tranquillity high school self-study...

WASC/CDE FOL 2013 Edition

Revised 11/12

TRANQUILLITY HIGH SCHOOL

SELF-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

Tranquillity High School WASC/CDE Self-Study Report

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Golden Plains Unified School District

22000 Nevada Street, San Joaquin, CA 93660

www.gpusd.org

GPUSD Board of Trustees

Antonio Lopez: President

Kathy Chaffin: Vice President

Edna Munguia: Clerk

Maryann Trujillo: Member

Leticia Fernandez: Member

Celina U. Rossetti: Member

Presentacion Sanchez: Member

GPUSD Administration

Jesus Cruz: Superintendent

Debie Wood: Academic Services Coordinator

Gina Murphey-Garret: Chief Business Officer

Anna Maldonado: Human Resource Director

Evelyn Diaz: Special Education Director

Eddie Garcia: Maintenance/Transportation

Avtar Gill: Technology

http://www.gpusd.org/


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Tranquillity High School

6052 Juanche Rd.

Tranquillity Ca. 93668

(559)698-7205

Administrative Team

Avo Atoian: Principal

Ara Derkalousdian: Vice Principal

Aydee Cruz: Counselor

Harlan Awbrey: Activities Director, After School Program

Erika Gaytan: Athletic Director

WASC Leadership Team

Avo 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 Team

Dr. Guadalupe Solis (Chair): Assistant Superintendent, Tulare County Office of Ed.

Dr. Pansy Ceballos, Director of Charter Schools, Tulare County Office of Ed.

Elizabeth Austin: Principal, Soledad High School

Kevin Kirschman: Teacher, Ripon High School

Jennifer Shuen: Teacher, Dougherty Valley High School


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WASC Focus Groups

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. Debie 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


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IV Assessment /Acountability- Standards Based Student Learning

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. Aydee Cruz: Counselor

3. Josh Escobar: Social Studies Teacher

4. Cristina Lopez: Spanish Teacher

5. Roseann Sanchez: English Teacher

6. Erika Lua: School Psychologist

7. Cecilia Morquecho: Cafeteria

8. Demetrio Munguia: Safety Liason

9. Maria Sandoval: Safety Liason


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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 .................................................................................. 60

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 ................................................................

Appendices ........................................................................................................ 157


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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.


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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 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 Findings Tranquillity 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.

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

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


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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 12th 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.


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

In 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 Statement

Tranquillity 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.

(* 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%)

2009 2011 2012 2013 2014

Total 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%)


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Number of EL Students by Grade Level

2011 2012 2013 2014

9th 68 48 36 49

10th 31 47 25 35

11th 25 18 25 28

12th 35 27 10 25

Fluent English Proficient by Grade Level

2011 2012 2013 2014

9th 50 66 78 50

10th 53 64 91 74

11th 69 59 73 86

12th 63 76 59 75


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Special Education Program

In 2004, Congress reauthorized the Individuals with Disabilities Education Act

(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.

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. A school psychologist is on campus three days a week.


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Our Special Ed teachers observe students and conduct assessments for Special Education students.

Furthermore, they also meet with parents and students regarding academic and behavioral issues.

THS Special Ed students also have access to the Workability Program. This program allows

students 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. THS also collaborates with the Department of Rehabilitation.

This program is designed to help senior students with transitioning into 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 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%


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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 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 2012-13

Total Students 105 131 115 89

Graduates 88 105 102 71

Graduation Rate 83% 80% 88.70% 79.80%

# of Drop Outs 13 15 15

% Drop Outs 12.40% 11.50% 8.70% 16.90%


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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 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 %


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

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.


22

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

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.


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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. 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.


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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 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.


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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.

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


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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 7

Administration 1 2 2 1

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 2

Preliminary

Credential 1 1

Supp./Emer. 1 2 1


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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

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.


28

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 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 2013

All Students (333 students) API: 656

(309 students) API: 643



Hispanic (320 students API: 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 the

2011 Base API is in the 2011–12 reporting cycle. The comparison is not valid

because 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 cycle

but 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


29

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

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 2012-13

ELA 29 31 24 34

Algebra 15 5 8 26

Geometry 6 12 10 3

Algebra 2 11 38 15 25

Math 33 NA NA 24

Life Science 18 10 29 25

Biology 15 8 25 16

Earth Science 16 26 19 14

Chemistry 6 9 6 5

Physics NA NA NA NA

History 28 24 43 40

World History 16 22 30 30


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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

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 0

2013 89% ELA 123 0 25 75 122 0

2012 82% Math 122 8 42 62 122 0

2012 75% ELA 121 7 41 62 121 0

2011 80% Math 94 1 24 53 94 0

2011 73% ELA 93 1 24 52 93 0

2010 95% Math 105 1 15 68 105 0

2010 86% ELA 105 1 15 68 105 0

2009 98% Math 126 0 32 69 126 0

2009 96% ELA 126 0 32 69 126 0

2008 88% Math 113 3 43 44 113 0

2008 83% ELA 112 2 42 44 112 0


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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 2013

Participation

Rate 91% 99% * 94% 96% * 96% * 100% * 91% 98%*

% 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 2013

Made AYP No No No No

Criteria Met 8 out of 17 1 out of 5 9 out of 18 5 out of 18

API Met Yes (+53) No (-13) Yes (+46) No (-6)

Grad Rate No (88%) No (83%) No (84%) Yes (86%)

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


32


33


34

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%)


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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%)

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.


36

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%.

2010 2011 2012 2013

55%

30.7% 14.4 % 9.5% 36%

College admission rates

During 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)


37

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.

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 2013-14

Advanced 2 2 4 8 0

Early Advanced 24 19 28 34 29

Intermediate 36 45 42 35 46

Early Intermediate 23 24 14 17 16

Beginning 14 15 12 7 7

At


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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 Exam

All 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 Exam

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


39

ACT Exam

The 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 16.6

2010 14.6 18.7 15.9 16.8 16.6

2011 14.2 17.8 15.2 15.3 15.8

2012 15 18.4 15.2 16.5 16.4

2013 14.9 17.9 18.4 17.3 17.3

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


40

AP Exam Results

In 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.

2008-09 2009-10 2010-11 2011-12 2012-13

Students 37 74 172 153 96

Passing 16 36 63 53 12


41

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 16 Algebra 2 9 16 39 22 14

Geometry 1 2 14 60 24 Sum. Math 34 27 23

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

Chemistry 1 4 46 30 19 Life Sci. 5 20 31 30 15 W. History 12 18 32 16 22 US History 18 22 30 20 11


Year Subj. Adv. Prof. Basic Below Basic Far Below Basic ELA 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 22 Algebra 2 4 11 53 32 2

Geometry 1 9 33 42 15

Sum. Math * * * * *


Chemistry 0 6 46 29 19

Life Sci. 10 19 34 18 20 W. History 10 20 38 13 18

US History 11 32 36 5 16


42


Year Subj. Adv. Prof. Basic Below Basic Far Below Basic ELA 9 11 27 31 17 13

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

Algebra 0 5 26 46 22

Algebra 2 0 38 42 17 4 Geometry 1 11 32 43 13

Sum. Math * * * * *

Earth Sci. 7 19 36 20 19 Biology 1 7 34 31 27 Chemistry 0 9 37 31 22

Life Sci. 1 9 30 25 35 W. History 7 15 27 16 35 US History 7 17 26 22 28


Year Subj. Adv. Prof. Basic Below Basic Far Below Basic ELA 9 9 31 27 20 13 ELA 10 5 23 43 18 11 ELA 11 5 13 41 25 16

Algebra 1 0 15 25 40 21 Algebra 2 0 11 36 47 6

Geometry 0 6 28 49 16

Sum. Math 0 33 58 8 0


Chemistry 0 6 26 26 41(68 students)

Life Sci. 3 15 37 29 16 W. History 2 14 37 21 26

US History 6 22 29 27 16


43

ELA 9

ELA 10

ELA 11


44

Algebra

Algebra 2

Geometry


45

Earth Science

Biology

Chemistry


46

Life Science

World History

US History


47

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).

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.


48

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:

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.


49

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 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.


50

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

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.


51

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 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).


52


53

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. Eight 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


54

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.


55

Blackboard Connect is a mass notification service via phone 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.


56

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.


57

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

During 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.


58

The AP classes include English Composition and Literature, Chemistry, US History and 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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60

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 engagement

f. 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 Education

4. Monitoring of RFEP students

5. 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


language.

Use of instructional modalities that address different learning styles with careful


Use of engagement strategies that emphasize cooperative learning and incorporate


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


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


language.

Use of instructional modalities that address different learning styles with careful


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 needs

2. Obtained and installed signal “access points” based on #1

3. Order end-user devices for students and teachers depending on need based on inventory and

instructional goals

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

main frame

5. Plan for and obtain training for teachers

6. Prepare curricula that takes full advantage of technological options: Smartboards, Document

Cameras, Laptops, Tablets

a. Close reading

b. PowerPoint presentations

c. Student use of Smartboards

d. Typing tests

e. Development of web-based link options on school website

f. Archiving model lessons using technology for teacher and student use

g. Participation in virtual opportunities to interface with other states as needed in use of

technology as part of a national consortium

7. Increase and carefully monitor technology skills of students with special attention to typing

skills and word processing

8. 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 template

b. Increase use of Smartboard technology in the development of “flip-chart” lessons

c. Plan for and implement cooperative and high value engagement strategies

d. Post student “data walls” to assist students in self-monitoring their academic progress

e. Participate in scheduled “data chats” with site administration to determine next steps

f. Schedule professional development in use of technology

g. Work in collaborative instructional groups to develop assessments that better align with the

Common Core


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Critical Learner Needs

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.


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By using and facilitating the use of technology as a tool, the teachers, administrators, and support

staff will:

1. Take attendance and print out attendance reports

2. Enter test data into Data Director

3. Access student assessment information on Data Director

4. 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.


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

Learners.

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 Findings

Category A: Organization: Vision and Purpose, Governance,

Leadership and Staff, and Resources

A1. Organization Criterion

The 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.

- 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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THS offers students the opportunity to experience a quality

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.


The 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.


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.


The 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.

Mission Statement

ESLERS (posted in

classrooms)

School Board Agenda

Staff Meeting agenda


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While the THS staff and student body may not currently be able

to cite the THS Mission Statement or ELSRs by 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.

Conclusions

Prompt: Comment on the degree to which this criterion is being addressed.


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.


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


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.


The 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 become

Proficient 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 regular staff meetings.

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.


73

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.


The 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.


74

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.


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.


Throughout 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


75

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.


The 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.


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


76

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.


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.


77

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.


The 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


78

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?


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.


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 spending to make sure

Board Agendas

Training sign in sheets

Purchase Orders

Single Plan for Student

Achievement


79

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


80


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.


GPUSD 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.


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.


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.


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?


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.


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

staff handbook will also have this information included. New

teachers are mentored through the BTSA training program.

PLC Meetings

Data Director

BTSA


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Furthermore, THS has added instructional coaches as part of

the strategy to mentor all teachers with CCSS implementation.

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?


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.


The 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?


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.


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?


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.)


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


87

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?


Maintenance 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.


88

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.


Policies 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 materials

including 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. English Learners) 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.


89

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.


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.


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


90

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 Strength

Golden 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.


91

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.


The 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 to

prepare for the implementation of Common Core standards and

assessments.

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

Master Schedule

Common Core Training

BTSA

Ag Conferences

AP training

Purchase of Promethean

Boards


92

lesson. Research suggests that students are more engaged when

teachers find dynamic ways (i.e. interactive lessons) to

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?


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-

A-G Approved List

Master Schedule


Calendar


93

service opportunities for teachers to learn how to integrate Common

Core techniques and methodology into 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.


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.


Pacing 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


94

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.


Tranquillity 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


95

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?


THS 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


96

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.


Integration 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


97

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.


THS 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


98

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.


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.


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


99

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?


THS 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


100


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.


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

4 year plans

Sign in sheets

Transportation requests

Itineraries

Master Schedule

Class Rosters


101

opportunities. Examples include, UTI (Universal 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.


102

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 goals


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


103

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).


The 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.


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 choices, and

plan for college and careers. Presentations from various colleges

Sign in Sheets

Student sign ups

Educational Plans


104

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.


105


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.


Tranquillity 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, transmissions, cylinder

Senior Projects

Auto Shop Equipment

Student Store

Print Machines


106

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.


THS students have access to the Revolution Prep program

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

Revolution Prep

Master Schedule


107

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.

ASP attendance

Parent Night Sign in Sheets

Copies of sign parent letters


108

WASC Category B. Standards-based Student Learning: Curriculum:


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 Strength

Teachers 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 Growth

More formal collaboration time is needed to create and fully implement curricular

changes 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.


109


110

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.


State 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

and tools 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.

Class Roosters

Lesson Plans

Portfolios

Senior Project

Senior Portfolios


111

Science teachers emphasize laboratory/exploratory

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


112

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.


In 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.


Tranquillity 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.

Furthermore, students with special needs receive instruction with

Lesson Plans

Group Work

Project and Presentations

IEP/504 plans

Weekly Computer Lab Visits


113

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.


As 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


114

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.


Teachers 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.


THS 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

Classroom Observations

Data/Roll sheets from ASP

program

After School Program

Extra Duty Contracts


115

the exception of essays and longer writing 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.


Student 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


116

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.


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.


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.


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


117

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.


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.


Tranquillity 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,

government, and business


118

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.

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.


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The Tiger band has 75 students enrolled in the program which 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:


Category C. Standards-based Student Learning: Instruction: Areas of Strength

THS 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 Growth

Students 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.


The 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

Formative Assessments

Common Summative

Assessments

Benchmarks

Final exams


125

this terminology to our students. The 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.


Student 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.

Report Cards

SARC

Transcripts

CDE Website


126

THS also uses test scores (CASHEE, AP Exams, CELDT, SAT) to

determine the extent of student performance.

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.


Beyond 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).

Informal Assessments

Formal/Summative

Assessments


Individual and group projects


127

In English there are ongoing checks of understanding in class.

The teacher checks student progress with assignments, and we

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.


Demonstration 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.

Lesson Plans


IEP/504 Plans


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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. 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?


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.

Lesson Plans


ASP Sign in Sheets

PE Journals

EDGE Curriculum


129

In ELD, teachers are embedding their language objective with

their content objective in order to reconcile what students 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.

EDGE Assessments

(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?


Student 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 on

assessments. Students’ strengths, and areas for improvement,

become quite evident upon reviewing math tests. Students

receive additional one-on-one instruction in response to the

portions 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.


Student Surveys


130

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.

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.


Tranquillity 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


131

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.


The 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 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

Aeries

Progress Reports

Data Director

Sign in Sheets from Parent

Meetings


132

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.


133

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.


Teachers, 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


134

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.


Tranquillity 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.


Tranquillity 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


135

on their English foundational skills. An English remediation

class was created to support these students.


136

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.


137

Category E: School Culture and Support for Student Personal and

Academic Growth

E1. School Culture Criterion

The 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.


THS 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


138

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.

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?


Tranquillity 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).

CAL SOAP

ROP Class Rosters

Scholarship records

Career Fair notes

FCOE ASP Reports


139

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 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.


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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.

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.


Tranquillity 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

Parent Student Handbook

Course Syllabi

Counseling records

Parent Night sign in sheets

Daily Bulletin


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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

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 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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THS has an internet safety policy in place, which is

acknowledged by students and parents each year. Blocks to

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.


Based 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.

Student Surveys

Discipline Policy

PBIS


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THS has a school psychologist who helps students who have

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?


The 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.


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.


The 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.


Every 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 IEPs and 504

plans.

IEP plans

504 Plans

Sign in Sheets


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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.


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.


As evidence in the community survey, THS needs to create more

opportunities that are geared towards those who are gifted and

talented to challenge them to attain levels of even higher

proficiency.

Community Survey

Master Schedule


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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.

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.


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?


Tranquillity 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.

THS has expanded course offerings, including Physics,

Calculus, AP World History, Drama and ROP Small Business.

Master Schedule

Class Registration Forms

Class Schedules

Summer School Applications


151

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?


THS 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 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.

Club Constitutions

Activity Calendar

Yearbook

ASB Leadership

Career Day

FFA

A-G Approved Course List


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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.


Tranquillity 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


153

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.


Based 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 Strength

THS 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 Growth

THS 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 Plan

A. 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/interviews

B. Results of parent/community questionnaire/interviews

C. Master schedule

D. Additional details of School Programs, e.g., online instruction, college/career,

academies, IB, AVID

E. School Quality Snapshot (see cde.ca.gov)

F. School accountability report card (SARC)

G. CBEDS school information form

H. Graduation requirements

I. 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.