Download pdf - Tranquillity High School - Edl€¦ · 2015-16 School Accountability Report Card for Tranquillity High School Page 1 of 13 Tranquillity High School 6052 Juanche Street / P.O. ox 457

2015-16 School Accountability Report Card for Tranquillity High School Page 1 of 13

Tranquillity High School

6052 Juanche Street / P.O. Box 457 • Tranquillity, CA 93668 • (559) 698-7205 • Grades 9-12 Jim Reed, Principal [email protected]

ths.gpusd.org

2015-16 School Accountability Report Card

Published During the 2016-17 School Year

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Golden Plains Unified 22000 Nevada Street

San Joaquin, CA 93660 (559) 693-1115 www.gpusd.org

District Governing Board

Sal Parra, Jr., President

Tom J. Fairless, Vice President

Celina U. Rossetti, Clerk

Kathy Chaffin

Leticia Fernandez

Mary Ann Trujillo

Leticia Rodriguez

District Administration

Martin Macias Superintendent

Francsico Romo Director of Academic Services

LeAnn Nowlin Director of Business Services

-------- Principal’s Message Tranquillity High School (THS) was founded in 1917. 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. The school offers a full program of academics ranging from programs for special needs students to advanced placement classes. There are part-time athletic and activity directors that support a full Sierra division athletic program and activity program. The school features a working school farm, a gymnasium, migrant and English Language Development services, along with a swimming pool and cafeteria. The school is fully accredited through the Western Association of Schools and Colleges (WASC) June 30, 2012.. THS instructional goals for 2015-16: • Integrating Writing across curriculum • Revolution Prep for CAHSEE ELA/MATH (Online Intervention Program) • District writing implementation for ELD classes • Saturday Academy for students at risk (FBB and BB in all 9-11 ELA/MATH CSTs Spring 2013

results) • CALSOAP Tutors in ELA/MATH Classrooms • Increase the number of ELD instructional aides for small group instruction in academic core

classes • Increasing the number of students participation in West Hills online courses Tranquillity High School recently was granted a three-year accreditation after a WASC review. Teachers, parents, and students feel the school is on the right track for student academic achievement. The lines of communication with parents have increased due to the use of Blackboard Connect automated phone calls. Parents are informed about schoolwide meetings, back-to-school night, grade-level meetings, and the School Site Council (SSC) and English Learner Advisory Committee (ELAC).


About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California

Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

• For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

• For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

2015-16 Student Enrollment by Grade Level

Grade Level Number of Students

Grade 9 129

Grade 10 109

Grade 11 100

Grade 12 115

Total Enrollment 453

2015-16 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 0

American Indian or Alaska Native 0

Asian 0

Filipino 0

Hispanic or Latino 98

Native Hawaiian or Pacific Islander 0

White 2

Two or More Races 0

Socioeconomically Disadvantaged 96.7

English Learners 35.8

Students with Disabilities 4.9

Foster Youth 0

A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which teachers are appropriately assigned and fully

credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair.

Teacher Credentials

Tranquillity High School 14-15 15-16 16-17

With Full Credential 17 19 17

Without Full Credential 4 3 4

Teaching Outside Subject Area of Competence 0 0 0

Golden Plains Unified 14-15 15-16 16-17

With Full Credential ♦ ♦ 66

Without Full Credential ♦ ♦ 19

Teaching Outside Subject Area of Competence ♦ ♦ 0

Teacher Misassignments and Vacant Teacher Positions at this School


Teachers of English Learners 1 0 1

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 1 1 0

* “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers

2015-16 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers

Location of Classes Taught by Highly

Qualified Teachers Not Taught by Highly

Qualified Teachers

This School 84.0 16.0

Districtwide

All Schools 85.4 14.6

High-Poverty Schools 85.4 14.6

Low-Poverty Schools 0.0 0.0

* High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) According to California Education Code and Board policy, the Board of Trustees for Golden Plains Unified School District adopts textbooks from the current State Board of Education-adopted textbook list. Textbooks are consistent with the content and cycles of the curriculum frameworks adopted by the SBE. Grade K-8 textbooks are adopted districtwide. Each elementary site is represented on the committee that is coordinated at the District level, while the comprehensive and continuation high schools select instructional materials by curricular department. For consistency and to promote vertical articulation, the high school makes every effort to adhere to the same adoption cycle as the elementary schools. The various site and District committees consider the SBE-adopted list of textbooks, attend county “roll-outs,” and meet in small site-level focus groups to compare each program to the needs of District students. Teachers make the ultimate decision in the program that is subsequently recommended to the Board for adoption, with the District office staff coordinating purchase and distribution procedures. After local selection and Board adoption, publisher representatives provide staff development training for teachers in the effective use of the textbooks. All students have access to their own textbooks and instructional materials. Students are held responsible for their assigned textbook for each subject, are allowed to take textbooks home, and are expected to return the books in good condition at the end of the school year.

Textbooks and Instructional Materials

Year and month in which data were collected: 8/2016

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts Literature and Language Arts, HOLT Grades 9-12 Adopted 2010 EDGE, National Geographic Hampton-Brown (9-12) Adopted 2009

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0%

Mathematics High School Common Core, Integrated Math I, Pearson (9-12) Adopted 2015 High School Common Core, Integrated Math II, Pearson (9-12) Adopted 2015 High School Common Core, Integrated Math III, Pearson (10-12) Adopted 2015 Advanced Mathematics, McDougal Littel, (11-12) Calculus, Cole Cengage Learning, (12)



Science Earth Science, Holt/California (9-12) Adopted 2007 Biology, Holt/California Adopted 2007 Chemistry, Prentice Hall Adopted 2006




Textbooks and Instructional Materials

Year and month in which data were collected: 8/2016

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

History-Social Science Modern World History-Patterns of Interaction, McDougal-Littell Adopted 2006 The Americans, McDougal-Littell Adopted 2006 American Gov/Economics, Pearson Learning Group Adopted 2004 Economics, Today and Tomorrow, Glencoe-McGraw-Hill, 2008 Adopted 2010



School Facility Conditions and Planned Improvements (Most Recent Year) The school facilities remain "good" at Tranquillity High School. There is a full-time maintenance staff that is supported by a custodial staff. All classified personnel are supported by a District maintenance supervisor. Facilities are reviewed annually for safety and improvement. The school was built in 1917 and maintains grades 9-12. The program ranges from the core curriculum to Career Technical Education offerings and programs for special needs students. Students have access to West Hills’ online classes, Advance Placement programs and a West Sierra Division Athletic Program. Students can attend a full after-school program that features support, remedial, and enrichment programs as part of a 21st Century grant. Safety is maintained through a schoolwide safety program that is annually reviewed and approved. Tranquillity High School has extra classrooms available on campus. The campus features a band room, a modern gymnasium with wood floor, a converted gym used for the cafeteria, and a swimming pool complex with a separate diving pool. All rooms and buildings have Internet and all facilities are well-maintained. The school plan is currently under review with the potential to complete painting throughout the campus, landscape, and repair of schoolwide facilities including restrooms, floors, and plumbing. The school was inspected at the beginning of this school year and it was found to be in overall Good condition. There were no major damages reported to repair. In addition, a classroom computer lab (#116) was set up with 35 computers and a printer. All the electrical components such as surge protectors, Ethernet cables, extension cords, and USB cords are in good working condition.

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 09/20/2016

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X ROOM 101 - HVAC vibrates loudly. ROOM 105 - HVAC vibrates loudly. (Planned Repairs: 2016/2017)

Interior: Interior Surfaces

X ADMIN - Ceiling tile is broken. Floor tiles are missing at campus entry. OFFICE - Ceiling tiles are loose. Ceiling tile is missing. VICE PRINCIPAL - Ceiling tiles are loose. COPY ROOM - Ceiling tile is broken. ROOM 118 - Ceiling tiles have water stains. Ceiling tiles are missing. Ceiling tiles is broken. ROOM 117 - Ceiling tiles are broken. Ceiling tile has a water stain. ROOM 108 - Ceiling tiles are broken. ROOM 107 - Ceiling tiles are broken. Ceiling tile has a water stain. Ceiling tile has a hole. ROOM 101 - Ceiling tile is broken. Threshold is creating a trip





hazard. ROOM 102 - Ceiling tiles have water stains. GIRL'S RESTROOM - Wall tiles are broken/missing. BOY'S RESTROOM - Soap dispenser is broken (no soap). ROOM 106 - Ceiling tile has a hole. ROOM 104 - Ceiling tile has a water stain. ROOM 103 - Ceiling tiles have water stains. Ceiling tiles are broken.ROOM 110/BAND ROOM - Ceiling tiles have water stains. Ceiling tiles are missing. COUNSELING (UPWARD BOUND) - Ceiling tiles have water stains.OFFICE - Ceiling tiles have water stains (also in hallway). FILE ROOM - Ceiling tiles have water stains. ROOM 113 - Ceiling tiles have water stains (also in hallway). Ceiling tile is broken. ROOM 112 - Ceiling tiles have water stains. Ceiling tiles are broken. ROOM 116 - Ceiling tiles has a water stain. Ceiling tile is broken. ROOM 115 - Ceiling tiles has a water stain. ROOM 114 - Ceiling tiles have water stains. ROOM 218 - Ceiling tiles are broken. ROOM 217 - Ceiling tiles have water stains. ROOM 214 - Ceiling tile has a hole. ROOM 215 - Ceiling tile has a water stain. Ceiling tile is broken. Carpet is worn and lifting. ROOM 209 - Ceiling tile has a water stain. ROOM 210 - Ceiling tiles have water stains. ROOM 211 - Wall paper is torn. ROOM 206- Ceiling tile is water stained. Ceiling tile is broken. ROOM 204A - Ceiling tile has a water stain. ROOM 204/KITCHEN - Ceiling tile has a water stain. ROOM 202 - Ceiling tiles have water stains. GIRL'S LOCKER ROOM - Threshold/trim to showers is missing/broken exposing metal creating an injury hazard. Floor drain is missing under sinks. BOY'S LOCKER ROOM - Threshold/trim to showers is missing/broken exposing metal creating an injury hazard. WEIGHT ROOM - Ceiling tiles have water stains. Ceiling tile is missing. (Planned Repairs: 2016/2017)

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X GIRL'S RESTROOM - Room is filthy. BOY'S RESTROOM - Room is filthy. (Planned Repairs: 2016/2017)

Electrical: Electrical

X ADMIN - Light diffuser is broken. OFFICE - Cords are creating a trip hazard. ATHLETIC DIRECTOR - Clock is missing exposing wires. COPY ROOM - Clock is missing exposing wires. WORK ROOM - Two -light diffusers are missing. ROOM 107 - Light diffuser has a water stain. ROOM 102 - Access to electrical panel is blocked. ROOM 110/BAND ROOM - Two light ballasts are out. OFFICE - No lighting. FILE ROOM - Alarm conduit is loose. Clock is loose exposing wires. ROOM 113 - Clock is missing exposing wires. ROOM 109- Outlet is broken. (17 of 20) light bulbs are





out inadequate lighting. STAGE - One bank of lights is out. Thermostat covers are missing. KITCHEN - Electrical cover is missing. Light diffuser is missing. ROOM 215 - One light ballast is out. GIRL'S RESTROOM - Exhaust fan is not working. BOY'S RESTROOM - Exhaust fan is not working. ROOM 210 - Cords are creating trip hazards. ROOM 211- Phone is not working properly (lock-down hazard). Clock is missing. ROOM 205 - Half of light (first switch) is not working. Extension cords and surge protector are daisy chained. ROOM 206 - Clock is missing. ROOM 208/LIBRARY - Cords are creating a trip hazard. ROOM 204A- Clock is missing. One ballast is out. Phone is broken. ROOM 204/KITCHEN - Electrical cover is missing. ROOM 201- Exterior outlet cover is missing. ROOM 202 - Clock is missing. Exterior outlet cover is missing. GIRL'S LOCKER ROOM - One light diffuser is missing. BOY'S LOCKER ROOM - Nine light diffusers are missing. WEIGHT ROOM - Ten light ballasts are out. (Planned Repairs: 2016/2017)

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X MEN'S RESTROOM - Faucet has a low flow. WORK ROOM - Sink is out of order. BOY'S RESTROOM - Handi cap toilet is not flushing correctly. One faucet has a constant drip. One faucet handle is missing. ROOM 110/BAND ROOM - Toilet is out of order. ROOM 116 - Faucet has no flow. ROOM 115 - Sink is not draining properly. ROOM 114 - Faucet has a constant drip. BOY'S RESTROOM - Sink is rusted. AGRICULTURE - Faucet handle is broken. ROOM 204/KITCHEN - One sink is out of order. ROOM 201 - Wall paper is torn. (Planned Repairs: 2016/2017)

Safety: Fire Safety, Hazardous Materials

X ADMIN - Two plug-in candle warmers. OFFICE - Plug-in air freshener. ASB CLERK OFFICE - Plug-in candle warmer. MEN'S RESTROOM - Paint is peeling on the wall behind the toilet. ROOM 120 - Fire extinguisher is missing. ROOM 119 - Fire extinguisher is not mounted. ROOM 117 - Paint is peeling on the wall. ROOM 101 - Three plug-in candle warmers. Fire extinguisher is not mounted. ROOM 104 - Plug-in air freshener. Fire extinguisher is not mounted. ROOM 110/BAND ROOM - Plug-in air freshener. STAGE - Mercury thermostat cover is missing. KITCHEN OFFICE - Fire extinguisher is being used as a door stop. WOOD SHOP - Fire extinguisher tag is out of date (2015). ROOM 206 - Fire extinguisher is not mounted. GIRL'S LOCKER ROOM - No exit sign at back exit. BOY'S LOCKER ROOM -





No exit sign at back exit. Window is broken. (Planned Repairs: 2016/2017)

Structural: Structural Damage, Roofs

X

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X ADMIN - Trip hazard on walkway. ROOM 119 - Door sweep is broken creating an injury hazard. ROOM 101 - Window trim is broken. ROOM 106 - Door seep is broken. ROOM 104 - Trip hazards on walkway. ROOM 110/BAND ROOM - Two windows are broken. ROOM 109 - Trip hazards on walkway. ROOM 211- Window is broken. ROOM 201- Blinds are broken (lock-down hazard). GYM - Trip hazards on walkway. (Planned Repairs: 2016/2017)

Overall Rating Exemplary Good Fair Poor

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B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student

Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

• The percentage of students who have successfully completed courses

that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

2015-16 CAASPP Results for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

14-15 15-16 14-15 15-16 14-15 15-16

ELA 36 44 17 18 44 48

Math 12 10 11 13 34 36

* Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Results for All Students - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

Science 25 35 26 23 18 21 60 56 54

* Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Grade Level

2015-16 Percent of Students Meeting Fitness Standards

4 of 6 5 of 6 6 of 6

---9--- 19.7 35.9 18.8

* Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


2015-16 CAASPP Results by Student Group

Science (grades 5, 8, and 10)

Group Number of Students Percent of Students

Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced

All Students 109 100 91.7 26.0

Male 59 55 93.2 25.5

Female 50 45 90.0 26.7

Hispanic or Latino 108 99 91.7 26.3

Socioeconomically Disadvantaged 107 99 92.5 26.3

English Learners 37 32 86.5 9.4

Students Receiving Migrant Education Services 11 11 100.0 27.3

* Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Met or

Exceeded

All Students 11 96 96 100.0 43.8

Male 11 46 46 100.0 34.8

Female 11 50 50 100.0 52.0

Hispanic or Latino 11 93 93 100.0 43.0

White 11 -- -- -- --

Socioeconomically Disadvantaged 11 89 89 100.0 43.8

English Learners 11 29 29 100.0 13.8

Students with Disabilities 11 -- -- -- --

Students Receiving Migrant Education Services

11 -- -- -- --

Foster Youth 11 -- -- -- --

ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Exceeded

All Students 11 96 96 100.0 10.4

Male 11 46 46 100.0 15.2

Female 11 50 50 100.0 6.0

Hispanic or Latino 11 93 93 100.0 10.8


School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Exceeded

White 11 -- -- -- --

Socioeconomically Disadvantaged 11 89 89 100.0 10.1

English Learners 11 29 29 100.0

Students with Disabilities 11 -- -- -- --

Students Receiving Migrant Education Services

11 -- -- -- --

Foster Youth 11 -- -- -- --

Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (School Year 2016-17) Parents attend Back-to-School Night, Open House, and monthly awards presentations. Parents and students are also participate in manyl fundraising events. There is an active School Site Council, and parents serve on the DELAC, SAC, and ELAC committees. For more information on how to become involved at the school, contact the school Principal, Jim Reed, at (559) 698-7205. The following are ways that parents can be involved at the school:

• Follow the school-home connection through newsletters and trimester/semester progress report cards • Use the Blackboard Connect to communicate with parents through the automated phone call system • Attend the Annual Title I meeting • Attend counseling department grade-level parent nights and read school newsletters for all grades 9-12 • Attend School Site Council meetings, ELAC, DELAC, and Migrant Parent meetings • Maintain communication with their student's teachers and admiistrators • Attend Parent-Teacher conferences scheduled by teachers and administration, Back-to-School night, and Open House • Have you student attend the 21st Century Afterschool Program • Have your student participate in intervention programs when appropriate and summer school enrichment programs State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. School Safety Plan The School Safety Plan is reviewed annually. The Plan includes emergency procedures on the grounds, as well as evacuation procedures. All emergency numbers are listed on the Plan. Fire and emergency drills are conducted regularly, and earthquake and intruder drills are conducted a minimum of once per year. The School Safety Plan is approved yearly at the Site Council Meeting. It was last reviewed, updated, and discussed with school faculty in August 2015.


Suspensions and Expulsions

School 2013-14 2014-15 2015-16

Suspensions Rate 14.3 3.1 5.2

Expulsions Rate 0.0 0.0 0.0

District 2013-14 2014-15 2015-16



State 2013-14 2014-15 2015-16



D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

2016-17 Federal Intervention Program

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2009-2010 2010-2011

Year in Program Improvement Year 5 Year 3

Number of Schools Currently in Program Improvement 5

Percent of Schools Currently in Program Improvement 83.3

Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor------- 1.0

Counselor (Social/Behavioral or Career Development) 0.0

Library Media Teacher (Librarian) 1.0

Library Media Services Staff (Paraprofessional) 0.0

Psychologist------- 0.4

Social Worker------- 0.0

Nurse------- 0.4

Speech/Language/Hearing Specialist 0.0

Resource Specialist------- 0.4

Other-------

Average Number of Students per Staff Member

Academic Counselor------- 480 * One Full Time Equivalent (FTE) equals one staff member working full time;

one FTE could also represent two staff members who each work 50 percent of full time.

Average Class Size and Class Size Distribution (Secondary)

Average Class Size Number of Classrooms*

1-22 23-32 33+

Subject 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

English------- ----------

31 25 25 2 6 6 9 16 16 9 1 1

Mathematics ----------

30 24 24 3 7 7 4 9 9 9 4 4

Science------- ----------

32 26 26 1 2 2 1 5 5 6 1 1

Social Science ----------

31 31 31 1 1 1 6 5 5 5 5 5

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

Professional Development provided for Teachers Each year, there are three districtwide “Buy Back” days that focus on topics of Standards-based curriculum and instruction. Beginning in the 2010-11 school year, each Wednesday morning is a two-hour collaboration day for staff development, districtwide. Teachers receive staff development training based on the end-of-year teacher needs assessment survey. Flyers, postings, etc. from site principals or district office staff inform teachers about state, regional, and/or local trainings. 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. Professional development days are provided for all districtwide teachers K-12. The major areas of focus were Accelerating the Achievement of English Learners through the Effective Strategies for English Learners. The training emphasized 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 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. Every Wednesday morning of each week, teachers collaborate through grade-level teams. Classroom observations by school administrators are performed in order to give constructive and immediate feedback to classroom teachers. Teachers have also received one day of training on newly adopted Common Core State Standards (CCSS) in English-language arts. Teachers received site training on this newly state-adopted CCSS to make the transition and fully implement the new standards.

FY 2014-15 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same

Category

Beginning Teacher Salary $38,705 $42,063

Mid-Range Teacher Salary $59,889 $64,823

Highest Teacher Salary $78,748 $84,821

Average Principal Salary (ES) $78,508 $101,849

Average Principal Salary (MS) $78,508 $107,678

Average Principal Salary (HS) $88,002 $115,589

Superintendent Salary $133,900 $169,152

Percent of District Budget

Teacher Salaries 25% 35%

Administrative Salaries 6% 6% * For detailed information on salaries, see the CDE Certificated Salaries &

Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

FY 2014-15 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil Average

Teacher Salary Total Restricted Unrestricted

School Site-------

$7,509 $1,502 $6,007 $57,168

District-------

♦ ♦ $6,258 $59,699

State------- ♦ ♦ $5,677 $67,348

Percent Difference: School Site/District -4.0 5.7

Percent Difference: School Site/ State 28.1 -9.3

* Cells with ♦ do not require data.

Types of Services Funded

Various programs and supplemental services are provided at the school site, including:

• Title I, III • Title I Supplemental School Services • Migrant Education K-12 • 21st Century Afterschool Program 9-12 • Beginning Teacher Support Assistance

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)


Dropout Rate 16.90 7.10 7.10

Graduation Rate 79.78 89.29 88.39

Golden Plains Unified 2011-12 2013-14 2014-15

Dropout Rate 22.70 12.80 10.80


California 2011-12 2013-14 2014-15

Dropout Rate 11.40 11.50 10.70


Career Technical Education Participation

Measure CTE Program Participation

Number of pupils participating in CTE 350

% of pupils completing a CTE program and earning a high school diploma

0%

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education

0%

Courses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2015-16 Students Enrolled in Courses Required for UC/CSU Admission

99.78

2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission

5.0

* Where there are student course enrollments.

2015-16 Advanced Placement Courses

Subject Number of AP Courses

Offered*

Percent of Students In AP Courses

Computer Science ♦

English------- 1 ♦

Fine and Performing Arts ♦

Foreign Language 2 ♦

Mathematics ♦

Science------- ♦

Social Science 1 ♦

All courses 4 26.3

http://www.cde.ca.gov/ds/fd/cs/


Completion of High School Graduation Requirements

Group Graduating Class of 2015


All Students 93 85 86

Black or African American 0 0 78

American Indian or Alaska Native 0 0 78

Asian 100 100 93

Filipino 0 0 93

Hispanic or Latino 93 86 83

Native Hawaiian/Pacific Islander 0 0 85

White 0 0 91

Two or More Races 0 0 89

Socioeconomically Disadvantaged 83 63 66

English Learners 90 77 54

Students with Disabilities 93 86 78

Career Technical Education Programs The Tranquillity High School curriculum offers courses in career preparation. Emphasis is placed on providing career exploration 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 U.S. Armed Forces. THS has a complete Vocational Agriculture Program offering student experience in many different agricultural careers, including row crops, stone fruit, dairy, swine, welding, and Ag mechanics. The Ag Program also prepares students for the work force by teaching them how to prepare a resume and cover letter and interview succesfully with potential employers. Tranquillity High School has a Career Technical Education program that features Agriculture, Auto Shop, Small Business, Sports Medicine, Digital Video Production and Broadcasting, The course sequences are listed below:

• Business: Computer Applications, Computer Graphics Graphics, ROP Digital Video Production & Broadcasting, ROP Small Business • Agriculture: Intro. to Agriculture, Agriculture Biology, Agriculture Small Engines, Agriculture Welding, Agriculture Plant &Animal Science • Automotive Technology: Automotive I, Automotive II, ROP Automotive Technology • Health: Strength & Conditioning, ROP Sports Medicine Tranquillity High School involves students in post-Secondary transition activities. These activities allow students to observe many opportunities for employment or continuing education after graduating from Tranquillity High School. Activities include:

• Fresno County Office of Education College Night at Fresno Convention Center • College Night at Tranquillity High School which provides parents information on trade school, college, & university options and financial aid

available • Career Day at Tranquillity High with colleges, government agencies, and businesses. Area-Wide Career Day (Firebaugh, Mendota, Kerman,

Tranquillity) sponsored by CAL-SOAP. • College and university campus visitations • Trip to World Agriculture Expo for agriculture career exploration Tranquillity High School provides career guidance and academic counseling 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. Counselors do presentations on post-secondary education to all students within the school year. All students participate in the CTE program, a minimum of 10 credits in CTE is required to graduate from THS. All students participate in career guidance lessons using, but not limited to, Bridges, The Real Game, interest inventories, and aptitude testing. Some 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 and THS:

• Allows for better transitions from secondary to postsecondary education • Allows for a greater understanding of pathway options available to our students • Helps to better align the curricula of both institutions.


Addtional THS activities preparare students for high-skills, high-wage, and high-demand occupations. These include but are not limited to: 1. Access to all CTE pathways available within the District, even if not located at the student’s primary school location 2. Mentorship by upper-grade students who have successfully completed prior courses in given CTE pathways 3. Bilingual support to parents/guardians that allow for better understanding of options available to their student 4. Active engagement by site counselors in career planning

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.