has been at THS for 23 years.

In the school year 2000-2001, there were 28 full time teachers. In 2003-2004 there were 33 full time teachers. Reduction in staffing began in 2006-2007. In the spring of 2007 the district put together a teacher seniority list and teacher layoffs began on March 15th. It would be a trend that has continued every school year since then. The combination of teacher layoffs and instability of administration has been an ongoing issue that has negatively impacted the quality of education that our students receive.

Total Classroom Teachers

Tranquillity High School Certificated and Administrative Staff by Ethnicity

Golden Plains Unified School District defines our teachers as being highly qualified if they possess a credential or certificate that meets California regulations. In addition, paraprofessionals, and a computer lab assistant provide additional classroom support to teachers’ standards-based instruction and primary language support to identified English Learners.

Demographics

# of Full Time Staff Hispanic

Caucasian

Native American

Armenian

Male Female

Teachers 12 7 1 1 14 7Administration 1 2 2 1

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When comparing the ethnicity of the student body with that of its certificated staff, it is clear that the staff is not proportionally representative of its student population. However, the staff does have the largest representation for the majority of students who are Hispanic.

As the chart below indicates, THS has made great strides to ensure all teachers are placed correctly to best serve all students. However, due to the practice of GPUSD to hire late and our location, it has been difficult to assure fully credentialed teachers in every class. The teachers at Tranquillity High School have a combined 117 years of teaching in the district for an average of 5 years with GPUSD. Teachers have 154 years of total combined teaching experience for an average of 7 years total teaching experience. The longest serving teacher has been with the district for 23 years while 8 teachers are in their first year with the high school. Lastly, 7 teachers at Tranquillity High School have received a Master’s degree.

Teacher Credential Status

Math/Sci

English

Social Studies

Fine Arts

Electives P.E SPED

Fully Credentialed 3 2 2 1 4 1 2Preliminary Credential 1 1Supp./Emer. 1 2 1

Staff Development

In past years, three days of professional development were provided by the district. Listed below are the many professional development opportunities. The topics covered include:

Analysis of test results (CST results, trimester benchmark results, CAHSEE testing)

Common Core In-service – ELL/Math

Mental Health referral process

Special Education Procedures

Data Director training

Aeries

Google Docs

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PBIS

For additional support in their profession and to clear their credential, new teachers enlist in the district’s Beginning Teacher Support and Assessment (BTSA). This is a two year mentorship program. The district also offers the Peer Assistance and Review (PAR) program where teachers work with a mentor one-on-one. Teachers are referred to PAR when they receive consistently poor evaluations. Both of these opportunities provide mentorship for those teachers looking for more personalized support in the areas of curriculum development and planning, classroom management and assessment strategies.

Academic Performance Index

Tranquillity High School has realized relatively inconsistent gains overall in our API for a variety of reasons. THS students showed significant growth from 2011 to 2012 for a 47 point gain in API to 690. However, this amount of gain was not sustained the following school year. The API dropped 6 points to 684 in 2013. Prior to the growth in 2012, the API declined 14 points from a previous high of 657 in the school year 2009-2010.

The year 2009- 2010 also saw a significant jump from 603 to 656 for a 53 point gain. This can be attributed in part to a new program that was instituted called TAP (Teacher Advisory Period.) During TAP, students worked on goal setting to improve their standardized test scores. Students were also given released test questions to prepare for the CST’s. Students who were able to move up one level were given extra credit in that particular subject for their final grade. Furthermore, THS had only one principal for the entire school year whose leadership helped to stabilize the school. His Vice Principal assisted in curriculum development and the implementation of TAP.

In 2010-11 our scores declined 13 points. We attribute this in part to several changes that occurred during that school year. Our principal that year, who guided our school successfully through our WASC mid-term visit, was not allowed to finish the school year and was replaced in the middle of the spring semester of 2011. The reason given at the time was for “school safety.” Furthermore, our district had three different superintendents that year of which the last two were designated as “interim” only. This was the beginning of a negative trend that would re-occur in 2012-13.

In 2011-12 our scores jumped 47 points. That particular year we had one Superintendent and one principal the entire year. Furthermore, our Vice Principal remained at his post as well from the previous year. The school year 2012-13 would not prove as fruitful. Our principal who had been serving for two years was replaced in the spring of 2013. Furthermore, a replacement Superintendent that year came out of retirement and could only work a certain amount of days. She was replaced by our current Superintendent who has guided the district for over a year since then to this date. He is now in his second full year as Superintendent of GPUSD and has 16 years of experience in Golden Plains. Our API score fell 6 points for the year we had two principals and two superintendents. As a result of this analysis, one could come to the conclusion

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that the stability of the administrative staff at THS and GPUSD had a direct correlation with positive and or negative test score gains or losses. It is also worth noting that in those years of positive test score gain leadership positions were stable for that year.

Year 2010 * 2011 * 2012 2013All Students (333 students)

API: 656(309 students) API: 643

(329 students) API: 690


Hispanic (320 studentsAPI: 657




EL (211 students) API: 614




Students W/ Disabilities


(7 students) API: NA



* 2010 Base API and 2011 Base API- Invalid comparison. In this example, the 2010 Base API is in the 2010–11 reporting cycle, and the2011 Base API is in the 2011–12 reporting cycle. The comparison is not validbecause different indicators were used in each cycle (i.e., the CMA in ELA,grades 10 and 11, and CMA in Geometry were not in the 2010–11 cyclebut were in the 2011–12 cycle).

The State Board of Education set the statewide API target at 800 out of a possible 1,000. THS has yet to reach the state goal of 800 points. Although the API is meant as a measure of academic growth, it is not intended to track the school’s growth over several years. The meaningful comparison is within each annual API cycle, between the Base API and the Growth API, because the computation of the API is kept as similar as possible within each cycle.

API All Students/EL Student Comparison

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California Standards Test (CST): All subjects made uneven gains over the past four years with some noted exceptions. Algebra showed an 11% increase while Geometry dropped by 3%. Math statistics show a total decrease of 9%, while ELA made an increase of 5%. History/Social Science has improved by 12 to 14 %. Science made improvement with an increase from 1 to 7% with the exception of Chemistry which dropped 1%. Note: There were no CST scores from the school year 2013-14 due to the field testing of the Common Core State Standards.

Percentage of Students Proficient on CST’s

2009-10 2010-11 2011-12 2012-13ELA 29 31 24 34Algebra 15 5 8 26Geometry 6 12 10 3Algebra 2 11 38 15 25Math 33 NA NA 24Life Science 18 10 29 25Biology 15 8 25 16Earth Science 16 26 19 14Chemistry 6 9 6 5Physics NA NA NA NAHistory 28 24 43 40World History 16 22 30 30

California High School Exit Exam

Tranquillity High has traditionally been very successful in its efforts to prepare all students to pass the CAHSEE. For both ELA and Math, the percentage of all 10th grade students passing the exam has been in the high 80%-90% range except for 2011, 2012 and 2014. During the 2014 school year, THS attained its’ lowest percentage on both exams. The Math and English percent passing was 79% and 70% respectively. This can be partly attributed to the lack of student use of the Revolution Prep online tutorial which had proved beneficial in previous years. As a result, THS has added one section each for Math and English CAHSEE prep in the master schedule for the 2014-15 school year and plans to reinstate regular use of Revolution Prep to better prepare students for the exit exam.

It is worth noting that the high school administration was quite unstable the years of lower percentage passing. Strong performance on the California High School Exit Exam is reflected for the 2012-2013 school year. Passing rates increased in both English Language Arts and Math in 2013, overall. The rate of students passing in Math (98%) and English (96%) peaked in the school year 2008-200 CAHSEE 2008 to 2013

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School Yr.

Passing Sub. All Students

Special Ed. Students

English Learner Students

Redesig. Fluent English Profic. Students

Socio-Econom. Disadvant. Students

Not Socio-Econ. Disadv. Students

2013 88% Math 120 0 24 75 120 02013 89% ELA 123 0 25 75 122 02012 82% Math 122 8 42 62 122 02012 75% ELA 121 7 41 62 121 02011 80% Math 94 1 24 53 94 02011 73% ELA 93 1 24 52 93 02010 95% Math 105 1 15 68 105 02010 86% ELA 105 1 15 68 105 02009 98% Math 126 0 32 69 126 02009 96% ELA 126 0 32 69 126 02008 88% Math 113 3 43 44 113 02008 83% ELA 112 2 42 44 112 0

Adequate Yearly Progress (AYP) Under the Federal AYP format, the goal was to reach 100% proficiency by 2014. THS met 5 out of 18 criteria for AYP for the school year 2012-2013. THS did not meet AYP for percent proficient in math for all students. Hispanic, English Learners and Socio Economically Disadvantaged Students did not meet AYP in percent proficient in English or Math. While THS did not meet its AYP, it did reach its target graduation rate for these years.

2010 2010 2011 2011 2012 2012 2013 2013Participation Rate 91% 99% * 94% 96% * 96% * 100% * 91% 98%*

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% Proficient 41% 50% 41% 51% 42% 57% 39% 55%English Learners 25% 38% 35% 53% 33% 50% 26% 50%

ELA Math ELA Math ELA Math ELA Math *Denotes AYP Criteria Met

THS has not met all requirements for 2013 Adequate Yearly Progress as determined by the California Department of Education. Details of the school's performance are in the tables below.

2010 2011 2012 2013Made AYP No No No NoCriteria Met 8 out of 17 1 out of 5 9 out of 18 5 out of 18API Met Yes (+53) No (-13) Yes (+46) No (-6)Grad Rate No (88%) No (83%) No (84%) Yes (86%)

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http://www.ed-data.k12.ca.us/_layouts/EdDataClassic/Accountability/AYP.asp?reportNumber=1&fyr=1213&county=10&district=75234&school=1037456&level=07&tab=2#below


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Language Arts Percent Proficient 2004-2013

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

25.6% 43.9%(+18.3%)

40.4%(-3.5%)

33.1%(-7.3%)

42.1%(+9.0%)

40.3%(-1.8%)

41.2%(+0.9%)

41.3%(+0.1%)

41.9%(+0.6%)

39.1%(-2.8%)

Math Percent Proficient 2004-2013

003-04 2004-05 2005-06 2006-

07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

33.6% 66.3%(+32.7%)

68.1%(+1.8%)

58.5%(-9.6%)

66.1%(+7.6%)

46.2%(-19.9%)

50.0%(+3.8%)

50.5%(+0.5%)

56.6%(+6.1%)

55.2%(-1.4%)

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CSU/UC Requirements California high school students have two options for attending public universities in the state: University of California (UC), or California State Universities (CSU). There are 10 UC campuses statewide and 28 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 Science

B. Four years of English

C. 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 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.

The following graph illustrates the number and percentage of seniors who have completed the course work necessary to be admitted to UC or CSU colleges. The percentage has returned to the levels attained in 2010-2011. The average for this time period was 22% of seniors passing all course work required. The lowest percent passing was 2012-13 at 9%. The highest percent passing was 2013-14 at a rate of 36%.

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2010 2011 2012 2013 55%

30.7% 14.4 % 9.5% 36%

College admission ratesDuring the school year 2013-14 there were 109 seniors. All but eight of these students received a high school diploma. Furthermore, every senior applied for college admission. 93 seniors were admitted to college and 84 will attend. Six students (5% of all seniors) that were admitted to college decided to work instead. Here is the data for admission to college admissions.

University of California:

12 of 19 students were admitted and 5 will attend. (5% of all seniors)

California State University:


Community College


Vocational/Technical

17 students were admitted. (15% of all seniors)

CELDT Results The California English Language Development TEST (CELDT), required by state law, is given to all new students who live in a home where a language other than English is spoken. Annual parent notification takes place within 30 days of the beginning of each school year, and includes detailed complete program descriptions, options, and parent rights. The CELDT test measures how well students can listen, speak, read and write in English.

For newly-enrolled students the CELDT results are used to help identify English Learner (EL) students who need to develop their English skills. Results given annually to already enrolled students are used to monitor their progress in learning English and help to decide when a student is fully proficient in academic English. When CELDT testing is completed, parents received their child's scores, the rationale for identification as EL or FEP, and an explanation of their child's suggested program placement.

There are five levels of proficiency: 1. Beginning – students understand simple phrases spoken English. They use a few words to communicate basic needs. 2. Early Intermediate- Students understand and respond to simple school tasks. They speak in short phrases and sentences. 3.

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Intermediate- Students speak, read and write in English on familiar topics, participate in complex school tasks close to native-like proficiency; and 5. Advanced- Students speak, read and write English and participate fully in school resembling native English speakers.

CELDT 2009-10 2010-11 2011-12 2012-13 2013-14Advanced 2 2 4 8 0Early Advanced 24 19 28 34 29Intermediate 36 45 42 35 46Early Intermediate 23 24 14 17 16Beginning 14 15 12 7 7

At THS, the data shows that the number of students in the Beginning and Early Intermediate levels has declined. The number of students at the Intermediate level has remained stable from a low of 36% to a high of 46%. The number of students reaching the English proficiency levels, Early Advanced and Advanced had subtle changes as students reach eligibility for reclassification to Fluent English Proficiency (FEP). Our current challenge is to decrease the number of students in the Intermediate level, who have been enrolled in the district for more than 5 years.

PSAT ExamAll juniors who are interested in applying for college are given the PSAT exam on an annual basis. The PSAT is a standardized test that provides firsthand practice for the SAT. It also gives our students a chance to enter NMSC scholarship programs and gain access to college and career planning tools.

SAT ExamThe data shows an overall increase in the number of students taking the SAT exam. In 2008-09

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only 26 students took the exam compared to 40 in 2011-12. In 2013, 37 students took the exam. The scores themselves have shown moderate improvement. The critical reading score has improved to 391 in 2013. The previous high was 381 in 2008-09 and the previous low was 374 in 2011-2012. The Math score went from a high of 418 in 2008-09 to 410 in 2011-12 and has bounced back to 414 in 2013. The writing score has also showed an overall improvement. The previous high was 395 in 2008-09 and the previous low was 378 in 2011-12. In 2013, the writing score has improved to an average of 405 which is a significant improvement from the previous year.

The following table gives a brief history of the percent of seniors who took the SAT during the given school years.

2005-06 2006-07 2007-08 2008-09 2010-11 2011-12

20.0% 39.0% 43.0% 22.0% 28.0% 35.0%

The next table shows the average score senior students received during the same years.

2005-06 2006-07 2007-08 2008-09 2010-11 2011-12

1,192 1,200 1,127 1,194 1,186 1,163

ACT ExamThe Data shows a steady decrease in the number of students taking the ACT exam. In 2008-09, 39 seniors (32% of the senior class) took the exam compared to 29 (25% of the senior class) in 2011-12. In 2012 and 2013, 29 students took the exam. The data reveals a slight increase in the average score from 16.6 in 2008-09 to 17.3 in 2012-13. The statewide test results have stayed the same during this time period. The average score in 2009 in California was 22.2. This score at the state level stayed the same every year including 2013. The table below shows the five year trend of our THS ACT tested graduates.

English Math Reading Science Composite

2009 14.5 17.6 16.5 17.3 16.62010 14.6 18.7 15.9 16.8 16.62011 14.2 17.8 15.2 15.3 15.82012 15 18.4 15.2 16.5 16.42013 14.9 17.9 18.4 17.3 17.3

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While all categories showed moderate improvement, the overall increase in ACT scores can be attributed to the gains made in the reading scores. In 2009 the average score was 16.5. This score improved to 18.4 in 2013. This report reflects the achievement of THS graduates over time and an indication of the extent to which they are prepared for college level work. ACT has updated the following as college ready benchmark scores for college course.

English Composition: 18 on the ACT English Test

Algebra: 22 on the ACT Mathematics Test

Social Science: 22 on the ACT Reading Test

Biology: 23 on the ACT Science Test

AP Exam ResultsIn 2013-14, 113 THS students took an AP exam and 51 passed with a score of 3 or higher. This is a substantial improvement over the previous year. For AP Spanish, 51 took the exam and 44 passed for a passing percentage rate of 86%. In AP History, 4 passed out of 23 who took the exam. It is worthy to note that for the AP World History exam, all of the learning was completed solely during the after school program. 2 students out of 8 passed the AP World History exam. Lastly, 1 student out of 21 passed the AP English exam.

In 2012-2013, 96 Students took an Advanced Placement Exam and 13 passed with a score of 3 or higher. In 2011-12, 153 students took and exam and 53 passed. In 2010-11, 172 students took an AP exam and 63 passed. In 2009-10, 74 students took an exam and 36 passed. In 2008-09, 37 students took and exam and 16 passed.

Note: During the school years from 2010-11 and 2011-12, all students who were enrolled in any Spanish course took the AP Spanish Exam. This practice was discontinued in 2012-13. The last two years, only the students enrolled in AP Spanish took the AP Spanish Exam. Other exams included AP US History, AP Chemistry and AP English.

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2008-09 2009-10 2010-11 2011-12 2012-13Students 37 74 172 153 96Passing 16 36 63 53 12

Core Proficiency – Percentages (%) 2013

Year Subj. Adv. Prof. Basic Below Basic Far Below Basic ELA 9 6 35 31 17 10

ELA 10 9 21 49 14 7 ELA 11 7 24 40 21 8

Algebra 4 21 26 34 16Algebra 2 9 16 39 22 14Geometry 1 2 14 60 24Sum. Math 34 27 23

Earth Sci. 1 13 42 22 21Biology 1 14 32 27 25

Chemistry 1 4 46 30 19Life Sci. 5 20 31 30 15

W. History 12 18 32 16 22US History 18 22 30 20 11

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Year Subj. Adv. Prof. Basic Below Basic Far Below BasicELA 9 11 26 37 17 9

ELA 10 7 26 38 18 11 ELA 11 8 25 45 10 11

Algebra 1 7 26 44 22Algebra 2 4 11 53 32 2Geometry 1 9 33 42 15Sum. Math * * * * *






ELA 10 4 23 31 29 13 ELA 11 5 22 35 23 13

Algebra 0 5 26 46 22Algebra 2 0 38 42 17 4Geometry 1 11 32 43 13Sum. Math * * * * *




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ELA 10 5 23 43 18 11 ELA 11 5 13 41 25 16

Algebra 1 0 15 25 40 21Algebra 2 0 11 36 47 6Geometry 0 6 28 49 16Sum. Math 0 33 58 8 0


Chemistry 0 6 26 26 41(68 students)Life Sci. 3 15 37 29 16


ELA 9

ELA 10

42


ELA 11

Algebra

Algebra 2

43


Geometry

Earth Science

Biology

44


Chemistry

Life Science

World History

45


US History

Perception Data

There were three surveys that were sent out in order to gauge the perception of Tranquillity High School stakeholders during the 2014-15 school year.

Staff Survey

During the third week of school, the teachers and staff completed the staff survey which consisted of 21 questions. When asked to grade the overall quality of the school, out of 26 responses, 5 answered “above average”, 19 answered “average” while 2 posted “below average.” This is a marked improvement from the staff survey which was conducted early last spring. During 2013-14, almost half of the teachers felt that the quality of the school was (7) below average, or (2) poor. In terms of overall safety of the school this year, a large majority of the teachers felt the school was safe. 11 teachers felt that THS was above average (7) or excellent in that category (4).

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In terms of student performance, the question that had the most favorable response was Principals’ high expectations for the students. 24 responded “yes,” our Principal has high expectations and 1 responded “no” that he does not. This percentage remained unchanged from 2013-14.

A large majority also feel that THS uses assessment data to plan for site improvement (19-4). The staff feels like the school does recognize the achievement of students (17 -6). The staff also feels that the school does provide adequate information to parents regarding students’ performance (15-9). By a unanimous vote, the staff declared that individually they have high expectations that all of their students can and will learn (25-0). Furthermore, a large majority feels that staff demonstrates a caring attitude for all students (23-1) and that parents are made to feel welcome (20-5). Teachers also feel that they work with parents to meet the needs of their child by a large majority (20-4).

Survey results from last year indicated the one area of the most concern from the teachers was that they felt that the school did not have enough student support services to meet the needs of all students (6-15) and that the school needs to improve its system to help new students adjust when they arrive (5-15). However, the issue of support services has improved this year. 15 staff members out of 21 agreed that there are enough support services. However, there remains a concern that the school does not do enough to help new students adjust when they come to us (15-5).

Another area of concern from last year is that the staff felt problems needed to be addressed in a timelier manner by a margin of 12-8. This years’ survey indicated that teachers feel problems are being addressed in time by a margin of 20-4. Last year the response was split when asked if administrators support teachers in matters related to discipline. This year staff feels, almost unanimously, that the administration does support teachers in regard to discipline (22-2). Furthermore, last year the teachers felt that school rules were not consistently enforced by teachers (7-13) and administrators (9-10). This year these numbers have also improved to 17-6 in favor that teachers do enforce the rules and 22-2 that administrators enforce the rules consistently.

By a vote of 24-1, the staff feels that the school promotes an acceptance of ethnic and cultural diversity and that there is open communication (21-4) at THS. In conclusion, the staff feels like the school does m recognize the achievements of school personnel. (15-10)

Student Survey

During the third week of the 2014-2015 school year, 20% of the THS Student Body took the student survey. The summary of the results are as follows:

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A majority of the students (46) rated the overall quality of THS as “average.” While 25 felt THS was “above average” or higher. Also, when it came to the overall safety of the school, a majority (30) also rated THS as “average” while 37 responded “above average” or higher.

Student Performance

74 out of 81 students agreed that teachers and staff expect them to do their best. A majority also agreed that they can’t get by without doing their best work (49-32). 63 students said they do receive adequate help to be successful and 59 said that the school helps them to plan for college or work. Additionally, 60 said that the teachers communicate clear expectations to them. However, 43 students said that some of their classes are too crowded.

Student Support Services

66 out of 79 students said that the teachers do encourage extra-curricular activities. 56 also said that they can trust an adult at this school if they have a problem or need help. However, 46 out of 80 students said that they were not satisfied with the bus services provided by the district. Furthermore, 57 out of 79 said that they were not satisfied with the food services. 53 students responded “Yes” to the school encouraging parent involvement in school activities. 69 also said “Yes,” that students are involved in planning of school activities.

School Climate/Discipline/Safety

69 students said that school rules are enforced consistently by teachers and administrators (69-10). 62 students said that they had not been discriminated against by an adult at THS (62-18). Furthermore, 65 students said that the dress code policy is enforced consistently by school staff (65-13). When it comes to procession of weapons and drugs, 69 students said that the school has a discipline plan with serious consequences. 17 out of 79 students said that there is visible gang activity on campus.

71 students said that good behavior is expected (71-7) and that students know the school rules and consequences for misbehavior (68-12). A large majority of students said that they have not been assaulted physically at school (73-7). 21 out of 80 students said that they had seen someone steal something. 76 said that they had not been sexually harassed by a student (76-2). Also, 76 said that they have not been sexually harassed by an adult (76-5). 10 out of 77 students admitted that they had been in a fist fight. However, it should be noted that the survey does not ask when those incidences occurred.

Technology

63 students said that they have the opportunity to use technology at school (63-17). Also, 49 said that they have a computer at home (49-31). 59 students said that technology is working and

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available for student use (59-21). 61 students said that they have access to the internet other than at school. (61-20)

Facilities

64 students said they feel safe riding the bus to school. (64-14) 69 students said they feel safe walking to school (69-10). Furthermore, 68 said that they feel safe at school (68-12). 51 students said that vandalism is not a problem at THS (51-29). Furthermore, 41 said that the school buildings are kept clean and in good condition (41-38). Also, 49 students said that the school grounds are kept clean and well maintained (49-30). 50 students said that the school bathrooms (50-27) and parking lots (71-9) are both safe at THS.

Last years’ student survey indicated that only 130 students out of 363 who took the survey were proud of their school. This year that percentage has improved to 53 who said they were proud out of 23 who said they that they were not. 60 students said that people who do not belong are kept off the campus (60-20). Finally, 42 students said that graffiti is cleaned over quickly as opposed to 30 that said that it is not taken care of within 24 hours.

Parent Survey

Every Parent who attended Back to School Night had an opportunity to fill out the survey. The results are as follows.

When asked to grade the overall quality of the school, out of 27 responses, 4 responded “Excellent,” 3 answered “above average”, 14 answered “average” while 4 posted “below average” and 2 indicated “poor.”

In terms of overall safety of the school, a large majority of the parents felt the school was safe and voted “average” or higher. 19 out of 25 parents responded “Yes,” I am generally satisfied with my child’s school.

Student Performance

A majority of the parents feel that teachers have explained what their child is expected to learn and what the content standards are (23-7). Parents also felt that the assigned homework does reinforce what their child is learning in school (26-5). Furthermore, parents feel that THS is helping their child to become more self-directed and responsible (23-6), satisfied that their child is learning knowledge needing to graduate (24-6), and that school personnel have high expectations that their child will learn (26-4).

Student Support Services

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Parents feel that their child is provided equal access to support services (22-8) and that there are opportunities for parental involvement in school decisions at THS (20-9). Furthermore, they feel that school staff is friendly when they call or visit the school (24-5) and that teachers work closely with parents to meet the needs of students (21-8). Additionally, they feel that they can talk to someone if there is a problem (27-3) and that staff communicates effectively with parents from different language groups(23-7).14 out of 28 parents said they were satisfied with the food provided by the school. Lastly, the school holds events at times that are convenient (29-1) and that the school not only has a good system for helping new students (22-4) but they are also satisfied with the transportation provided by the school (21-7).

School Climate/Discipline/Safety

A large majority of the parents responded that “yes,” THS expects good behavior (29-1) and that their child feels safe on the bus (27-3) A majority of the parents feel that the school has a discipline policy with serious consequences for use of weapons or drugs (21-9) and gang activity (19-10). Furthermore, discipline is maintained at the school (19-9) and that school rules are enforced consistently by staff (20-9). 13 out 30 parents feel that there is an issue of bullying.

Technology

In terms of technology, 21 parents said that they do have a computer at home (21-9). If this percentage is accurate, it would mean that 150 of our students’ homes do not have a computer. Likewise, 20 parents said that they have access to the internet other than at work (20-10).

Facilities

Overall the parents think that the school is well maintained (29-2) and that the school buildings are clean and in good condition (20-9). Furthermore, there are clear procedures to deal with emergencies (20-5).

Categorical programs

20 out of 28 parents feel that THS is providing them with information to help support the academic success of their child. Furthermore, they also feel that THS has provided enough information to help them support the social development of their child (17-12). They also understand why their child may be in the ELD program (20-8) and that extra support provided has helped their child to improve (24-3). Parents responded unanimously that they understand they have a right to be involved in their child’s education (29-0). Furthermore, a large majority

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are aware of School Site Council meetings, ELD meetings, Migrant Parent meetings and Back to School Night (25-4). Lastly, 28 parents said that they receive written information in a language that they can understand (28-1).

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Chapter II: Progress Report

Significant Developments

Tranquillity High School and Golden Plains Unified has had a history of instability in leadership the past several years. However, the current leadership has worked diligently with the school board to ensure stability in this regard. The current Superintendent is in his second full year with the district. He has 16 years of experience in Golden Plains- first as a teacher then as an administrator. It is worthy to note that he also graduated from Tranquillity High School and is committed to leading GPUSD to ensure district wide improvements. GPUSD has also hired an Academic Services Coordinator who is also in her second year with the district.

The Principal for THS was hired late last school year and is also committed to positive change. Under his guidance, a number of positive steps to address core issues have improved the culture and climate of THS. With the approval of the school board, several new teaching positions were created and a new Vice Principal was hired last summer to assist with the needed changes that will improve teaching and learning. Within the last six months the following improvements have been completed:

1. Several new classes were added including Physics, Calculus and ROP Small Business

2. Nine new staff members were hired including the Vice Principal

3. New student agendas with ESLERS and Discipline procedures clearly outlined

4. New lockers in the gym and football uniforms

5. New score board at the stadium

6. The entire school campus was painted over the summer

7. Additional campus clubs for students

8. PBIS and PLC implementation

9. New A-G courses approved

10. Expanded computer lab

11. Ten new desk top computers for teacher

12. 99% of all classrooms have Promethean boards

13. A renewed emphasis on parent involvement and education

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WASC Accreditation Visit 2007-2008 Six Year Accreditation

2009-2010 Revisit

2014-2015 Current Self- Study

Visiting Team Recommendations:

The 2008 and 2011 WASC Visiting Team’s Recommendations are referenced to each Action Plan.

Action Plan Area 1

Communication During our last full self study, findings indicated a lack of parent and community involvement. In order for parents to be better informed about their child’s academic progress and in order to support the achievement of academic standards, systems were developed to better inform and include all stakeholders in the mission of the school.

Since then THS has intensified efforts to extend the communication to parents, teachers, and students via newsletters, Blackboard Connect (automated phone calls, text and e-mails), parent/teacher conferences, back to school night, open house and an open door policy for all parents. Additionally, the district has made a significant financial investment by purchasing an implementing the Aeries Data System.

Aeries has been very beneficial in tracking student attendance and behavior as well as student schedules, transcripts/grades and other important student information. The staff uses technology to record attendance, write and research lesson plans, record grades, communicate through email, give video presentations, access student data and access learning.

Students have been able to access their grades during the semester on an ongoing basis since there is a grade book reporting system. A large percentage of the student body is accessing their information via the student portal. Parents also have the ability to get the proper credentials to log in as well to view their child’s information.

Additionally, the counseling department has continued to hold parent class meetings throughout the school year. There are separate meetings for each class. These meetings have been very beneficial to update students on their college and career choices as well as to inform them of a variety of scholarship opportunities. The counseling department creates junior and senior status letters that are issued to parents at each respective meeting. Those who miss the meeting receive the letters in the mail. These letters indicate graduation status for their student and are in both English and Spanish.

Technology is currently being used to improve home to school communication. The District updates its web pages regularly making a wide range of information available to parents. The information posted includes important dates, contact information, school calendars, curriculum standards and the School Accountability Report Card (SARC). Certificated staff members also have their own district email accounts. During the summer of 2013, the Connect Ed system was converted to Blackboard Connect. Blackboard Connect is a mass notification service via phone

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calls. It is also extremely beneficial since it can also interface with the Aeries grading program for better parent involvement.

Parental involvement has continued to increase since 2008. The lines of communication have increased due to the use of Blackboard Connect automated phone calls. Parents are informed about school wide meetings, back to school nights, grade level meetings and School Site Council and the English Language Advisory Committees. (ELAC) Through parental participation in these groups, they have become a part of the decision making process. Our district and school web site have undergone significant reconstruction the past two years. Announcements are posted as well as “The Tiger Chronicles” newspaper which is written by students.

Home to school contacts have also been improved with the addition of the Home/School compact. The Blackboard Connect system also improves the communication from school to home as well since it allows for auto-mated phone calling.

Action Plan Area 2

Professional Development In the 2008 self-study, findings indicated that a professional development plan which includes training in instructional strategies, assessment, literacy, and classroom management should be developed and implemented.

THS teachers have been provided ongoing staff development to support the THS action plan as referenced in each plan area. Previous topics have focused on the district core subject area assessments, instructional technology, data systems, literacy in the core content, Beginning Teacher Support Assistance, English Learner and Special Student Needs and Safe School training. Flyers and postings inform teachers about state, regional, and/or local trainings. Staff has implemented researched-based instructional strategies that support the continuous improvement of teaching and learning through peer observations, the unpacking of standards, and by differentiating instruction.

Professional development has focused on activities to assist teachers in addressing students’ needs to exceed state academic achievement standards. Activities were designed to assist teachers in integrating standards based curriculum, instructional practices, assessment, and understanding of the strengths and needs of student populations in their classrooms. Each year, there have been three districtwide “Buy Back” days that focus on topics of Standards-based curriculum and instruction. Furthermore, regular collaboration time was created in the 2010-11 school year to ensure teachers have time to meet and plan in their departments.

Each Wednesday morning is a two-hour collaboration day for staff development, districtwide. Teachers have had the opportunity to collaborate and plan effective strategies to improve instruction. For example, during department collaboration times, the staff was able to identify school areas of growth and ways to support the educational program. Teachers received training on school CST’s data, API and AYP data results. Moreover, teachers were given staff development on differentiated instructional practices and technology.

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GPUSD has been actively working to increase teacher use of technology as a tool to improve teaching and learning. Data Director is used for collection, assessment, and disaggregation of student data. It is our data analysis and reporting system and includes an online standards based report card, is also available to all teachers and administrators. Additionally, Renaissance Suite, includes assessments (STAR Math, STAR Reading, and Accelerated Reading) and instruction for math intervention with Accelerated Math. These pieces are in place, and some teachers are already trained and using these tools. There will be more direction from the district office to be consistent on all programs available at all sites.

For the 2010-11 and 2011-12 school years, three days were dedicated each year to professional development. For 2012-13, six days were dedicated. Teachers began to receive training with Common Core implementation of ES-EL and Math strategies through Pearson School Achievement Services in 2012. Throughout the course of the 2012-13 school year, all teaching staff, paraprofessionals and school administrators were given continuous additional days of professional development that consisted of classroom Standards-based instructional approaches training in order to attain District and school goals.

For the school year 2013-14, GPUSD planned and implemented a robust and effective Professional Development in Common Core State Standards (CCSS) and coaching program to fully prepare teachers for the CCSS transition. Teachers were receptive of the new CCSS teaching pedagogy and have been making gains working with lesson design and lesson implementation.

GPUSD continues to provide staff development to all teachers regarding English Learners Effective Instructional Strategies. The training emphasis indicated how to fully implement the effective strategies to teach English Learners and improve the instructional program. Teachers were able to identify effective instructional strategies on a newly adopted Reading/English Language Arts/ELD curriculum. Teachers were also able to map instructional resources to power standards and pacing guides. Teachers received training regarding creating instructional strategies in order to improve student achievement. Also, topics such as CELDT levels and Language proficiency assessed areas were presented to all teachers and administrators. District and school instructional leaders provide continuous support to the teaching staff on a weekly basis. Classroom observations by school administrators are performed in order to give constructive and immediate feedback to classroom teachers.

This school year THS has seen the addition of two instructional coaches to assist in the implementation of the Common Core Teaching Standards. The math coach has been assigned to assist teachers from grades 6-12 while the literacy coach works solely at THS. The purpose of the ELA coach is to support the implementation of the ELA standards while supporting the ELD master plan. The goal is to provide direct support to classroom teachers via standard implementation, CCSS teaching strategies, engaging teacher collaboration with student data and assisting with cultural modification. Duties include writing effective lessons, incorporating technology into lesson design and delivery, demonstration of CCSS lessons, modifying pacing guides/curriculum planning, analyzing assessment data to plan instruction, one on one observation and facilitating professional conversations.

Training will be provided for all teachers on Data-Director, Aeries, the GPUSD web site, use of E-

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mail and Google Documents. Teachers will also be trained on technology relating to Promethean boards, math software, ELA software, ELD software, Aeries, Intel Assess and Data Director. All of these trainings will assist the teacher on how to incorporate technology into their daily classroom instruction and also assist teachers with students’ assessment and demographic data to improve classroom instruction and interventions for all students.

Action Plan 3

Increased academic achievement for all studentsDuring our last self-study in 2008, it was determined that the data review showed a decrease in the performance of students at Tranquillity High School on statewide assessments and grades. Since then, we have taken a number of steps to reduce the achievement gaps within the various subgroup populations and to maximize support systems for students who do not meet proficiency levels on CAHSEE, CST, Benchmarks, and ESLER’S. API has increased from the last self study in 2008 at 629 to 684 in the school year 2012-2013. The API in 2012-2013 was a six point loss from the previous school year. However, that would be an overall gain of 81 points since 2009.

Since the priority of THS is academic growth and student achievement, an effort has been made to assure teachers are using the most current instructional practices to teach newly adopted curriculum in all core content areas. Additional supplemental programs and technology software that target state content standards have been implemented for additional classroom support. Data Director generated tests, Revolution Prep (CAHSEE Intervention) and the previously mentioned Aeries Data system have all assisted in this area of need.

In addition to ongoing staff development to enhance and increase instructional strategies, the district has invested in a variety of technology support programs as well. Technology integration in teaching and learning is having a strong positive effect on student achievement and is helping to advance equity and access at THS. One of the key additions is Revolution Prep which is an online tutorial program designed to help 9th and 10th graders who scored below proficient in Math and ELA. Revolution Prep is now recommended for all 9th and 10th graders to assist students to integrate what they are learning. Students are using the program once week with their sophomore and freshman class teacher. A diagnostic test for the CAHSEE is also given to all 9th graders to assess areas in which students may need additional help. Furthermore, reading and math reviews for 9th, 10th, and 11th grade students who score FBB and BB on the CST tests also began in the past school year.

Students also have access to the computer lab after school to make use of the online tutorial in addition to the times allocated during the school day. In addition to the online tutorial program, AP and online classes have been added to the Master Schedule so students can not only fulfill graduation requirements, but also gain college credit.

The AP classes include English Composition and Literature, Chemistry, US History and

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Spanish. Online college credit classes have included Music Appreciation, Economics, Math and History. Furthermore, dual enrollment classes with West Hill College have been available. The following additional courses have been approved for A-G requirements in the summer of 2014: Spanish 1 NS, Spanish 2, ROP Sports Medicine, CSU Expository Reading and Writing, Calculus and Ag-Earth Science, Physics and Drama.

Prior to the school year 2013-14, teachers and the leadership team used a data system that created valid Benchmark assessments. Three times a year a Content Standards Aligned Benchmark Test that mirrors the CST’s using Intel-Access and Data Director Data systems was administered to all students. The disaggregated data was used to help focus instruction on the areas of greatest need.

Tranquillity High teachers now use a wide variety of assessment strategies, depending on the course and subject matter, as appropriate. Informal assessments are ongoing in every classroom, and are used to inform instruction as it occurs. More formal and summative assessments in all core subject areas are standards-based, and end-of-semester summative assessments are uniform. The 2nd benchmark is more of a formative assessment in terms of what is covered in the first semester. The 4th quarter benchmark is a true summative assessment (entire course). All benchmarks are uniform for each content specific subject. In the Math Department, the math Instructional Coach is developing the formal/summative assessments with assistance from the math department teachers and the experts at Amplified (the company providing the content/technology for the benchmarks). All math benchmark blueprints are based the adopted common core math standards.

The Central Valley Consortium Student Opportunity and Access Program (Cal-SOAP), which is housed on campus provides academic program tutors in the classroom during the school day, as well as during lunch and after school. Cal-SOAP also provides financial aid support, scholarships, and field trip opportunities that allow students to better prepare for college. Cal-SOAP is partnership with California State University, Fresno.

During the past two school years the district has purchased new interactive Promethean boards to further assist teachers in the classroom. Lastly, the use of daily planners for note taking and study skills is a new requirement that was instituted this past school year.

Action Plan 4 Develop an annual report of progress on action planning to be shared by all stakeholders.

The Single Plan for Student Achievement (SPSA) has been the operating document that is revised and shared annually with all the major stakeholders. The content of the school plan includes school goals, activities, and expenditures for improving the academic performance of students to the proficient level and above. The plan delineates the actions that are required for program implementation and serves as the school’s guide in evaluating progress toward meeting the goals. It is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Ed Code and federal mandates (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA.

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Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress

Implications of the Data with Respect to Student Performance

Tranquillity High School has shown significant improvements since its last full accreditation in the spring of 2008. In 2008, THS’s API’s was 629. THS reached an API of 684, for a 55 point gain. All areas showed improvement. A comprehensive analysis of all pertinent data is summarized below in terms of areas of strengths and areas of need.

As the academic data indicates, THS has experienced moderate success over the years. The successes include the 2013 overall passing rate for CAHSEE Math (88%) and English (89%) which had been in decline for the two years prior to 2013. It should be noted that these passing rates were on track with the overall state average which was an excellent achievement at that time. Furthermore, our cohort graduation rate also exceeds the overall state average. Even though the 2013 API score dipped 6 points from school year 2011-2012, the score improved 27 points from 657 in 2010 to 684 in 2013.

A positive new development can be seen with the test scores of the English Learner population that was not evident prior to the last WASC mid term report. For the first time in AYP, the English Learner scores have shown more gains than the general population. For example, in Math, the EL scores rose from 38% proficient to 50% proficient from 2010 to 2013. Furthermore, in ELA, the EL score improved 1 percentage point in that same time. In terms of the API (Academic Performance Index), the English Learner population also improved from a score of 614 in 2010 to a score of 645 in 2013 for a 31 point gain. In summary, our English Learners are not only showing the same amount of academic growth as the general population, but in some cases more growth. There was no data to support this finding in our previous WASC update three years ago. The improvement made since then has been the result of an improved focus on that particular demographic. As stated above, THS has made a 55 point increase in API since 2008, the year of its last full accreditation. Note the following table indicating annual API Growth Patterns from 2008-Present:

2008 - 2009 API

2009 - 2010 API

2010 - 2011 API

2011 – 2012 API

2012 – 2013 API

PERIOD DECREASE

PERIOD INCREASE

NET DIFFERENCE BETW (-) AND (+)

- 25 pts + 52 pts - 13 pts + 47 pts - 6 pts - 44 pts + 99 pts 55 pts

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Examining the 2009- 2013 CST results school wide and by subgroup indicates that:

a. On the CST ELA, THS showed an average of 40.76 % in terms of both proficient and advanced categories from 2009 - 2012. Most notably, On the CST ELA 11, significant progress has been made with a jump of 19 % points from 2010.

b. On the CST Math, THS has continuously scored an average of 51.7% proficient and advanced categories overall.

c. On the CST history, every subgroup and major population showed substantial improvement on the 10th grade World History test and 11th grade U.S History tests. In 2010, 22% of the students were advanced or proficient. That number has grown to 36% proficient in 2012 with a slight drop off of 35% proficient/advanced in 2013. This is the area of our greatest growth.

d. On the CST Science, there was improvement from 2010 to 2012. Scores grew from 14% advanced/proficient to 20%. However, this growth was not sustained the following year as the score dipped back to 15% advanced/ proficient in 2013.

Despite these positive trends, several areas of need are evident. THS Teachers were asked to identify any trends, anomalies, or patterns within the data. From their observations, the WASC Leadership Team identified four critical needs that were then subsequently presented to the stakeholders for review, modification and acceptance.

Questions raised by analysis of student performance, demographic, perception and progress data.

1. Even though there has been growth with the English Learner population, there is still an achievement gap between them and the English-only sub-groups. What accounts for this gap?

Language acquisition levels vary between these two sub-groups depending on:

1. Prior educational level achieved in the primary language (Spanish), literacy in the home, level of educational of parents, quality of primary instruction in school.

2. Ability of teachers to properly diagnose student language needs via assessment instruments (CELDT, APRENDA, etc.) and subsequent modification of instruction to include:

a. Explicit English Language Development instruction that focuses on “form and function” in the development of language and grammar skills to develop academic language.

b. Use of instructional modalities that address different learning styles with careful attention to approaches that utilize visual learning theory.

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c. Use of engagement strategies that emphasize cooperative learning and incorporate “wait time” while using frequent Checks for Understanding.

d. Use of Technology that allows for access to web-based Language resources e. Use of non-volunteer system to call on students to increase engagementf. Use of a note taking to develop study guides for class use.g. Scaffold instruction ands assessment

2. What interventions currently exist for low-performing students, and what interventions must be introduced to address these students’ needs?

1. THS currently utilizes intervention classes in our After School Program.2. RSP students receive additional instructional support in Reading

comprehension and writing.3. Assigned instructional aides for students who qualify for Migrant

Education4. Monitoring of RFEP students5. Small group instruction as needed within the instructional setting.6. CAHSEE preparation classes added.

3. How will we close the noted achievement gap between English learners and English-only sub-groups? Continue to use effective instructional strategies:

Explicit English Language Development instruction that focuses on “form and function” in the development of language and grammar skills to develop academic language.

Use of instructional modalities that address different learning styles with careful attention to approaches that utilize visual learning theory.

Use of engagement strategies that emphasize cooperative learning and incorporate “wait time” while using frequent Checks for Understanding.

Use of Technology that allows for access to web-based Language resources Use of non-volunteer system to call on students to increase engagement Scaffolded instruction and assessment

4. What strategies are currently in place to ensure continued academic success for all students?

Use of engagement strategies that emphasize cooperative learning and incorporate “wait time” while using frequent Checks for Understanding.

Use of Technology that allows for access to web-based Language resources Use of non-volunteer system to call on students to increase engagement Heterogeneous groups with seating chart to increase rigor.

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5. What strategies can be put into place to improve writing across all disciplines?

Explicit English Language Development instruction that focuses on “form and function” in the development of language and grammar skills to develop academic language.

Use of instructional modalities that address different learning styles with careful attention to approaches that utilize visual learning theory.

6. Are students being prepared to handle the growing demands of technological literacy for the 21st century? THS is implementing the following as part of our Technology plan:

1. Coordinated “signal mapping” on site to determine signal strength enhancement needs2. Obtained and installed signal “access points” based on #13. Order end-user devices for students and teachers depending on need based on inventory

and instructional goals4. Run a “field test” to determine need for technological adjustments in hardware, software

and main frame5. Plan for and obtain training for teachers6. Prepare curricula that takes full advantage of technological options: Smartboards,

Document Cameras, Laptops, Tabletsa. Close readingb. PowerPoint presentationsc. Student use of Smartboardsd. Typing testse. Development of web-based link options on school websitef. Archiving model lessons using technology for teacher and student useg. Participation in virtual opportunities to interface with other states as needed in use of

technology as part of a national consortium7. Increase and carefully monitor technology skills of students with special attention to

typing skills and word processing8. Prepare for school-wide testing of Common Core in March 2015

7. Are students and faculty prepared to meet the performance demands of Common Core? In combination with our Technology plan (see above), our staff have already begun to:

a. Develop lesson plans using a Common Core Lesson Plan templateb. Increase use of Smartboard technology in the development of “flip-chart” lessonsc. Plan for and implement cooperative and high value engagement strategiesd. Post student “data walls” to assist students in self-monitoring their academic progresse. Participate in scheduled “data chats” with site administration to determine next stepsf. Schedule professional development in use of technologyg. Work in collaborative instructional groups to develop assessments that better align with

the Common Core

Critical Learner Needs

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1. In order to ensure students become globally competent for the twenty-first century, Tranquillity High School needs to further develop student and faculty use of technology campus wide.

Although Golden Plains Unified School District has made great strides in technology in the last few years, we believe that we still have a long way to go, especially since technology is always advancing. We plan to continue to advance in our use of technology and expand our curricular goals in supporting our students’ growth through technology. The district technology inventory is being assessed and the purpose is to determine what investment is needed to make sure students have the adequate access to technology in the incoming implementation of the Common Core State Standards in 2014-15.

THS recognizes the increased use of technology in the world. The district will provide students with the opportunity to develop lifelong learning skills by accessing information, and by understanding and communicating through the use of technology. By using technology as a tool, teachers, administrators, and support staff will become more efficient and effective in facilitating and managing the learning environment. The benefits will be improved acquisition of information to meet the Common Core State Standards.

Golden Plains Unified School District will incorporate technology as an integral part of education through an integrated, comprehensive framework to govern acquisition, application, and evaluation of technological resources to ensure that all students will have the opportunity to develop lifelong learning skills necessary to be productive citizens in an information-driven, global society.

By using technology as a tool, the students will:

1. Develop their critical-thinking, problem-solving and decision-making skills.2. Access, analyze, evaluate, and communicate information in expedient and efficient formats.3. Improve reading and comprehension skills.

By using and facilitating the student use of technology as a tool, teachers will:

1. Improve instructional strategies to meet Standards and to increase student achievement.2. Continuously improve professional skills through staff development in technology and the sharing of skills and resources with colleagues.3. Integrate technology into procedures and guides.By using and facilitating the use of technology as a tool, the teachers, administrators, and support staff will:

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1. Take attendance and print out attendance reports2. Enter test data into Data Director3. Access student assessment information on Data Director4. Demonstrate leadership and a vision for the use of the technology to increase student achievement and staff productivity. The overarching goals are to provide students with every academic and social advantage possible to allow them to be successful, and to prepare each student for the world after high school by giving each the life skills needed for success.

100% of teachers, students, and staff, currently have access to technology throughout the campus. There is a computer laboratory and all teachers have a computer in their classroom for use to do student attendance, grades, curriculum planning, research and record keeping. Students have access to computers in the classrooms and computer lab.

Each THS student has equal access to computers in classrooms and computer laboratories during normal operating hours. Students' access to technology takes place in the classroom and during weekly assigned computer lab time. Access to technology allows students to develop greater skills in reading, writing, mathematics, and reading comprehension.

Students acquire skills and knowledge in keyboarding, web research, presentation skills, publishing, spreadsheets, internet safety, internet communication, the district's Acceptable Use Policy, and copyright laws.

The use of technology will be integrated across the curriculum to enrich and expand the study of core curriculum. Technology will foster and support the curriculum. The use of technology will promote higher level thinking skills, support real-life learning, promote communication skills and help students become lifelong learners.

It is a district curricular goal that all students will acquire technology and information literacy skills needed to succeed in the classroom and in the workplace and beyond. Students will acquire these skills through their integration with the core curriculum and content standards. Technology and information literacy enhance students’ ability to learn the content standards and provides additional opportunities for less successful students.

2. Close the achievement gap between English Learners and Non-English Learners.

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Even though performance of English Language Learners has shown improvement, this sub-category is still performing lower than the rest of the population and needs to be increased on multiples assessments. (CAHSEE, CST, SAT, AP) Furthermore, scores for all students need to increase to correspond with demonstrated level of achievements on other assessments with particular attention given to below proficient.

3. Students need to engage in curricular and co-curricular activities which will prepare them for the demands of Common Core.

4. Improve Reading and Writing across all disciplines. Research shows that using language and writing is primary to constructing meaning and thinking skills in all realms of the curriculum. Using writing as a mode of thinking, and not just an activity relegated to the English classroom, allows students to infer motivation, understand sequencing, trace cause and effect relationships, define and classify, and compare and contrast elements in any classroom. If students use both formal and informal writing in all areas of the curriculum, they will likely develop insightful, critical, and creative thinking which will result in higher test scores. Literacy will be strengthened through increased reading and writing strategies.

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Chapter IV: Self-Study FindingsCategory A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources

A1. Organization CriterionThe school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, and the belief that all students can achieve at high academic levels. Supported by the governing board and the central administration, the school’s purpose is defined further by school wide learner outcomes and the academic standards.

Indicators with Prompts

Vision – Mission – School wide Learner Outcomes – Profile

Indicator: The school has established a clear, coherent vision and mission (purpose) of what students should know and perform; it is based upon high-quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn.

Prompt: Evaluate the degree to which the development of the school’s statements has been impacted by pertinent student/community profile data, identified future global competencies, and current educational research.Findings Supporting Evidence

Tranquillity High School has a clearly stated vision and purpose that is supported by its stakeholders. The staff is committed to graduating students who have the academic, social, and technological skills to be able to have a choice in their future. They will be able to continue their education at a higher institution of learning, in a selected vocational program, go out into the workforce, or join the military.

The Governing Board and District Administration support the school’s mission and its goals to educate students. The Single Plan for Student Achievement, the school handbook (including ESLR’s), and all plans for grants expenditures are taken to the board for review and approval.

THS has a fully implemented Strategic Plan that is the basis and guideline for decision-making. The THS Strategic Plan is a District-initiated, site-specific document that drives decision making and all areas of school operations. The Strategic Plan also serves as the Single Plan for Student Achievement. It is revised yearly and adopted by the GPUSD Board of Trustees and the School Site Council.

THS offers students the opportunity to experience a quality

- Single Plan for Student Achievement

- THS Mission Statement

- Walk-throughs

- CDE Website

- CAHSEE passing and proficiency rates

- Evaluations

- Focus Groups

- Graduation Rates

- ESLERS

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comprehensive program in which students may develop their maximum potential.

The THS staff believes that education is a shared responsibility between all stakeholders including students, parents, staff, district office personnel, and the community. Communication amongst stakeholders is encouraged through participation on committees and through the sharing of information.

Development/Refinement of Vision, Mission, School wide Learner Outcomes

Indicator: The processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision, mission and school wide learner outcomes are effective.Prompt: Evaluate the effectiveness of the processes.

Findings Supporting EvidenceThe THS mission statement was redrafted in 2010 through the WASC accreditation process. The motivation behind a redrafting effort was to create a mission statement that was concise and easily understood by all stakeholders. Teachers and staff reviewed the ESLERs in the fall of 2013 and added a vision statement as well.

The process of involving all stakeholders in the development of a mission and ESLRs has ensured that the students, parents, staff, administrators, district personnel, and board members have a clear understanding of the purpose of the school. Copies of the mission statement and ESLRs appear as posters in the classrooms and in the cafeteria. Students understand that all teachers are working toward the same goals and how these school-wide expectations drive day to day activities.

- ESLERS

- Critical Academic Needs

- School Site Council

- School Web Site

- Board Agenda

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Understanding of Vision, Mission, and School wide Learner Outcomes

Indicator: Students, parents, and other members of the school community demonstrate understanding of and commitment to the vision, mission, and the school wide learner outcomes.

Prompt: Evaluate the degree to which the school ensures that students, parents, and other members of the school’s community understand and are committed to the school’s vision, mission, and school wide learner outcomes.Findings Supporting Evidence

The ESLERS have been embedded into the school year in a number of ways. They are posted in every classroom and in the student agendas. Furthermore, they can be found on the school web site as well. They were also an important element of the focus group work that went into the self- study process. In the spring of 2014, THS held a parent informational meeting and the ESLERS were also incorporated into that event. Finally, they are occasionally posted in the daily bulletin.

ESLERS

School Site Council

Board Meetings

Action Plan

THS Web Site

Dailey Bulletin

Regular Review and Revision

Indicator: The school is implementing an effective process for regular review/revision of the school vision, mission, and the school wide learner outcomes based on student needs, global, national, and local needs, and community conditions.Prompt: Evaluate the effectiveness of the process for revising these statements with wide involvement.

Findings Supporting EvidenceThe ESLERs were modified in 2011 to reflect the current changes in educational research. Both the mission statement and ESLRs were approved through a multi-step process including all stakeholders. Meetings were held in order to reach consensus with regard to educational research and refinement of goals. During our collaboration time for the school year 2013-14 the THS staff reviewed the ESLERS to ensure they are up to date.

Since the past WASC revisit, there has not been a regular review process for ESLRs except for staff meetings and teacher collaboration times on Wednesdays. The ESLERS were presented to the GPUSD school board on an informational basis to keep the school board and stakeholders involved in the process.

While the THS staff and student body may not currently be able to cite the THS Mission Statement or ELSRs by

Mission Statement

ESLERS (posted in classrooms)

School Board Agenda

Staff Meeting agenda

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memory, it is without exception that every teacher is focused on standards-based curriculum and working toward developing an instructional pedagogy that is consistent across curricular areas. Evidence of this has been consistently collected through administrative walk-throughs, formal evaluations, District Instructional walk-throughs, and feedback from parents and students.

ConclusionsPrompt: Comment on the degree to which this criterion is being addressed.Findings Supporting Evidence

THS needs to implement a standard procedure for regular review of the ESLERS with an established timeline. The tentative plan is to review the ESLERS at the beginning of each school year to ensure they are up to date and make revisions as necessary.

Staff Collaboration Meetings

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.Findings Supporting Evidence

The ESLRs directly relate to the Critical Academic Needs identified through this Self-Study. For example, one ESLR discusses producing students who are Effective Communicators and Critical Thinkers who read, write, and can speak critically. The staff at THS has recognized the need for improvement in students’ reading and writing skills. Currently students are under performing as Effective Communicators; therefore, improvement in reading and writing has been identified as a critical academic need at THS. Action has already been taken to incorporate reading and writing across the curriculum. Teachers have received training with lesson plan development and strategies to increase reading and writing in all content areas in conjunction with the common core implementation.

ESLERS

LEP Re-designations

SMART Goals

Professional Development

GPUSD Lesson Plan Template

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A2. Governance Criterion

The governing board (a) has policies and bylaws that are aligned with the school’s purpose and support the achievement of the school wide learner outcomes and academic standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the single school wide action plan and its relationship to the Local Educational Agency (LEA) plan.


Governing Board

Indicator: The policies and procedures are clear regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings.

Prompt: Provide evidence that the policies and procedures regarding the selection, composition, and specific duties of the governing board, including the frequency and regularity of board meetings are clear.Findings Supporting EvidenceThe Golden Plains Unified School District Board of Trustees has approved five performance goals that guide the district as part of our adopted Local Education Agency Plan which was approved by the CDE in the spring of 2013.

Performance Goals:1. All students will reach high standards, at a minimum,Attaining proficiency or better in reading and mathematics,By 2013-2014.2. All limited-English-proficient (LEP) students will becomeProficient in English and reach high academic standards,At a minimum attaining proficiency or better in reading/language arts and mathematics.3. All students are taught by Highly Qualified Teachers 4. All students will be educated in environments that are safe, drug free and conducive to learning. 5. All students will graduate from high school.

Additionally, THS, along with all GPUSD schools, develop a yearly Strategic Plan based on the Board objectives. THS continually monitors and adjusts the Strategic Plan, modifying policies and procedures to meet the current needs of its diverse student population. There is continual communication between the District Office and THS with regard to implementation of the Strategic Plan and the effectiveness of information sharing among stakeholders. The academic objectives are communicated to staff through

LEA Plan

THS Strategic Plan

Collaboration Wednesdays

Site and District level meetings

GPUSD Website

SSC

School Board Meetings

GPUSD revised and adopted new policies through California School Board Association (CSBA)

Superintendents quarterly newsletter which includes approved district goals

GPUSD Board Members completion of Master of Governance program through CSBA. Course focus is policy and procedure based.

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regular staff meetings. Parents are made aware of the objectives through the School Site Council (SSC) and Governing Board Meetings and the district web site.

The GPUSD Board of Trustees meets on a monthly basis and invites all community members and staff to provide input and suggestions regarding the effectiveness of the educational process

The THS Strategic Plan, now used as the Single Plan for Student Achievement (SPSA), is presented to the Board of Trustees in the fall of each school year. The plan targets student achievement. The Board closely evaluates the plan in conjunction with student achievement data. The Board of Trustees regularly reviews CST data, CAHSEE data, and API data. School Board meetings are held monthly with the meeting location rotating between the various school sites. During each meeting, a showcase by the host school is presented to the Board, highlighting special programs. The showcases often include teachers and students describing such programs and their success. The board meets every second Tuesday, and dates and times of meetings are listed on the district website. Parents, students, and all members of the general public are able to voice opinions at board meetings. All Board meeting agendas and minutes are publicly posted online and at each school site in accordance with bylaws.

Relationship of Governance to Vision, Mission, and School wide Learner Outcomes

Indicator: The governing board’s policies are directly connected to the school’s vision, mission, and school wide learner outcomes.

Prompt: Evaluate the adequacy of the policies to support the school’s vision, mission, and school wide learner outcomes through its programs and operations.Findings Supporting EvidenceThe school board reviews budgets, API scores, STAR scores, and Evaluates administrators. District office personnel present data to the school board about each of these for action, if necessary. Board members delegate implementation of policies to the professional staff through weekly leadership meetings held at the district office, which are attended by THS administrators. At these principal meetings, board concerns and policies are

School Board Agenda and Minutes.

GPUSD adopted new school board policies.

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communicated by the district supervisors, then examined and discussed by school district principals. Last spring the administrative team met and revised new proposed CSBA policies to be adopted by GPUSD which included GPUSD School Board By-law. The principals have the responsibility of implementing board policies. District supervisors oversee each principal and monitor progress.

Indicator: The school community understands the governing board’s role, including how parents can participate in the school’s governance.

Prompt: Evaluate the ways the school community and parents are informed as to how they can participate in the school’s governance.Findings Supporting Evidence

Board meeting agendas are posted at each school site 72 hours in advanced for regular board meetings and 24 hours in advanced for special board meetings. Times and location are approved by the board at each December re-organizational board meeting. Times and locations are then posted on the district website. There is a place in each meeting for public comment both in closed and open session.

GPUSD Website

Board Agenda

Board Minutes

Governing Board’s Involvement in Review and Refinement

Indicator: The governing board is involved in the regular review and refinement of the school’s vision, mission and school wide learner outcomes.

Prompt: Evaluate the processes for involving the governing board in the regular review and refinement of the school’s vision, mission, and school wide learner outcomes.Findings Supporting EvidenceThroughout the school year, Administrators and Teachers relate information about THS to the board with presentations. The board is also provided with end of the year reports. School board members are also invited to attend the School Site Council meetings and Back to School Night.

THS’s mission statement is aligned with the board-adopted district philosophy, goals, objectives, and comprehensive plan. THS’s ESLRs are also aligned with the mission statement and philosophy, goals, objectives, and comprehensive plan. The ESLRs were created by the staff, with support of the School Site Council and GPUSD School Board.

Adopted GPUSD District goals

SPSA

Board Minutes

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Professional Staff and Governing Board

Indicator: There is clear understanding about the relationship between the governing board and the responsibilities of the professional staff.

Prompt: Determine whether there is clear understanding about the relationship between the governing board and the responsibilities of the professional staff and how that understanding is developed and maintained.Findings Supporting EvidenceThe GPUSD school board has undergone training to understand their roles as GPUSD school board members. This past school year, the GPUSD Board of Education has participated in a work study session conducted by CSBA Consultant, Luan Burman Rivera, on Governance Practices, including unity of purpose, roles, responsibilities, Norms, protocols and the Superintendent evaluation process.Furthermore, a new governance handbook is in the planning stages. Principals also attend school board meetings to relate important updates to site staff.

Certificates of Completion

Superintendents Newsletter

Board Minutes

Board’s Evaluation/Monitoring Procedures

Indicator: There is clarity of the evaluation and monitoring procedures carried out by the governing board, including the review of student performance, overall school programs and operations, and the fiscal health of the school.

Prompt: Determine the degree to which there is clarity of the evaluation and monitoring procedures carried out by the governing board.Findings Supporting Evidence

The GPUSD School Board approved the Golden Plains Unified Governance Handbook last spring. The GPUSD CBO prepares and presents the budget annually to the school board for approval and to the community on an informational basis. GPUSD also has a governing board calendar which includes items to be addressed on an annual basis. The first interim report is approved by December and the new budget is approved in July.

The Academic Services Coordinator, the Superintendent and the CBO present data to the board throughout the school year. Items include Common Core planning, technology and professional development and the related funding. Other items include the Local Control Funding Formula and the student performance data.

Adopted GPUSD Budget

Board Agendas and Minutes

GPUSD Governance Handbook

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Complaint and Conflict Resolution Procedures

Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s stakeholders are effective.

Prompt: Comment on the effectiveness of the established governing board/school’s complaint and conflict resolution procedures.Findings Supporting Evidence

The district administration and school board have worked together to update the GPUSD school polices that have not been revised 1997. Policies were adopted globally for the entire district including the uniform compliment procedures including Williams Act regulations. The Board has procedures to investigate and resolve complaints at the local level. The District Office suggests that conflict resolution begin at the school level with an open door policy between the administration and staff.

This focus reinforces a professional and positive working environment. Documents outlining the complaint procedure are readily available in all offices and classrooms. During the past two years, THS has had a minimal number of reported complaints with nearly all concerns addressed at the site level.

Newly adopted GPUSD board policies. (Jan 2014)

To be posted on GPUSD web site during the spring semester.

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A3. Leadership and Staff Criterion

Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the school wide learner outcomes and academic standards. The school leadership and staff annually monitor and refine the single school wide action plan based on analysis of data to ensure alignment with student needs.


Broad-Based and Collaborative

Indicator: The school’s planning process is broad-based, collaborative, and has commitment of the stakeholders, including the staff, students, and parents.

Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-based, collaborative and fosters the commitment of the stakeholders, including the staff, students, and parents.Findings Supporting EvidenceThe school planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students and parents.

The School Site Council is the primary body that completes the SPSA. SSC is composed of all the stakeholders who meet regularly to update, review and ensure alignment school wide goals. The DELAC and the DAC (District Advisory Committee) are advisory bodies that ensure there is input from the site level in regards to the EL Program.

GPUSD has approved the addition of two new Instructional Coaches to assist the teachers and improve student learning. As a result, more collaboration time is created and there is a link between teacher training and the actual implementation of the training.

Collaboration Agendas

Collaboration Meetings

School Site Council Agendas

Copies of Bulletins

Blackboard Connect

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School Plan Correlated to Student Learning

Indicator: The school’s Single Plan for Student Achievement is directly correlated to the analysis of student achievement data about the critical learner needs, school wide learner outcomes, and academic standards.

Prompt: How do staff ensure that the analysis of student achievement of the critical learner needs, school wide learner outcomes, and academic standards are incorporated into the plan and impact the development, implementation, and monitoring of the plan?

Findings Supporting Evidence

The administration, with the help of the School Site Council, annually revises the Single Plan for Student Achievement based on student achievement data. However, monitoring student achievement data and making decisions is an ongoing process throughout the year. Data is analyzed and planning is revised based on need.

Instructional coaches, with the support of FCOE, are creating CCSS driven standardized benchmarks to ensure accountability that resources provided are appropriately aligned.

Data is shared about the results of walk through with staff. For example, the students are making strides in note taking but we need to further develop a way to modify them in the different subjects. We have also improved our on site technological ability to make data available which will increase collaboration. Parents now have the ability to be able to log on to the web site which will improve communication in regarding data to be shared.

Instructional leadership team meets every Wednesday

Walk Throughs

PowerPoint presentations

School Site Council Agenda and Minutes

School Website

Correlation between All Resources, School wide Learner Outcomes, and Plan

Indicator: There is correlation between allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishing of the Single Plan for Student Achievement.

Prompt: Evaluate the degree to which the allocation of all resources support the implementation, monitoring, and accomplishment of the Single Plan for Student Achievement.Findings Supporting Evidence

GPUSD provides training to all school principals on how to address the needs of students through the SPSA and correlated funding associated with categorical funding. The Academic Services Coordinator (ASC) monitors the SPSA, which is approved by the School Site Council prior to board approval to ensure that the funding is addressing the goals of the plan. The ASC also approves purchase orders and

Board Agendas

Training sign in sheets

Purchase Orders

Single Plan for Student Achievement

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spending to make sure needs and goals of the plan are addressed. The principal monitors the implementation and communicates with the ASC on a daily basis.

SSC Agenda

SSC Budget

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A qualified staff facilitates achievement of the academic standards and the school wide learner outcomes through a system of preparation, induction, and ongoing professional development.


Employment Policies and Practices

Indicator: The school has clear employment policies and practices related to qualification requirements of staff.

Prompt: Evaluate the clarity of employment policies and practices related to qualification/statutory requirements of current and potential staff for all programs, including all types of online instruction and specialized programs such as college/career preparation.Findings Supporting EvidenceGPUSD attempts to recruit and employ only teachers who are highly qualified. However, due to a variety of reasons, the district has had to hire a small number of candidates who are working on emergency credentials. The Principal and the Director of Human Resources monitor teacher assignments with regard to courses taught, credentialing requirements, and compliance with NCLB. Athletic coaches are supported and certified through the CIF Coaching Certification process.

Job Descriptions

BTSA Training Documentation

Fresno County Support Programs

Qualifications of Staff

Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training and preparation.

Prompt: Evaluate the procedures to ensure all staff members in all programs, including online instruction based on staff background, training and preparation are qualified for their responsibilities within any type of instruction to ensure quality student learning.Findings Supporting Evidence

The GPUSD Human Resources, in conjunction with FCOE, work together to ensure the highest qualified teachers are employed at THS. A specialist posts job descriptions on Ed Join and in house with clear job expectations including degree requirements and credential. Candidates must pass a background check as required by law.

Job Descriptions

BTSA Training

ROP Training Documentation

AB430- Administrator Training

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Maximum Use of Staff Expertise

Indicator: The school has a process to assign staff members and provide appropriate orientation for all assignments, including online instruction and specialized programs so that the expertise of the staff members is maximized in relation to impact on quality student learning.

Prompt: Evaluate the process to assign staff members and provide an appropriate orientation process to ensure all staff are qualified and prepared or their responsibilities including any type of online instruction.Findings Supporting Evidence

New teachers have additional duty days at the beginning of the school year for orientation relating to school policies and procedures. Teachers are given time to collaborate with department chairs and Instructional Coaches. All teachers attend district professional development days to prepare the staff for the implementation of Common Core. New teachers are mentored and directed through the GPUSD BTSA Induction program. Each teacher is given a mentor with whom they meet weekly to evaluate instructional practices.

Sign in sheets

Teacher Contracted duty days

BTSA

Defining and Understanding Practices/Relationships

Indicator: The school has clear administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.

Prompt: Evaluate the administrator and faculty written policies, charts, pacing guides and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the degree of clarity and understanding of these by administration and faculty.Findings Supporting Evidence

THS has a School Safety Plan and the Parent-Student Handbook. The School Safety plan was approved by the SSC in the spring of 2014. THS is in the process of digitizing the teaching handbook with revisions dealing with procedures relating to student discipline. THS students are provided with agendas that clearly identify school rules and policies. It is anticipated that this will assist administrators and teachers in improving overall school discipline. THS has an athletic handbook that identifies responsibilities of all stakeholders, including faculty and staff, who are active participants in the athletic program.

School Safety Plan

Parent/Student Handbook

Teacher Handbook

Student Agendas

Athletic Handbook

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Internal Communication and Planning

Indicator: The school has effective existing structures for internal communication, planning, and resolving differences.

Prompt: How effective are the existing structures for internal communication, planning, and resolving differences?Findings Supporting Evidence

All staff members have a box in the front office which is used for notices such as the daily bulletin and mail. Teachers and staff also have access to digital communication/e-mail as well as a voice mail messenger system. THS is able to connect with parents via the Blackboard Connect messenger system which sends out a variety of school announcements to home and cell phones.

Weekly collaboration meetings are also an important tool used to ensure communication and planning. The time has been used to complete the WASC process and has also allowed the Instructional Coaches to model lessons. Furthermore, department collaboration has increased with a focus on planning for the implementation of the new Common Core State Standards. The teachers association has a contract which clearly outlines procedures for resolving differences.

Aeries is utilized to collect data and to assist in planning behavior modification and academic interventions. THS is currently implementing restorative justice to improve a minority of students who are in need of behavior modification.

School Website

District E-Mail

Blackboard Connect

GPTA Teacher Contract

Aeries

Staff Actions/Accountability to Support Learning

Indicator: The school evaluates the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs. This includes an evaluation of the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentoring, group presentations.

Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs? Provide representative examples and data regarding impact on student learning.Findings Supporting Evidence

THS Staff is continuing to utilize the PLC model to improve instruction and accountability. The PLC’s will assess data to determine the academic needs of the students. The digitized

PLC Meetings

Data Director

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staff handbook will also have this information included. New teachers are mentored through the BTSA training program. Furthermore, THS has added instructional coaches as part of the strategy to mentor all teachers with CCSS implementation.

BTSA

Evaluation of Existing Processes

Indicator: The school leadership regularly reviews the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning.

Prompt: To what extent does the school leadership regularly review the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning?Findings Supporting Evidence

Tranquillity High’s administrative team conducts informal visits to classrooms on a weekly basis. Administrators conduct formal evaluations of tenured teachers every other year and of new teachers each year. All new teachers have a BTSA support provider, and are enrolled in the induction program designed to clear their credentials. The GPUSD school board annually approves all evaluation procedures used by administration.

Board Minutes

Teacher Evaluation Forms

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Leadership and staff are involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs.


Support of Professional Development

Indicator: The school effectively supports professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the school wide learner outcomes.

Prompt: How effective is the support of professional development/learning? Provide evidence and examples.Findings Supporting EvidenceThe district offers professional development to THS teachers, typically held on collaboration days once a week. Teachers have contracted professional development days. The district also provides professional development at morning staff meetings throughout the year on topics aimed at improving student learning, addressing individual student needs, data analysis and common core implementation.

Contract with Fresno County for the schedule of Professional Growth.

PD agendas and sign sheets

Formal Evaluations available on site.

Supervision and Evaluation

Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff.

Prompt: How effective are the school’s supervision and evaluation procedures?Findings Supporting Evidence

Tranquillity High’s administrative team conducts informal visits to classrooms on a weekly basis. Administrators conduct formal evaluations of tenured teachers every other year and of new teachers each year. All new teachers have a BTSA support provider, and are enrolled in the induction program designed to clear their credentials.

BTSA

On Site Evaluations

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Measurable Effect of Professional Development

Indicator: There are effective operating processes that determine the measurable effect of professional development, coaching, and mentoring on student performance.

Prompt: Comment on the effectiveness of the processes in determining the measurable effect of professional development, coaching, and mentoring on student performance. Provide evidence about whether the professional development/learning has had a positive impact on student learning.Findings Supporting Evidence

Currently there are no formal processes that determine the effect of professional development. However, data can be used to measure improvements that occurred as the result of professional development. Since the Common Core State Standards are new, stakeholders will not know exactly the extent of growth in student learning other than using classroom test results, grades, graduation rates and college enrolment date.

Progress Reports

Graduation Rates

Number of students admitted to college.

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A6. Resources Criterion

The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the school wide learner outcomes.


Allocation Decisions

Indicator: There is a relationship between the decisions about resource allocations, the school’s vision, mission, and student achievement of the school wide learner outcomes and the academic standards. The school leadership and staff are involved in the resource allocation decisions.

Prompt: To what extent are resources allocated to meet the school’s vision, mission, and student achievement of the critical learner needs, the school wide learner outcomes and the academic standards. Additionally, comment on the extent to which leadership and staff are involved in the resource allocation decisions. What impact has the process for the allocation of resources made on student learning?Findings Supporting Evidence

GPUSD District administration and the school board allocate funds to the site based on student enrollment as well as discretionary monies. Site personnel are involved in decisions regarding classroom expenditures, extra-and co-curricular expenditures and more. The School Site Council approves expenditures of categorical monies. The site principal’s discretionary funds are used throughout the year to support student achievement and improve the school culture and climate.

SPSA

LCAP

Practices

Indicator: There are processes operating in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)

Prompt: Evaluate the effectiveness of the school’s processes in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)Findings Supporting Evidence

The District CBO and associated district staff members create annual budgets that are approved by the governing board prior to monies being officially allocated to sites at the start of the fiscal year. Monthly budget reports are electronically sent to sites to ensure accurate record keeping.

Budget Reports

Financial Audits

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The district does regular audits as required by the state to assure compliance. GPUSD follows district-wide financial procedures set forth by local, state and federal guidelines. All warrants are monitored by an outside agency. Complete audits are done on a yearly basis. Results are submitted to the school board to be approved. Federal Program Monitoring occurred in 2011 and there were no reported negative finding on the FPM.

Facilities

Indicator: The school’s facilities are adequate to meet the school’s vision, mission, school wide learner outcomes; the educational program and are safe, functional, and well-maintained.

Prompt: Specifically, to what extent do the facilities support the school’s vision, mission, school wide learner outcomes, the educational program, and the health and safety needs of students?Findings Supporting EvidenceMaintenance and Operations supervises all site facilities to ensure proper conditions of facilities. Facilities are adequate to meet the school’s vision and purpose and are safe, functional, and well maintained. The school has ample classrooms to meet the needs of the course schedule, and utilizes empty classrooms to support campus organizations such as ASB. THS is compliant according to state regulation as indicated in the School Accountability Report Card.

THS has regular visits from the local fire department to determine safety. The Williams Act also has a team which comes and evaluates the school with an inspection visit on an annual basis to ensure quality of facilities.

SARC

Williams Act findings

Repair requests

Daily administrative walk-throughs.

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Instructional Materials and Equipment

Indicator: The policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials are effective.

Prompt: Evaluate the effectiveness of the policies procedures for acquiring and maintaining adequate instructional materials and equipment, such as technology tools and software, the support systems for technology, software, textbooks, other printed materials, manipulatives, and laboratory materials for instruction including online.

Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate technology and software for all instruction, including online.Findings Supporting EvidencePolicies and procedures are in place for acquiring and maintaining adequate instructional materials and equipment, such as technology tools and software, textbooks, manipulatives, and laboratory materials.

The district allocates money for instructional materialsincluding standards-based textbooks, supplemental curriculum, and related equipment to support student learning.There are categorical budgets and monies that must be allocated for the specific groups (i.e. EnglishLearners) and materials and equipment are purchased appropriately. At the site and district levels, decisions are made as to how those funds are spent to best support policies and programs.

Departments meet to determine textbook needs each year, and then communicate those needs to the librarian, who works to ensure that the numbers of textbooks are adequate. Students are billed for lost or damaged books. GPUSD has full time technology support person. Tech support services are available upon request through the site administrative assistant, and tech support at the District office provides any additional service as required. All requests for content area materials are sent through the principal to the district office. Requests for repairs or maintenance go through the school administrative assistant.

Williams Act

Library data base for textbook check out.

Staff textbook needs and request.

Fulfilled purchase orders archived at the District Office.

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Well-Qualified Staff

Indicator: Resources are available to enable the hiring, nurturing, and ongoing professional development of a well-qualified staff for all programs such as online instruction and college/career.

Prompt: Determine if the resources are available to hire, nurture, and provide ongoing professional development for a well-qualified staff. Include specifics if online, IB, and/or college career preparation programs are in place.Findings Supporting Evidence

THS Teachers are highly qualified and range in experience and longevity from first year teachers to a teacher that has taught for 28 years and has been at THS for 23 years. The teachers at Tranquillity High School have a combined 117 years of teaching in the district for an average of 5 years with GPUSD. Teachers have 154 years of total combined teaching experience for an average of 7 years total teaching experience. The longest serving teacher has been with the district for 23 years while 8 teachers are in their first year with the high school.

Professional development in the form of staff development days and release time are offered at the site and district level prior to the first day of school and throughout the school year. Furthermore, there are two district buy back days as part of the regular calendar which is devoted mainly to teaching strategies associated with Common Core implementation.

Staff Demographics

BTSA

District Calendar

Long-Range Planning

Indicator: The district and school’s processes for regularly and effectively examining a long-range plan ensures the continual availability and coordination of appropriate resources supports students’ achievement of the critical learner needs, the academic standards, and the school wide learner outcomes.

Prompt: Evaluate the effectiveness of these processes.Findings Supporting Evidence

The District does long-range planning in the form of a plan developed with input from all stakeholders. Resources to support site and district goals are budgeted with state and federal funding formulas in mind. As the district will receive additional monies under the new state school funding guidelines, the support of increased student achievement, implementation of Common Core State Standards and closing the achievement gap will be at the forefront.

LCAP

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WASC Category A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Strengths and Growth Needs

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of StrengthGolden Plains Unified School District and FCOE carefully monitors the academic progress of THS students and involvement in Program Improvement.

Golden Plains Unified School District contracts with Fresno County Office of Education to provide a quality intervention team to assist school site administrators and teachers through the Professional Development calendar. PD focus and design ensures teacher collaboration time and opportunities to implement the best instructional practices and lesson design.

Professional development for all staff is planned annually with ongoing support in key identified areas which include Common Core implementation.

GPUSD and THS staff commitment to student achievement.

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Growth

Professional Development needs to continue to include training on Professional Learning Communities to continue our focus on analyzing student data to guide instruction and increase student learning

Continue focus on the operating Action Plan that addresses interventions, numeracy/literacy and technology.

Address the consistency of discipline for all students by moving towards a restorative justice model to increase student accountability with clear student expectations posted.

The District should consider the position of an ELD coordinator to assure that all of the students' progress is being monitored at all sites.

THS needs to continue doing the work to properly prepare our students to achieve proficient levels and above on the Common Core teaching standards.

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Category B: Standards-based Student Learning: Curriculum

B1. Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the school wide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.


Current Educational Research and Thinking

Indicator: The school provides examples that document the effective use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students.Prompt: Comment on the effective use of current educational research related to the curricular areas to maintain a viable, meaningful instructional program for students. Examine the effectiveness of how the school staff stay current and relevant and revise the curriculum appropriately within the curricular review cycle.

Findings Supporting EvidenceThe staff at THS is committed to help each student participate in the most challenging academic environment available. Core curricular classes, elective classes, and the Regional Occupational Program provide THS students with a curriculum that meets state standards and school-wide learning expectations.

GPUSD provides opportunities for school staff to be trained regularly in current educational research. This school year the district has hired Instructional Coaches for English Language Arts(ELA) and Math. These coaches will be facilitating in-service and training opportunities for school staff toprepare for the implementation of Common Core standards andassessments.

Our curriculum provides opportunities to apply knowledge and skills in meaningful, real-words settings and is available to all students. Courses are redesigned and modified on an ongoing basis to ensure that the instructional program will help students achieve success not only at Tranquillity, but in their lives beyond high school.

THS teachers are exposed to a wide variety of FCOE workshops, conferences, and trainings on a yearly basis. Over 80% of the staff use computer-aided instruction via Promethean Boards. This technology allows teachers to incorporate internet resources into daily lessons and seamlessly check for understanding during the lesson. Research suggests that students are more engaged when teachers find dynamic ways (i.e. interactive lessons) to

Master Schedule

Common Core Training

BTSA

Ag Conferences

AP training

Purchase of Promethean Boards

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communicate complex concepts.

A majority of our teaching staff has completed coursework or training for proper certification to meet the needs of our EL population. SDAIE methods are integrated into instruction to provide support for learners who are challenged with English Language Learning. In addition, by using a variety of teaching methods in the classroom, teachers are able to reach students with diverse learning styles, making the subject matter accessible to all students.

Samples of student work show that THS students are responding favorably to rigorous and relevant information provided through our curriculum. THS faculty members use a variety of strategies, including the internet, to assist students in satisfactorily completing their graduation requirements. Teachers use a variety of assessment tools including checking for understanding, to monitor progress in essential skills that are taught.

Our electives are designed to help students apply academic experiences to real-world learning, gain field experiences and pursue some subjects in depth. Those students who need credits in electives can take Computer Keyboarding and Applications, Home Economics (food/ nutrition), Band, Guitar, Yearbook, ROP Auto, Sports Medicine and ROP Small Business. THS is endeavoring to offer more classes with a structured career oriented component so that students have a stronger link to careers from the academic skills they learn at school.

Samples of student assignments and portfolios

Academic Standards for Each Area

Indicator: The school has defined academic standards for each subject area, course, and/or program and, where applicable, expectations within the courses that meet the UC “a-g” requirements.

Prompt: Evaluate to what extent there are defined academic standards for each subject area, course, and/or program (e.g., college/career) that meet state or national/international standards and, where applicable, expectations within courses that meet the UC “a-g” requirements?Findings Supporting Evidence

THS under took a full examination of the comprehensive A-G course approval process. Each class has a Course Outline and is the primary guide in teaching the core standards. Courses at THS are aligned with the California State Standards, and instruction is provided using state adopted textbooks and effective teaching methodologies. There has been an ongoing effort to provide in-service opportunities for teachers to learn how to integrate Common Core techniques and methodology into

A-G Approved List

Master Schedule

Professional Development Calendar

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the classroom in order to better prepare the students for the rigors of the Common Core State Standards.

THS provides all students the opportunity to participate in a rigorous, relevant, and standards-based curriculum. For students seeking a more rigorous academic challenge, THS currently offers several Advanced Placement courses which include AP Spanish, AP English, AP History and AP World History. Furthermore, Calculus and Physics were added this school year.

Additional Online Instruction Prompts: Evaluate the extent to which the online curriculum/courses consistently meet state academic standards. Determine if there is effective integration of outsourced curriculum into the program.Findings Supporting Evidence

West Hills Community College provides online classes which count as a high school elective college credit. Currently, Music 25, Criminal Justice 101, Political Science and Math are classes that are offered to THS students for high school and college credit. Cyber High is also used for credit retrieval.

Master Schedule

Class Syllabi

Cyber High

Congruence

Indicator: There is congruence between the actual concepts and skills taught, the academic standards and the school wide learner outcomes.

Prompt: Evaluate the extent to which there is congruence between the actual concepts and skills taught, the academic standards, and the school wide learner outcomes.Findings Supporting EvidencePacing guides with learning objectives are aligned to state content standards and Tranquillity High’s ESLRs. Teachers use standards-based learning targets each day to drive instruction. Skills and concepts taught in academic classes align with those tested on state standardized tests. Special education students are evaluated annually to confirm that they are meeting standards-based academic goals. Students use computers as a part of English and Computer Graphics classes on a regular basis. The computer application classes use computers everyday as well. The ROP classes give certificates upon completion to verify hours to verify level of skills and competencies.

Pacing Guides

ESLERS

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Student Work — Engagement in Learning

Indicator: The school’s examination of representative samples of student work and snapshots of student engagement in learning demonstrate the implementation of a standards-based curriculum and the school wide learner outcomes.

Prompt: Evaluate to what extent the examination of representative samples of student work and snapshots of student engagement in learning demonstrate the implementation of a standards-based curriculum and the addressing of the school wide learner outcomes.Findings Supporting EvidenceTranquillity students have multiple means of showing that they are engaged in standards-based learning. Students take standards-based unit and final exams in all academic classes.Math teachers engage students in standards-based work on a daily basis; student work is examined by math teachers and returned to the student with feedback for improvement.

In Science, students present to the class, via Promethean Board technology, an explanation of the lesson to reinforce the topic. Students also write sentences in paragraph form to explain and justify their answers. In computer graphics students make oral presentations with power point presentations.The English Department focuses on reading and writing. Also, listening and speaking opportunities are provided for students. The standards are embedded with the English Curriculum. Once fully implemented, writing across the curriculum will help students meet the new Common Core ELA standards and ESLRs.

The Social Studies Department regularly examines a range of work, from standard in-class assignments to the higher-order thinking tasks. Social studies students take oral exams and must site their research.

Examples include visual assessments, literal citations, and kinesthetic engagement. Rubrics are used collaboratively to assess peers. Students also engage in critical debates to present bias and perspective which includes Socratic seminars, a form of inquiry and discussion between students, based on asking and answering questions to stimulate critical thinking and to illuminate ideas.

In computer graphics the students make videos and slideshows and use photo finishing software. Students also turn in a photography portfolio.

Student Work Samples

Portfolios

Student work products

Journal Entries

Informal student interviews

Student Presentations

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In Fine Arts, band students perform regularly for not only school events, but also for the community in a number of ways. The band performs winter and spring concerts as well as at a variety of local parades and events. Drama classes uses video as their final assessment. In AP Spanish the students make audio recording of themselves.

Accessibility of All Students to Curriculum

Indicator: A rigorous, relevant, and coherent curriculum to all students is accessible to all students through all courses/programs offered. The school examines the demographics and situation of students throughout the class offerings. The school’s instructional practices and other activities facilitate access and success for special needs students.

Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all programs. How do school staff define rigor, relevance, and coherence? To what extent do the instructional practices of teachers and other activities facilitate access and success for special needs students?Findings Supporting EvidenceTHS endeavors to challenge all students with a rigorous Curriculum and ensure that supports are available for all students to succeed. Specialized instruction is available for students with learning disabilities. Mainstream teachers work with Special Education teachers to provide assignments and tests that accommodate the needs of special education students. Students are given extra time on projects, modified assignments, and the opportunity to take tests with a Special Education teacher. Special education students at THS are mainstreamed within as many classes as possible. Instructional aides attend class with special needs students, working closely with the teacher to help those students to accomplish the learning targets.

EL Students are placed in intensive English as a Second Language classes. Teachers take time to help them in their regular classes to assist them as much as possible. THS needs an EL master plan to help those who are behind in English Language development. However, our ELA Instructional Coach is mitigating our gap in English Language Coordination.

IEP- 504

Class Rosters

Staff Assignments

Master Schedule

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Because THS draws students from a wide geographic area, many students are bused to and from school. For this reason, the After School Program provides an important time for students to do homework, get assistance, make up assignments and work on group projects.Rigor:

All the AP classes at THS use college level text books. For example, AP US History uses the same book as West Hills Community College and Fresno State. Furthermore, college supplemental material is used in accordance with College Board policies. AP English uses various novels and Norton Reader. Rigor also applies to new comers who are learning English for the first time. Teachers use content level textbooks that are aligned with the state frameworks. This helps to scaffold instruction for students who need remediation.

Integration Among Disciplines

Indicator: There is integration among disciplines at the school and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained.

Prompt: Evaluate to what extent is there integration among disciplines and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained.Findings Supporting EvidenceIntegration between disciplines is one of Tranquillity High’s continuing challenges and an area for growth. However, we do see some departments who are collaborating with a variety of projects. In our Elective program, students in computer applications create power points presentations for earth science and other science content. This helps them to enhance application and skills.

Math supports reading and English in a number of ways. There are frequent assignments for students to describe in writing the procedures for handling a variety of concepts related to math. Furthermore, there are written vocabulary assignments, questions for research and a typed report.

PowerPoints

Completed student assignments

IEP’s

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Special Education teachers coordinate their curricula with mainstream classes, often using pacing guides from these classes. Assignments are modified as appropriate so that movement into and out of mainstream classes is not disruptive to students.

Curricular Development, Evaluation, and Revisions

Indicator: The school assesses its curriculum review and evaluation processes for each program area, including graduation requirements, credits, grading policies, and homework policy, to ensure student needs are met through a challenging, coherent, and relevant curriculum. This includes the degree to which there is involvement of key stakeholders (governing board members, teachers, parents, and students).

Prompt: Comment on the effectiveness of the school’s curriculum review, evaluation, and review processes to ensure student needs are being met through the curriculum; include the extent to which there is involvement of key stakeholders.Findings Supporting EvidenceTHS is a small school with few courses being taught by more than one teacher, so curricular decisions are often made by a single teacher in consultation with departmental colleagues and the principal.

The English department needs to review curriculum on a regular basis because of its sequencing needs. The Math department meets to discuss sequencing in their curriculum. Other departments such as science teach self contained courses within disciplines such as chemistry and biology. The Social Studies Department regularly uses data and AP annual reports to guide discussion, fine tune course evaluations, and ultimately establish appropriate curricular goals.

In ELD, Social Science and Foreign Language, speakers have come to inform students of post secondary opportunities available to them. Speakers have included a former THS student who has recently finished her Doctoral program in Educational Management.

Master Schedule

Course Syllabus

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Policies — Rigorous, Relevant, Coherent Curriculum

Indicator: The school assesses the curriculum and its rigor, relevancy and coherency after examination of policies regarding course completion, credits, grading policies, homework, etc.

Prompt: Determine the extent to which key stakeholders are involved in the selection and evaluation of the curriculum to ensure it matches the school’s mission and school wide learner outcomes. Particularly evaluate the strategies used to solicit teacher input into the design of the curriculum and the use of technology within the curriculum.Findings Supporting Evidence

The certificated staff, with support from instructional coaches, collaborates on the development of rigorous and relevant curriculum. Current procedures are being revised. Steps completed thus far include approved revisions in board policies and regulations to align with the Education Code.

Revised Board Policies

Additional Online Instruction Prompt: Determine the effectiveness of the school for outsourced curriculum to maintain curricular integrity, reliability, and security.Findings Supporting Evidence

Teachers at THS use the internet in a variety of ways to enhance instructional practices. In English and World History, the internet is used to show short academic clips, images are used for vocabulary, grammar practice and “Teacher Tube” is also used. Also, the internet is used for research papers and audio recordings of texts for presentations. Students also are required to e-mail assignments and use drop box to turn in assignments in numerous classes such as Spanish and World History.

In Algebra, the internet is used on occasion to demonstrate how to solve a problem. In Social Studies, headline news from the internet is debriefed. Furthermore, students complete research papers using the internet to gather information. In Spanish classes, the students use the internet to research projects and create power points. THS also offers online instruction through West Hills Community College. Cyber High is also used during the after school program made available form the Fresno County Office of Education.

The server is connected to a “Firewall” and many internet sites are blocked. Teachers need more access to a variety of sites such as You Tube to make better use of the internet as a resource in their classes.

Lesson Plans

Master Schedule

Course Syllabi

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Articulation and Follow-up Studies

Indicator: The school articulates regularly with feeder schools and local colleges and universities. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program.

Prompt: Share examples of articulation with feeder schools and local colleges and universities, including comments on the regularity of their occurrence. What has been revealed through the follow-up studies of graduates and others regarding the effectiveness of the curricular program?Findings Supporting EvidenceTHS students come primarily from four k-8 feeder schools. THS has no regular meetings with feeder schools for articulation nor with post-secondary educators. This is a growth area for THS and an area of significant concern.The counselor conducts exit surveys of graduating seniors: seniors provide information regarding whether they plan to attend college, enter the workforce, enlist in military service, or work and then attend college; also, students are surveyed about intended majors or intended employers, and about financial aid needs Teachers and the counselor have anecdotal information from visits with returning students, but there is no effort to compile that information into a school wide data base.

Excel Sheets of Student College plans

Exit Surveys

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All students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals.


Variety of Programs — Full Range of Choices

Indicator: All students are able to make appropriate choices and pursue a full range of realistic college/career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students.

Prompt: How effective are the processes to allow all students to make appropriate choices and pursue a full range of realistic college/career and/or other educational options? Discuss how the school ensures effective opportunities for career exploration, preparation for postsecondary education, and pre-technical training for all students.Findings Supporting Evidence

Students at THS have access to the entire curricular program. Every effort is made to help each student complete credits needed for graduation as well as to help them make the transition from school to life after graduation.

Students have multiple opportunities for career and educational planning. Beginning with visits from our counselors and staff and student representatives to 8th grade classes, students are encouraged to develop a four year plan once they enter THS and progress is monitored annually via classroom visitations. In the spring, all returning students meet with the counselor and register for fall courses via classroom visitations. Students update their four year plans at this time and review progress towards graduation, making adjustments as interests develop or change.

All students are encouraged to complete the UC/CSU A-G requirements even if they are not bound immediately for a four year college. Teachers and counselors stress that high school is a time to be opening doors to the future and not eliminating possibilities.

In the CAL SOAP program, students are exposed to technical and vocational schools with field trips. There is an annual career fair for 9th and 10th graders held in the fall and nearby high schools also attended. College representatives also visit senior classrooms and other elective courses to expose post high school opportunities. Examples include, UTI (Universal

4 year plans

Sign in sheets

Transportation requests

Itineraries

Master Schedule

Class Rosters

98


Technical Institution), UC/CSU and various college representatives.

THS provides technical and career training opportunities through its participation in the Fresno Regional Occupational Program (Fresno ROP). In addition to teaching students to perform course specific skills, students are expected to demonstrate employability skills, apply academics in the course content area, and be prepared to make informed post-secondary choices.

The Auto Shop program is currently in its second year of rebuilding following a few years of intermittent operation. A class set of textbooks were purchased to remain current with the technological trends in the automotive industry. In the classroom and in the tool room one will find the latest diagnostic information and equipment for students to use.

Additionally, ROP instructors are encouraged to establish relationships with businesses. Tranquillity Auto Shop is cultivating these professional relationships and having some success. To facilitate the acquisition of engines/parts and vehicles for donation, the Auto Shop is actively in communication with the president of the Fresno automotive dealers association, Clawson Honda, Fresno Chrysler/Dodge, and Fresno Tap Auto Recycling. Tranquillity Auto Shop has also placed a formal, written request with the County of Fresno Board of Supervisors for the acquisition of retired county vehicles.

In ROP Small Business students are learning entrepreneurial skills used regularly in today’s business world. Students make use of current screen printing equipment used in top shops in the industry. Students are learning business interpersonal skills as well as working and completing tasks in the screen printing industry. From acquiring blanks, producing garments, and marketing said garments.

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Student-Parent-Staff Collaboration

Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan, based upon a student's learning style and college/career, and/or other educational goals. (This includes the evaluation of whether online instruction matches the student’s learning style.)

Prompt: Evaluate to what extent parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan, based upon a student's learning style and college/career and/or other educational goalsFindings Supporting Evidence

Parent(s)/guardian(s) have opportunities to provide both formal and informal input relative to curricular direction at THS formally through IEP’s, School Site Council meetings, English Learner Advisory Council, and informally through in person meetings, e-mail communications, Back to School Nights, and several parent nights held for each class in conjunction with the counselling department.

In the counseling department, parents meet with the counselor for the purpose of monitoring their child’s educational progress. Students are referred to appropriate programs if necessary. Examples of referral services include: Psychological services, The Carmen Meza Center, additional tutorial via CAL SOAP and the Pro Mesa program. The Pro Mesa program works with students who have issues on an individual and group basis in regards to substance abuse.

THS opened the Parent Portal on Aeries in 2011 and now requires all teachers to keep grades on this system and to update grades regularly. Parents have access to Aeries, but access at this point is limited to those parents who come to school and set up an account. THS needs to do more parent workshops relating to the use of the Aeries grading program.

IEP’s

SSC Agendas

ELAC

E-mails

Parent Nights

Aeries

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Monitoring/Changing Student Plans

Indicator: The school implements processes for monitoring and making appropriate changes in students’ personal learning plans (e.g., classes and programs) and regularly evaluates them.

Prompt: Evaluate the effectiveness of the ways the school ensures that processes are utilized for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs).

Findings Supporting EvidenceThe THS Administration and Counseling department develops a plan for students who maybe struggling. SST meetings are called to determine the reasons why a particular student is not achieving to their ability.

During the 11th and 12th grade years, our counselor meets with students to ensure that they are on track for graduation. College-bound students get additional assistance from the counseling office to make sure applications and letters of recommendation are completed by deadlines. Students are made aware of SAT and ACT test dates if applicable to their college applications.

Students at THS sign up for the next years’ courses in the second semester. Teachers can request class roosters to ensure students appropriately. The advance classes such as AP US History, and all honors and AP classes are monitored very carefully to ensure correct student placement.

In the fall of 2007, the counseling staff at THS was reduced to 1.0 (one full time counselor.) This has reduced the one on one time that students are able to meet with the counselor.

Student Study Teams

Sign in Sheets

SAT and ACT results

Class registration binders

Post High School Transitions

Indicator: The school implements strategies and programs to facilitate transitions to post high school options and regularly evaluates their effectiveness.

Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to post high school options.Findings Supporting Evidence

THS has many strategies and programs in place to transition students from high school to their next stage in life. As students move through their high school career, our counselor is available to help them re-evaluate their goals and academic

Sign in Sheets

Student sign ups

Educational Plans

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choices, and plan for college and careers. Presentations from various colleges are frequently offered that are open to all interested students. Information regarding scholarship opportunities is disseminated frequently through bulletin announcements and a newsletter that our counselor prepares and updates frequently throughout the school year.

The Cal- SOAP program provides an advisor that works closely with our counselor and other college representatives to work with students with their college applications and financial aid documents.

Other representatives include the CSU Ambassador and the UC Representative who comes on a weekly basis. All seniors have the opportunity to take a field trip to WHCC (West Hills Community College) to receive an orientation and also complete the application and placement testing. Students are also offered a campus tour and additional help is offered for class selection and financial aid.

The SCCCD (State Center Community College District) comes annually to help students apply to Fresno City, Willow International, Reedley CC and the Madera CC. Students recently completed SCCCD advisory where they are able to complete their educational plans and which courses they should register for according to their placement scores.

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Upon completion of the high school program, students have met all the requirements of graduation.


Real World Applications — Curriculum

Indicator: All students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum.Prompt: Evaluate ways the school ensures that all students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum.

Findings Supporting EvidenceTranquillity students find many real world applications in core academic courses as well as in elective offerings. The senior project, a component of all 12th grade English classes, is a primary example of real world applications. Students must select a topic and prepare a 10-15 minute PowerPoint presentation to introduce their topic, describe research results, and argue their position. Students are graded not only on the content and quality of their topic, but on the professionalism of their demeanor and appearance during the presentation. The senior project is designed to introduce students to real-world skills as well as to promote self-confidence, self-awareness and professionalism.

The Tranquillity Auto Shop utilizes the All Data online automotive repair/specifications database coupled with an Autel Automotive Diagnostic System. The Autel is capable of accessing onboard self-tests, trouble-code data for a number of vehicle systems, and graph live system data for a wide variety of makes and models.

An added feature of the Autel that makes it particularly useful in a teaching environment is its wireless capability. With some kind tech assistance from a neighboring teacher we can share live system data from the Autel with the whole class via a wireless connection to a computer and projector in the classroom.

The hands-on aspect of auto shop is perhaps the most important attraction to both new and returning students. In an impressive amount of time, Tranquillty Auto Shop students have performed a number of challenging repair projects. Such projects have involved the complete removal and replacement and/or disassembly and reassembly of engines,

Senior Projects

Auto Shop Equipment

Student Store

Print Machines

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transmissions, cylinder heads, brake systems, fuel injection systems, cooling systems, carburetors, clutches, timing chains, and alternators. In conjunction, the students are responsible for utilizing the All data to locate repair information and specifications (i.e. data parameters, micrometer measurements, wiring diagrams, fastener torque, voltage and ohm readings, etc.) for the vehicle being serviced. Many of the skills mentioned above are part of the annual ROP Skills Challenge which takes place each year in March at Fresno City College. Ten Tranquillity Auto Shop students were signed up for the event last year.

Students also receive instruction on the office side of automotive business. As it is done in the real world, every vehicle that comes in for service is to have a shop repair order (R.O.) written by a student which provides all pertinent customer information and a brief explanation of the customer’s concern with the vehicle. Included in this instruction is the importance of respecting the property of others. Customers want technicians who can effectively communicate information.

New to the THS campus this year is the Student Store. ASB Leadership and ROP Business class students will be the students who work out ideas for the student store. The ROP students will produce the garments in the school print shop and work on ideas for marketing and advertising store products which will show students all aspects of a screen printing business.

The student store will contain garments selected by students. The next step involves students interacting with the purchasing process. Students will also collaborate as a group to come up with graphic ideas and implement them to further develop the concept for printing. Students take that information to use in printing the garments. Students then market and advertise the items in the store for sale.

Meeting Graduation Requirements

Indicator: The school implements academic support programs to ensure students are meeting all requirements, including the CAHSEE.

Prompt: Comment on the effectiveness of the academic support programs to ensure students are meeting all requirements, including the CAHSEE.Findings Supporting EvidenceTHS students have access to the Revolution Prep program Revolution Prep

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during the ASP program and at home via the internet to assist them with CAHSEE preparation. Students are advised by the counselor as to their status and need for improvements. THS Staff members encourage students to participate in the After School Program to receive extra tutorial. Parents are also informed of their students CAHSEE status via letters that are given to parents at respective grade level parent nights. Letters are mailed home if a parent is unable to attend. THS has added two CAHSEE classes for students who need additional help to pass the CAHSEE.

Master Schedule

ASP attendance

Parent Night Sign in Sheets

Copies of sign parent letters

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WASC Category B. Standards-based Student Learning: Curriculum: Strengths and Growth Needs

Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.

Category B: Standards-based-Student Learning: Curriculum: Areas of StrengthTeachers have high expectations for academic performance that are communicated to students.

THS endeavors to include real-world applications of knowledge and skill wherever possible.

THS has endeavored to emphasize the value of Career Technical Education by reinstating the ROP Auto program and creating the ROP Sports Medicine program in the school year 2012-13. Furthermore, ROP Small Business was added in 2014-2015.

THS recognizes the need to increase the number of students participating in advanced classes by adding Calculus and Physics to the master schedule for the 2014-15 school year.

Category B: Standards-based-Student Learning: Curriculum: Areas of GrowthMore formal collaboration time is needed to create and fully implement curricularchanges brought on by the Common Core State Standards.

There should be a focus on increasing the number of graduates fully meeting a-g requirements.

THS needs to incorporate more technology in the classroom and create lessons with embedded technology components. More resources and Professional Development will be needed.

THS needs a more formal process to assist in earlier identification of and support for struggling students.

Interventions need to take place on a more formal basis to place students.

THS needs to further develop its 9-12 EL master plan.

THS needs to implement a formal follow-up process to evaluate the effectiveness of the school’s preparation of students for post high school education or employment options.

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Category C: Standards-based Student Learning: Instruction

C1. Instruction Criterion

To achieve the academic standards and the school wide learner outcomes, all students are involved in challenging learning experiences.


Results of Student Observations and Examining Work

Indicator: The school’s observations of student working and the examining of student work provide information on the degree to which all students are involved in challenging learning to assist them in achieving the academic standards and the school wide learner outcomes. The school, particularly, has evaluated the degree of involvement in the learning of students with diverse backgrounds and abilities and modified approaches based on findings.

Prompt: Comment on the degree to which all students are involved in challenging learning to achieve the academic standards and the school wide learner outcomes. Include how observing students working and examining student work have informed this understanding.Findings Supporting EvidenceState curriculum frameworks are utilized to determine curricular content and instructional strategies. Teachers often function as coaches and facilitators of learning as well as content area experts. Courses are redesigned and modified on an ongoing basis to ensure that the instructional program is challenging, satisfying, and rigorous.

THS teachers use a variety of research-based strategies to engage all students in active learning. Some of the teaching strategies used are Promethean smart boards, randomizers for student selection, group work, pair-share and portfolios.

Teachers move through the class using frequent checks for understanding for both individual students and the class. Teachers have received training in proper compliance with 504 Plans and IEPs to ensure students are placed in least restrictive environments, and have received training in strategies for differentiated instruction.

English teachers use Promethean Boards in class to allow students to demonstrate knowledge of grammar usage in warm-up activities. Math teachers also use Promethean Boards for student presentations; give group tests before individual tests, grade homework and opening activities.

Science teachers emphasize laboratory/exploratory

Class Roosters

Lesson Plans

Portfolios

Senior Project

Senior Portfolios

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investigations since the A-G expectation is based on 20% lab assignments.

In Special Ed, the teacher uses customized Power Points to deliver lessons on a daily basis.

The Social Sciences lend themselves to work that is often exploratory in nature and that allows open-ended activities. These activities are collaborative and incorporate modalities so that the product is interactive.

Graduating Seniors must create portfolios and senior projects that require an exit interview. They must also complete 40 hours of community service.

On a daily basis, teachers facilitate dialogues in the classroom that check for understanding. These exercises allow for the students to interact with teachers and their peers to reformulate a component of the lesson to show understanding or analysis.

Examination of student work and student working by departments is an area of growth for THS. These practices should be made a regular part of the collaboration and professional development process.

Additional Online Instruction Prompt: Evaluate the effectiveness of timelines and pacing guides for completing coursework for asynchronous (a student-centered teaching method that uses online learning resources to facilitate information sharing outside the constraints of time and place among a network of people) online instruction.


In College Bound, students can enroll in Music 25, Criminal Justice 101, Political Science and Math. These online classes offered at THS are offered through West Hills City College. All online classes have timelines for completing the course, pacing guides, textbooks and a computer lab equipped with laptops for every student. Students work independently with sources such as blackboard and e-mail. Students are able to complete course work with the assistance of a THS Teacher facilitator and a WHCC instructor.

Master Schedule

Course Syllabi

Class Roosters

Report Cards

Transcripts

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Student Understanding of Performance Levels

Indicator: The students know beforehand the standards/expected performance levels for each area of study.

Prompt: Examine and evaluate the extent to which students know the standards/expected performance levels before beginning a new area of study; an example is the use of pacing guides for online instruction.Findings Supporting EvidenceIn non-core courses as well core academic areas, teachers make an effort to make clear student expectations. All classes at THS state the expected performance levels at the onset of instruction, either by providing rubrics or by detailed description in the assignment. All teachers provide course syllabi to ensure clear performance and behavior standards.

Teachers make modifications for students with IEP/504 Plans as indicated by their contracts. Furthermore, all teachers: Standards are posted on the board along with a language objective, and the essential question which are all geared towards making the transition to the Common Core State Standards.

Class Syllabus

Pacing Guides

FCOE Walk Through

Differentiation of Instruction

Indicator: The school’s instructional staff members differentiate instruction, including integrating multimedia and technology, and evaluate its impact on student learning.

Prompt: How effectively do instructional staff members differentiate instruction, such as integrating multimedia and technology? Evaluate the impact of this on student learning.Findings Supporting EvidenceTranquillity High staff members are particularly driven to differentiate instruction based on the needs of the individuals in their classroom primarily as a result of staff’s commitment to the idea that all students can learn. Formal and informal staff meetings include discussion of how to accommodate special needs students and differentiate instruction. Teachers work closely with Special Education staff to ensure that assignments and tasks are modified so that all students can master the material.

At THS, students participate in group work to differentiate instruction via projects and presentations. In many departments, students view movie clips for academic purposes to help facilitate interest, create background knowledge and initiate discussions. Teachers also create power points to connect prior knowledge to the objective.

Lesson Plans

Group Work

Project and Presentations

IEP/504 plans

Weekly Computer Lab Visits

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Furthermore, students with special needs receive instruction with the whole class and then move to another room with a teacher to receive more individualized assistance with the assignment. Special Ed students also participate in hands on learning. RSP teachers and staff also help students in core classes. Instructors also use seating charts in heterogeneous groups for accommodations.

Student Perceptions

Indicator: The students understand the expected level of performance based on the standards and the school wide learning results. Through interviews and dialogue with students that represent the school populations, the school learns about the students’ perceptions of their learning experiences, including all specialized programs such as college/career readiness and online instruction regarding the opportunity for teacher-student interaction to reduce isolation and encourage skill transference.

Prompt: Using interviews and dialogue with students, evaluate the extent to which students understand the expected level of performance based on the standards and the school wide learner outcomes. Evaluate the effectiveness of the student-teacher interaction based on student feedback.Findings Supporting EvidenceAs a result of professional growth sessions provided by Fresno County, teachers are now noting the essential question and are using it to check for understanding. Responses can be verbal or non-verbal. Additionally, many teachers obtain student feedback through their conversations with students and classes, but these conversations are informal and used primarily to make individual teachers’ instruction more effective. Although students are not surveyed systematically, they are accessed to determine level of mastery.

Lesson Plans

Walk Throughs

Assessments

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C2. Instruction Criterion

All teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels.


Current Knowledge

Indicator: Teachers remain current in the instructional content taught and methodology, including the integrated use of multimedia and technology.

Prompt: Evaluate the extent to which teachers effectively use multimedia and other technology in the delivery of the curriculum.Findings Supporting EvidenceTeachers remain current in their instructional methodology and integrate the use of multimedia and technology. A majority of THS teachers are highly qualified in their content area and are well-versed in modern instruction methods and strategies. By utilizing the common core lesson plan template, lesson plans regularly include proven teaching methods, such as warm-ups for student readiness, checks for understanding, corrective feedback, graphic organizers and note-taking via Cornell Notes, exit tickets to check for understanding and demonstrations/models.

THS Teachers need to continue collaborating on instructional strategies that increases student rigor and allows them to practice skills needed for higher level thinking.

GPUSD Lesson Plan Template

Teachers as Coaches

Indicator: Teachers work as coaches to facilitate learning for all students.

Prompt: Evaluate and comment on the extent to which teachers work as coaches to facilitate learning for all students. Provide examples.Findings Supporting EvidenceTHS staff places a lot of focus on providing students with individualized attention. Tranquillity High’s small campus and tightly knit community lend itself well to teachers’ natural inclination to work as coaches to facilitate learning for all students. For example, English teachers move from student to student to check on progress during work time. After introducing an assignment there is time to complete most of it in class, with the exception of essays and longer writing

Classroom Observations

Data/Roll sheets from ASP program

After School Program

Extra Duty Contracts

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assignments that are started in class and worked on at home or in the computer lab. Students also have time to work on group or individual projects in class, with teacher feedback.

Most teachers make themselves available after school to provide one-on-one tutoring. For example, math teachers are available for students to come in during lunch for additional help. Additionally, one of our math teachers conducts a math academy on Saturdays. Our teachers also play dual roles as sports coaches, ASB advisors, and club advisors.

Examination of Student Work

Indicator: Representative samples of student work demonstrate: a) structured learning so that students organize, access and apply knowledge they already have acquired; b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this.

Prompt: Evaluate and comment on the ways in which student work demonstrates a) structured learning so that students organize, access, and apply knowledge they already have acquired; b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover, and invent knowledge on their own and communicate this.Findings Supporting EvidenceStudent work examples from THS demonstrate the means by which instructional strategies reinforce reasoning and problem solving skills, research skills, communication, collaboration skills, and organizational skills.

In English classes students are being taught to organize essays through outlines where they become self- learners. Furthermore, students regularly use technology to achieve the academic standards established by their teachers. Writing tasks require students to use Microsoft Office.

Math teachers use collaborative groups for in-class assignments. This practice encourages students to explain their thinking and use appropriate math vocabulary. All math teachers grade student work, and require that students show work, explain their thinking process, and demonstrate step-by-step how they reach their conclusions.

In Social Studies classes students use think pair-share, speech and debate, current event analysis, group reports, Socratic seminar, document based questions, evaluation and peer revision.

Senior Portfolios

Exit Interviews

Senior Projects

Writing assignments

Oral Presentations

Research Projects

Student journal entries

Timeline Walls

Notebooks

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Additional Online Instruction Prompt: Evaluate and comment on the effectiveness of reviewing student work online and online communications to determine the degree to which students are analyzing, comprehending, and conducting effective research.Findings Supporting Evidence

In English, students complete research projects using the internet. Work is checked for plagiarism via google. Furthermore, students in several classes are required to e-mail their assignments. In RSP, when students read a book, they take an online quiz and the results are handed in.

E-Mail correspondence

Indicator: Representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation.

Prompt: Evaluate and comment on how well the representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, projects, discussions and debates and inquiries related to investigation.Findings Supporting Evidence

Students are engaged in problem solving in all subjects. This is in groups as well as individual assignments. Students are demonstrating problem solving and higher order thinking skills with a greater degree of proficiency. However, in order for all students to perform at a higher level, students need to spend more time reading and writing with a purpose. This needs to be a regular component of instruction to increase comprehension and reasoning.

Individual work

Group Work

Indicator: Representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the school wide learner outcomes.

Prompt: Evaluate the extent to which representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the school wide learner outcomes.Findings Supporting Evidence

Technology is used in many different capacities at THS to support student’s learning. Student’s type essays, create Power Point presentations and research papers from the use of a variety of resources including online journals articles and E-books.

In computer graphics, the students use software to enhance, edit and modify pictures. They also create video projects using video editing software and equipment.

Research Projects

Video projects

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In computer applications, students create budget presentations using real world numbers and information. They also create informational Power Point presentations and excel spreadsheets. They also use online information to complete the research that is required.

Indicator: Representative samples of student work demonstrate student use of materials and resources beyond the textbook, such as utilization and availability of library/multimedia resources and services; availability of and opportunities to access data-based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world.

Prompt: Evaluate the extent to which representative samples of student work demonstrate student use of materials and resources beyond the textbook; availability of and opportunities to access data-based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world.Findings Supporting Evidence

All teachers use some form of resources beyond the textbook such as technology or outside reading to engage students to relate to their lives outside of class.

THS students have regular access to the computer lab where they are able to access the internet as an additional resource to complete a variety of projects. The computer lab is available for student use during and after school. The THS Library has recently added $40,000.00 worth of new books for student use.

Computer Lab sign in sheets

New Library books

Class assignments/projects

Real World Experiences

Indicator: Opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications are available to all students.

Prompt: How effective for students are their opportunities for shadowing, apprenticeship, community projects, and other real world experiences and applications available to all students? Evaluate the degree to which these are readily available to all students.Findings Supporting EvidenceTranquillity High offers students a number of opportunities to work in the real world, gain experience with life skills and interact with the community. The curriculum at THS offers a several classes designed to prepare THS students for a career. Emphasis is placed on providing employment opportunities for our students through school-to-career activities such as: field trips to businesses and industrial sites supported by speakers from area employers and career opportunities with the military.

Master Schedule

Transportation request

Class rosters

Community Service Verification forms

A career show at Tranquillity High with college,

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THS has a Career Technical Education program that features Agriculture, Auto Shop, Business and Home Economics.

The sequence is listed below:• Home Economics: ROP Child Development and Parenting, Intro to Fashion Design, Intro to Interior Design, Intro to Culinary Arts/Nutrition• Business: Computer Graphics, Small Business• Agriculture: Exploring Ag.,Ag. Biology• ROP: Auto Tech., Auto 1, ROP Sports Medicine.

In Home Economics students are engaged in child development, fashion design, culinary arts and interior design. Employment opportunities become more accessible and students are introduced to a holistic approach to health and nutrition.

In Computer Graphics students make oral presentations with power point presentations. Students also make videos and slideshows and use photo finishing software. Students also turn in a photography portfolio.

In ROP Small Business students are learning entrepreneurial skills used regularly in today’s business world. Students make use of current screen printing equipment used in top shops in the industry. Students are learning business interpersonal skills as well as working and completing tasks in the screen printing industry. From acquiring blanks, producing garments, and marketing said garments.All THS students are presented with opportunities to participate in the CTE program. Students have opportunities to accomplish a variety of real world experiences through the CTE agricultural program. Students can participate in FFA events, field trips, educational FFA committees in order to expand their knowledge in career explorations. Tranquillity High School’s Agriculture Education Program incorporates classroom instruction and participation in the Future Farmers of America Organization (FFA) All students enrolled in an agriculture education course are members of FFA; this is where students develop leadership skills, such as public speaking, interviewing, parliamentary procedure, goal setting and event planning.

government, and business recruiting students

College and UC campus visitations

Trip to World Agriculture Expo for agriculture career exploration

Career guidance and academic counseling sign in sheets

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Whether a student plans to go to a university, college, or directly into the workforce, effective job skills and experience is an asset. The Regional Occupational Program (ROP) prepares students to obtain entry level jobs while helping them get the experience needed as they explore multiple career options.

In the ROP Auto Program, Fresno ROP requires that each program must have meetings with advisors who work in the particular field. Tranquillity Auto Shop advisors are actively working technicians for an established automotive repair business in Fresno.

With continued support from Fresno ROP, THS administration and staff, and local government and businesses, it is the goal of our auto shop to become an environment that models real world skills and practices. Such cooperation and modeling will empower students to develop strong work ethic, effective communication, information mastery, and a positive sense of who they are.

The ROP Sports Medicine class is a UC-approved science elective where anatomy and physiology are emphasized. Students use critical thinking to analyze mechanisms of sport injuries and design appropriate primary care and rehabilitation plans, understand and communicate principle of musculoskeletal anatomy, exercise physiology, biomechanics, injury pathology and understand orthopedic injuries and traumas. Students gain knowledge of medical careers, athletic training, and motivation for further education in science at the university level. Students also attend different games to ensure athletes are safe and stay safe. Students perform first aid, taping and other skills learned during class.

Career guidance and academic counseling are provided to all high school students of the District. Students meet with counselors on a regular basis to discuss individual interests, career choices, and class schedules. Counselor presentations on post-secondary education are given to all students within the school year. Students will also be given the opportunity to participate in internships with local businesses through the CTE program. Coordination between the West Hills Community College District CTE counselors and the District high school counselors will:

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• Allow for better transitions from secondary to postsecondary education

• Allow for a greater understanding of pathway options available to our students

In conjunction with the ASB leadership class, several important events involving the community are held throughout the year. THS has two blood drives a year and averages 100 pints raised. Furthermore, the Pennies for Patients drive benefits The Leukemia & Lymphoma Society. Students collect pennies, nickels, dimes and quarters during the Pennies for Patients campaigns benefiting the Society. The class collecting the most change in each school receives a pizza party. Lastly, the canned food drive is designed to teach students how to help families who are in need. Last year 4,700 cans were collected.

THS Students also have available to them numerous opportunities for field trips. Students who participate in the after school program take a number of field trips. College campus visits have included UC Berkeley, UC Davis, UC Santa Barbara, UC Merced, UCLA, SF State, Stanislaus State, Fresno State and Cal Poly. Additional ASP trips in the past included the Computer History Museum in San Jose, the Getty Art Museum, the Science Museum in LA, Griffith Observatory, Fresno St. Planetarium and the Cesar Chavez home ranch for national service day. As a requirement for graduation, THS seniors are required to participate with the senior capstone project. This project is in four parts: service learning hours (community service), a senior project, a career portfolio and an exit interview.Seniors are expected to construct a portfolio which includes a resume and a cover letter. Another way for THS students to gather real-world experience is through community service. One of the THS graduation requirements is 40 hours of community service which must be completed to graduate beginning in their freshman year. Our English department chair verifies the hours the students have worked to ensure successful completion and to ensure it’s completed with a non-profit organization as a volunteer.

The Tiger band has 75 students enrolled in the program which

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is 15% of the student population. Band gives students a place to learn many life skills that will benefit them in college and on the job. By working hard together, they develop a family-like bond between themselves and their fellow band members. THS Tiger Band members all have an opportunity to travel to Hawaii once every four years as part of the Central Valley United Marching Band.

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WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth Needs

Category C. Standards-based Student Learning: Instruction: Areas of StrengthTHS students benefit from instructional practices that challenge all students and provide opportunities for engagement, use of technology and exposure to real world connections.

THS students understand the performance levels and standards for each area of study.

THS teachers act as coaches to facilitate learning for all students.

Teachers collaborate effectively to ensure instructional techniques are current with new teaching methodologies.

Teachers are willing to accept the Common Core initiative for the purpose of improving instruction.

Category C. Standards-based Student Learning: Instruction: Areas of GrowthStudents need to spend more time reading and writing with a purpose as a regular component of instruction to increase comprehension.

There is a need for a re-vamping of current Master Schedule for students who require strategic interventions in English and math in order to succeed. Furthermore, THS needs to work on a plan with the district to re-vamp the schools’ program in order to meet the needs of at-risk students along with the number of students needing an educational alternative setting.

Encourage greater focus on collaboration and professional development related to instructional strategies that increases student rigor and allows them to practice skills needed for higher level critical thinking.

Further improve use of technology to improve student learning.

THS needs to make examining student work and student working a regular part of collaboration and professional development.

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Category D: Standards-based Student Learning: Assessment and Accountability

D1 & D2. Assessment and Accountability Criteria

The school staff uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the school staff, students, parents, and other stakeholders of the school community.

Teachers employ a variety of appropriate assessment strategies to evaluate student learning. Students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student.


Professionally Acceptable Assessment Process

Indicator: The school uses effective assessment processes to collect, disaggregate, analyze, and report student performance data to the parents and other stakeholders.

Prompt: Evaluate the effectiveness of the assessment processes.Findings Supporting EvidenceThe assessment process at THS encompasses many different types of evaluations throughout all content areas. All classes use a variety of assessments, both formal and informal, both formative and summative, to assess student progress in mastering the material. The data gleaned from both formatives and summatives is used to modify the teaching and learning process to facilitate academic growth.

A Formative assessment includes any occasion a teacher requires some category of response from a student. Checking for understanding is a sub-category of formative assessment and includes but is not limited to: quizzes, projects, labs, essays, white board responses, portfolios, homework, PowerPoints, class work, projects, presentations, entrance and exit slips, unit tests, and other.

It should be noted that THS is under a “grace year” where the only district wide summative assessments will be ELA and Math. Consequently, our PLC's are geared in forming common formative assessments to ensure accountability and provide a transparent view of data analysis. Our collaborative time will be spent in designing common goals per department and aligning those goals with common EL connotations in order to reinforce this terminology to our students. The

Formative Assessments

Common Summative Assessments

Benchmarks

Final exams

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measuring will come with our common formative assessments and our district summative assessments.

Summative assessments at THS include measurements that determine student academic progress on a trimester basis. Benchmark Exams are created by content area representatives for the purpose of measuring academic progress towards mastery of content standards and to some degree towards the THS ESLRs. A district administrator or designee tabulates results immediately and reports those results to the teachers so that any remediation can be provided to the individual students as needed. Results will also guide instruction and lesson planning. During collaboration meetings, teachers analyze the data being vigilant to notice trends that require an instructional response.

The information from the summatives and student progress are shared with students, parent groups (ELAC, SSC,), District Office personnel, and the Board of Trustees.

Departments have common finals to measure learning over the semester. Much is being done in this regard. However, THS needs to further refine common assessments by increasing department collaboration and align them to the new Common Core.

Basis for Determination of Performance Levels

Indicator: The school staff has determined the basis upon which students’ grades and their growth and performance levels are determined and uses that information to strengthen high achievement of all students.

Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, their growth, and performance levels are determined.Findings Supporting EvidenceStudent achievement is the driving force at THS. The goal is for all students to be college or career ready. Student performance is gauged both in terms of trimester grades and credits. Credits are awarded based on student completion of work at an acceptable level of mastery (as evidenced by such things as work in class, projects, tests, and essays); if all work assigned for a class is completed at an acceptable level, the student receives full credit.

THS also uses test scores (CASHEE, AP Exams, CELDT, SAT) to determine the extent of student performance.

Report Cards

SARC

Transcripts

CDE Website

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The District, GPUSD Board of Trustees, staff, students and parents are involved and support the monitoring program regarding student progress. Students, parents and the community at large are privy to the summative data through the local newspaper (The Fresno Bee) and the CDE website.

Appropriate Assessment Strategies

Indicator: Teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills such as essays, portfolios, individual or group projects, tests, etc.

Prompt: Evaluate the appropriateness of assessment strategies used by teachers to measure student progress toward acquiring a specific body of knowledge or skills. Evaluate the effectiveness and appropriateness of the assessment strategies selected based on the programmatic goals and standards to determine student achievement. Evaluate the selection of and the use of proctors, the security systems for test documents, and the means to maintain the integrity of the assessments.Findings Supporting EvidenceBeyond formative and summative assessments, teachers at THS use a wide variety of assessment types in an attempt to accommodate the diverse learning needs and styles of our student body and to allow each student opportunities to show mastery of content in manners appropriate to their individual learning style(s).

Informal assessments are ongoing in every classroom and are used to inform instruction as it occurs. More formal and summative assessments in all core subject areas are standards-based, and end-of-semester summative assessments are uniform.

In the Math Department, the math Instructional Coach is developing the formal/summative assessments with assistance from the math department teachers and the experts at Amplified (the company providing the content/technology for the benchmarks). All math benchmark blueprints are based on the adopted common core math standards. In Math, the 2nd benchmark is more of a formative assessment in terms of what is covered in the first semester. The 4th quarter benchmark is a true summative assessment (entire course).

In English there are ongoing checks of understanding in class. The teacher checks student progress with assignments, and we

Informal Assessments

Formal/Summative Assessments


Individual and group projects

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often have students work on their writing projects in class, when the teacher can circulate and assist students with any difficulties; students have multiple opportunities to request and receive help.

In Science individual assessments are used to gauge mastery of material. Ongoing formative assessment is used to measure student progress and direct curriculum and instruction.

Foreign Language exams are based upon the Foreign Language Standards. Students are assessed through formative and summative assessments through units, class presentations and projects.

Social studies exams are all based upon California state Framework standards. Students are assessed through unit and semester exams, class presentations, individual and group projects, and research assignments.

Demonstration of Student Achievement

Indicator: A range of examples of student work and other assessments demonstrate student achievement of the academic standards and the school wide learner outcomes, including those with special needs.

Prompt: Evaluate how student work and other assessments demonstrate student achievement of the academic standards and the school wide learner outcomes.Findings Supporting EvidenceDemonstration of student progress toward and achievement of academic standards varies, necessarily, from discipline to discipline.

All lessons in mathematics are standards-based, hence all assessments, whether formal or informal, progress toward achievement of academic standards, which are demonstrated and measured on a daily basis. Informal daily formative assessments are the norm in the mathematics department. For example, teachers ask students to explain their work, ask students to justify their reasoning, or ask students to explain to them or other students how they arrived at their answer. The routine is assessment twice a week then re-takes are done if necessary after school.

The Science Department assesses a variety of student work in order to determine if they have achieved the academic standards. Students take paper and pencil unit tests and finals.

Lesson Plans


IEP/504 Plans

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The format of these exams is short essay/calculation. This open ended format allows students room to show what they know and to express their understanding in a variety of ways.

In English students with writing deficiencies are encouraged to use assistive technology such as spell and grammar check. Wherever possible, student choice of topic is offered for written assignments, and length of written work is sometimes shortened.

In the Social Studies Department, students demonstrate achievement of academic standards through a number of means, including group-based assignments in which students collaborate and communicate. For example, THS has added Mock Trial to allow students to further demonstrate their achievement of the academic standards.

Special needs students are mainstreamed according to the students IEP and teachers modify assignments, accommodate learning plans, and differentiate instruction. Student with special needs have no time constraints when being tested. Depending on the IEP, students can have questions read to them aloud or they can be given examples of similar problems to solve.

Curriculum Embedded Assessments

Indicator: The school regularly examines standards-based curriculum embedded assessments in English language and math, including performance examination of students whose primary language is not English, and uses that information to modify the teaching/learning process.

Prompt: How effective are the standards-based curriculum-embedded assessments in English language and math and across other curricular areas as students apply their knowledge?Findings Supporting Evidence

All of our classes use assessments that test for standards-based skills for our students.

In Math, informal assessments are done on the whiteboard to demonstrate proficiency. Group quizzes are done every other week followed by the actual test. Furthermore, students write paragraphs explaining how to solve problems and then orally demonstrate them on the white board to everyone in class. Saturday school is offered to those students who need additional assistance understanding mathematical concepts.

In ELD, teachers are embedding their language objective with their content objective in order to reconcile what students

Lesson Plans


ASP Sign in Sheets

PE Journals

EDGE Curriculum

EDGE Assessments

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should know and what students should be able to do. Their formative assessments are derived every week to check for understanding. Furthermore, the data is used to drive the instruction. In addition, the summative assessments are not arbitrary, rather they are guided by the formative assessments.

In Physical Education, students apply their knowledge of math by calculating their BMI using their height and weight. Furthermore, PE students keep a journal of how they feel before and after exercise activities to reinforce the writing they do in English. In PE, EL students are given demonstration in order to understand what’s being assessed.

(Education for Disability and Gender Equity)

Student Feedback

Indicator: Student feedback is an important part of monitoring student progress over time based on the academic standards and the school wide learner outcomes.

Prompt: How effective is student feedback in monitoring student progress over time based on the academic standards and the school wide learner outcomes?Findings Supporting EvidenceStudent feedback guides instruction, in that instructors can easily see when students struggle, influencing what we emphasize during class time and how much we review certain concepts. For example, students provide feedback about what they know and where they need help. Instructors provide feedback to students about what they are doing well and where they need to improve.

In Math, it is extremely common for instructors and students to give each other feedback regarding performance onassessments. Students’ strengths, and areas for improvement, become quite evident upon reviewing math tests. Students receive additional one-on-one instruction in response to theportions of assessment on which they perform poorly.

Other forms of feedback from students are informal. In spring of 2014 and fall of the same year, the school administered a student survey as part of our WASC self-study. The data from this survey was discussed within the staff, within focus groups, and at a School Site Council meeting.

While there is no formal mechanism for obtaining student feedback, many teachers seek feedback from students on an informal basis, inform their instruction, and influence their interactions.


Student Surveys

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Monitoring for progress and achievement over time needs to become standardized in all classes. For example, the English Department needs to give a common assessment to all students in each grade level that is based on a standardized writing prompt and rubric. The English Department can then track a student’s skills, such as reading and writing proficiency, throughout his or her four years at THS.

Modification of the Teaching/Learning Process

Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches.

Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches.Findings Supporting EvidenceTranquillity High School has committed itself to the process of collecting and analyzing various assessment data as the basis to make decisions and changes in the curricular and instructional approaches. THS uses data director which is an online database program for educators to collect, disaggregate, analyze and report student performance on content standards. In so doing, THS closely analyzes the results of assessments and monitors student progress toward meeting the academic standards. For instance, math teachers monitor student progress with teacher generated exams and are able to analyze proficiency among different groups. The results and analysis of can be found in Data Director. THS is transitioning to Common Core and the assessment methods are content based and still evolving.

Data Director

Common Formative Assessments

Monitoring of Student Growth

Indicator: The school has an effective system to monitor all students’ progress toward meeting the academic standards and school wide learner outcomes.

Prompt: Evaluate the system used to monitor the progress of all students toward meeting the academic standards and school wide learner outcomes.Findings Supporting EvidenceThe primary system used to monitor all students’ progress is the Aeries grading system. All teachers now enter grades on Aeries, and the Parent Portal allows parents access to those grades. Grades are posted regularly in classes so students can monitor their own progress. Progress reports are sent four

Aeries

Progress Reports

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times per year to parents, and teachers email or call home for students who are at risk of failing. Data Director is also used to help determine which standards students have achieved and is used to help plan for future instruction.

Teachers, counselors, and parents can request a Student Study Team meeting, where staff members and an administrator meet with the student and parents to develop a plan for improved performance. Students who are credit deficient are offered options for reclamation of those credits via Cyber High School which is an online program offered during the After School Program. For the future, we are working toward improved interventions that will help to identify struggling students before it becomes necessary to refer them to the credit retrieval program. This will require more personal to identify those who need intervention. A more systematic and school wide intervention system needs to be established to ensure all students are mastering the standards and scoring proficient or advanced on assessments.

Parents have access to the Aeries grading program but do not fully understand how to access the Aeries grading program. Parents’ involvement in their child’s education in this regard is a growth area. However, the Counseling department holds parent nights for each grade level. At these evening meetings the following information is presented: Post Secondary options, Financial Aid and scholarship opportunities, Cyber High, After School Program, A-G requirements, CAHSEE requirements, graduation requirements, community service hours and the senior portfolio. During the financial aid meeting, students are offered one-on-one assistance to complete the application. Students can also win a $1,000.00 scholarship by participating. Furthermore, Back to School Night and Open House both contribute towards monitoring student progress and keeping parents informed.

Sign in Sheets from Parent Meetings

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D3 & D4. Assessment and Accountability Criteria

The school with the support of the district and community has an assessment and monitoring system to determine student progress toward achievement of the academic standards and the school wide learner outcomes.

The assessment of student achievement in relation to the academic standards and the school wide learner outcomes drives the school’s program, its regular evaluation and improvement, and the allocation and usage of resources.


Assessment and Monitoring Process

Indicator: The following stakeholders are involved in the assessment and monitoring process of student progress: district, board, staff, students and parents.

Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student progress. Include district, board, staff, students, and parents.Findings Supporting EvidenceTeachers, administrators, and District staff are all involved in the assessment and monitoring of student progress. Site administration provides updates regarding student progress and programs at Tranquillity High to the board during scheduled school board meetings. Members of site administration and School Site Council work together to revise and present the Single Plan for Student Achievement (SPSA) to the school board each fall.

At the school site, teachers and staff monitor student progress towards mastery of the standards and fulfillment of the ESLRs. Counselors meet with students and families to ensure progress towards high school graduation and meeting criteria for college eligibility. These meetings occur throughout the year and can be at the request of the counselor or the student/parent/guardian.

Students and parents can view student progress in every course through the online Aeries Parent Portal through the school and District websites.

School Board Agendas

Site Council Agendas

SPSA

Sign in Sheets

Aeries

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Reporting Student Progress

Indicator: There are effective processes to keep district, board and parents informed about student progress toward achieving the academic standards and the school wide learner outcomes.

Prompt: Evaluate the effectiveness of the processes that inform appropriate stakeholders (governing board members, teachers, students, and parents) about student achievement of the academic standards and the school wide learner outcomes.Findings Supporting EvidenceTranquillity High School took a big step in improving student progress reporting when all grade reporting was switched over to Aeries. With Aeries students now have access to view their grades and progress in every class. Progress reports are sent out every 6 weeks.

Data from student grades is used to determine eligibility for sports and a variety of field trips and other activities. Grades are also used to determine recognition at our academic assemblies. Parents also have access to the Parent Portal which allows them to monitor student progress on a regular basis. Grades are posted in classrooms and are generally updated every several weeks, more often in some classes.

Lastly, the School Accountability Report Cards (SARC) is posted on the District website for the general public. These reports are discussed at School Site Council meetings.

Aeries grade program

Progress Reports

SARC on web site

School Site Council Agendas

Modifications Based on Assessment Results

Indicator: The school uses assessment results to make changes in the school program, professional development activities and resource allocations, demonstrating a results-driven continuous process.

Prompt: Comment on the overall effectiveness of how assessment results have caused changes in the school program, professional development activities, and/or resource allocations, demonstrating a results-driven continuous process. Examine examples and comment on the overall effectiveness of changes in the online opportunities, professional development of the staff, and the resource allocations to support student achievement and their needs.Findings Supporting EvidenceTranquillity High uses assessment results to help drive the academic program and to evaluate the overall effectiveness of the school’s mission to educate students, but this is an important growth area. In general, teachers use data to adjust classroom instruction and fuel collaborative meetings within the departments. Based on English assessments and writing samples, there were a number of students who needed to work

Master Schedule

ELL Class Rosters

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on their English foundational skills. An English remediation class was created to support these students.

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WASC Category D. Standards-based Student Learning: Assessment and Accountability: Strengths and Growth Needs

Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Strength

Teachers use test data to help drive instruction, pacing guides, and creating of common formative assessments.

THS teachers use a variety of appropriate assessment strategies to measure student progress.

Departments and teachers have access to extensive amounts of data from standardized tests.

Data director is used to aid in analyzing assessments.

Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Growth

Further refine common assessments by increasing department collaboration and align them to the new Common Core.

THS needs to use the results from assessments to place students in appropriate English and Math classes. THS should consider adding Honors math classes.

Monitoring for progress and achievement over time needs to become standardized in all classes. For example, the English Department needs to give a common assessment to all students in each grade level that is based on a standardized writing prompt and rubric. The English Department can then track a student’s skills, such as reading and writing proficiency, throughout his or her four years at THS.

A more systematic and school wide intervention system needs to be established to ensure all students are mastering the standards and scoring proficient or advanced on assessments.

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Category E: School Culture and Support for Student Personal and Academic Growth

E1. School Culture CriterionThe school leadership employs a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process.


Regular Parent Involvement

Indicator: The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the learning/teaching process for all programs. The school involves non-English speaking parents.

Prompt: Evaluate the strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Comment on the effectiveness of involving non-English speaking parents and/or online parents.Findings Supporting EvidenceTHS faculty and staff value parental support and view stakeholder involvement as an integral component of the campus community. The THS Parent-Teacher Club is in the formative stages of development.

THS effectively utilizes community resources, such as business partnerships and guest speakers, to support students across the curriculum. Community members are encouraged to participate as panel members for senior interviews and local businesses provide job sites for ROP students interested in related career pathways. THS has integrated community resources to support students in various departments. Communication with parents takes place through a variety of methods. The district newsletter goes out to parents and is in Spanish and English. Blackboard is also used to communicate school wide events. THS staff email addresses are made available on the THS website if parents wish to contact the staff. . Information is also provided to students and parents at the THS Senior Parent Night, Open House, and Back to School Night. The school involves non English speaking parents through a variety of means which include: Evening parent meetings with the Counseling department, Cal Soap financial aid meetings, ELAC meetings and the School Site Council.

THS Website

Parent Meeting Sign in Sheets

School Site Council

District Newsletter

Back to School Night

Open House

Trimester Grade Reports

School Psychologist Contacts

Counselor Contact Records

Student Study Team Records

Blackboard Connect

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The parent meetings are held annually for each class and are designed to inform parents of graduation requirements and preparing for college enrollment. Test dates and scholarship information are all important details which are discussed. Parents have the option of a meeting held in Spanish or English.

The THS ELAC also meets several times a year to report on the progress of English Language Learners with the the purposes of formulating and responding to parents’ recommendations.

Students and Parents can track grades with the online grading program called Aeries. Parents also are invited to attend Back to School Night and Open House to monitor progress. School wide achievement is publicized through school newsletters and e-mails and is printed locally by various newspapers.

Through the after school program parents have participated in college visitations, English Language classes and parenting classes.

THS continues to implement strategies and processes for regular involvement of parents including non-English speaking parents. THS is planning to implement additional strategies for parent involvement. GPUSD should consider a school liaison for parent outreach. There is need for more extensive parent education in regards to district policies and expectations and what’s expected of their child and their teachers.

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Use of Community Resources

Indicator: The school uses community resources to support students, such as professional services, business partnerships, and speakers.

Prompt: How effective is the school use of community resources to support students, such as professional services, business partnerships, and speakers?Findings Supporting EvidenceTranquillity High is fortunate to be situated in a community that, however challenging economic times may be, understands the importance of schools in the community and is generous in offering their resources. Major examples of community resources in use at the school include: ROP (Auto, Sports Medicine, and Small Business), FCOE After School Program (College Visitations, Academic Support and Enrichment Activities).

Additional community resources include CAL-SOAP (College Visitations, College Preparedness and Career Fairs) West Hills College (Online college Classes for credit, Upward Bound), UC Scholars (College Preparedness), Tranquillity area farmers (student animal project), the Fresno County Library (new facility constructed in 2013) and the Ivy League Project (student college visitation).

When it comes to speakers we have done very well. For the senior class there are a series of speakers who come to THS and present their programs to help make their career choices. Examples include Heald College, WYO Tech Aeronautics, West Hills CC, Fresno CC and DeFry University. Special Speakers include motivational speakers in association with our academic awards assemblies. Teachers also bring in speakers, including former students, who provide motivation and information about the real world. FFA and ASB leadership attend conferences with dynamic speakers regarding leadership and citizenship principles.

The FFA is very active at THS and is supported extensively from local farmers and businesses which purchase animals raised by students yearly at the Fresno Fair and donate to FFA activities.

One of the most telling indicators of the communities’ commitment and involvement to THS can be seen in the amount of Scholarships given out at the end of the year, in which over $10,000 a year is awarded toward post-secondary

CAL SOAP

ROP Class Rosters

Scholarship records

Career Fair notes

FCOE ASP Reports

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education to THS seniors all from individual members of the community, businesses and service organizations such as the Lions Club.

In the ROP program, instructors are encouraged to establish relationships with businesses. Tranquillity Auto Shop is cultivating these professional relationships and having some success.

To facilitate the acquisition of engines/parts and vehicles for donation, the Auto Shop is actively in communication with the president of the Fresno automotive dealers association, Clawson Honda, Fresno Chrysler/Dodge, and Fresno Tap Auto Recycling. Tranquillity Auto Shop has also placed a formal, written request with the County of Fresno Board of Supervisors for the acquisition of retired county vehicles.

The GPUSD School Board has approved a joint venture with the Valley Health Team School Based-Clinic which will bring needed health services to our students at THS. This will be the first school based center that Valley Health Team has funded. Students have priority while the public is being served also. There will be two entrances and the students will be separated from the public. The entire project will take approximately $500,000.00 to complete.

Upward Bound meets with students all year to develop college readiness. Students also participate in a summer camp held at West Hills College to introduce them to the college experience.

THS students also have the opportunity to take online classes through West Hills College during the regular school day.

Parent/Community and Student Achievement

Indicator: The school ensures that the parents and school community understand student achievement of the academic standards/school wide learner outcomes through the curricular/co-curricular program.

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Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that parents and school community understand student achievement of the academic standards/school wide learner outcomes through the curricular/co-curricular program.Findings Supporting EvidenceTranquillity High communicates expectations to students, parents, and the school community in several ways. Initially, the Parent/Student handbook provides information regarding academic and behavioral standards. In individual courses, teachers provide course syllabi for parents at Back to School Night and to students during the first week of school. Many teachers provide unit pacing guides to students including schedules of assignments and make those available to parents online. Our Counselor meets at least annually with students to review progress towards individual academic goals. Parents are welcome to schedule an appointment to review their child’s plans and academic goals. Additionally, our counselor offers four college night forums for the parents of all grade levels. These events frequently draw upwards of 60 parents. Student achievement is celebrated at THS in a variety of ways. In addition to sending home grade reports and AP test results, excellence is also acknowledged by teachers. Each semester THS honors students with a 3.0 and higher GPA during an Academic Awards Assembly, which includes a motivational speaker. Honor students are treated to award shirts, a barbeque, and/or a college visitation trip. Furthermore, a student of the month award was reinstituted this school year to recognize not only academic achievement, but exemplary character. Teachers regularly recognize and post student work in classrooms. Bulletin announcements routinely acknowledge student achievement.

Athletes are recognized during fall and spring semester sports banquets. Also, programs such as band and FFA honor students for their outstanding efforts. At the end of the year, two students from each department are honored with a department award during the senior farewell assembly. Also, one THS student is recognized for their outstanding citizenship.

THS has a school newspaper which is distributed to students and posted online for parents. THS has a brand new expanded web site that is regularly updated.

The Associated Study Body (ASB) also promotes student

Parent Student Handbook

Course Syllabi

Counseling records

Parent Night sign in sheets

Daily Bulletin

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involvement in various committees, as well as getting involved in the community. Students are a required part of School Site Council. Students can voice their opinion with regard to equity in participation of clubs and rallies, as well as the ASB. Students also contribute ideas for improving the campus culture and school safety. Many students participate in THS events that directly affect the community, such as the THS Blood Drive twice a year and the canned food drive.

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E2. School Culture Criterion

The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement.


Safe, Clean, and Orderly Environment

Indicator: The school has existing policies, regulations and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety.Prompt: Comment on the effectiveness of a) the existing policies and use of resources to ensure a safe, clean, and orderly place that nurtures learning, and b) all aspects of the school with respect to safety regulations including effective operating procedures for internet safety.


THS has policies for a safe, clean, and orderly environment, which promotes respect, fosters student learning and supports a collaborative school culture. THS has two campus safety liaisons to provide students with a learning environment where safety is paramount. Supervision of the campus is aided by a state of the art surveillance system to ensure safety and prevent crime. All policies are communicated through the student handbook/agenda and are part of the THS Safety Plan. Administration reviews the policies with staff and students at the beginning of the school year. Classroom teachers and the administration enforce these policies. Students receive disciplinary action if the policies are violated.

The student and parent surveys reveal that a majority of students think that the rules are enforced consistently by teachers and administrators. Furthermore, that THS has a discipline policy with serious consequences for the procession and/or use of weapons and drugs. Students also said that they feel safe riding the bus to school and walking to school. Additionally, a large majority said that the feel safe at school.

Each classroom is provided with emergency supplies, an evacuation map, emergency plans, a fire extinguisher, and fire alarm. All safety equipment is checked and maintained by GPUSD and THS custodians. As part of the THS Safety Plan, THS has scheduled regular fire drills. Visitors must check in and out at the front office, and must wear a visitor badge when on campus.

THS has an internet safety policy in place, which is acknowledged by students and parents each year. Blocks to

THS Safety Plan

Discipline records on Aeries

Visitor Check in sheets

Maintenance Records

Student and Parent Surveys

Restorative Justice Program

Campus Safety Liaison

PBIS

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inappropriate websites are put in place by the district office, and access to proxy websites is prohibited. THS is committed to a clean and orderly campus through the use of a district wide work order program. The THS custodians and GPUSD grounds crew provide maintenance of buildings, grounds, and equipment to ensure a safe and clean campus environment. During the winter and summer breaks, custodians complete a thorough cleaning of the campus. Carpets are shampooed, floors are stripped and waxed, and whiteboards and desks are cleaned. THS buildings are maintained per the William’s Act requirements.THS utilizes canine services numerous times randomly throughout the year to check student parking lots, school grounds, and classrooms.

High Expectations/Concern for Students

Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.

Prompt: Evaluate the school’s work to ensure the effectiveness of an atmosphere of caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.Findings Supporting EvidenceBased on student surveys it has been reported that the school staff demonstrate a high level of care, concern, and expectation for our students. Furthermore, students responded in the affirmative with a large majority that teachers and staff expect them to do their best. This can be further evidenced by the new progressive discipline policy which was newly implemented this school year.

THS is also in the process of implementing Positive Behavioral Interventions and Supports (PBIS) - a new approach for identifying troubled students early on and working on relationships and interventions that reduce absences and redirect misbehavior leading to referrals. PBIS implementation is a three year process. The goal is to promote a school environment which is positive. PBIS is proven to reduce disciplinary incidents, increase a school’s sense of safety and support improved academic outcomes.

THS has a school psychologist who helps students who have

Student Surveys

Discipline Policy

PBIS

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disciplinary issues such as anger management. Teachers have a process to refer a student if there is an issue that needs to be addressed.

THS recognizes the diversity of its student body. Students come from different cultures and religions. They have different learning styles and teachers are aware of these differences. Lessons are designed to be effective for all students.

Atmosphere of Trust, Respect and Professionalism

Indicator: The school has an atmosphere of trust, respect and professionalism.

Prompt: To what degree is there evidence of an atmosphere of trust, respect, and professionalism?Findings Supporting EvidenceThe staff of THS takes pride in creating an environment that is characterized by a high level of professionalism. Faculty meetings are held throughout the year. Teachers attend conferences and training sessions to enhance their teaching strategies and methods. These include numerous FCOE Common Core training sessions during the summer and the school year, AP conferences, Promesa (substance abuse prevention), BTSA (new teachers), CABE (bi-lingual educators), and CADA (Activity Directors/student leaders).

Examples of teacher professionalism at THS can be found in numerous places. Teachers communicate with students through email and in person, and are willing to help students before and after school. The after school program is staffed by regular day teachers to provide students with additional academic support.

Many events at the school demonstrate staff’s willingness to contribute to a professional, caring, and trusting atmosphere.These events include homecoming in the fall and the Tiger Palooza. Additionally, teachers are involved in clubs, such as FFA, Band, Spanish Club, ASB Leadership, CSF (newly re-started), Tiger Expeditions, Auto Club, Mock Trial, Photography Club and the Drama Club.

Sign in Sheets

Conference Attendance

BTSA

ASP Staff Roster

Campus Clubs

Activity Calendar

Academic Assemblies

Athletic Assembly

Spring Band Concert

Senior Assembly

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Also, teachers are involved in the after school program, coaching athletics, field trips, and serve as class advisers. Events include Back to School Night, Open House, and the farewell senior rally during which graduating seniors thank different staff members at the school who have helped them to get an education. THS recognizes students for their accomplishments and rewards them for their achievements through a number of awards for academics, citizenship, athletics, band, scholarships and other specific disciplines. Events dedicated to student accomplishment include fall and spring semester academic award assemblies for honor roll recognition, the senior farewell assembly where department awards and scholarships are presented.

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E3 & E4. Student Support Criteria

All students receive appropriate support along with an individualized learning plan to help ensure academic success.Students have access to a system of personal support services, activities, and opportunities at the school and within the community.


Adequate Personalized Support

Indicator: The school has available adequate services, including referral services, to support students in such areas as health, career, and personal counseling and academic assistance, including an individualized learning plan.

Prompt: Evaluate the availability and the adequacy of services, including referral services, to support students in such areas as health, career, and personal counseling and academic assistance, including an individualized learning plan.Findings Supporting Evidence

Personal support services at THS come primarily from our Counselor, the School Psychologist and Nurse. Student counseling needs are met by one counselor who addresses students’ academic programs, graduation requirements, and personal student issues. Besides managing the process of notifying families of grade issues and academic progress toward graduation, the counseling office attempts to meet with every student annually to monitor student progress via classroom visitations and presentations. Our counselor attempts to meet with students to address personal issues affecting academic achievement, provide emotional support, and provide referral services to support students in need. Seniors are also provided with newsletters from the counseling department. Upcoming events, deadlines for applications and test dates are all included.

The RSP program exists for students with special needs. RSP students are mainstreamed into all classes. Bi-lingual para-professional are available to assist in the classrooms or pull out on an individual basis to help students reach their academic potential. ELL classes provide academic support and assistance for our EL students.

THS students have access to computers via the computer lab, the library, ROP, and in some individual classrooms.

Counseling Records

IEP Plans

504 plans

ASP sign in sheets

School Nurse Logs

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Students have access to several different support programs such as Cal Soap (tutorial), Upward Bound (ASP), UC Scholars, After School Program and SST meetings. Students who are behind in credits can make them up after school with Cyber High online credit retrieval.

The Cal Soap program offers academic tutoring, college application information, test preparation, financial aid resources, loan workshops, and college campus field trips.

The Upward Bound program meets after school and is designed to generate the skills and motivation necessary for a successful educational experience beyond high school.

The UC Scholars program identifies high achieving students and supports them through their high school years with academic advising and enrichment activities designed to help them meet UC requirements. Graduates from THS regularly return to campus to encourage students to enroll in a four year university after high school.

Student Study Teams serves as a safety net for students who may be struggling. SST’s consist of Parents, the Counselor, Teachers and Administrators. SST’s are initiated by a concerned staff member or parent. We see SST’s having an expanded role to help more students achieve academic success.

It would be helpful to bring back the other counseling position at THS. Adding another counselor would reduce caseloads and ensure that all students have meaningful, one- on-one connections with the key adult resource keeping them on track for college and/or career. Furthermore, counselors can assist with parents to ensure they get involved with their child’s education.

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Direct Connections

Indicator: The school demonstrates direct connections between academic standards and school wide learner outcomes and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services, or referral services.

Prompt: Evaluate the ways that there are direct connections between academic standards and school wide learner outcomes and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services, or referral services.Findings Supporting EvidenceThe district allocates funds for services which all support the ESLRs and achievement of academic standards. THS has a School Psychologist and a Nurse. Both are on campus three days per week. The Psychologist monitors students who have been referred to her. The Nurse reviews all student health information for new students and inputs student health data into Aeries. The School Psychologist keeps detailed records of students that have been met with and the progress of those students.

Psychologist records

Sign in Sheets

Student health records

Strategies Used for Student Growth/Development

Indicator: Strategies are used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and school wide profiles, and processes and procedures for interventions that address retention and redirection.

Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum.Findings Supporting EvidenceEvery student at THS has a personalized plan school that guides the students’ academic progress. The counseling meets with students individually to monitor and review progress and to make modifications when necessary.

Tranquillity High’s small size and community based staff contribute to the school’s ability to personalize learning approaches toward expected results. One advantage that comes with a small school is that teachers teach students for multiple years, thus becoming very familiar with individual students’ learning needs, particularly for those students with

IEP plans

504 Plans

Sign in Sheets

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IEPs and 504 plans. Additionally, because of the small and tight-knit nature of THS, many teachers have taught multiple siblings in a given family. Because many special needs students with IEPs or 504 Plans are mainstreamed, resource and regular education teachers communicate regularly to ensure that individual students’ learning needs are met. For example, special needs students are routinely allowed to take exams in a resource teacher’s room so that they may have additional time, necessary testing aids, or a more comfortable testing environment. Finally, all teachers are notified which of their students have 504 Plans or IEPs at the beginning of the school year, and are apprised of appropriate accommodations and modifications for each student. Copies of 504 Plan meeting conclusions are provided to all teachers and parents.

Alternative instructional options available to students include online learning (West Hills CC), Cyber High (credit retrieval) and ELL classes, as mentioned previously.

Additional Online Instruction Prompt: Provide evidence that the processes and strategies are effective for incoming students with regard to orientation or induction and the ongoing monitoring and support of the students to ensure all have a full opportunity for academic success. Findings Supporting Evidence

THS offers several online classes through West Hills CC and Cyber High. Students enrolled in the online classes are a part of the regular student body population which is mostly on site teacher taught. Online classes are supervised by a regular teacher on site.

Master Schedule

Support Services and Learning

Indicator: The school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom, for all students, including the EL, GATE, special education, and other programs.

Prompt: Evaluate the extent to which the school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom. Evaluate the processes that are used to identify under-performing or struggling students and the interventions to address these identified student learning needs.Findings Supporting EvidenceAs evidence in the community survey, THS needs to create Community Survey

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more opportunities that are geared towards those who are gifted and talented to challenge them to attain levels of even higher proficiency. THS needs to improve intervention programs that provide additional support for newly arrived EL students and EL students designated as at risk of not meeting benchmarks.

Master Schedule

Additional Online Instruction Prompt: Evaluate the extent to which the support services and related activities have a direct relationship to student involvement in learning with respect to equity of access, availability of computers and internet. Findings Supporting Evidence

THS students all have access to computers during and after school. Virtually all teachers use the computer lab and internet for class related projects. Also, specific online classes are offered through West Hills CC and Cyber High.

Sign in Sheets

Student Assignments

Class Syllabi

Equal Access to Curriculum and Support

Indicator: All students have access to a challenging, relevant, and coherent curriculum to all students. Schools regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day).

Prompt: What have you learned about the accessibility of a challenging, relevant, and coherent curriculum to all students? What have you learned from examining the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments)? Evaluate the impact of the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day) on student achievement?Findings Supporting EvidenceTranquillity High School offers a variety of courses representative of a comprehensive public high school to all students. The school uses state recommended and aligned curriculum, as well as state approved and board-adopted text books. We are currently implementing Common Core Teaching Standards into the curriculum for all classes. Students of differing abilities are enrolled in a variety of courses, and students are offered the opportunity to repeat courses required for graduation, either on site via Cyber High or summer school. Summer school is for credit retrieval for those who are behind in credits.

Master Schedule

Class Registration Forms

Class Schedules

Summer School Applications

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THS has expanded course offerings, including Physics, Calculus, AP World History, Drama and ROP Small Business.

Co-Curricular Activities

Indicator: School leadership and staff link curricular and co-curricular activities to the academic standards and school wide learner outcomes.

Prompt: Evaluate the extent of the availability and link of curricular and co-curricular activities for all students to the academic standards and school wide learner outcomes. How effective are these efforts?Findings Supporting EvidenceTHS students are trained in leadership during several co- curricular activities including ASB leadership, Upward Bound, FFA, Band, Spanish Club, Yearbook, Photography, Auto Club, Drama Club, CSF and the Tiger Expedition Club. Students are afforded opportunities to learn and practice leadership and good citizenship skills.

All activities at THS are linked with academic content standards, curriculum, or ESLRs. Student government offers leadership experiences, and ASB leaders annually attend leadership training conferences through CADA (California Association of Director of Activities). Our student leaders also meet with other student leaders through West Sierra League meetings.

Leadership students plan and produce a series of events for the entire school year which promote school culture and student life. These events include: rallies; dances, assemblies, academic recognition programs, talent shows, senior award assemblies. Leadership also provides lunch time activities.

CAL-SOAP also offers a Career Day on an annual basis in the fall. With all of these activities, students learn leadership and citizenship with active participation. Furthermore, all seniors must earn at least 40 community service hours for an average of 10 per year.

As mentioned previously, the growth THS has had in the number of clubs on campus increases the opportunities for students to develop leadership skills. The FFA program is fully integrated with Tranquillity High’s Ag Science curriculum. Students in FFA participate in conferences and conventions throughout the year. Activities are designed to teach leadership skills. Students not only serve the local

Club Constitutions

Activity Calendar

Yearbook

ASB Leadership

Career Day

FFA

A-G Approved Course List

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community, but they also earn money and rewards as well. In so doing, they learn to make positive choices and are also targeting career success.

Traditionally, Ag Science classes and Advanced Band qualify students for UC/CSU a-g entry requirements. THS has several classes that were recently UC a-g approved. Those classes include Spanish 2, Spanish I NS, ROP Sports Medicine and CSU Expository Reading and Writing.

Student Involvement in Curricular/Co-Curricular Activities

Indicator: The school has an effective process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services.

Prompt: Evaluate the effectiveness of the school process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services.Findings Supporting EvidenceTranquillity High’s small size lends itself to high student participation in extra-curricular activities. According to CIF regulations, student academic achievement is tied to extra-curricular involvement in that students must maintain a 2.0 GPA in order to participate in extra-curricular activities.

Students at THS have a variety of activities to choose from. Many choose several throughout the year and sometimes simultaneously. These include the After School Program, ASB Leadership, Athletics, Pep Band, FFA, Cheer, club field trips, rallies, food fairs, dances, tiger palooza and homecoming.

Tranquillity High School has experienced growth in the number of active clubs on campus. The following clubs are active at this time: FFA, Spanish Club, Tiger Expedition Club, CSF, Auto Club, Drama Club, Photography Club and the Computer Club.

Community service opportunities for students include helping with the food bank distribution, participation with the Red Ribbon celebration and parade, serving as referees for elementary school athletic events plus the canned food drive, the blood drive and pennies for patients. One challenge is the lack of businesses in the district to partner with.

THS Athletic Handbook

Activity Calendar

Club Rosters

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Student Perceptions

Indicator: The school is aware of the student view of student support services through such approaches as interviewing and dialoguing with student representatives of the school population.

Prompt: Comment on the student view of student support services after interviewing and dialoguing with student representatives of the school population.Findings Supporting EvidenceBased on student surveys and group discussions with our Leadership students, students are aware of and take good advantage of the many supports they have, including meetings with the Principal, Psychologist, Counselor and Activity Director as well as respective class advisors and meetings with individual teachers.

Student Surveys

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WASC Category E. School Culture and Support for Student Personal and Academic Growth: Strengths and Growth Needs

Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.

Category E. School Culture and Support for Student Personal and Academic Growth: Areas of StrengthTHS values parents as part of the school community and encourages parents to be active participants in their child’s education.

THS offers a rich variety of support services for academic and social development.

THS offers a wide variety of co-curricular and extra-curricular activities.

THS has experienced a recent increase in clubs that have created more opportunities for our students to grow academically and socially.

All adult staff at THS demonstrates care, concern, and high expectations for students in an environment that honors individual differences.

Curricular and co-curricular activities are linked to the academic standards and ESLRs.

Category E. School Culture and Support for Student Personal and Academic Growth: Areas of GrowthTHS needs to implements strategies and processes for regular involvement of parents and the community, including non-English speaking parents.

THS should investigate a new approach for identifying troubled students early on and working on relationships and interventions that reduce absences and redirect misbehavior leading to referrals.

THS needs to improve intervention programs that provide additional support for newly arrived EL students and students designated as at risk of not succeeding academically.

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Prioritized Areas of Growth Needs from Categories A through E

Prioritize the growth areas from the five categories.

Professional Development needs to continue to include training on Professional Learning Communities to continue our focus on analyzing student data to guide instruction and increase student learning. Monitoring for progress and achievement over time needs to become standardized in all classes.

THS needs to formalize a process to support students in academics and behavior to assist in earlier identification of and support for struggling students.

THS needs to improve intervention programs that provide additional support for newly arrived EL students and/or EL students designated as at risk of not meeting benchmarks.

Encourage greater focus on collaboration and professional development related to instructional strategies that increases student rigor and allows students to practice skills needed for higher level critical thinking.

Further refine common assessments by increasing department collaboration and align them to the Common Core.

THS needs to implements strategies and processes for regular involvement of parents and the community, including non-English speaking parents.

There is need for more extensive parent education in regards to district policies and expectations and how to best support their children.

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Chapter V: Schoolwide Action PlanA. Revise the single schoolwide action plan, i.e., Single Plan for Student Achievement.B. State any additional specific strategies to be used by staff within each subject area/support

program to support sections of the schoolwide action plan.C. Describe the school’s follow-up process, ensuring an ongoing improvement process.

Formal action plans from each Home Group are not necessary; the critical emphasis is the consensus and commitment from all stakeholders to implementing the various sections of the schoolwide action plan.

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Appendices:A. Results of student questionnaire/interviewsB. Results of parent/community questionnaire/interviewsC. Master scheduleD. Additional details of School Programs, e.g., online instruction, college/career,

academies, IB, AVIDE. School Quality Snapshot (see cde.ca.gov)F. School accountability report card (SARC)G. CBEDS school information formH. Graduation requirementsI. Any pertinent additional data (or have it on exhibit during the visit)J. Budgetary information, including budget pages from the school’s action plan

(i.e., the Single Plan for Student Achievement)K. A list of standards-based local board adopted texts (include year of publication)

used in 9th and 10th grade English Language Arts, any reading intervention programs, texts leading up to Algebra, Algebra I, Social Studies, and Science

L. Glossary of terms unique to the school.

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