tranquillity high school elementary school template

Elementary School Template

Principal’s Message Tranquillity High School was founded in 1917. The school serves the communi es of Tranquillity, San Joaquin, Helm, and Cantua Creek. THS is the only comprehensive High School in the district serving grades 9 to 12. The school offers a full program of academics ranging from programs for special needs students to advanced placement classes. There are part‐ me athle c and ac vity directors that support a full Sierra division athle c program and ac vity program. The school features a working school farm, two gymnasiums, migrant and English Language Development services, along with a swimming pool and cafeteria. The school is fully accredited through the Western Associa on of Schools and Colleges.

THS instruc onal goals for 2011‐2012

Implement Explicit Direct Instruc on through newly adopted Standards‐based curriculum

ELD Best Prac ces with ELD classes built into the high school mastered schedule

EDGE Curriculum with all Levels: Fundamentals, Level A, Level B, and Level C

Integra ng Wri ng across curriculum

Revolu on Prep for CAHSEE ELA/MATH (Online Interven on Program)

District wri ng implementa on for ELD classes

Measuring Up Express Curriculum for Standards‐based supplemental instruc on for EL and Title I students.

Measuring Up Express Curriculum for Essen al State Standards supplemental instruc on for all Core subject Areas for all El and Title I students

Saturday Academy for students at‐Risk (FBB and BB in all 9‐11 ELA/MATH CSTs Spring 2011 results)

CALSOAP Tutors in ELA/MATH Classrooms

Increase the number of ELD instruc onal aides for small group instruc on in academic core classes

Increasing the number of students par cipa on in West Hills online courses

Tranquillity High School recently (last year 2010‐11) has been granted 3 year accredita on a er a WASC review. Teachers, parents and students feel the school is on the right track for student academic achievement. The lines of communica on with parents have increased due to the use of Blackboard Connect automated phone calls. Parents are informed about schoolwide mee ngs, back to school night, grade level mee ngs and School Site Council (SSC) and English Learners Ad‐visory Commi ees (ELAC).

Parental involvement

Con nue to follow the school‐home connec on through newsle ers and trimester/semester progress report cards.

Use the Blackboard Connect to communicate with parents through the automated phone call system.

Hold the Annual Title I mee ng

Con nue to hold the counseling department grade level parent nights and newsle ers for all grades 9th through 12th.

Con nue to hold the School Site Council Mee ngs, ELAC, DELAC and Migrant Parent mee ngs in the new parent center classroom.

Con nued on page 2

Tranquillity High School

School Accountability Report Card

GRADES 9‐12 6052 South Juanche Tranquillity, CA 93668 Phone: (559) 698‐7205 Fax: (559) 698‐7632 Website: h p://gpusd.ths.schoolfusion.us/

Espi Sandoval, Principal

2010‐11 School Accountability Report Card Published During the 2011‐12 School Year

“Home of the Tigers”

22000 Nevada Street San Joaquin, CA 93660 Phone: (559) 693‐1115

Fax: (559) 693‐4366 www.qpusd.k12.ca.us

Ruben Cas llo

Ac ng Superintendent

Golden Plains Unified School District

In accordance with State and federal requirements, the School Accountability Report

Card (SARC) is put forth annually by all public schools as a tool for parents and interested par es to

stay informed of the school’s progress, test scores and

achievements.

“Whatever It Takes… Our Kids Are Worth It!”

2 Tranquillity High School 2010-11 SARC

Socioeconomically Disadvantaged

100%

English Learners 79.3%

Students with Disabili es

0.9%

Tranquillity HS

Student Enrollment by Group

Parental Involvement Parents are encouraged to attend Back‐to‐School Night, Open House activities, and monthly awards presentations. Parents and students are also invited to participate in our annual fundraising events. There is an active Site Council, and parents serve on the DELAC and ELAC committees.

For more information on how to become involved, contact Principal Espi Sandoval at (559) 698‐7205.

* Enrollment data was gathered from DataQuest and is accurate as of May 2011.

Class Size Distribu on — Number of Classrooms By Size

08‐09 09‐10 10‐11

Subject 1‐22 23‐32 33+ 1‐22 23‐32 33+ 1‐22 23‐32 33+

English‐Language Arts 2 18 3 3 3 10 10

Mathema cs 4 13 1 3 4 12 4

Science 10 3 2 5 2

History‐Social Science 2 3 7 3 1 8 4

Principal’s Message Con nued from page 1

Con nue to hold the School Site Council Mee ngs, ELAC, DELAC and Migrant Parent mee ngs in the new parent center classroom.

Maintain constant communica on during our open door policy for parents.

Parent‐Teacher mee ngs during back to school night, regular conferences scheduled by teachers and administra on and Open House night.

Maintain constant communica on with parents in order for students to a end 21st Century A er School Program and Saturday Interven on Programs.

Provide informa on to parents, teachers, students and staff about the upcoming interven on programs and summer school programs.

Enrollment and Demographics

The total enrollment at the school was 469 students for the 2010‐11 school year.*

Hispanic or Latino97%

White3%

Class Size 08‐09 09‐10 10‐11

The bar graph displays the three‐year data for average class size.

28 27 27

3330 30 30 3130 29

2628

English‐Language Arts Mathematics Science History‐Social Science


School Facility Items Inspected The tables show the results of the school’s most recent inspec on using the Facility Inspec on Tool (FIT) or equivalent school form. The following is a list of items inspected.

Systems: Gas Systems and Pipes, Sewer, Mechanical Systems (hea ng, ven la on, and air condi oning)

Interior: Interior Surfaces (floors, ceilings, walls, and window casings)

Cleanliness: Pest/Vermin Control, Overall Cleanliness (school grounds, buildings, rooms, and common areas)

Electrical: Electrical Systems (interior and exterior)

Restrooms/Fountains: Restrooms, Sinks/Drinking Fountains (interior and exterior)

Safety: Fire Safety Equipment, Emergency Systems, Hazardous Materials (interior and exterior)

Structural: Structural Condi on, Roofs

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

School Facility Good Repair Status This inspec on determines the school facility's good repair status using ra ngs of good condi on, fair condi on, or poor condi on. The overall summary of facility condi ons uses ra ngs of exem‐plary, good, fair, or poor condi on.

School Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/Fountains Fair

Interior Good Safety Good

Cleanliness Good Structural Fair

Electrical Good External Good

Overall Summary of Facility Condi ons Good

Date of the Most Recent School Site Inspec on 08/25/2011

Date of the Most Recent Comple on of the Inspec on Form 08/25/2011

Deficiencies and Repairs The table lists the repairs required for all deficiencies found during the school site inspection. Re‐gardless of each item’s repair status, all deficiencies are listed.

Deficiencies and Repairs

Items Inspected Deficiencies, Action Taken or Planned, and Date of Action

Cleanliness Daily school grounds and classroom cleaning ongoing from 08/2011‐06/2012.

Electrical Computers installed and electrical work was done in room #116, surge protectors, extension cords on 08/10/2011.

Restrooms/Fountains Replace broken hand sani zers and towel dispensers on 09/16/2011.

Safety Room #202 Broken Back table repaired on 09/16/2011.

School Facilities The school facili es remain Good at Tranquillity High School. There is a full‐

me maintenance staff that is support‐ed by a custodial staff. All classified personnel are supported by a district maintenance supervisor. Facili es are reviewed annually for safety and im‐provement. The school was built in 1917 and maintains grades 9 to 12.

The program ranges form the core cur‐riculum 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 enrich‐ment programs as part of a 21st Centu‐ry grant. Safety is maintained through a schoolwide safety program that is annu‐ally reviewed and approved.

Tranquillity High School has extra class‐rooms available on campus. The cam‐pus features a band room, a modern gymnasium with wood floor, a convert‐ed 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 re‐view with the potential to complete painting throughout the campus, land‐scape, and repair of school‐wide facili‐ties including restrooms, floors, and plumbing.

The school was inspected at the begin‐ning of this school year and it was found overall in Good condition. There were no major damages reported to repair. In addition, a classroom computer lab (#116) was set up with 35 computers and printer. All the electrical compo‐nents such as surge protectors, ethernet cables, extension cords and USB cords are in good working condition. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar‐for‐dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the 2011‐12 school year, the District budgeted $293,046.00 for the Deferred Maintenance Program. This represents 3% of the District's general fund budget.


School Safety The School Safety Plan is reviewed an‐nually. 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 month‐ly, and earthquake and intruder drills are conducted twice per year. The school enforces zero tolerance rules for possession of controlled substances; possession of firearms, incendiary devic‐es, and weapons; violence; and harass‐ment of any sort.

The School Safety Plan is approved year‐ly at the Site Council and board levels. It was last reviewed, updated, and dis‐cussed with school faculty in March 2011.

“Teachers, parents and students feel the school is on the right track for student academic achievement.”

Professional Development Each year, there are three districtwide “Buy Back” days that focus on topics of Standards‐based curriculum and instruc on. Beginning on 2010‐11 school year, each Wednesday morning is a two hour collabora on day for staff development, districtwide. Teachers receive staff development training based on the end‐of‐the‐year teacher needs assessment survey informa on. Flyers, pos ngs, etc. from site principals or district office staff informs teachers about state, regional, and/or local trainings. Previous topics have focused on the district core subject area assessments, instruc onal technology, data systems, literacy in the core content, Beginning Teacher Support Assistance, English Learner and Special Student Needs, and Safe School training.

At the beginning of the 2010‐11 school year, six professional development days were provided for all districtwide teachers K‐12. The major areas of focus were char ng the course for professional learning communi es. The training emphasis indicated how to fully implement the District’s new State‐approved instruc onal program materials.

Teachers were able to iden fy power standards on a newly adopted Reading/English Language Arts/ELD and Mathema cs curriculum. Teachers were able to map instruc onal resources to power standards and pacing guides. Moreover, teachers received training regarding crea ng forma ve and summa ve assessments in order to measure student progress. Throughout the six days of training, data team topics were covered as a form of con nuous improvement through data analysis and ac on planning. Also, topics such as Response to Interven on (RTI) were pre‐sented to all teachers and administrators.

District and school instruc onal leaders provide con nuous support to the teaching staff on a weekly basis. Every Wednesday morning of each week, teachers collaborate through grade level teams. Classroom observa ons by school administrators are performed in order to give construc‐

ve and immediate feedback to classroom teachers. Teachers have also received training on a newly adopted online data and assessment management system u lized to create, view, and analyze student performance data. Teachers receive site training on this new online assessment system that allows them to maximize students repor ng to improve academic performance.

Throughout the course of the 2010‐11 school year all grade levels teaching staff, paraprofessionals and school administrators will be given four additional days of professional development that con‐sist of classroom Standards‐based instructional approaches training in order to attain District and school goals.

For the previous three school years, we had three days each year dedicated to staff and professional development.

Encouraging and assis ng students in establishing lifelong habits of regular physical ac vity is the primary goal of the Fitnessgram®. The table shows the percentage of students mee ng the fitness standards of being in the “healthy fitness zone” for the most recent tes ng period. For more detailed informa on on the California PFT, please visit www.cde.ca.gov/ta/tg/pf/.

California Physical Fitness Test Each spring, all students in grades 5, 7, and 9 are required to par cipate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Educa on. PFT measures six key fitness areas:

1. Aerobic Capacity

2. Body Composi on

3. Flexibility

4. Abdominal Strength and Endurance

5. Upper Body Strength and Endurance

6. Trunk Extensor Strength and Flexibility

California Physical Fitness Test

Tranquillity HS

Percentage of Students Mee ng Fitness Standards Grade 9

Four of Six Standards 20.2%

Five of Six Standards 16.3%

Six of Six Standards 38.8%


Textbooks and Instructional Materials According to California Educa on Code and Board policy, the Board of Trustees for Golden Plains Unified School District adopts textbooks from the current State Board of Educa on (SBE)‐adopted textbook list. Textbooks are consistent with the content and cycles of the curriculum frameworks adopted by the SBE. Kindergarten through eighth grade textbooks are adopted districtwide. Each elementary site is represented on the commi ee that is coordinated at the District level, while the comprehensive and con nua on high schools select instruc onal materials by curricular de‐partment. For consistency and to promote ver cal ar cula on, the high school makes every effort to adhere to the same adop on cycle as the elementary schools. The various site and District commi ees consider the SBE‐adopted list of textbooks, a end county “roll‐outs”, and meet in small site‐level focus groups to compare each program to the needs of District students. Teachers make the ul mate decision in the program that is subsequently recommended to the Board for adop on, with the District office staff coordina ng purchase and distribu on procedures.

A er local selec on and Board adop on, publisher representa ves provide staff development training for teachers in the effec ve use of the textbooks. All students have access to their own textbooks and instruc onal 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 condi on at the end of the school year.

Textbooks and Instruc onal Materials List

Subject Textbook Adopted

English‐Language Arts Literature and Language Arts, HOLT Grades 9‐12 2010

ELD/EL Interven on EDGE, Na onal Geographic Hampton‐Brown (9‐12) 2009

Mathema cs Algebra 1, Holt Rinehart and Winston, 2008 (9‐12) 2009

Mathema cs Algebra 2, McDougal‐Li ell 2004

Mathema cs Geometry, Holt Rinehart and Winston, 2008 (9‐12) 2009

Science Earth Science, Holt/California (9‐12) 2007

Science Biology, Holt/California 2007

Science Chemistry, Pren ce Hall 2006

History‐Social Science Modern World History‐Pa erns of Interac on, McDougal‐

Li ell 2006

History‐Social Science The Americans, McDougal‐Li ell 2006

History‐Social Science American Gov/Economics, Pearson Learning Group 2004

History‐Social Science Economics, Today and Tomorrow, Glencoe McGraw‐Hill,

2008 2010

Availability of Textbooks and Instructional Materials The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials:

Tranquillity HS

Subject Percent Lacking

Reading/Language Arts 0%

Mathema cs 0%

Science 0%

History‐Social Science 0%

Visual and Performing Arts 0%

Foreign Language 0%

Health

Science Laboratory Equipment (Grades 9‐12)

0%

Not applicable.

Currency of Textbook Data This table displays the date when the textbook and instructional materials information was collected and verified.

Currency of Textbook Data

Data Collec on Date 08/2011

Quality of Textbooks The following table outlines the criteria required for choosing the textbooks and instructional materials.

Tranquillity HS

Quality of Textbooks Yes/No

Are the textbooks adopted from the most recent state‐approved or local governing board approved list?

Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education?

Yes

Does every student, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home?

Yes


STAR Results for All Students: Three-Year Comparison The Standardized Tes ng and Repor ng (STAR) results are evaluated and compared to state standards using the following five performance levels: Advanced (exceeds state standards); Profi‐cient (meets state standards); Basic; Below Basic; and Far Below Basic. Students scoring at the Proficient or Advanced level meet state standards in that content area. The tables show the per‐centage of students that scored at Proficient or Advanced levels in English‐language arts, mathe‐ma cs, science, and history‐social science.

Standardized Testing and Reporting Program The Standardized Testing and Reporting (STAR) Program aims to identify strengths and weaknesses to improve student learning. STAR consists of sever‐al key tests that are designed for the student’s age and individual needs. These tests include: the California Standards Test (CST), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).

The CSTs are multiple choice tests in English‐language arts, mathematics, science, and history‐social science for varying grade levels. Some grade levels also participate in an essay writing test. The CSTs are used to determine students’ achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject.

The CMA is a modified assessment for students with disabilities who have an individualized education program (IEP). It is designed to assess those students whose disabilities prevent them from achieving grade‐level proficiency on an assessment of the content standards with or without accommodations.

The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations.

For more information on the STAR program including tests, participation, groups, and scores by grade level, please visit http://star.cde.ca.gov/.

Percentage of Students Scoring at Proficient or Advanced Levels

Tranquillity HS Golden Plains USD California

08‐09 09‐10 10‐11 08‐09 09‐10 10‐11 08‐09 09‐10 10‐11

English‐Language Arts 24% 29% 31% 27% 29% 32% 49% 52% 54%

Mathema cs 3% 13% 10% 30% 33% 38% 46% 48% 50%

Science 9% 18% 10% 17% 27% 22% 50% 54% 57%

History‐Social Science 13% 22% 23% 16% 20% 20% 41% 44% 48%

STAR Results by Student Group: English-Language Arts, Mathematics, Science, and History-Social Science


Spring 2011 Results

Group English‐

Language Arts Mathema cs Science

History‐ Social Science

All Students in the District 32% 38% 22% 20%

All Students at the School 31% 10% 10% 23%

Male 30% 14% 18% 29%

Female 32% 6% 2% 16%

Black or African American

American Indian or Alaska Na ve

Asian

Filipino

Hispanic or La no 31% 11% 9% 23%

Na ve Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged 31% 10% 10% 23%

English Learners 18% 5% 2% 14%


Students Receiving Migrant Educa on Services

26% 13% 3% 20%

Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for sta s cal accuracy or to protect student privacy.


Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score reflects the school, district or a student group’s performance level, based on the results of statewide tes ng. The state has set an API score of 800 as the statewide target.

The annual API repor ng cycle consists of the Base and Growth API. The Base API data is released one year a er tes ng occurs (i.e. The 2010 Base is calculated from results of statewide tes ng in spring 2010, but is not released un l May 2011). Growth API, released following the Base API, calculates test results taken from the most recent school year (i.e. The Growth API is calculated from results of statewide tes ng in spring 2010 and released in August 2010). Therefore, for the 2010‐2011 API repor ng cycle, the 2010 Base indicator and 2011 Growth indicator are used.

To learn more about API, please visit the API informa on guide at www.cde.ca.gov/ta/ac/ap/documents/infoguide11.pdf and the API overview guide at www.cde.ca.gov/ta/ac/ay/documents/overview11.pdf.

API Testing Assessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either: (1) at least 50 students with valid STAR Program scores who make up at least 15% of the total valid STAR Program scores, or (2) at least 100 students with valid STAR Program scores.

API Ranks Schools are ranked in ten categories of equal size, called deciles, from 1 (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide API rank” compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A “similar schools API rank” reflects how a school compares to 100 statistically matched similar schools. This table shows the school’s three‐year data for statewide API rank and similar schools API rank, for which information is available.

API Ranks

API Ranks — Three Year Comparison

2008 2009 2010

Statewide API Rank 2 1 2

Similar Schools API Rank 8 5 8

API Growth by Student Group This table displays, by student group, first, the 2011 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years.

API Growth by Student Group – 2011 Growth API and Three Year Comparison

Group

2011 Growth API

Tranquillity HS Golden Plains USD California

Number of Students

Growth API

Number of Students

Growth API

Number of Students

Growth API

08‐09 09‐10 10‐11

All Students 309 646 1,284 687 4,683,676 778 ‐25 54 ‐10

Black or African American 0 4 317,856 696

American Indian or Alaska Na ve 0 0 33,774 733

Asian 0 7 398,869 898

Filipino 0 1 123,245 859

Hispanic or La no 302 646 1,250 687 2,406,749 729 ‐25 53 ‐9

Na ve Hawaiian or Pacific Islander 0 0 26,953 764

White 7 21 708 1,258,831 845

Two or More Races 0 0 76,766 836

Socioeconomically Disadvantaged 309 645 1,283 688 2,731,843 726 ‐25 54 ‐11

English Learners 259 652 1,025 682 1,521,844 707 ‐31 56 38

Students with Disabili es 7 77 443 521,815 595

Tranquillity HS — Actual API Change

Data are reported only for numerically significant groups.


Adequate Yearly Progress The No Child Le Behind (NCLB) Act requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or ex‐ceed criteria in these four target areas:

1. Participation rate on statewide assessments in English‐language arts and mathematics

2. Percentage of students scoring proficient on statewide assessments in English‐language arts and mathematics

3. API scores

4. Graduation rate for high schools

The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for 2010‐11. For more informa on, visit www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Criteria

Tranquillity HS Golden Plains USD

Met Overall AYP No No

AYP Criteria English‐

Language Arts Mathema cs

English‐Language Arts

Mathema cs

Par cipa on Rate No Yes Yes Yes

Percent Proficient No No No Yes

API No Yes

Gradua on Rate

Federal Intervention Program Districts and schools receiving Title I funding that fail to meet AYP over two consecu ve years in the same content area (English‐language arts or mathema cs) or on the same indicator (API or gradua on rate) can enter into Program Improvement (PI). Each addi onal year that the district or schools do not meet AYP results in advancement to the next level of interven on. This table displays the 2011‐12 Program Improvement status for the school and district. For more infor‐ma on, please visit www.cde.ca.gov/ta/ac/ay/.

Federal Interven on Program


Program Improvement Status In PI In PI

First Year of Program Improvement 2009‐2010 2010‐2011

Year in Program Improvement Year 3 Year 2

Number of Schools Iden fied for Program Improvement 5

83.3% Percent of Schools Iden fied for Program Improvement

Public Internet Access Internet access is available at public libraries and other loca ons that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public loca ons is generally provided on a first‐come, first‐served basis. Other use restric ons include the hours of opera on, the length of me that a worksta on may be used (depending on availability), the types of so ware programs available at a worksta on, and the ability to print documents.

Types of Services Funded Various programs and supplemental services are provided at the school site, including:

Title I, III, and IV/Innova ve Programs

Title I Supplemental School Services

ASES A er School Program K‐8

Migrant Educa on K‐12

Summer Migrant Program

21st Century A er School Program 9‐12

High Priority School Grant

Academic Innova on program

Beginning Teacher Support Assistance

Gi ed and Talented Pupils

Class Size Reduc on

School Improvement

English Learner Acquisi on Program (ELAP)

The school is not required to meet the gradua on rate criteria because there were fewer than 50 students in the gradua on denominator (graduates plus dropouts).


Completion of High School Graduation Requirements This table shows the percentage of students (who began the 2010‐11 school year in the 12th grade) who met all local gradua on requirements for receiving a high school diploma including having passed both the English‐language arts and mathema cs por ons of the CAHSEE or re‐ceived a local waiver or state exemp on. Please note state results are not available. For more informa on, please visit www.cde.ca.gov/ta/tg/hs.

Comple on of High School Gradua on Requirements

Group Gradua ng Class of 2011


All Students 99.2% 90.2%

Black or African American 99.2% 90.2%

American Indian or Alaska Na ve 100.0% 100.0%

Asian

Filipino

Hispanic or La no


White

Two or More Races 99.1% 89.8%

Socioeconomically Disadvantaged

English Learners


Graduates and Dropouts This table displays the gradua on and one‐year dropout rates for the most recent three‐year period for which data is available. Note: The Na onal Center for Educa on Sta s cs gradua on rate as reported in AYP is provided in this table.

Graduate and Dropout Rates

Gradua on Rate 1‐year Dropout Rate

07‐08 08‐09 09‐10 07‐08 08‐09 09‐10

Tranquillity HS 88.24% 88.2% 81.73% 3.3% 6%

Golden Plains USD 82.91% 84.0% 82.58% 4.6% 13%

California 80.21% 78.59% 80.44% 4.9% 5.7% 4.6%

Advanced Placement Courses The following is a list of advanced placement (AP) courses offered by subject at the school. For the 2010‐11 school year, 6.9% of the school’s students were enrolled in a total of 7 AP courses offered.

Advanced Placement Courses

Computer Science 0

English 0

Fine and Performing Arts 0

Foreign Language 6

Mathema cs 0

Science 0

Social Science 1

“The school offers a full program of academics ranging from programs for special needs students to advanced placement classes.”


Informa on not available.



California High School Exit Exam Results The table displays the percentage of students scoring at Proficient or Advanced levels for the most recent three‐year period. Note: The score a student must achieve to be considered Profi‐cient is different than the passing score for gradua on requirement.

California High School Exit Exam Results The California High School Exit Exam (CAHSEE) is primarily used as a graduation requirement in California. Students are first tested in tenth grade and have multiple chances to retake the test if the student does not pass the first time. The grade 10 results of this exam are also used to determine AYP for high schools as required by the federal NCLB law. The CAHSEE has two sections: English‐language arts and Math. For the purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient.


English‐Language Arts Mathema cs

08‐09 09‐10 10‐11 08‐09 09‐10 10‐11

Tranquillity HS 39% 41% 42% 44% 53% 50%

Golden Plains USD 38% 40% 39% 42% 53% 46%

California 52% 54% 59% 53% 54% 56%

CAHSEE Results by Student Group: English-Language Arts and Mathematics This table displays the percentage of students, by group, achieving at each performance level in English‐language arts and mathema cs for the most recent tes ng period.

Percentage of Students Achieving at Each Performance Level

Mathema cs

Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced

All Students in the District 61% 23% 16% 54% 35% 12%

All Students at the School 58% 25% 17% 50% 38% 12%

Male 53% 31% 16% 49% 40% 11%

Female 62% 19% 19% 51% 37% 12%

Black or African American

American Indian or Alaska Na ve

Asian

Filipino

Hispanic or La no 59% 25% 16% 49% 40% 10%


White

Two or More Races

Socioeconomically Disadvantaged 58% 25% 17% 50% 38% 12%

English Learners 68% 23% 9% 53% 42% 5%


Students Receiving Migrant Educa on Services 61% 32% 6% 52% 39% 10%

English‐Language Arts


Admission Requirements for California’s Public Universities University of California: Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one‐eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University‐level work.

For general admissions requirements, please visit the UC Admissions Informa on Web page at www.universityofcalifornia.edu/admissions. (Outside source)

California State University: Eligibility for admission to the California State University (CSU) is de‐termined by three factors:

Specific high school courses

Grades in specified courses and test scores

Gradua on from high school

Some campuses have higher standards for par cular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher stand‐ards (supplementary admission criteria) for all applicants. Most CSU campuses have local admis‐sion guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, applica on, and fee infor‐ma on see the CSU Web page at www.calstate.edu/admission/admission.shtml. (Outside source)

Course Enrollment for UC/CSU Admission The table displays two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission for the most recent year for which data is available. For more detailed informa on, visit h p://dq.cde.ca.gov/dataquest/.

University of California and California State University Admission

2009‐10

Percentage of Students Enrolled in Courses Required for UC/CSU Admission

57.5%

Percentage of Graduates Who Completed All Courses Required for UC/CSU Admission

30.7%

Career Technical Education Programs The Tranquillity High School curriculum offers courses in career prepara on. Emphasis is placed on providing employment opportuni es for our students through school‐to‐career ac vi es such as: field trips to businesses and industrial sites supported by speakers from area employers and career opportuni es with the military.

We offer a plant science class that expands students’ knowledge of agriculture careers. We also prepare students for the work force by teaching them how to prepare a résumé and cover le er and we hold mock interviews with students so that they can experience par cipa ng in a job interview.

Tranquillity High School has a Career Technical Educa on program that features Agriculture, Auto Shop, Business and one offering in Home Economics. The sequence is listed below:

Home Economics: Food and Fiber

Business: Computer Applica ons, Microso Office, Intro. to Careers and ROP Info Tech.

Agriculture: Intro. to Ag., Small Engine, Welding, ROP Welding, Ag. Biology, Ag. Earth Science

ROP Auto Tech.

Mr. Rick Gragnani is the Career Technical Advisor.

Career Technical Education Participation This table displays information about participation in the school’s Career Technical Education (CTE) programs.

Career Technical Educa on Data

2010‐11 Par cipa on

Number of Pupils Par cipa ng in CTE

294

Percentage of Pupils Who Completed a CTE Program and Earned a High School Diploma

27%

Percentage of CTE Courses that are Sequenced or Ar culated Between a School and Ins tu ons of Postsecondary Educa on

0

“The school is fully accredited through the Western Association of Schools and Colleges.”


Teacher Qualifications This table shows informa on about teacher creden als and teacher qualifica ons. More infor‐ma on can be found by visi ng h p://data1.cde.ca.gov/dataquest/.

Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (teachers assigned without proper legal authoriza on) and the number of vacant teacher posi ons (not filled by a single designated teacher assigned to teach the en re course at the beginning of the school year or semester). Please note: Total teacher misassignments includes the number of misassignments of teachers of English Learners.

No Child Left Behind Compliant Teachers NCLB requires that all teachers of core academic subject areas be “highly qualified.” In general, for a teacher to be considered highly qualified, they must have a bachelor’s degree, an appropri‐ate California teaching creden al, and have demonstrated competence for each core subject he or she teaches. The table displays data regarding NCLB compliant teachers from the 2010‐11 school year. For more informa on on teacher qualifica ons related to NCLB, please visit www.cde.ca.gov/nclb/sr/tq.

Teacher Creden al Informa on

Golden Plains USD Tranquillity HS

Teachers 10‐11 08‐09 09‐10 10‐11

With Full Creden al 88 22 21 20

Without Full Creden al 0 3 2 0

1 2 1 Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher Posi ons

Tranquillity HS

09‐10 10‐11 11‐12

Teacher Misassignments of English Learners 2 3 1

Total Teacher Misassignments 2 3 1

Vacant Teacher Posi ons 0 1 0

No Child Le Behind Compliant Teachers

Taught by NCLB

Compliant Teachers Taught by Non‐NCLB Compliant Teachers

Tranquillity HS 87.91% 12.09%

All Schools in District 92.55% 7.45%

Low‐Poverty Schools in District

Percent of Classes in Core Academic Subjects

High‐Poverty Schools in District 92.55% 7.45% NCLB Note: High‐poverty schools are defined as those schools with student par cipa on of approximately 75% or more in the free and reduced priced meals program. Low‐poverty schools are those with student par cipa on of approximately 25% or less in the free and reduced priced meals program.

Academic Counselors and School Support Staff This table displays information about academic counselors and support staff at the school and their full‐time equivalent (FTE).

Academic Counselors and School Support Staff

Academic Counselors: FTE and Ra o

Number of Academic Counselors

1.0

Ra o of Students Per Academic Counselor

Support Staff FTE

Social/Behavioral or Career Development Counselors

Library Media Teacher (Librarian)

1.0

Library Media Services Staff (Paraprofessional)

0.0

Psychologist 0.4

Social Worker 0.0

Nurse 1.0

Speech/Language/Hearing Specialist

0.0

Resource Specialist (non‐teaching)

0.4

Not applicable.


School Financial Data The following table displays the school’s average teacher salary and a break‐down of the school’s expenditures per pupil from unrestricted and restricted sources.

School Financial Data

Total Expenditures Per Pupil

$7,073

Expenditures Per Pupil From Restricted Sources

$1,090

Expenditures Per Pupil From Unrestricted Sources

$5,982

Annual Average Teacher Salary

$58,583

Tranquillity HS

Suspensions and Expulsions This table shows the rate of suspensions and expulsions (the total number of incidents divided by the school’s total enrollment) for the most recent three‐year period.

Suspension and Expulsion Rates

Tranquillity HS

08‐09 09‐10 10‐11

Suspension Rates

0.309 0.322 0.083

Expulsion Rates

0.004 0.000 0.004

Golden Plains USD

08‐09 09‐10 10‐11

Suspension Rates

0.178 0.173 0.103

Expulsion Rates

0.001 0.000 0.002

Financial Data The financial data displayed in the SARC is from the 2009‐10 fiscal year. The most current fiscal informa on available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For more detailed financial infor‐ma on, please visit www.cde.ca.gov/ds/fd/cs and www.cde.ca.gov/ds/fd/ec.

District Financial Data This table displays district teacher and administra ve salary informa on and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefits.

District Salary Data

Category Golden Plains USD Similar Sized District

Beginning Teacher Salary $39,074

Mid‐Range Teacher Salary $60,172

Highest Teacher Salary $78,468

Average Principal Salary (Elementary School) $95,926

Average Principal Salary (Middle School) $99,356

Average Principal Salary (High School) $107,041

Superintendent Salary $148,555

Teacher Salaries — Percent of Budget 35% 38%

Administra ve Salaries — Percent of Budget 8% 6%

Financial Data Comparison The following table displays the school’s per pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.

Financial Data Comparison

Expenditures Per Pupil From

Unrestricted Sources

Annual Average Teacher

Salary

Tranquillity HS $5,982 $58,583

Golden Plains USD $6,271 $56,931

California $5,455 $63,062

School and District — Percent Difference ‐4.8% +2.8%

School and California — Percent Difference +8.8% ‐7.6%

Informa on not available.

PUBLISHED BY: School Innovations & Advocacy | www.sia-us.com | 800.487.9234

Elementary School Template

Data for this year’s SARC was provided by the California Department of Educa on (CDE), school and district offices. For addi onal informa on on California schools and districts, please visit DataQuest at h p://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English Learners. Addi onally, Ed‐Data in partnership with the CDE, provides extensive financial, demographic, and performance informa on about California’s public kindergarten through grade twelve school districts and schools. More informa on can be found at www.ed‐data.k12.ca.us/Pages/Home.aspx.

The LEA shall publicize the SARC for each school, and no fy parents or guardians of students that a hard copy will be provided upon request.

All data accurate as of December 2011.

Tranquillity High School

School Accountability Report Card

tranquillity high school elementary school template

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