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
WASC/CDE FOL 2013 Edition
Revised 11/12
Tranquillity High School WASC/CDE Self-Study Report
Golden Plains Unified School District
22000 Nevada Street, San Joaquin, CA 93660
www.gpusd.org
GPUSD Board of 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
Evelyn Diaz: Special Education Director
Eddie Garcia: Maintenance/Transportation
Avtar Gill: Technology
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Tranquillity High School WASC/CDE Self-Study Report
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.
Elizabeth Austin: Principal, Soledad High School
Kevin Kirschman: Teacher, Ripon High School
Jennifer Shuen: Teacher, Dougherty Valley High School
David Yust: Teacher, Esparto High School
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Tranquillity High School WASC/CDE Self-Study Report
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.Debbie Wood: GPUSD Academic Services Coordinator
3.Espie Sandoval: History/Spanish Teacher
4.Christine Rodriguez: Vocational Ed/Business Teacher
5.Herb Kendall: Math/Science Teacher
6.Surkis Manavazian: Business Teacher
7.Bea Newman: Librarian
III Category C: Instruction- Standards Based Student Learning
1.Jesus Zavala: Chair, Instructional Coach
2.Luis Dominguez: Physical Education Teacher
3.Leticia Gonzalez: Special Education Teacher
4.Denise Etchegoinberry: English Teacher
5.Esther Urrutia: Home Economics Teacher
6.Lupe Munguia: Parent
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Tranquillity High School WASC/CDE Self-Study Report
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.Adyee Cruz: Counselor
3.Josh Escobar: Social Studies Teacher
4.Christina Lopez: Spanish Teacher
5.Roseann Sanchez: English Teacher
6.Cecilia Morquecho: Cafeteria
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Tranquillity High School WASC/CDE Self-Study Report
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........................................................................
156
Appendices .............................................................................................................
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Tranquillity High School WASC/CDE Self-Study Report
Preface
Tranquillity High School received a 6 year accreditation in the spring of 2008. We had a
successful mid-term visit during the 2010- 2011 school year. In the six years since our last
WASC report, Tranquillity High School has been in a process of regular administrative transition
and renewal. While campus and academic improvements were made during the time period that
followed, they were not always sustained. Through collaboration and the desire for continual
improvement, we are learning how to guide our school to the next level of student achievement.
Our progress is documented more completely in Chapter 2.
With the involvement of our staff, students and parents, we have worked together to examine the
degree to which we are offering a standards-based curriculum designed to meet the very diverse
educational needs of our students. We have gathered and examined student achievement data,
student and parent surveys, and looked for patterns in both our strengths and areas for growth.
In the fall of 2013, Tranquillity High School launched the self-study. Prior to that, there was
orientation for the certificated staff during collaboration times. The goal was to develop a general
understanding of the WASC process before beginning the study and to introduce the Focus on
Learning (FOL) categories so that staff members could provide their preferences. All faculty
members at THS took part in a Focus Group. Furthermore, parents and students were invited to
be part of the Focus Groups so that our evidence was solicited from all shareholders. We also had
a representative from our district office participate with one of our focus groups.
Throughout 2013-14 the profile continued to be updated, reviewed and edited to ensure it had the
most current and accurate information. During collaboration meetings, staff members had several
opportunities to review the first three chapters to make sure the details of the report were correct.
However, a large portion of the weekly collaboration time was devoted to Professional
Development designed to enhance the teaching strategies that are associated with the Common
Core State Standards. As a consequence, the Focus Groups did not meet until early in the spring
semester of the 2013-14 school year.
In January 2014, we held the first FOL meetings to begin the work of analyzing all of the WASC
criteria found in Chapter 4. Each focus group met on a separate night to ensure the WASC
Coordinator could facilitate each meeting and compile the information properly. After our
principal at the time resigned due to family issues, our school district asked for a postponement
of the WASC visit.
THS had an interim principal for two months until our current principal was hired prior to the
close of the school year. Upon our return from summer break, Focus Group chairs continued to
work with their respective team members to update their sections. During the last focus group
meeting, the teams were asked to refine their respective sections and identify areas of strength
and areas of growth related to their FOL category.
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Tranquillity High School WASC/CDE Self-Study Report
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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Tranquillity High School WASC/CDE Self-Study Report
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.
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Tranquillity High School WASC/CDE Self-Study Report
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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Tranquillity High School WASC/CDE Self-Study Report
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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Tranquillity High School WASC/CDE Self-Study Report
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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Tranquillity High School WASC/CDE Self-Study Report
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 selfconfidence 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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Tranquillity High School WASC/CDE Self-Study Report
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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Tranquillity High School WASC/CDE Self-Study Report
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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Tranquillity High School WASC/CDE Self-Study Report
These students are re-designated according to the multiple criteria, standards, and procedures
adopted by the district and demonstrate that students being re-designated have English language
proficiency comparable to that of average native English speakers. In the 2012-13 school year,
THS had 48 students who were re-designated which is a substantial increase over previous years
(see the table below as presented). In previous years, THS averaged only 53% Fluent English
Proficient. THS peaked at two-thirds of the school population (64.2%) in the Fluent English
Proficient category in 2013 and has since returned to 58% of the student body population.
2009
2011
2012
2013
515
469
475
469
# 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%)
19
12(7%)
48(34%)
33 (22%)
Total Enrollment
# of Students Re-FEP
37
2014
491
(* Data for 2010 is not available)
English Learners percentage of total enrollment 2004-2014
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
40.6%
32.8%
(-7.8%)
27.9%
(-4.9%)
32.2%
(+4.3%)
20.0%
(-12.2%)
*
34.5%
(+14.5%)
29.5%
(-5.0%)
20.5%
(-9.0%)
27.9%
(+7.4%)
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Tranquillity High School WASC/CDE Self-Study Report
Number of EL Students by Grade Level
9th
10th
11th
12th
2011
68
31
25
35
2012
48
47
18
27
2013
36
25
25
10
2014
49
35
28
25
Fluent English Proficient by Grade Level
9th
10th
11th
12th
2011
50
53
69
63
2012
66
64
59
76
Special Education Program
16
2013
78
91
73
59
2014
50
74
86
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Tranquillity High School WASC/CDE Self-Study Report
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. If there is a discrepancy in
the assessment, most likely the student will qualify for special education services which will
result in an IEP.
For students who are deemed eligible, the team develops annual measurable goals and objectives
setting out student’s participation in various classroom activities, evaluates the need for assistive
technology, supplementary aids, and accommodations. An appropriate placement for the student
is one in which she or he has a reasonable chance of achieving those IEP goals.
The program provides a full range of program options and its goal is to meet, in the least
restrictive environment, the educational and service needs of individuals with exceptional needs.
All students with disabilities have an individualized education program and receive special
instruction and related services.
Special Education students are placed in one or two support classes depending on their level of
need and are immersed in the regular classroom for the remainder of their schedule with RSP
support in their core classes. THS has two Special Education teachers. One for grades 9-10 and
the other for grades 11-12.
There are also two Special Ed aids that provide support in the core classes under the direction of
the RSP teachers. The school psychologist is on campus three days a week.
Both of these staff members observe students and conduct assessments for Special Education
students. Furthermore, they also meet with parents and students regarding academic and
behavioral issues. Students are also afforded the opportunity to participate in the Workability
Program. Students are able to job shadow in a variety of positions throughout the community
and are able to learn skills associated with those positions. Furthermore, students fill out an
application, are interviewed and also fill out time sheets for salary. Another program is
“Department of Rehab” for seniors only. This program is designed to help them for the work
force or vocational training. The program supports them academically and with any materials
they may need. Examples include tutorial and financial aid applications. These services continue
up to the age of 22.
Attendance
Attendance clearly remains one of the most important factors affecting student achievement.
THS has installed an auto-dial system that calls home if a student is absent from or tardy to a
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Tranquillity High School WASC/CDE Self-Study Report
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%
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.
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Tranquillity High School WASC/CDE Self-Study Report
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
Total Students
Graduates
Graduation Rate
# of Drop Outs
% Drop Outs
2009-10
105
88
83%
13
12.40%
2010-11
131
105
80%
15
11.50%
2011-12
115
102
88.70%
8.70%
2012-13
89
71
79.80%
15
16.90%
Daily Bell Schedule
THS operates on a traditional seven period schedule, beginning at 8:00 a.m. and ending at 3:00
p.m. with the exception of Wednesday. Each regular day class period is fifty minutes in length
with four minute passing periods. Classroom teachers record student attendance electronically
each period, and the attendance office personnel monitor and maintain all attendance records. On
Wednesdays, THS follows a teacher collaboration bell schedule and students arrive at 10:00 AM.
Suspensions and Expulsions
During the last school year, suspensions occurred most frequently as a result of disruption of
school activities or willful defiance. The second most common cause of suspensions and
expulsions is violation of class rules. THS is looking at the “Restorative Justice” model which
has proven successful in many districts throughout the state to further curb a variety of issues
relating to discipline. The new model will encourage students to take responsibility for their
behavior and find solutions with teachers and their peers. In terms of school wide discipline,
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Tranquillity High School WASC/CDE Self-Study Report
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 %
The following graph is our percentage of students suspended or expelled for the years listed.
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Tranquillity High School WASC/CDE Self-Study Report
In the school year 2011-12, THS had a population of 475 students of which 41 were suspended
and 1 was expelled. In the school year 2012-13, THS had a population of 469 students of which
28 were suspended and 1 was expelled. Consequently, the suspension rate in 2011-12 was 8.3%
and in 2012-13 it went down to 5.7%. Expulsions are rare in GPUSD.
Student Involvement in Extracurricular and Co-curricular Activities
In addition to the focus on student achievement in the classroom, THS encourages involvement
in many extra curricular and co-curricular activities. Over 130 students participated in fall sports
last semester. Additionally, a large percentage of students are involved in a wide variety of
electives and campus clubs which include
THS is proud of our success and level of student involvement in student athletics, particularly in
cross country, boys’ basketball and soccer- all three of which routinely enter post-season play.
Our Varsity Boys basketball reached the state level twice within the past six years. In 2013 the
basketball team won the Valley Championship for division 6. Last school year our boys cross
country team won the Valley Championship for their division as well. In addition to the standard
sports programs offered at small schools, THS boasts competitive volleyball, football, baseball,
softball and wrestling teams. Students must be eligible to participate in sports. The requirement
is a 2.0 grade point average. An eligibility list is updated every semester. Last spring THS had
357 students on the eligible list and 99 on the ineligible list.
Tranquillity High’s Band program is one of the longest enduring traditions at THS. The band is
known in the community for its quality thematic musical productions in the winter and spring.
The band has shown significant growth over the last six years growing from an average of 50
students to 75 students. Our band teacher has taught band at THS and for GPUSD since 1994 and
has been the only music teacher for the high school and all four of the K-8 feeder schools since
2007. The participation rate is approximately 15% of the entire student body. In addition to
concerts, the band performs at home football and basketball games, local parades and
competitions, and takes a trip to Hawaii every four years.
Student participation in clubs on campus varies from club to club, with larger clubs maintaining
strong involvement and activity, and others having fluctuating levels of involvement, a function
of the club’s durability. The amount of clubs has increased from recent years. Campus clubs
include Leadership, FFA, Spanish Club, Tiger Expedition Club, CSF, Mock Trial, Car Club,
Yearbook, Photography Club and the Computer Club.
The Spanish Club is open to any student at THS. The purpose of the club is to expand and to
embrace the knowledge of the Hispanic culture and other cultures as well. In order to accomplish
these goals, the members have visited the following places:
*Arte Americas Museum- Students learned about Hispanic artists.
*The Getty Museum- Students saw non-Hispanic artists.
*Folkloric show at Fresno State- Groups from different universities from the CSU system
performed. Students learned that they can achieve a higher education and still maintain their
traditions.
*Bilingual Foundation of the Arts- Students saw a play in Spanish and understood the
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Tranquillity High School WASC/CDE Self-Study Report
importance of learning Spanish and English.
*Olvera Street- Students saw historical buildings of the first Spaniards in California.
*Cesar Chavez National Center- Students learned about this important historical leader and the
importance of doing community service.
Beside these field trips, members of the Spanish Club are also involved in activities to keep alive
their traditions. The club celebrates the following activities:
*Gift exchanges in December
*Christmas Dinner
*Day of the Dead
*Shrines to remember those who passed away
*Three wise men bread
*Day of the Candelaria
By doing these field trips and cultural activities, these members have seen the different
components of the Hispanic culture. However, the most important thing of all is that they have
understood that they can be members of the American society and still keep and share their own
traditions.
The After School program provides academic re-enforcement/tutorial for Core classes and runs
from 3-5:30pm. Cal Soap, Upward Bound, Migrant, and Cyber High are all involved as well. All
of these organizations provide extra assistance to help the school carry out the ESLERS.
Activities include tutorial, field trips, college visitations and credit retrieval. The after school
program averages 140-150 students every day. The first hour is focused on academics while the
second hour has numerous enrichment/physical activities for the students to choose from.
Activities have included: Cyber High, additional Math Tutorial, Tiger Fitness Center, Bike
Riding, Weight Room, School Farm, Culinary Arts, Computer Science/Construction, Arts and
Crafts, Music, Drama and Photography.
Interventions/Programs
Teachers and staff at THS have engaged in a variety of methods to support students who may be
struggling in their classrooms. Informal and formal assessments guide teachers to determine
which students need additional support. Teachers have stated that they are in communication
with students and parents in order to identify and assist struggling students. Students are provided
individual academic help during lunch and after school. Additionally, alternative assignments
may be offered which might better suit learning styles and talents. Differentiated instruction is
also evident in a number of classrooms. Students are also referred to the After School Program as
well for extra tutorial. During ASP, teachers and CAL SOAP tutors work with students who need
extra help. In some classes, students are also given more time to complete assignments if
necessary. In the end, it is hoped that through all of these efforts, important connections are made
between the curriculum and their interests and life experiences. Below is an explanation of the
intervention programs currently offered at Tranquillity High School.
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Tranquillity High School WASC/CDE Self-Study Report
Student Study Teams- The SST is a group formed within the school to further examine a
student’s academic, behavioral and social-emotional progress. The SST team can propose
interventions for the student. The team usually consists of a teacher, administrator, and support
personnel from the school. Sometimes a special education teacher will also participate to give
his or her perspective. The student and parent are also a part of the team. The SST meeting
provides everyone with an opportunity to share concerns and develop a plan. Either a staff
member or parent can make a referral. The interventions agreed upon will vary depending on the
child's educational needs.
Cyber High- This is an online credit recovery program for students who need A-G approved
courses that they did not pass with a “C” or better during the regular school year. Students who
need this program are identified early in the school year. Students can also sign up with the
counselor.
After-School Tutorial Program- Many teachers and tutors stay after school to assist students
with their class and homework.
ASB Leadership
Leadership plans and executes all school wide activities. The goal is to involve as many students
as possible in activities and to foster positive school culture and school spirit. The instructor has
taught the leadership class for the last 11 years. ASB leadership consists of the nominated
students from each class to represent the student body as well as students who applied to be in
the program. Our leadership students are known for their hard work and dedication to plan school
wide events as evidence by the results of the student survey. Through the use of event cochairman 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.
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Tranquillity High School WASC/CDE Self-Study Report
Safety and Adequacy of Facilities
Tranquillity High School has a well-maintained campus, despite its age. Many of the buildings
on the school grounds date from the 1960’s. However, state and local measures has allowed the
school to update its’ facilities beginning in 1996 when classes on the east side of the campus
were renovated. Furthermore, in 2003, the Main Office, Agriculture Department, Auto Shop,
Science rooms, Library, and rooms on the west side of the campus were modernized. In the
summer of 2014 the entire exterior of the campus was painted and new lockers were installed in
the gymnasium for the boys’ side. Furthermore, the existing computer lab has been expanded to
allow for the addition of 15 more computers.
The THS campus is kept safe by a number of measures. The school site has a comprehensive
safety plan, which is available in the front office for view by the public. This plan is updated
every year, and approved by the School Site Council. Safety drills are practiced several times a
year. While visitors have always been required to check into the office, the administration has
made efforts in recent years to enforce this policy for all visitors, including recent graduates,
most of whom merely want to say hello or goodbye to former teachers. As an effort to
systematically determine which students are out of the classroom at what times, students all have
an agenda with an out of class passport that must be signed and dated for students to be out of
class. Lastly, GPUSD has hired two campus liaisons to assist in campus safety and security.
Staff
The staff is a dedicated staff that has endured significant administrative turnover and change both
at the site and district level for the past several years. Staff demographics include 21 teachers
made up of 14 males and 7 females. 12 teachers are identified as Hispanic and 7 teachers as
Caucasian. 1 teacher is Native American/Caucasian and 1 is Armenian. The Administration
consists of a Principal, Assistant Principal and a Head Counselor who is bi-lingual. There are 5
teachers and 1 administrator who attended Tranquillity High School and have returned to the
community they grew up in to teach.
It should be noted that the last time THS has had two counselors was in the school year 20072008. 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.
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Tranquillity High School WASC/CDE Self-Study Report
In the school year 2000-2001, there were 28 full time teachers. In 2003-2004 there were 33 full
time teachers. Reduction in staffing began in 2006-2007. In the spring of 2007 the district put
together a teacher seniority list and teacher layoffs began on March 15th. It would be a trend that
has continued every school year since then. The combination of teacher layoffs and instability of
administration has been an ongoing issue that has negatively impacted the quality of education
that our students receive.
Total Classroom Teachers
Tranquillity High School Certificated and Administrative Staff by Ethnicity
Golden Plains Unified School District defines our teachers as being highly qualified if they
possess a credential or certificate that meets California regulations. In addition,
paraprofessionals, and a computer lab assistant provide additional classroom support to teachers’
standards-based instruction and primary language support to identified English Learners.
Demographics
# of Full Time Staff
Hispanic
Caucasian
Teachers
Administration
12
1
7
2
Native
American
1
Armenian
Male
Female
1
14
2
7
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
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Tranquillity High School WASC/CDE Self-Study Report
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
Fully
Credentialed
Social
Math/Sci English Studies
Fine
Arts
Electives P.E
SPED
3
1
4
2
2
Preliminary
Credential
Supp./Emer.
2
1
1
1
1
2
1
Staff Development
In past years, three days of professional development were provided by the district. Listed below
are the many professional development opportunities. The topics covered include:
Analysis of test results (CST results, trimester benchmark results, CAHSEE testing)
Common Core In-service – ELL/Math
Mental Health referral process
Special Education Procedures
Data Director training
Aeries
Google Docs
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
26
Tranquillity High School WASC/CDE Self-Study Report
personalized support in the areas of curriculum development and planning, classroom
management and assessment strategies.
Academic Performance Index
Tranquillity High School has realized relatively inconsistent gains overall in our API for a variety
of reasons. THS students showed significant growth from 2011 to 2012 for a 47 point gain in
API to 690. However, this amount of gain was not sustained the following school year. The API
dropped 6 points to 684 in 2013. Prior to the growth in 2012, the API declined 14 points from a
previous high of 657 in the school year 2009-2010.
The year 2009- 2010 also saw a significant jump from 603 to 656 for a 53 point gain. This can be
attributed in part to a new program that was instituted called TAP (Teacher Advisory Period.)
During TAP, students worked on goal setting to improve their standardized test scores. Students
were also given released test questions to prepare for the CST’s. Students who were able to move
up one level were given extra credit in that particular subject for their final grade. Furthermore,
THS had only one principal for the entire school year whose leadership helped to stabilize the
school. His Vice Principal assisted in curriculum development and the implementation of TAP.
In 2010-11 our scores declined 13 points. We attribute this in part to several changes that
occurred during that school year. Our principal that year, who guided our school successfully
through our WASC mid-term visit, was not allowed to finish the school year and was replaced in
the middle of the spring semester of 2011. The reason given at the time was for “school safety.”
Furthermore, our district had three different superintendents that year of which the last two were
designated as “interim” only. This was the beginning of a negative trend that would re-occur in
2012-13.
In 2011-12 our scores jumped 47 points. That particular year we had one Superintendent and one
principal the entire year. Furthermore, our Vice Principal remained at his post as well from the
previous year. The school year 2012-13 would not prove as fruitful. Our principal who had been
serving for two years was replaced in the spring of 2013. Furthermore, a replacement
Superintendent that year came out of retirement and could only work a certain amount of days.
She was replaced by our current Superintendent who has guided the district for over a year since
then to this date. He is now in his second full year as Superintendent of GPUSD and has 16 years
of experience in Golden Plains. Our API score fell 6 points for the year we had two principals
and two superintendents. As a result of this analysis, one could come to the conclusion 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.
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Tranquillity High School WASC/CDE Self-Study Report
Year
All Students
Hispanic
EL
Students W/
Disabilities
2010 *
(333 students)
API: 656
(320 students
API: 657
2011 *
2012
(309 students) (329 students)
API: 643
API: 690
(302 students)
(320
API: 646
students) API:
691
(211 students) (259 students) (230 students)
API: 614
API: 642
API: 654
(27 students) (7 students)
(17 students)
API: 266
API: NA
API: 323
2013
(364 students)
API: 684
(358 students)
API: 684
(236 students)
API: 645
(26 students)
API: 283
* 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 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 %.
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Tranquillity High School WASC/CDE Self-Study Report
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
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
29
Redesig. Fluent
English Profic.
Students
Socio-Econom.
Disadvant.
Students
Not SocioEcon.
Disadv.
Tranquillity High School WASC/CDE Self-Study Report
Students
2013
2013
2012
2012
2011
2011
2010
2010
2009
2009
2008
2008
88%
89%
82%
75%
80%
73%
95%
86%
98%
96%
88%
83%
Math
ELA
Math
ELA
Math
ELA
Math
ELA
Math
ELA
Math
ELA
120
123
122
121
94
93
105
105
126
126
113
112
0
0
8
7
1
1
1
1
0
0
3
2
24
25
42
41
24
24
15
15
32
32
43
42
75
75
62
62
53
52
68
68
69
69
44
44
120
122
122
121
94
93
105
105
126
126
113
112
0
0
0
0
0
0
0
0
0
0
0
0
Adequate Yearly Progress (AYP)
Under the Federal AYP format, the goal was to reach 100% proficiency by 2014. THS met 5 out
of 18 criteria for AYP for the school year 2012-2013. THS did not meet AYP for percent
proficient in math for all students. Hispanic, English Learners and Socio Economically
Disadvantaged Students did not meet AYP in percent proficient in English or Math. While THS
did not meet its AYP, it did reach its target graduation rate for these years.
2010
2010
2011
2011
2012
2012
2013
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
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Tranquillity High School WASC/CDE Self-Study Report
*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%)
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Tranquillity High School WASC/CDE Self-Study Report
32
Tranquillity High School WASC/CDE Self-Study Report
33
Tranquillity High School WASC/CDE Self-Study Report
Language Arts Percent Proficient 2004-2013
200304
25.6%
2004-05
200506
43.9%
40.4%
(+18.3%) (-3.5%)
200607
200708
200809
200910
201011
201112
201213
33.1%
42.1%
40.3%
41.2%
41.3%
41.9%
39.1%
(-7.3%) (+9.0%) (-1.8%) (+0.9%) (+0.1%) (+0.6%) (-2.8%)
Math Percent Proficient 2004-2013
00304
33.6%
2004-05
200506
200607
200708
2008-09
200910
201011
201112
201213
66.3%
68.1%
58.5%
66.1%
46.2%
50.0%
50.5%
56.6%
55.2%
(+32.7%) (+1.8%) (-9.6%) (+7.6%) (-19.9%) (+3.8%) (+0.5%) (+6.1%) (-1.4%)
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Tranquillity High School WASC/CDE Self-Study Report
CSU/UC Requirements
California high school students have two options for attending public universities in the state:
University of California (UC), or California State Universities (CSU). There are 10 UC campuses
statewide and 28 CSU schools. A college preparatory high school program includes a minimum
of the following courses, referred to as the “A-G requirements.”
A. Two years of History/Social Science
B. Four years of English
C. Three years of college preparatory Mathematics (Four recommended for UC)
D. Two years of laboratory Science (Three recommended for UC)
E. Two years of a single language other than English. (Three recommended for UC)
F. One year of Visual/Performing Arts
G. One year of college preparatory elective in one of the above subjects.
All courses must be completed with a grade of “C” or better. The minimum GPA required for
admission to a UC is 3.0 and 2.0 for the CSU System.
The following graph illustrates the number and percentage of seniors who have completed the
course work necessary to be admitted to UC or CSU colleges. The percentage has returned to
the levels attained in 2010-2011. The average for this time period was 22% of seniors passing
all course work required. The lowest percent passing was 2012-13 at 9%. The highest
percent passing was 2013-14 at a rate of 36%.
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Tranquillity High School WASC/CDE Self-Study Report
2010
2011
2012
2013
55%
30.7%
14.4 %
9.5%
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:
39 of 109 students were admitted and 30 will attend. (36% of all seniors)
Community College
95 of 109 students were admitted and 49 will attend. (87% of all seniors)
Vocational/Technical
17 students were admitted. (15% of all seniors)
CELDT Results
The California English Language Development TEST (CELDT), required by state law, is given
to all new students who live in a home where a language other than English is spoken. Annual
parent notification takes place within 30 days of the beginning of each school year, and includes
detailed complete program descriptions, options, and parent rights. The CELDT test measures
how well students can listen, speak, read and write in English.
For newly-enrolled students the CELDT results are used to help identify English Learner (EL)
students who need to develop their English skills. Results given annually to already enrolled
students are used to monitor their progress in learning English and help to decide when a student
is fully proficient in academic English. When CELDT testing is completed, parents received their
child's scores, the rationale for identification as EL or FEP, and an explanation of their child's
suggested program placement.
There are five levels of proficiency: 1. Beginning – students understand simple phrases spoken
English. They use a few words to communicate basic needs. 2. Early Intermediate- Students
36
36%
Tranquillity High School WASC/CDE Self-Study Report
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
Advanced
Early Advanced
Intermediate
Early Intermediate
Beginning
2009-10
2010-11
2
24
36
23
14
2011-12
2
19
45
24
15
2012-13
4
28
42
14
12
2013-14
8
34
35
17
7
0
29
46
16
7
At THS, the data shows that the number of students in the Beginning and Early Intermediate
levels has declined. The number of students at the Intermediate level has remained stable from a
low of 36% to a high of 46%. The number of students reaching the English proficiency levels,
Early Advanced and Advanced had subtle changes as students reach eligibility for reclassification
to Fluent English Proficiency (FEP). Our current challenge is to decrease the number of students
in the Intermediate level, who have been enrolled in the district for more than 5 years.
PSAT 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
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Tranquillity High School WASC/CDE Self-Study Report
only 26 students took the exam compared to 40 in 2011-12. In 2013, 37 students took the exam.
The scores themselves have shown moderate improvement. The critical reading score has
improved to 391 in 2013. The previous high was 381 in 2008-09 and the previous low was 374 in
2011-2012. The Math score went from a high of 418 in 2008-09 to 410 in 2011-12 and has
bounced back to 414 in 2013. The writing score has also showed an overall improvement. The
previous high was 395 in 2008-09 and the previous low was 378 in 2011-12. In 2013, the writing
score has improved to an average of 405 which is a significant improvement from the previous
year.
The following table gives a brief history of the percent of seniors who took the SAT during the
given school years.
2005-06
2006-07
2007-08
2008-09
2010-11
2011-12
20.0%
39.0%
43.0%
22.0%
28.0%
35.0%
The next table shows the average score senior students received during the same years.
2005-06
2006-07
2007-08
2008-09
2010-11
2011-12
1,192
1,200
1,127
1,194
1,186
1,163
ACT 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.
2009
2010
2011
2012
2013
English
14.5
14.6
14.2
15
14.9
Math
17.6
18.7
17.8
18.4
17.9
Reading
16.5
15.9
15.2
15.2
18.4
38
Science
17.3
16.8
15.3
16.5
17.3
Composite
16.6
16.6
15.8
16.4
17.3
Tranquillity High School WASC/CDE Self-Study Report
While all categories showed moderate improvement, the overall increase in ACT scores can be
attributed to the gains made in the reading scores. In 2009 the average score was 16.5. This score
improved to 18.4 in 2013. This report reflects the achievement of THS graduates over time and
an indication of the extent to which they are prepared for college level work. ACT has updated
the following as college ready benchmark scores for college course.
English Composition: 18 on the ACT English Test
Algebra: 22 on the ACT Mathematics Test
Social Science: 22 on the ACT Reading Test
Biology: 23 on the ACT Science Test
AP Exam 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
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Tranquillity High School WASC/CDE Self-Study Report
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
Students
Passing
2009-10
37
16
2010-11
74
36
2011-12
172
63
2012-13
153
53
Core Proficiency – Percentages (%) 2013
Year
Subj.
ELA 9
ELA 10
ELA 11
Algebra
Algebra 2
Geometry
Sum. Math
Earth Sci.
Biology
Chemistry
Life Sci.
W. History
US History
Adv.
6
9
7
4
9
1
Prof.
35
21
24
21
16
2
1
1
1
5
12
18
13
14
4
20
18
22
Basic
31
49
40
26
39
14
34
42
32
46
31
32
30
40
Below Basic
17
14
21
34
22
60
27
22
27
30
30
16
20
Far Below Basic
10
7
8
16
14
24
23
21
25
19
15
22
11
96
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Tranquillity High School WASC/CDE Self-Study Report
Core Proficiency – Percentages (%) 2012
Year
Subj.
ELA 9
ELA 10
ELA 11
Algebra
Algebra 2
Geometry
Sum. Math
Earth Sci.
Biology
Chemistry
Life Sci.
W. History
US History
Adv.
11
7
8
1
4
1
*
3
7
0
10
10
11
Prof.
26
26
25
7
11
9
*
16
18
6
19
20
32
Basic
37
38
45
26
53
33
*
39
38
46
34
38
36
Below Basic
17
18
10
44
32
42
*
18
17
29
18
13
5
Far Below Basic
9
11
11
22
2
15
*
23
20
19
20
18
16
Core Proficiency – Percentages (%) 2011
Year
Subj.
ELA 9
ELA 10
ELA 11
Algebra
Algebra 2
Geometry
Sum. Math
Earth Sci.
Biology
Chemistry
Life Sci.
W. History
US History
Adv.
11
4
5
0
0
1
*
7
1
0
1
7
7
Prof.
27
23
22
5
38
11
*
19
7
9
9
15
17
Basic
31
31
35
26
42
32
*
36
34
37
30
27
26
41
Below Basic
17
29
23
46
17
43
*
20
31
31
25
16
22
Far Below Basic
13
13
13
22
4
13
*
19
27
22
35
35
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Tranquillity High School WASC/CDE Self-Study Report
Core Proficiency – Percentages (%) 2010
Year
Subj.
ELA 9
ELA 10
ELA 11
Algebra 1
Algebra 2
Geometry
Sum. Math
Earth Sci.
Biology
Chemistry
Life Sci.
W. History
US History
Adv.
9
5
5
0
0
0
0
1
1
0
3
2
6
Prof.
31
23
13
15
11
6
33
15
14
6
15
14
22
Basic
27
43
41
25
36
28
58
35
41
26
37
37
29
ELA 9
ELA 10
42
Below Basic
20
18
25
40
47
49
8
21
27
26
29
21
27
Far Below Basic
13
11
16
21
6
16
0
28
17
41(68 students)
16
26
16
Tranquillity High School WASC/CDE Self-Study Report
ELA 11
Algebra
Algebra 2
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Tranquillity High School WASC/CDE Self-Study Report
Geometry
Earth Science
Biology
44
Tranquillity High School WASC/CDE Self-Study Report
Chemistry
Life Science
World History
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Tranquillity High School WASC/CDE Self-Study Report
US History
Perception Data
There were three surveys that were sent out in order to gauge the perception of Tranquillity High
School stakeholders during the 2014-15 school year.
Staff Survey
During the third week of school, the teachers and staff completed the staff survey which
consisted of 21 questions. When asked to grade the overall quality of the school, out of 26
responses, 5 answered “above average”, 19 answered “average” while 2 posted “below average.”
This is a marked improvement from the staff survey which was conducted early last spring.
During 2013-14, almost half of the teachers felt that the quality of the school was (7) below
average, or (2) poor. In terms of overall safety of the school this year, a large majority of the
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Tranquillity High School WASC/CDE Self-Study Report
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. 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
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Tranquillity High School WASC/CDE Self-Study Report
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.
School Climate/Discipline/Safety
69 students said that school rules are enforced consistently by teachers and administrators (6910). 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.
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Tranquillity High School WASC/CDE Self-Study Report
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.
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
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Tranquillity High School WASC/CDE Self-Study Report
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.
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
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Tranquillity High School WASC/CDE Self-Study Report
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).
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Tranquillity High School WASC/CDE Self-Study Report
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Tranquillity High School WASC/CDE Self-Study Report
Chapter II: Progress Report
Significant Developments
Tranquillity High School and Golden Plains Unified has had a history of instability in leadership the
past several years. However, the current leadership has worked diligently with the school board to
ensure stability in this regard. The current Superintendent is in his second full year with the district.
He has 16 years of experience in Golden Plains- first as a teacher then as an administrator. It is
worthy to note that he also graduated from Tranquillity High School and is committed to leading
GPUSD to ensure district wide improvements. GPUSD has also hired an Academic Services
Coordinator who is also in her second year with the district.
The Principal for THS was hired late last school year and is also committed to positive change.
Under his guidance, a number of positive steps to address core issues have improved the culture and
climate of THS. With the approval of the school board, several new teaching positions were created
and a new Vice Principal was hired last summer to assist with the needed changes that will improve
teaching and learning. Within the last six months the following improvements have been completed:
1.
Several new classes were added including Physics, Calculus and ROP Small Business
2.
Nine new staff members were hired including the Vice Principal
3.
New student agendas with ESLERS and Discipline procedures clearly outlined
4.
New lockers in the gym and football uniforms
5.
New score board at the stadium
6.
The entire school campus was painted over the summer
7.
Additional campus clubs for students
8.
PBIS and PLC implementation
9.
New A-G courses approved
10.
Expanded computer lab
11.
Ten new desk top computers for teacher
12.
99% of all classrooms have Promethean boards
13.
A renewed emphasis on parent involvement and education
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Tranquillity High School WASC/CDE Self-Study Report
WASC Accreditation Visit
2007-2008 Six Year Accreditation
2009-2010 Revisit
2014-2015 Current Self- Study
Visiting Team Recommendations:
The 2008 and 2011 WASC Visiting Team’s Recommendations are referenced to each Action Plan.
Action Plan Area 1
Communication
During our last full self study, findings indicated a lack of parent and community involvement.
In order for parents to be better informed about their child’s academic progress and in order to
support the achievement of academic standards, systems were developed to better inform and
include all stakeholders in the mission of the school.
Since then THS has intensified efforts to extend the communication to parents, teachers, and
students via newsletters, Blackboard Connect (automated phone calls, text and e-mails),
parent/teacher conferences, back to school night, open house and an open door policy for all
parents. Additionally, the district has made a significant financial investment by purchasing an
implementing the Aeries Data System.
Aeries has been very beneficial in tracking student attendance and behavior as well as student
schedules, transcripts/grades and other important student information. The staff uses technology
to record attendance, write and research lesson plans, record grades, communicate through email,
give video presentations, access student data and access learning.
Students have been able to access their grades during the semester on an ongoing basis since
there is a grade book reporting system. A large percentage of the student body is accessing their
information via the student portal. Parents also have the ability to get the proper credentials to log
in as well to view their child’s information.
Additionally, the counseling department has continued to hold parent class meetings throughout
the school year. There are separate meetings for each class. These meetings have been very
beneficial to update students on their college and career choices as well as to inform them of a
variety of scholarship opportunities. The counseling department creates junior and senior status
letters that are issued to parents at each respective meeting. Those who miss the meeting receive
the letters in the mail. These letters indicate graduation status for their student and are in both
English and Spanish.
Technology is currently being used to improve home to school communication. The District
updates its web pages regularly making a wide range of information available to parents. The
information posted includes important dates, contact information, school calendars, curriculum
standards and the School Accountability Report Card (SARC). Certificated staff members also
have their own district email accounts. During the summer of 2013, the Connect Ed system was
converted to Blackboard Connect. Blackboard Connect is a mass notification service via phone
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Tranquillity High School WASC/CDE Self-Study Report
calls. It is also extremely beneficial since it can also interface with the Aeries grading program
for better parent involvement.
Parental involvement has continued to increase since 2008. The lines of communication have
increased due to the use of Blackboard Connect automated phone calls. Parents are informed
about school wide meetings, back to school nights, grade level meetings and School Site Council
and the English Language Advisory Committees. (ELAC) Through parental participation in these
groups, they have become a part of the decision making process. Our district and school web site
have undergone significant reconstruction the past two years. Announcements are posted as well
as “The Tiger Chronicles” newspaper which is written by students.
Home to school contacts have also been improved with the addition of the Home/School
compact. The Blackboard Connect system also improves the communication from school to
home as well since it allows for auto-mated phone calling.
Action Plan Area 2
Professional Development
In the 2008 self-study, findings indicated that a professional development plan which includes
training in instructional strategies, assessment, literacy, and classroom management should be
developed and implemented.
THS teachers have been provided ongoing staff development to support the THS action plan as
referenced in each plan area. Previous topics have focused on the district core subject area
assessments, instructional technology, data systems, literacy in the core content, Beginning Teacher
Support Assistance, English Learner and Special Student Needs and Safe School training. Flyers and
postings inform teachers about state, regional, and/or local trainings. Staff has implemented
researched-based instructional strategies that support the continuous improvement of teaching and
learning through peer observations, the unpacking of standards, and by differentiating instruction.
Professional development has focused on activities to assist teachers in addressing students’ needs to
exceed state academic achievement standards. Activities were designed to assist teachers in
integrating standards based curriculum, instructional practices, assessment, and understanding of the
strengths and needs of student populations in their classrooms. Each year, there have been three
districtwide “Buy Back” days that focus on topics of Standards-based curriculum and instruction.
Furthermore, regular collaboration time was created in the 2010-11 school year to ensure teachers
have time to meet and plan in their departments.
Each Wednesday morning is a two-hour collaboration day for staff development, districtwide.
Teachers have had the opportunity to collaborate and plan effective strategies to improve instruction.
For example, during department collaboration times, the staff was able to identify school areas of
growth and ways to support the educational program. Teachers received training on school CST’s
data, API and AYP data results. Moreover, teachers were given staff development on differentiated
instructional practices and technology.
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Tranquillity High School WASC/CDE Self-Study Report
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.
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Training will be provided for all teachers on Data-Director, Aeries, the GPUSD web site, use of Email 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.
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Tranquillity High School WASC/CDE Self-Study Report
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 AgEarth 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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Tranquillity High School WASC/CDE Self-Study Report
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 2008Present:
2008 2009 2010 2011 –
2012 –
2009 API 2010 API 2011 API 2012 API 2013 API
- 25 pts
+ 52 pts
- 13 pts
+ 47 pts
- 6 pts
60
PERIOD
DECREASE
PERIOD
INCREASE
NET
DIFFERENCE
BETW (-)
AND (+)
- 44 pts
+ 99 pts
55 pts
Tranquillity High School WASC/CDE Self-Study Report
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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Tranquillity High School WASC/CDE Self-Study Report
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
function” in the development of language and grammar skills to develop academic
language.
Use of instructional modalities that address different learning styles with careful
attention to approaches that utilize visual learning theory.
Use of engagement strategies that emphasize cooperative learning and incorporate
“wait time” while using frequent Checks for Understanding.
Use of Technology that allows for access to web-based Language resources
Use of non-volunteer system to call on students to increase engagement
Scaffolded instruction and assessment
4. What strategies are currently in place to ensure continued academic success for all
students?




Use of engagement strategies that emphasize cooperative learning and incorporate
“wait time” while using frequent Checks for Understanding.
Use of Technology that allows for access to web-based Language resources
Use of non-volunteer system to call on students to increase engagement
Heterogeneous groups with seating chart to increase rigor.
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Tranquillity High School WASC/CDE Self-Study Report
5. What strategies can be put into place to improve writing across all disciplines?


Explicit English Language Development instruction that focuses on “form and
function” in the development of language and grammar skills to develop academic
language.
Use of instructional modalities that address different learning styles with careful
attention to approaches that utilize visual learning theory.
6. Are students being prepared to handle the growing demands of technological literacy for
the 21st century? THS is implementing the following as part of our Technology plan:
1. Coordinated “signal mapping” on site to determine signal strength enhancement 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.
b.
c.
d.
e.
f.
g.
Develop lesson plans using a Common Core Lesson Plan template
Increase use of Smartboard technology in the development of “flip-chart” lessons
Plan for and implement cooperative and high value engagement strategies
Post student “data walls” to assist students in self-monitoring their academic progress
Participate in scheduled “data chats” with site administration to determine next steps
Schedule professional development in use of technology
Work in collaborative instructional groups to develop assessments that better align with
the Common Core
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Tranquillity High School WASC/CDE Self-Study Report
Critical Learner Needs
1. In order to ensure students become globally competent for the twentyfirst 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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Tranquillity High School WASC/CDE Self-Study Report
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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Tranquillity High School WASC/CDE Self-Study Report
2. Close the achievement gap between English Learners and NonEnglish Learners.
Even though performance of English Language Learners has shown improvement, this subcategory 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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Tranquillity High School WASC/CDE Self-Study Report
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Tranquillity High School WASC/CDE Self-Study Report
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 w ith 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.
68
-
Single Plan for Student
Achievement
-
THS Mission
Statement
-
Walk-throughs
-
CDE Website
-
CAHSEE passing and
proficiency rates
-
Evaluations
-
Focus Groups
-
Graduation Rates
-
ESLERS
Tranquillity High School WASC/CDE Self-Study Report
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
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.
Indicator:
Prompt:
Evaluate the effectiveness of the processes.
Findings
Supporting Evidence
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.
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-
ESLERS
-
Critical Academic
Needs
-
School Site Council
-
School Web Site
-
Board Agenda
Tranquillity High School WASC/CDE Self-Study Report
Understanding of Vision, Mission, and School wide Learner Outcomes
Students, parents, and other members of the school community demonstrate understanding
of and commitment to the vision, mission, and the school wide learner outcomes.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
The ESLERS have been embedded into the school year in a
number of ways. They are posted in every classroom and in
the student agendas. Furthermore, they can be found on the
school web site as well. They were also an important element
of the focus group work that went into the self- study process.
In the spring of 2014, THS held a parent informational
meeting and the ESLERS were also incorporated into that
event. Finally, they are occasionally posted in the daily
bulletin.
ESLERS
School Site Council
Board Meetings
Action Plan
THS Web Site
Dailey Bulletin
Regular Review and Revision
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.
Indicator:
Evaluate the effectiveness of the process for revising these statements with wide
involvement.
Prompt:
Findings
Supporting Evidence
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.
Mission Statement
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.
70
ESLERS (posted in
classrooms)
School Board Agenda
Staff Meeting agenda
Tranquillity High School WASC/CDE Self-Study Report
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.
Findings
Supporting Evidence
THS needs to implement a standard procedure for regular
review of the ESLERS with an established timeline. The
tentative plan is to review the ESLERS at the beginning of
each school year to ensure they are up to date and make
revisions as necessary.
Staff Collaboration Meetings
Comment on the degree to which this criterion impacts the school’s ability to address one
or more of the identified critical learner needs.
Prompt:
Findings
Supporting Evidence
The ESLRs directly relate to the Critical Academic Needs
identified through this Self-Study. For example, one ESLR
discusses producing students who are Effective
Communicators and Critical Thinkers who read, write, and
can speak critically. The staff at THS has recognized the need
for improvement in students’ reading and writing skills.
Currently students are under performing as Effective
Communicators; therefore, improvement in reading and
writing has been identified as a critical academic need at THS.
Action has already been taken to incorporate reading and
writing across the curriculum. Teachers have received training
with lesson plan development and strategies to increase
reading and writing in all content areas in conjunction with
the common core implementation.
ESLERS
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LEP Re-designations
SMART Goals
Professional Development
GPUSD Lesson Plan Template
Tranquillity High School WASC/CDE Self-Study Report
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 datadriven 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.
Indicators with Prompts
Governing Board
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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
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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.
Tranquillity High School WASC/CDE Self-Study Report
meetings.
Parents are made aware of the objectives through the School
Site Council (SSC) and Governing Board Meetings and the
district web site.
The GPUSD Board of Trustees meets on a monthly basis and
invites all community members and staff to provide input and
suggestions regarding the effectiveness of the educational
process
The THS Strategic Plan, now used as the Single Plan for
Student Achievement (SPSA), is presented to the Board of
Trustees in the fall of each school year. The plan targets
student achievement. The Board closely evaluates the plan in
conjunction with student achievement data. The Board of
Trustees regularly reviews CST data, CAHSEE data, and API
data. School Board meetings are held monthly with the
meeting location rotating between the various school sites.
During each meeting, a showcase by the host school is
presented to the Board, highlighting special programs. The
showcases often include teachers and students describing such
programs and their success. The board meets every second
Tuesday, and dates and times of meetings are listed on the
district website. Parents, students, and all members of the
general public are able to voice opinions at board meetings.
All Board meeting agendas and minutes are publicly posted
online and at each school site in accordance with bylaws.
Relationship of Governance to Vision, Mission, and School wide Learner Outcomes
The governing board’s policies are directly connected to the school’s vision, mission, and
school wide learner outcomes.
Indicator:
Evaluate the adequacy of the policies to support the school’s vision, mission, and school
wide learner outcomes through its programs and operations.
Prompt:
Findings
Supporting Evidence
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.
School Board Agenda and
Minutes.
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.
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GPUSD adopted new school
board policies.
Tranquillity High School WASC/CDE Self-Study Report
At these principal meetings, board concerns and policies are
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.
The school community understands the governing board’s role, including how parents can
participate in the school’s governance.
Indicator:
Evaluate the ways the school community and parents are informed as to how they can
participate in the school’s governance.
Prompt:
Findings
Supporting Evidence
Board meeting agendas are posted at each school site 72 hours
in advanced for regular board meetings and 24 hours in
advanced for special board meetings. Times and location are
approved by the board at each December re-organizational
board meeting. Times and locations are then posted on the
district website. There is a place in each meeting for public
comment both in closed and open session.
GPUSD Website
Board Agenda
Board Minutes
Governing Board’s Involvement in Review and Refinement
The governing board is involved in the regular review and refinement of the school’s
vision, mission and school wide learner outcomes.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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.
Adopted GPUSD District
goals
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.
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SPSA
Board Minutes
Tranquillity High School WASC/CDE Self-Study Report
Professional Staff and Governing Board
There is clear understanding about the relationship between the governing board and the
responsibilities of the professional staff.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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
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.
Indicator:
Determine the degree to which there is clarity of the evaluation and monitoring procedures
carried out by the governing board.
Prompt:
Findings
Supporting Evidence
The GPUSD School Board approved the Golden Plains
Unified Governance Handbook last spring. The GPUSD CBO
prepares and presents the budget annually to the school board
for approval and to the community on an informational basis.
GPUSD also has a governing board calendar which includes
items to be addressed on an annual basis. The first interim
report is approved by December and the new budget is
approved in July.
Adopted GPUSD Budget
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.
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Board Agendas and Minutes
GPUSD Governance
Handbook
Tranquillity High School WASC/CDE Self-Study Report
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.
Comment on the effectiveness of the established governing board/school’s complaint and
conflict resolution procedures.
Prompt:
Findings
Supporting Evidence
The district administration and school board have worked
together to update the GPUSD school polices that have not been
revised 1997. Policies were adopted globally for the entire
district including the uniform compliment procedures including
Williams Act regulations. The Board has procedures to
investigate and resolve complaints at the local level. The District
Office suggests that conflict resolution begin at the school level
with an open door policy between the administration and staff.
Newly adopted GPUSD board
policies. (Jan 2014)
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.
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To be posted on GPUSD web
site during the spring
semester.
Tranquillity High School WASC/CDE Self-Study Report
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.
Indicators with Prompts
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.
Comment on the effectiveness of the school planning process to ensure that it is broadbased, collaborative and fosters the commitment of the stakeholders, including the staff, students,
and parents.
Prompt:
Findings
Supporting Evidence
The school planning process is broad-based, collaborative and
has commitment of the shareholders, including the staff,
students and parents.
Collaboration Agendas
Collaboration Meetings
School Site Council Agendas
The School Site Council is the primary body that completes
the SPSA. SSC is composed of all the stakeholders who meet Copies of Bulletins
regularly to update, review and ensure alignment school wide
Blackboard Connect
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.
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Tranquillity High School WASC/CDE Self-Study Report
School Plan Correlated to Student Learning
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.
Indicator:
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?
Prompt:
Findings
Supporting Evidence
The administration, with the help of the School Site Council,
annually revises the Single Plan for Student Achievement
based on student achievement data. However, monitoring
student achievement data and making decisions is an ongoing
process throughout the year. Data is analyzed and planning is
revised based on need.
Instructional leadership team
meets every Wednesday
Instructional coaches, with the support of FCOE, are creating
CCSS driven standardized benchmarks to ensure
accountability that resources provided are appropriately
aligned.
Walk Throughs
PowerPoint presentations
School Site Council Agenda
and Minutes
School Website
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.
Correlation between All Resources, School wide Learner Outcomes, and Plan
There is correlation between allocation of time/fiscal/personnel/material resources and the
implementation, monitoring, and accomplishing of the Single Plan for Student Achievement.
Indicator:
Evaluate the degree to which the allocation of all resources support the implementation,
monitoring, and accomplishment of the Single Plan for Student Achievement.
Prompt:
Findings
Supporting Evidence
GPUSD provides training to all school principals on how to
address the needs of students through the SPSA and correlated
funding associated with categorical funding. The Academic
Services Coordinator (ASC) monitors the SPSA, which is
approved by the School Site Council prior to board approval
to ensure that the funding is addressing the goals of the plan.
Board Agendas
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Training sign in sheets
Purchase Orders
Single Plan for Student
Tranquillity High School WASC/CDE Self-Study Report
The ASC also approves purchase orders and spending to make Achievement
sure needs and goals of the plan are addressed. The principal
monitors the implementation and communicates with the ASC SSC Agenda
on a daily basis.
SSC Budget
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Tranquillity High School WASC/CDE Self-Study Report
A4. Leadership and Staff Criterion
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.
Indicators with Prompts
Employment Policies and Practices
The school has clear employment policies and practices related to qualification
requirements of staff.
Indicator:
Prompt: Evaluate the clarity of employment policies and practices related to qualification/statutory
requirements of current and potential staff for all programs, including all types of online instruction
and specialized programs such as college/career preparation.
Findings
Supporting Evidence
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
The school has procedures to ensure that staff members are qualified based on staff
background, training and preparation.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
The GPUSD Human Resources, in conjunction with FCOE,
work together to ensure the highest qualified teachers are
employed at THS. A specialist posts job descriptions on Ed
Join and in house with clear job expectations including degree
requirements and credential. Candidates must pass a
background check as required by law.
Job Descriptions
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BTSA Training
ROP Training Documentation
AB430- Administrator
Training
Tranquillity High School WASC/CDE Self-Study Report
Maximum Use of Staff Expertise
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
New teachers have additional duty days at the beginning of the Sign in sheets
school year for orientation relating to school policies and
Teacher Contracted duty days
procedures. Teachers are given time to collaborate with
department chairs and Instructional Coaches. All teachers
BTSA
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.
Defining and Understanding Practices/Relationships
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
THS has a School Safety Plan and the Parent-Student
Handbook. The School Safety plan was approved by the SSC
in the spring of 2014. THS is in the process of digitizing the
teaching handbook with revisions dealing with procedures
relating to student discipline. THS students are provided with
agendas that clearly identify school rules and policies. It is
anticipated that this will assist administrators and teachers in
improving overall school discipline. THS has an athletic
handbook that identifies responsibilities of all stakeholders,
including faculty and staff, who are active participants in the
athletic program.
School Safety Plan
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Parent/Student Handbook
Teacher Handbook
Student Agendas
Athletic Handbook
Tranquillity High School WASC/CDE Self-Study Report
Internal Communication and Planning
The school has effective existing structures for internal communication, planning, and
resolving differences.
Indicator:
How effective are the existing structures for internal communication, planning, and
resolving differences?
Prompt:
Findings
Supporting Evidence
All staff members have a box in the front office which is used
for notices such as the daily bulletin and mail. Teachers and
staff also have access to digital communication/e-mail as well
as a voice mail messenger system. THS is able to connect with
parents via the Blackboard Connect messenger system which
sends out a variety of school announcements to home and cell
phones.
School Website
District E-Mail
Blackboard Connect
GPTA Teacher Contract
Aeries
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.
Staff Actions/Accountability to Support Learning
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
THS Staff is continuing to utilize the PLC model to improve
instruction and accountability. The PLC’s will assess data to
determine the academic needs of the students. The digitized
staff handbook will also have this information included. New
teachers are mentored through the BTSA training program.
PLC Meetings
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Data Director
BTSA
Tranquillity High School WASC/CDE Self-Study Report
Furthermore, THS has added instructional coaches as part of
the strategy to mentor all teachers with CCSS implementation.
Evaluation of Existing Processes
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.
Indicator:
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?
Prompt:
Findings
Supporting Evidence
Tranquillity High’s administrative team conducts informal
Board Minutes
visits to classrooms on a weekly basis. Administrators conduct
formal evaluations of tenured teachers every other year and of Teacher Evaluation Forms
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.
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Tranquillity High School WASC/CDE Self-Study Report
A5. Leadership and Staff Criterion
Leadership and staff are involved in ongoing research or data-based correlated professional
development that focuses on identified student learning needs.
Indicators with Prompts
Support of Professional Development
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.
Indicator:
How effective is the support of professional development/learning? Provide evidence and
examples.
Prompt:
Findings
Supporting Evidence
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
The school implements effective supervision and evaluation procedures in order to
promote professional growth of staff.
Indicator:
Prompt:
How effective are the school’s supervision and evaluation procedures?
Findings
Supporting Evidence
Tranquillity High’s administrative team conducts informal
BTSA
visits to classrooms on a weekly basis. Administrators conduct
On Site Evaluations
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.
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Tranquillity High School WASC/CDE Self-Study Report
Measurable Effect of Professional Development
There are effective operating processes that determine the measurable effect of
professional development, coaching, and mentoring on student performance.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
Progress Reports
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.
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Graduation Rates
Number of students admitted
to college.
Tranquillity High School WASC/CDE Self-Study Report
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.
Indicators with Prompts
Allocation Decisions
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.
Indicator:
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?
Prompt:
Findings
Supporting Evidence
GPUSD District administration and the school board allocate SPSA
funds to the site based on student enrollment as well as
discretionary monies. Site personnel are involved in decisions LCAP
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.
Practices
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.)
Indicator:
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.)
Prompt:
Findings
Supporting Evidence
The District CBO and associated district staff members create
annual budgets that are approved by the governing board prior
to monies being officially allocated to sites at the start of the
fiscal year. Monthly budget reports are electronically sent to
Budget Reports
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Financial Audits
Tranquillity High School WASC/CDE Self-Study Report
sites to ensure accurate record keeping.
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
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.
Indicator:
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?
Prompt:
Findings
Supporting Evidence
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.
SARC
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.
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Williams Act findings
Repair requests
Daily administrative walkthroughs.
Tranquillity High School WASC/CDE Self-Study Report
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.
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.
Prompt:
Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate
technology and software for all instruction, including online.
Findings
Supporting Evidence
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.
Williams Act
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.
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Library data base for
textbook check out.
Staff textbook needs and
request.
Fulfilled purchase orders
archived at the District Office.
Tranquillity High School WASC/CDE Self-Study Report
Well-Qualified Staff
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
THS Teachers are highly qualified and range in experience
and longevity from first year teachers to a teacher that has
taught for 28 years and has been at THS for 23 years. The
teachers at Tranquillity High School have a combined 117
years of teaching in the district for an average of 5 years with
GPUSD. Teachers have 154 years of total combined teaching
experience for an average of 7 years total teaching experience.
The longest serving teacher has been with the district for 23
years while 8 teachers are in their first year with the high
school.
Staff Demographics
BTSA
District Calendar
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.
Long-Range Planning
Indicator: The district
and school’s processes for regularly and effectively examining a long-range
plan ensures the continual availability and coordination of appropriate resources supports students’
achievement of the critical learner needs, the academic standards, and the school wide learner
outcomes.
Prompt:
Evaluate the effectiveness of these processes.
Findings
Supporting Evidence
The District does long-range planning in the form of a plan
developed with input from all stakeholders. Resources to
support site and district goals are budgeted with state and
federal funding formulas in mind. As the district will receive
additional monies under the new state school funding
guidelines, the support of increased student achievement,
implementation of Common Core State Standards and closing
the achievement gap will be at the forefront.
LCAP
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Tranquillity High School WASC/CDE Self-Study Report
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.
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Category B: Standards-based Student Learning: Curriculum
B1. Curriculum Criterion
All students participate in a rigorous, relevant, and coherent standards-based curriculum that
supports the achievement of the academic standards and the school wide learner outcomes. Through
standards-based learning (what is taught and how it is taught), these are accomplished.
Indicators with Prompts
Current Educational Research and Thinking
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.
Indicator:
Prompt: Comment on the effective use of current educational research related to the curricular areas
to maintain a viable, meaningful instructional program for students. Examine the effectiveness of
how the school staff stay current and relevant and revise the curriculum appropriately within the
curricular review cycle.
Findings
Supporting Evidence
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.
Master Schedule
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 inservice 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
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Common Core Training
BTSA
Ag Conferences
AP training
Purchase of Promethean
Boards
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daily lessons and seamlessly check for understanding during the
lesson. Research suggests that students are more engaged when
teachers find dynamic ways (i.e. interactive lessons) to
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
assignments and portfolios
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.
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.
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?
Prompt:
Findings
Supporting Evidence
THS under took a full examination of the comprehensive A-G
course approval process. Each class has a Course Outline and is
the primary guide in teaching the core standards. Courses at THS
are aligned with the California State Standards, and instruction is
provided using state adopted textbooks and effective teaching
A-G Approved List
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Master Schedule
Professional Development
Calendar
Tranquillity High School WASC/CDE Self-Study Report
methodologies. There has been an ongoing effort to provide inservice 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.
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.
Additional Online Instruction Prompts:
Findings
Supporting Evidence
West Hills Community College provides online classes which
count as a high school elective college credit. Currently,
Music 25, Criminal Justice 101, Political Science and Math
are classes that are offered to THS students for high school
and college credit. Cyber High is also used for credit retrieval.
Master Schedule
Class Syllabi
Cyber High
Congruence
There is congruence between the actual concepts and skills taught, the academic standards
and the school wide learner outcomes.
Indicator:
Evaluate the extent to which there is congruence between the actual concepts and skills
taught, the academic standards, and the school wide learner outcomes.
Prompt:
Findings
Supporting Evidence
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
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ESLERS
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Student Work — Engagement in Learning
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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.
Student Work Samples
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.
Student work products
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.
Informal student interviews
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.
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Portfolios
Journal Entries
Student Presentations
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In computer graphics the students make videos and slideshows
and use photo finishing software. Students also turn in a
photography portfolio.
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
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.
Indicator:
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?
Prompt:
Findings
Supporting Evidence
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.
IEP- 504
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.
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Class Rosters
Staff Assignments
Master Schedule
Tranquillity High School WASC/CDE Self-Study Report
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
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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.
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PowerPoints
Completed student
assignments
IEP’s
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Special Education teachers coordinate their curricula with
mainstream classes, often using pacing guides from these
classes. Assignments are modified as appropriate so that
movement into and out of mainstream classes is not disruptive
to students.
Curricular Development, Evaluation, and Revisions
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).
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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.
Master Schedule
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.
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Course Syllabus
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Policies — Rigorous, Relevant, Coherent Curriculum
The school assesses the curriculum and its rigor, relevancy and coherency after
examination of policies regarding course completion, credits, grading policies, homework, etc.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
The certificated staff, with support from instructional coaches,
collaborates on the development of rigorous and relevant
curriculum. Current procedures are being revised. Steps
completed thus far include approved revisions in board
policies and regulations to align with the Education Code.
Revised Board Policies
Determine the effectiveness of the school for outsourced
curriculum to maintain curricular integrity, reliability, and security.
Additional Online Instruction Prompt:
Findings
Supporting Evidence
Teachers at THS use the internet in a variety of ways to
enhance instructional practices. In English and World History,
the internet is used to show short academic clips, images are
used for vocabulary, grammar practice and “Teacher Tube” is
also used. Also, the internet is used for research papers and
audio recordings of texts for presentations. Students also are
required to e-mail assignments and use drop box to turn in
assignments in numerous classes such as Spanish and World
History.
Lesson Plans
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.
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Master Schedule
Course Syllabi
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Articulation and Follow-up Studies
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.
Indicator:
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?
Prompt:
Findings
Supporting Evidence
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.
Excel Sheets of Student
College plans
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.
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Exit Surveys
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B2. Curriculum Criterion
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.
Indicators with Prompts
Variety of Programs — Full Range of Choices
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
Students at THS have access to the entire curricular program.
Every effort is made to help each student complete credits
needed for graduation as well as to help them make the
transition from school to life after graduation.
4 year plans
Sign in sheets
Transportation requests
Itineraries
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
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Master Schedule
Class Rosters
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high school 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 postsecondary choices.
The Auto Shop program is currently in its second year of
rebuilding following a few years of intermittent operation. A
class set of textbooks were purchased to remain current with
the technological trends in the automotive industry. In the
classroom and in the tool room one will find the latest
diagnostic information and equipment for students to use.
Additionally, ROP instructors are encouraged to establish
relationships with businesses. Tranquillity Auto Shop is
cultivating these professional relationships and having some
success. To facilitate the acquisition of engines/parts and
vehicles for donation, the Auto Shop is actively in
communication with the president of the Fresno automotive
dealers association, Clawson Honda, Fresno Chrysler/Dodge,
and Fresno Tap Auto Recycling. Tranquillity Auto Shop has
also placed a formal, written request with the County of
Fresno Board of Supervisors for the acquisition of retired
county vehicles.
In ROP Small Business students are learning entrepreneurial
skills used regularly in today’s business world. Students make
use of current screen printing equipment used in top shops in
the industry. Students are learning business interpersonal
skills as well as working and completing tasks in the screen
printing industry. From acquiring blanks, producing garments,
and marketing said garments.
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Student-Parent-Staff Collaboration
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.)
Indicator:
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
Prompt:
Findings
Supporting Evidence
Parent(s)/guardian(s) have opportunities to provide both
formal and informal input relative to curricular direction at
THS formally through IEP’s, School Site Council meetings,
English Learner Advisory Council, and informally through in
person meetings, e-mail communications, Back to School
Nights, and several parent nights held for each class in
conjunction with the counselling department.
IEP’s
SSC Agendas
ELAC
E-mails
Parent Nights
Aeries
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.
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Monitoring/Changing Student Plans
The school implements processes for monitoring and making appropriate changes in
students’ personal learning plans (e.g., classes and programs) and regularly evaluates them.
Indicator:
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).
Prompt:
Findings
Supporting Evidence
The THS Administration and Counseling department develops Student Study Teams
a plan for students who maybe struggling. SST meetings are
called to determine the reasons why a particular student is not Sign in Sheets
achieving to their ability.
SAT and ACT results
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.
Class registration binders
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.
Post High School Transitions
The school implements strategies and programs to facilitate transitions to post high school
options and regularly evaluates their effectiveness.
Indicator:
Evaluate the effectiveness of the strategies and programs to facilitate transitions to post
high school options.
Prompt:
Findings
Supporting Evidence
THS has many strategies and programs in place to transition
students from high school to their next stage in life. As
students move through their high school career, our counselor
is available to help them re-evaluate their goals and academic
Sign in Sheets
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Student sign ups
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choices, and plan for college and careers. Presentations from
various colleges are frequently offered that are open to all
interested students. Information regarding scholarship
opportunities is disseminated frequently through bulletin
announcements and a newsletter that our counselor prepares
and updates frequently throughout the school year.
The Cal- SOAP program provides an advisor that works
closely with our counselor and other college representatives to
work with students with their college applications and
financial aid documents.
Other representatives include the CSU Ambassador and the
UC Representative who comes on a weekly basis. All seniors
have the opportunity to take a field trip to WHCC (West Hills
Community College) to receive an orientation and also
complete the application and placement testing. Students are
also offered a campus tour and additional help is offered for
class selection and financial aid.
The SCCCD (State Center Community College District)
comes annually to help students apply to Fresno City, Willow
International, Reedley CC and the Madera CC. Students
recently completed SCCCD advisory where they are able to
complete their educational plans and which courses they
should register for according to their placement scores.
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Educational Plans
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B3. Curriculum Criterion
Upon completion of the high school program, students have met all the requirements of graduation.
Indicators with Prompts
Real World Applications — Curriculum
All students have access to real world applications of their educational interests in
relationship to a rigorous, standards-based curriculum.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
Tranquillity students find many real world applications in core Senior Projects
academic courses as well as in elective offerings.
Auto Shop Equipment
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 selfconfidence, 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,
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Student Store
Print Machines
Tranquillity High School WASC/CDE Self-Study Report
cylinder heads, brake systems, fuel injection systems, cooling
systems, carburetors, clutches, timing chains, and alternators.
In conjunction, the students are responsible for utilizing the
All data to locate repair information and specifications (i.e.
data parameters, micrometer measurements, wiring diagrams,
fastener torque, voltage and ohm readings, etc.) for the vehicle
being serviced. Many of the skills mentioned above are part
of the annual ROP Skills Challenge which takes place each
year in March at Fresno City College. Ten Tranquillity Auto
Shop students were signed up for the event last year.
Students also receive instruction on the office side of
automotive business. As it is done in the real world, every
vehicle that comes in for service is to have a shop repair order
(R.O.) written by a student which provides all pertinent
customer information and a brief explanation of the
customer’s concern with the vehicle. Included in this
instruction is the importance of respecting the property of
others. Customers want technicians who can effectively
communicate information.
New to the THS campus this year is the Student Store. ASB
Leadership and ROP Business class students will be the
students who work out ideas for the student store. The ROP
students will produce the garments in the school print shop
and work on ideas for marketing and advertising store
products which will show students all aspects of a screen
printing business.
The student store will contain garments selected by students.
The next step involves students interacting with the
purchasing process. Students will also collaborate as a group
to come up with graphic ideas and implement them to further
develop the concept for printing. Students take that
information to use in printing the garments. Students then
market and advertise the items in the store for sale.
Meeting Graduation Requirements
The school implements academic support programs to ensure students are meeting all
requirements, including the CAHSEE.
Indicator:
Comment on the effectiveness of the academic support programs to ensure students are
meeting all requirements, including the CAHSEE.
Prompt:
Findings
Supporting Evidence
THS students have access to the Revolution Prep program
during the ASP program and at home via the internet to assist
Revolution Prep
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them with CAHSEE preparation. Students are advised by the
counselor as to their status and need for improvements. THS
Staff members encourage students to participate in the After
School Program to receive extra tutorial. Parents are also
informed of their students CAHSEE status via letters that are
given to parents at respective grade level parent nights. Letters
are mailed home if a parent is unable to attend. THS has
added two CAHSEE classes for students who need additional
help to pass the CAHSEE.
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Master Schedule
ASP attendance
Parent Night Sign in Sheets
Copies of sign parent letters
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WASC Category B. Standards-based Student Learning: Curriculum:
Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion is being
addressed. Then determine and prioritize the strengths and areas of growth for the overall category.
Category B: Standards-based-Student Learning: Curriculum: Areas of 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.
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Category C: Standards-based Student Learning: Instruction
C1. Instruction Criterion
To achieve the academic standards and the school wide learner outcomes, all students are involved
in challenging learning experiences.
Indicators with Prompts
Results of Student Observations and Examining Work
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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.
Class Roosters
THS teachers use a variety of research-based strategies to
engage all students in active learning. Some of the teaching
strategies used are Promethean smart boards, randomizers for
student selection, group work, pair-share and portfolios.
Teachers move through the class using frequent checks for
understanding for both individual students and the class.
Teachers have received training in proper compliance with
504 Plans and IEPs to ensure students are placed in least
restrictive environments, and have received training in
strategies for differentiated instruction.
English teachers use Promethean Boards in class to allow
students to demonstrate knowledge of grammar usage in
warm-up activities. Math teachers also use Promethean
Boards for student presentations; give group tests before
individual tests, grade homework and opening activities.
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Lesson Plans
Portfolios
Senior Project
Senior Portfolios
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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.
Findings
Supporting Evidence
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
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Course Syllabi
Class Roosters
Report Cards
Transcripts
Tranquillity High School WASC/CDE Self-Study Report
Student Understanding of Performance Levels
Indicator:
The students know beforehand the standards/expected performance levels for each area of
study.
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.
Prompt:
Findings
Supporting Evidence
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.
Class Syllabus
Pacing Guides
FCOE Walk Through
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.
Differentiation of Instruction
The school’s instructional staff members differentiate instruction, including integrating
multimedia and technology, and evaluate its impact on student learning.
Indicator:
How effectively do instructional staff members differentiate instruction, such as integrating
multimedia and technology? Evaluate the impact of this on student learning.
Prompt:
Findings
Supporting Evidence
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.
Lesson Plans
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.
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Group Work
Project and Presentations
IEP/504 plans
Weekly Computer Lab Visits
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Furthermore, students with special needs receive instruction
with the whole class and then move to another room with a
teacher to receive more individualized assistance with the
assignment. Special Ed students also participate in hands on
learning. RSP teachers and staff also help students in core
classes. Instructors also use seating charts in heterogeneous
groups for accommodations.
Student Perceptions
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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
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Walk Throughs
Assessments
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C2. Instruction Criterion
All teachers use a variety of strategies and resources, including technology and experiences
beyond the textbook and the classroom that actively engage students, emphasize higher order
thinking skills, and help them succeed at high levels.
Indicators with Prompts
Current Knowledge
Teachers remain current in the instructional content taught and methodology, including the
integrated use of multimedia and technology.
Indicator:
Evaluate the extent to which teachers effectively use multimedia and other technology in the
delivery of the curriculum.
Prompt:
Findings
Supporting Evidence
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.
GPUSD Lesson Plan
Template
THS Teachers need to continue collaborating on instructional
strategies that increases student rigor and allows them to
practice skills needed for higher level thinking.
Teachers as Coaches
Indicator:
Teachers work as coaches to facilitate learning for all students.
Evaluate and comment on the extent to which teachers work as coaches to facilitate
learning for all students. Provide examples.
Prompt:
Findings
Supporting Evidence
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
Classroom Observations
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Data/Roll sheets from ASP
program
After School Program
Extra Duty Contracts
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in class, with 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
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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.
Senior Portfolios
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.
Writing assignments
Exit Interviews
Senior Projects
Oral Presentations
Research Projects
Student journal entries
Math teachers use collaborative groups for in-class
Timeline Walls
assignments. This practice encourages students to explain
Notebooks
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-bystep 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.
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Additional Online Instruction Prompt: Evaluate and comment on the effectiveness of reviewing student
work online and online communications to determine the degree to which students are analyzing,
comprehending, and conducting effective research.
Findings
Supporting Evidence
In English, students complete research projects using the
internet. Work is checked for plagiarism via google.
Furthermore, students in several classes are required to e-mail
their assignments. In RSP, when students read a book, they
take an online quiz and the results are handed in.
E-Mail correspondence
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
Students are engaged in problem solving in all subjects. This
is in groups as well as individual assignments. Students are
demonstrating problem solving and higher order thinking
skills with a greater degree of proficiency. However, in order
for all students to perform at a higher level, students need to
spend more time reading and writing with a purpose. This
needs to be a regular component of instruction to increase
comprehension and reasoning.
Individual work
Group Work
Representative samples of student work demonstrate that students use technology to assist
them in achieving the academic standards and the school wide learner outcomes.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
Technology is used in many different capacities at THS to
Research Projects
support student’s learning. Student’s type essays, create Power
Video projects
Point presentations and research papers from the use of a
variety of resources including online journals articles and Ebooks.
In computer graphics, the students use software to enhance,
edit and modify pictures. They also create video projects using
video editing software and equipment.
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In computer applications, students create budget presentations
using real world numbers and information. They also create
informational Power Point presentations and excel
spreadsheets. They also use online information to complete
the research that is required.
Indicator: Representative samples of student work demonstrate student use of materials and resources
beyond the textbook, such as utilization and availability of library/multimedia resources and services;
availability of and opportunities to access data-based, original source documents and computer
information networks; and experiences, activities and resources which link students to the real world.
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 databased, original source documents and computer information networks; and experiences, activities
and resources which link students to the real world.
Prompt:
Findings
Supporting Evidence
All teachers use some form of resources beyond the textbook
such as technology or outside reading to engage students to
relate to their lives outside of class.
Computer Lab sign in sheets
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.
Class assignments/projects
New Library books
Real World Experiences
Opportunities for shadowing, apprenticeship, community projects and other real world
experiences and applications are available to all students.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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
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Transportation request
Class rosters
Community Service
Verification forms
A career show at Tranquillity
High with college,
government, and business
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recruiting students
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.
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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 familylike bond between themselves and their fellow band members.
THS Tiger Band members all have an opportunity to travel to
Hawaii once every four years as part of the Central Valley
United Marching Band.
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WASC Category C. Standards-based Student Learning: Instruction:
Strengths and Growth Needs
Category C. Standards-based Student Learning: Instruction: Areas of 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.
Indicators with Prompts
Professionally Acceptable Assessment Process
Indicator: The school uses effective assessment processes to collect, disaggregate, analyze, and report
student performance data to the parents and other stakeholders.
Prompt: Evaluate the
effectiveness of the assessment processes.
Findings
Supporting Evidence
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.
Formative Assessments
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
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Common Summative
Assessments
Benchmarks
Final exams
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order to reinforce 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
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.
Indicator: The
Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, their growth,
and performance levels are determined.
Findings
Supporting Evidence
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
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SARC
Transcripts
CDE Website
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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
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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
Formal/Summative
Assessments
Classroom Observations
Individual and group projects
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 standardsbased, 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).
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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
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.
Indicator:
Prompt: Evaluate how student work and other assessments demonstrate student achievement of the
academic standards and the school wide learner outcomes.
Findings
Supporting Evidence
Demonstration of student progress toward and achievement of
academic standards varies, necessarily, from discipline to
discipline.
Lesson Plans
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.
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Classroom Observations
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
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.
Indicator:
How effective are the standards-based curriculum-embedded assessments in English
language and math and across other curricular areas as students apply their knowledge?
Prompt:
Findings
Supporting Evidence
All of our classes use assessments that test for standards-based Lesson Plans
skills for our students.
Classroom Observations
In Math, informal assessments are done on the whiteboard to
ASP Sign in Sheets
demonstrate proficiency. Group quizzes are done every other
week followed by the actual test. Furthermore, students write
PE Journals
paragraphs explaining how to solve problems and then orally
demonstrate them on the white board to everyone in class.
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Saturday school is offered to those students who need
additional assistance understanding mathematical concepts.
In ELD, teachers are embedding their language objective with
their content objective in order to reconcile what students
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.
EDGE Curriculum
EDGE Assessments
(Education for Disability and
Gender Equity)
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.
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.
How effective is student feedback in monitoring student progress over time based on the
academic standards and the school wide learner outcomes?
Prompt:
Findings
Supporting Evidence
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.
Classroom Observations
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.
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Student Surveys
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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
Assessment data is collected, analyzed, and used as the basis to make decisions and
changes in the curricular and instructional approaches.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
Tranquillity High School has committed itself to the process
Data Director
of collecting and analyzing various assessment data as the
Common Formative
basis to make decisions and changes in the curricular and
Assessments
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.
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Monitoring of Student Growth
The school has an effective system to monitor all students’ progress toward meeting the
academic standards and school wide learner outcomes.
Indicator:
Evaluate the system used to monitor the progress of all students toward meeting the
academic standards and school wide learner outcomes.
Prompt:
Findings
Supporting Evidence
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
complete the application. Students can also win a $1,000.00
scholarship by participating. Furthermore, Back to School
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Aeries
Progress Reports
Data Director
Sign in Sheets from Parent
Meetings
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Night and Open House both contribute towards monitoring
student progress and keeping parents informed.
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D3 & D4. Assessment and Accountability Criteria
The school with the support of the district and community has an assessment and monitoring system
to determine student progress toward achievement of the academic standards and the school wide
learner outcomes.
The assessment of student achievement in relation to the academic standards and the school wide
learner outcomes drives the school’s program, its regular evaluation and improvement, and the
allocation and usage of resources.
Indicators with Prompts
Assessment and Monitoring Process
The following stakeholders are involved in the assessment and monitoring process of
student progress: district, board, staff, students and parents.
Indicator:
Evaluate the impact of stakeholder involvement in assessing and monitoring student
progress. Include district, board, staff, students, and parents.
Prompt:
Findings
Supporting Evidence
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.
School Board Agendas
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.
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Site Council Agendas
SPSA
Sign in Sheets
Aeries
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Reporting Student Progress
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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.
Aeries grade program
Progress Reports
SARC on web site
School Site Council Agendas
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.
Modifications Based on Assessment Results
The school uses assessment results to make changes in the school program, professional
development activities and resource allocations, demonstrating a results-driven continuous process.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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
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ELL Class Rosters
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on their English foundational skills. An English remediation
class was created to support these students.
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WASC Category D. Standards-based Student Learning: Assessment
and Accountability: Strengths and Growth Needs
Category D. Standards-based Student Learning: Assessment and Accountability:
Areas of Strength
Teachers use test data to help drive instruction, pacing guides, and creating of common
formative assessments.
THS teachers use a variety of appropriate assessment strategies to measure student
progress.
Departments and teachers have access to extensive amounts of data from standardized
tests.
Data director is used to aid in analyzing assessments.
Category D. Standards-based Student Learning: Assessment and Accountability:
Areas of Growth
Further refine common assessments by increasing department collaboration and align
them to the new Common Core.
THS needs to use the results from assessments to place students in appropriate English and
Math classes. THS should consider adding Honors math classes.
Monitoring for progress and achievement over time needs to become standardized in all
classes. For example, the English Department needs to give a common assessment to all
students in each grade level that is based on a standardized writing prompt and rubric.
The English Department can then track a student’s skills, such as reading and writing
proficiency, throughout his or her four years at THS.
A more systematic and school wide intervention system needs to be established to ensure all
students are mastering the standards and scoring proficient or advanced on assessments.
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Category E: School Culture and Support for Student Personal and
Academic Growth
E1. School Culture Criterion
The school leadership employs a wide range of strategies to encourage parental and community
involvement, especially with the teaching/learning process.
Indicators with Prompts
Regular Parent Involvement
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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 Website
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.
Parent Meeting Sign in Sheets
School Site Council
District Newsletter
Back to School Night
Open House
Trimester Grade Reports
School Psychologist Contacts
Communication with parents takes place through a variety of
Counselor Contact Records
methods. The district newsletter goes out to parents and is in
Student Study Team Records
Spanish and English. Blackboard is also used to communicate
school wide events. THS staff email addresses are made available
Blackboard Connect
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.
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The parent meetings are held annually for each class and are
designed to inform parents of graduation requirements and
preparing for college enrollment. Test dates and scholarship
information are all important details which are discussed.
Parents have the option of a meeting held in Spanish or
English.
The THS ELAC also meets several times a year to report on
the progress of English Language Learners with the the
purposes of formulating and responding to parents’
recommendations.
Students and Parents can track grades with the online grading
program called Aeries. Parents also are invited to attend Back
to School Night and Open House to monitor progress. School
wide achievement is publicized through school newsletters
and e-mails and is printed locally by various newspapers.
Through the after school program parents have participated in
college visitations, English Language classes and parenting
classes.
THS continues to implement strategies and processes for
regular involvement of parents including non-English
speaking parents. THS is planning to implement additional
strategies for parent involvement. GPUSD should consider a
school liaison for parent outreach. There is need for more
extensive parent education in regards to district policies and
expectations and what’s expected of their child and their
teachers.
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Use of Community Resources
The school uses community resources to support students, such as professional services,
business partnerships, and speakers.
Indicator:
How effective is the school use of community resources to support students, such as
professional services, business partnerships, and speakers?
Prompt:
Findings
Supporting Evidence
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
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
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ROP Class Rosters
Scholarship records
Career Fair notes
FCOE ASP Reports
Tranquillity High School WASC/CDE Self-Study Report
education to THS seniors all from individual members of the
community, businesses and service organizations such as the
Lions Club.
In the ROP program, instructors are encouraged to establish
relationships with businesses. Tranquillity Auto Shop is
cultivating these professional relationships and having some
success.
To facilitate the acquisition of engines/parts and vehicles for
donation, the Auto Shop is actively in communication with
the president of the Fresno automotive dealers association,
Clawson Honda, Fresno Chrysler/Dodge, and Fresno Tap
Auto Recycling. Tranquillity Auto Shop has also placed a
formal, written request with the County of Fresno Board of
Supervisors for the acquisition of retired county vehicles.
The GPUSD School Board has approved a joint venture with
the Valley Health Team School Based-Clinic which will bring
needed health services to our students at THS. This will be the
first school based center that Valley Health Team has funded.
Students have priority while the public is being served also.
There will be two entrances and the students will be separated
from the public. The entire project will take approximately
$500,000.00 to complete.
Upward Bound meets with students all year to develop college
readiness. Students also participate in a summer camp held at
West Hills College to introduce them to the college
experience.
THS students also have the opportunity to take online classes
through West Hills College during the regular school day.
Parent/Community and Student Achievement
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.
Indicator:
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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.
Prompt:
Findings
Supporting Evidence
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.
Parent Student Handbook
Our Counselor meets at least annually with students to review
progress towards individual academic goals. Parents are
welcome to schedule an appointment to review their child’s
plans and academic goals. Additionally, our counselor offers
four college night forums for the parents of all grade levels.
These events frequently draw upwards of 60 parents.
Student achievement is celebrated at THS in a variety of ways.
In addition to sending home grade reports and AP test results,
excellence is also acknowledged by teachers. Each semester
THS honors students with a 3.0 and higher GPA during an
Academic Awards Assembly, which includes a motivational
speaker. Honor students are treated to award shirts, a
barbeque, and/or a college visitation trip. Furthermore, a
student of the month award was reinstituted this school year to
recognize not only academic achievement, but exemplary
character. Teachers regularly recognize and post student work
in classrooms. Bulletin announcements routinely acknowledge
student achievement.
Athletes are recognized during fall and spring semester sports
banquets. Also, programs such as band and FFA honor
students for their outstanding efforts. At the end of the year,
two students from each department are honored with a
department award during the senior farewell assembly. Also,
one THS student is recognized for their outstanding
citizenship.
THS has a school newspaper which is distributed to students
and posted online for parents. THS has a brand new expanded
web site that is regularly updated.
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Course Syllabi
Counseling records
Parent Night sign in sheets
Daily Bulletin
Tranquillity High School WASC/CDE Self-Study Report
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.
Indicators with Prompts
Safe, Clean, and Orderly Environment
The school has existing policies, regulations and uses its resources to ensure a safe, clean,
and orderly place that nurtures learning, including internet safety.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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.
THS Safety Plan
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.
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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
The school demonstrates caring, concern, and high expectations for students in an
environment that honors individual differences and is conducive to learning.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
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.
Student Surveys
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.
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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:
Prompt:
The school has an atmosphere of trust, respect and professionalism.
To what degree is there evidence of an atmosphere of trust, respect, and professionalism?
Findings
Supporting Evidence
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).
Sign in Sheets
Conference Attendance
BTSA
ASP Staff Roster
Campus Clubs
Activity Calendar
Academic Assemblies
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 restarted), Tiger Expeditions, Auto Club, Mock Trial,
Photography Club and the Drama Club.
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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.
Indicators with Prompts
Adequate Personalized Support
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.
Indicator:
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.
Prompt:
Findings
Supporting Evidence
Personal support services at THS come primarily from our
Counselor, the School Psychologist and Nurse. Student
counseling needs are met by one counselor who addresses
students’ academic programs, graduation requirements, and
personal student issues. Besides managing the process of
notifying families of grade issues and academic progress
toward graduation, the counseling office attempts to meet with
every student annually to monitor student progress via
classroom visitations and presentations. Our counselor
attempts to meet with students to address personal issues
affecting academic achievement, provide emotional support,
and provide referral services to support students in need.
Seniors are also provided with newsletters from the
counseling department. Upcoming events, deadlines for
applications and test dates are all included.
Counseling Records
The RSP program exists for students with special needs. RSP
students are mainstreamed into all classes. Bi-lingual paraprofessional 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.
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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
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.
Indicator:
Prompt: Evaluate the ways that there are direct connections between academic standards and school
wide learner outcomes and the allocation of resources to student support services, such as
counseling/advisory services, articulation services, and psychological and health services, or
referral services.
Findings
Supporting Evidence
The district allocates funds for services which all support the
Psychologist records
ESLRs and achievement of academic standards. THS has a
Sign in Sheets
School Psychologist and a Nurse. Both are on campus three
days per week. The Psychologist monitors students who have Student health records
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.
Strategies Used for Student Growth/Development
Indicator: Strategies are used by the school leadership and staff to develop personalized approaches
to learning and alternative instructional options which allow access to and progress in the rigorous
standards-based curriculum. Examples of strategies include: level of teacher involvement with all
students, a curriculum that promotes inclusion, processes for regular review of student and school
wide profiles, and processes and procedures for interventions that address retention and redirection.
Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff to
develop personalized approaches to learning and alternative instructional options which allow
access to and progress in the rigorous standards-based curriculum.
Findings
Supporting Evidence
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.
IEP plans
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.
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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.
Findings
Supporting Evidence
THS offers several online classes through West Hills CC and
Cyber High. Students enrolled in the online classes are a part
of the regular student body population which is mostly on site
teacher taught. Online classes are supervised by a regular
teacher on site.
Master Schedule
Support Services and Learning
Indicator: The school leadership and staff ensure that the support services and related activities have
a direct relationship to student involvement in learning, e.g., within and outside the classroom, for all
students, including the EL, GATE, special education, and other programs.
Prompt: Evaluate the extent to which the school leadership and staff ensure that the support services
and related activities have a direct relationship to student involvement in learning, e.g., within and
outside the classroom. Evaluate the processes that are used to identify under-performing or
struggling students and the interventions to address these identified student learning needs.
Findings
Supporting Evidence
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
Community Survey
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Master Schedule
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higher proficiency. THS needs to improve intervention
programs that provide additional support for newly arrived EL
students and EL students designated as at risk of not meeting
benchmarks.
Additional Online Instruction Prompt: Evaluate the extent to which the support services and related
activities have a direct relationship to student involvement in learning with respect to equity of
access, availability of computers and internet.
Findings
Supporting Evidence
THS students all have access to computers during and after
Sign in Sheets
school. Virtually all teachers use the computer lab and internet
Student Assignments
for class related projects. Also, specific online classes are
offered through West Hills CC and Cyber High.
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).
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?
Prompt:
Findings
Supporting Evidence
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.
Master Schedule
THS has expanded course offerings, including Physics,
Calculus, AP World History, Drama and ROP Small Business.
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Class Registration Forms
Class Schedules
Summer School Applications
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Co-Curricular Activities
School leadership and staff link curricular and co-curricular activities to the academic
standards and school wide learner outcomes.
Indicator:
Prompt: Evaluate the extent of the availability and link of curricular and co-curricular activities for
all students to the academic standards and school wide learner outcomes. How effective are these
efforts?
Findings
Supporting Evidence
THS students are trained in leadership during several cocurricular 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.
Club Constitutions
Activity Calendar
Yearbook
ASB Leadership
Career Day
All activities at THS are linked with academic content
standards, curriculum, or ESLRs. Student government offers
FFA
leadership experiences, and ASB leaders annually attend
A-G Approved Course List
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.
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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
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.
Indicator:
Prompt: Evaluate the effectiveness of the school process for regularly evaluating the level of student
involvement in curricular/co-curricular activities and student use of support services.
Findings
Supporting Evidence
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 extracurricular 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.
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THS Athletic Handbook
Activity Calendar
Club Rosters
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Student Perceptions
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.
Indicator:
Comment on the student view of student support services after interviewing and dialoguing
with student representatives of the school population.
Prompt:
Findings
Supporting Evidence
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.
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