##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

***U.S. Department of Education***

**Type of School:** [High School]{.underline}

**Name of Principal:** [Mr. James N. Fotinakes]{.underline}

**Official School Name:** [Templeton High School]{.underline}

**School Mailing Address:** [1200 Main Street]{.underline}

[Templeton, California 93465-9421]{.underline} City State Zip Code

**County:** [San Luis Obispo]{.underline} **State School Code Number:**
[40-68841-4037701]{.underline}

**District Name:** [Templeton Unified School District]{.underline}
**Telephone:** [(805) 434-5800]{.underline}

**Telephon**e**:** [(805) 434-5890]{.underline} **Fax:** [(805)
434-0743]{.underline}

**Website/URL:**
[http://www.tusdnet.k12.ca.us/ths/index.htm]{.underline} **E-mail:**
[jfotinakes@tusdnet.k12.ca.us]{.underline}

***I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.***

Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

**Name of Superintendent:** [Dr. Gary Duke]{.underline}

***I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.***

Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

**Name of School Board President/Chairperson:** [Dr. David
LaRue]{.underline}

***I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.***

Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    years.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

***PART II ‑ DEMOGRAPHIC DATA***

**1.** **Number of schools in the district:** [***2***]{.underline}
Elementary schools

[***1***]{.underline} Middle schools

Junior high schools

[***1***]{.underline} High schools

[***3***]{.underline} Others: Eagle Canyon Continuation

> Templeton Independent Study
>
> Templeton Home School

[***7***]{.underline} **TOTAL**

**2.** **District Per Pupil Expenditure:** [***\$6,783***]{.underline}

**Average State Per Pupil Expenditure:** [***\$7,244***]{.underline}

**3.** **Category that best describes the area where the school is
located:**

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> **\[ X\] Small city or town in a rural area**
>
> \[ \] Rural

**4. Number of years the principal has been in his position at this
school:** ***[14]{.underline}***

> **Number of students as of [*October 1, 2005*]{.underline} enrolled at
> each grade level.**

  ----------- --------- ----------- --------- -- ----------- ----------- ----------- -----------
  **Grade**   **\# of   **\# of     **Grade      **Grade**   **\# of     **\# of     **Grade
              Males**   Females**   Total**                  Males**     Females**   Total**

  **PreK**                                       **7**                               

  **K**                                          **8**                               

  **1**                                          **9**       ***100***   ***98***    ***198***

  **2**                                          **10**      ***117***   ***108***   ***225***

  **3**                                          **11**      ***99***    ***90***    ***189***

  **4**                                          **12**      ***82***    ***96***    ***178***

  **5**                                          **Other**                           

  **6**                                                                              

                        **TOTAL                                                      ***790***
                        STUDENTS IN                                                  
                        THE                                                          
                        APPLYING                                                     
                        SCHOOL →**                                                   
  ----------- --------- ----------- --------- -- ----------- ----------- ----------- -----------

**6. Racial/ethnic composition of the students in the school:**

White 83 %

Black or African American 1 %

Hispanic or Latino 12 %

Asian or Pacific Islander 2 %

American Indian or Alaskan Native 2 %

**Total** **100 %**

**7. Student turnover, or mobility rate, during the past year:** **11
%**

  -------------------------------------------------------------- -------------
  **(1)** Number of students who transferred ***to*** the school ***28***
  after October 1 until the end of the year.                     

  **(2)** Number of students who transferred ***from*** the      ***61***
  school after October 1 until the end of the year.              

  **(3)** Total of all transferred students \[sum of rows (1)    ***89***
  and (2)\]                                                      

  **(4)** Total number of students in the school as of October 1 ***792***

  **(5)** Total transferred students in row (3) divided by total ***.1123***
  students in row (4)                                            

  **(6)** Amount in row (5) multiplied by 100                    ***11 %***
  -------------------------------------------------------------- -------------

**8. Limited English Proficient students in the school:** ***2 %***
Total Number Limited English Proficient ***14***

-   Number of languages represented: ***6***

-   Specify languages: Spanish, French, German, Italian, Portuguese,
    Japanese

**9. Students eligible for free/reduced-priced meals:** ***8 %***

-   Total number students who qualify: ***63***

**10. Students receiving special education services:** ***6 %***

-   Total Number of Students Served: ***49***

Autism ***2*** Orthopedic Impairment ***2***

Deafness *0* Other Health Impaired ***1***

Deaf-Blindness *0* Specific Learning Disability ***41***

Emotional Disturbance ***2*** Speech or Language Impairment *0*

Hearing Impairment *0* Traumatic Brain Injury *0*

Mental Retardation ***1*** Visual Impairment Including Blindness *0*
Multiple Disabilities *0*

11. **Full‑time and part‑time staff members:**

**Number of Faculty & Staff**

**[Full-time]{.underline} [Part-Time]{.underline}**

**Administrator(s) *2* *0***

**Classroom teachers *35 8***

**Special resource teachers/specialists *2* *0***

**Paraprofessionals *0* *4***

**Support staff *5* *9***

**Total number *44* *21***

**12. Average school student-"classroom teacher" ratio: *21:1***

**13. Attendance Patterns:**

  ------------------------- --------------- --------------- --------------- --------------- ---------------
                            **2000-2001**   **2001-2002**   **2002-2003**   **2003-2004**   **2004-2005**

  Daily student attendance  ***94 %***      ***95 %***      ***95 %***      ***94 %***      ***95 %***

  Daily teacher attendance  ***93 %***      ***94 %***      ***94 %***      ***95 %***      ***97 %***

  Teacher turnover rate     ***18 %***      ***6 %***       ***23 %***      ***23 %***      ***13 %***

  Student dropout rate      ***0 %***       ***0 %***       ***0 %***       ***0 %***       ***0 %***

  Student drop-off rate     ***8 %***       ***8 %***       ***17 %***      ***9 %***       ***6 %***
  ------------------------- --------------- --------------- --------------- --------------- ---------------

**14. Spring 2005 Graduates:**

> **Graduating class size *176***
>
> Enrolled in a 4-year college or university *33 %*
>
> Enrolled in a community college *59 %*
>
> Enrolled in vocational training *1 %*
>
> Found employment *4 %*
>
> Military service *0 %*
>
> Other (travel, staying home, etc.) *3 %*
>
> Unknown *0 %*
>
> **Total *100 %***

***PART III -- SUMMARY***

Templeton High School serves a rural portion of northern San Luis Obispo
County and is situated 90 miles north of Santa Barbara on the Central
Coast of California. A total school population of 790 students is
enrolled in grades nine through twelve. Current staff consists of a
principal, an assistant principal, 43 teachers, two counselors, two
resource specialists, a reading specialist, a district psychologist, a
librarian, an EL coordinator, a multi-media specialist, six clericals, a
career technician, a district health clerk, an athletic director, two
campus supervisors, and four para-educators. The demographics of
Templeton High School are as follows: 83% White; 12% Hispanic or Latino;
1% Black or African American; 2% American Indian or Alaskan Native; and
2% Asian or Pacific Islander. The student population reflects the
socioeconomic levels in the community. The parents' occupations range
from workers at the local hospital, state institutions, and construction
industry to owners of large ranches, vineyards, and businesses. There
are a growing number of students receiving Aid to Families with
Dependent Children (AFDC) assistance, as well as many who are living
with extended families.

Templeton High School was built in 1979, with major renovations
resulting from a school bond measure passed in 1987. Located at the end
of Main Street, the high school is a civic and social hub for the local
community. THS has a proud tradition of those attributes best associated
with quality semi-rural, small schools. It is known for exceptionally
friendly students, capable and committed staff, caring and involved
parents, and community volunteerism. An average class size of 21:1
increases teacher/student contact and contributes to the family-like
atmosphere on campus. A great place to raise children, Templeton offers
a peace and safety not found in larger cities. As a result, the families
are committed to providing the best environment for their children and
the community. The tradition of family values is extremely important,
and it has always been a driving force in the school's culture. Respect
and trust are cherished attributes that are nurtured. Our mission
statement and reputation reflect academic excellence; thinking- and
meaning-centered curricula; active student involvement and leadership;
exemplary athletics; an exceptional vocational agricultural program;
quality performing and fine arts programs; and outstanding college
preparatory curricula.

The administration and staff are committed to providing rigorous core
curricula for all students. The district's commitment to small class
size and the school's high academic expectations support our goal for
all students to reach their fullest potential and to instill in all
students a love for life-long learning. All students are assured of
equal access to the curricula, including those enrolled in special
education, English Learners (EL), and Title I programs. We value the
development of responsible and productive citizens for the future. Our
school community values the use of technology to support the core
curricula and facilitate research skills on the Internet. Professional
collaboration and teacher planning are highly regarded by the principal
and faculty because of its impact on student learning. Not only do we
provide strong core curricula, but also strive to meet the needs of the
whole child. As the school has grown in size, the primary challenge has
been to maintain the small school atmosphere and values that make
Templeton High School worthy of National Blue Ribbon recognition.

***PART IV -- INDICATORS OF ACADEMIC SUCCESS***

**1. Assessment Results:** The California High School Exit Exam
(CAHSEE), administered to all tenth graders, assesses student
achievement to ensure that California public high school graduates can
demonstrate grade level competencies in mathematics, reading, and
writing. The English-Language Arts (ELA) section of the CAHSEE assesses
California state standards in reading and writing. The reading portion
of the exam includes questions on word analysis, reading comprehension,
and literary response and analysis. The writing portion includes
questions on strategies, conventions, and applications. The Mathematics
section of the CAHSEE assesses California state standards through
Algebra 1. The exam includes questions on statistics, data analysis,
probability, and number sense; algebra and functions; measurement and
geometry; mathematical reasoning; and Algebra 1.

To pass the CAHSEE, students must score a minimum of 350 out of 450 on
each of the mathematics and English-Language Arts sections. Because the
questions are released each year, and their level of difficulty varies,
the raw scores are converted to a scaled score with 350 representing
passing, 380 proficient, and 405 advanced. THS pass rates from the 2005
administration of the CAHSEE, 96% in ELA and 98% in math, are the
highest in San Luis Obispo County and are among the highest in
California. The disaggregated data indicates that 80% (ELA) and 66%
(math) are at or above the proficient level. Further analysis indicates
in ELA that 84% of the white, 67% of the socio-economically
disadvantaged, 52% of the Hispanic or Latino, and 31% of the students
with disabilities have scored at or above proficiency levels. In
mathematics 68% of the white, 62% of the socio-economically
disadvantaged, 57% of the Hispanic or Latino, and 25% of the students
with disabilities have scored at or above proficiency levels. Similar
proficiency levels can be seen in test results for years 2002/2003 and
2003/2004. Additional CAHSEE information may be found at:
([http://cahsee.cde.ca.gov](http://cahsee.cde.ca.gov/).)

The Academic Performance Index (API) is a single score on a scale of 200
to 1000 that annually measures the academic performance and progress of
individual schools in California. The state has set 800 as the API score
that schools should strive to meet. In the past three years, Templeton
High School has continued to improve its API scores, attaining a 761 in
2003, a 776 in 2004, and an exemplary 812 in 2005. Additional API
information may be found at: (<http://api.cde.ca.gov/>.) The federal
guidelines established by the No Child Left Behind (NCLB) Act of 2001
require each Local Education Agency (LEA) to meet common targets of
performance called Adequate Yearly Progress (AYP). The AYP targets
increase annually until 2014 when all schools and LEAs must have 100
percent of their students performing at or above proficient level on
state tests. The target goals of proficiency for ELA and math in
2003/2004 were 10%, increasing to 20% in 2005.

Templeton High School students scored well above the AYP target goals in
all demographic populations for the last three years). Proficiency
results as reported by AYP in 2005 were; schoolwide 66%, Hispanic or
Latino 57%, white 68%, socioeconomically disadvantaged 62%, and students
with disabilities 25%. Students with disabilities, while predominately
at or above the proficiency level, demonstrate disparate achievement
when compared to schoolwide levels. These disparities can be attributed
to a wide variety of special needs among students within this subgroup.
AYP information may be found at:
([http://.ayp/cde.ca.gov](http://cahsee.cde.ca.gov/)[/reports.asp]{.underline}.)

**2. Using Assessment Results:** In the spring, core teachers utilize
assessment data to make recommendations for placement of students in
grades 9-12. All 8^th^-grade students take a practice CAHSEE. The
results of the CAHSEE and other standardized tests, teacher
recommendations, and grades are used by the counselors and members of
the high school English/Language Arts and Math departments to place
incoming 9^th^-grade students in the most appropriate courses. The
Reading/Writing Lab is open to EL, Resource Specialists Program (RSP),
and foreign exchange students, as well as any other students in grades
10-12 for whom intervention is appropriate. Assessment tools are also
utilized to identify students in need of assistance and/or acceleration
and to identify curricular areas of strength and/or weakness. Teachers
guide students in assessing their own learning by clearly communicating
standards, using rubrics, peer editing and critiquing, journal writing
and modeling exemplary work, and willingly provide one-on-one assistance
as needed. Teachers also utilize backwards-mapping lesson planning
templates to ensure that learning expectations are embedded within the
standards and are fully implemented. Numerous placement exam reports,
such as the California State University's (CSU) *Summary of English
Placement Test* and *Entry Level Mathematics* and the University of
California's *Satisfying the Subject Exam Requirement,* assist the
counseling staff and departments in modifying programs to prepare
students for post-secondary education.

The content and performance standards at Templeton High School exceed
those of the state. Standards-based semester final examinations,
administered in many subject areas, assess higher order critical
thinking skills as well as acquisition of knowledge. All final exams,
aligned to state standards, are reviewed by site and district
administration each semester. In addition to final examinations, student
progress is monitored and instructional practices are adjusted using
multiple assessment tools. Some of these include Standardized Testing
and Reporting/California Standardized Tests (STAR/CST), Early Assessment
Program (EAP), Advanced Placement (AP), SAT, ACT, Pulliam data
interpretation, rubrics, portfolios, practical and skill exams, and
Individualized Education Plan (IEP) goals and objectives.

**3. Communicating Assessment Results:** Student performance and
assessment results are communicated to parents through formal six-week
progress reports, semester report cards, and e-mail grade reports as
requested. Bi-weekly reports are generated for athletes, English
Learners (EL), and special needs students to monitor their progress and
make recommendations for interventions. Parents can also access the
School Accountability Report Card (SARC), as well as individual teacher
web-based information on-line. Individual CST results, with
comprehensive analyses, are mailed directly to parents.

Students have access to assessment data through periodic in-class grade
postings, bi-weekly athletic, EL, and special needs grade checks.
Analysis of student work includes teacher consultation and written
critique, peer review, and self-assessment utilizing a variety of
rubrics. On-line practice tests and lab experiments provide supplemental
preparation and feedback. Student performance and assessment data is
available to the community on-line at the school, district, county, and
state educational web-sites. The SARC is presented annually to the
school board and community and is available on-line. Local and county
news media regularly report county-wide assessment results.

**4. Sharing Success:** Templeton High School prides itself on its
collaboration with other schools. Administration and faculty regularly
attend conferences and symposiums to share best teaching practices that
lead to student success. Information on curriculum and instruction is
shared at monthly county high school network meetings for
administrators. Teachers and administrators from the county Regional
Occupational Program (ROP) Consortia conduct monthly site visits to
showcase how courses connect learning objectives to the real world. THS
has been recognized by *Newsweek* magazine as one of the best high
schools in America for the last two years.

The Templeton Biotechnology Institute (TBI) has twice been selected as a
California Department of Education (CDE) demonstration site. Instructors
and administrators from across the state visit THS to take part in
laboratory demonstrations, roundtable discussions on program dynamics,
including necessary equipment, fiscal concerns, curricula, and to see
outstanding student work in the field of biotechnology. The TBI forensic
science instructor collaborates with the California Association of
Criminalists (CAC) to develop the Forensic Science High School Teacher
Symposium. The TBI website ([www.thsbiotech.org]{.underline}) provides
an additional means to communicate program design and to answer
inquiries from other schools. These settings provide opportunities for
colleagere, for broadening professional knowledge and skills, and for
sharing both successes and challenges.

School and student achievement is recognized in local and county
newspapers, parent newsletters, site and district web pages
([www.tusdnet.k12.ca.us/ths](http://www.tusdnet.k12.ca.us/ths)),
academic awards assemblies, and student- and teacher-of-the-month
luncheons. The extraordinary success of the mock trial and FFA
parliamentary procedure teams at the county and state levels is shared
with middle school students through demonstrations and the development
of feeder programs. Talented musicians and vocalists are selected each
year to participate in county and state honor bands and choirs that
perform at schools and venues throughout the nation.

***PART V -- CURRICULUM AND INSTRUCTION***

**1. Curriculum:** A comprehensive schedule of courses serves all
students. Every student must complete a 280-unit graduation requirement
that includes four years each of English/language arts, history/social
science, math, and science. In addition, students complete one year each
of fine arts, practical arts, computer technology, health/driver's
education, including CPR training and certification, two years of
physical education, and sixty units of electives. Most students take at
least two years of foreign language and may choose from Spanish, French,
German or American Sign Language (ASL). A positive outcome of the fourth
year math and science requirements is that seniors no longer have a
lapse in their math and science education between the time they complete
their high school requirements and when they take placement tests for
their freshman year in college. Additionally, seniors may satisfy their
four-year math and/or science requirement with job-relevant ROP and
business education and technology courses.

Core curricula are aligned with the California standards and frameworks
and reflect research-based approaches for implementing instruction that
ensures optimal benefits for all students. Teachers work closely in
district, site, and grade level teams to produce rigorous content in
each curricular area that exceeds minimum standards of proficiency.
Courses for which California standards do not exist utilize demanding
benchmarks established by teachers. In History/Social Science, for
example, the ninth grade geography team designed and implemented a
one-year course for freshmen and wrote standards for geography K-12
based on the National Geography Standards. Students must complete a
four-year sequence of standards-based History/Social Science courses and
may elect AP classes at each level, including AP Human Geography in
grade nine. Primary sources, supplemental readings, simulations, and
hands-on classroom and computer lab activities are utilized
department-wide to extend learning and bring history to life. In
mathematics, students choose from three pathways towards completion of
their four-year requirement. The emphasis of the basic courses balances
rigor with the acquisition of algebraic skills. College-prep courses
extend and develop algebraic techniques, and offer students the
opportunity to study plane, solid, coordinate, and non-Euclidean
geometries. Accelerated courses prepare students to take Advanced
Placement examinations and are intended for those individuals with a
thorough knowledge of algebra, axiomatic geometry, trigonometry, and
analytic geometry, who wish to pursue rigorous coursework in calculus
and probability/statistics. Standards-based science curricula provide
students with the principles, concepts, and methodologies required to
understand the natural world around them. Laboratory-based courses
assist students in developing critical thinking skills, encourage
inquiry, and facilitate knowledge of scientific concepts. All courses
enhance students' understanding of the relationships between science,
technology, and society, and broaden their awareness of career
opportunities in a variety of scientific disciplines. In addition to
course offerings in general science, students can specialize in a
Biotechnology concentration, as well as Advanced Placement courses in
biology, chemistry, physics, and environmental studies. Standards-based
English/language arts courses utilize core literature from a variety of
genres and periods to improve fluency in reading, increase
comprehension, and develop effective written communication for diverse
audiences and purposes. The four-year continuum provides opportunities
for students to demonstrate a command of Standard English conventions,
as well as to speak, listen, and write effectively.

Honors, college prep, and AP courses in English/language arts, math,
history/social science, science, and technology provide expanded
opportunities for students to demonstrate higher level thinking.
National standards also provide a blueprint for designing instruction
and assessing student achievement in foreign language. Teachers enhance
lessons in Spanish, French, German, and ASL with challenging activities
from advanced ancillary and AP materials that extend the learning and
enable students to progress towards increasingly more complex and
abstract concepts. Fine and Performing Arts courses are aligned with the
California standards in Visual and Performing Arts, and students are
encouraged to explore a variety of art forms and to express their
talents as unique individuals. The arts program is further described in
item three of this section.

Application of higher level thinking and skills acquired in
English/Language Arts, math, and science courses is also demonstrated
through worksite and community-based activities available through Work
Experience and ROP. Students participate in service-learning and real
world business activities in Peer Communications and ROP courses. As a
result, students can be found during the day at hospitals, elementary
schools, farms, convalescent homes, and local businesses. Biotechnology
and Criminal Law courses also include an internship component that all
students must complete. A 30-hour job-shadowing BioTech internship
equips students with entry-level job skills suitable to a biotechnology
laboratory.

**2. English:** In order to meet the needs of all students, the Language
Arts program includes standard, college prep, and honors or Advanced
Placement courses at each grade level. English 9 classes follow the
state reduced size recommendation of twenty students per section.
Students enrolled in ninth grade standard English are concurrently
enrolled in a reading/writing lab which concentrates on building
students' skills and proficiency while reinforcing the content and
concepts in the English 9 curriculum. During the labs, a para-educator
and a RSP aide, or an upper level student aide, are present to assist in
providing one-on-one tutoring and small-group instruction. Additionally,
there is a reading/writing lab for students in grades 10 through 12 who
have not passed the CAHSEE, need remediation, and/or need instruction
utilizing a wide range of teaching strategies applicable to different
learning modalities. All lab students (9 - 12) are given individualized
diagnostic batteries to determine their reading, writing, and spelling
proficiency levels and learning modalities. The lab curriculum is then
designed to address these specific needs. Although the majority of
students take this class as an elective, students with special needs may
be placed in the lab for English credit by the resource specialist and
counselor on an IEP or 504 Plan (Rehabilitation Act).

To better prepare our college bound students for success in reading and
writing rhetorically at the college level, members of the English
department have participated in the CSU Reading Institute for Academic
Preparation (RIAP), a regional consortium of university faculty,
community college instructors, administrators, and high school English
teachers. The English teachers at all levels are implementing the RIAP
Reading/Writing Template in teaching rhetorical reading and writing
skills. Literature and grammar textbooks, which are in alignment with
the California Standards and utilize the RIAP template, were adopted and
purchased this year for grades 9 - 12. Eleventh and twelfth grade
English teachers also utilize Early Assessment Program (EAP) data to
identify specific skills and strategies needed for CSU placement.

**3. Visual and Performing Arts:** Challenging learning experiences are
also provided by the Visual and Performing Arts Department through a
wide spectrum of classes. The very nature of artistic expression
requires students to use higher level thinking skills and knowledge from
the core areas. Students are taught the fundamentals of the discipline
through demonstrations, lectures, slides, videos, computers, and
hands-on experiences. Student art work and photography is exhibited at
the Paso Robles Art Gallery, the Mid-State Fair Grounds, and the THS
Performing Arts Center foyer gallery, and portfolios are required in all
advanced art courses. Professional artists and musicians are invited to
classes to give students a broader, cosmopolitan view. In-house concerts
and drama productions in the new 340 seat Performing Arts building
extend and expand the scope of the entire curricula. Opportunities to
attend jazz festivals and professional plays and musicals, and to
perform in state honor bands and choirs, expose students to new and
different career possibilities. In the spring of 2004, twenty-two THS
choir students had the privilege to sing at Carnegie Hall in New York
City, and will travel to Vancouver, Canada to perform in spring of 2006.

**4. Instructional Methods:** Teachers utilize standards- and
research-based instructional strategies and materials, such as Marzano
and Pickering's *Classroom Instruction That Works*, to address multiple
learning modalities. English/Language Arts students illustrate
vocabulary and literary themes and concepts using pictorial
representations. Math students use manipulatives and create
three-dimensional models to apply mathematical and spatial concepts.
Additionally, teachers use a variety of teacher-directed and
student-centered strategies such as cooperative learning, seminars,
summarizing and note-taking, identifying similarities and differences,
and advanced organizers. Language Arts students work in cooperative
groups to compare and contrast similar themes across works of different
genres. Math classes utilize software to visualize and reinforce
abstract mathematical concepts---Geometry Sketchpad, and Chariot
technologies that are web-based and can also be accessed at home.
History/Social Science students apply Geographic Information Systems
(GIS) principles and software programs to analyze and interpret local
and global environmental issues. Science laboratories provide a hands-on
approach to both direct experimental and virtual simulations that
reinforce concepts and demonstrate proficiency in the areas of
laboratory skills, analysis of data, problem solving, and critical
thinking.

Technology that is seamlessly integrated into instruction engages
students in the learning process. Use of interactive Smart Boards,
Global Positioning System (GPS) devices, and professional grade software
for digital video editing, drafting, music composition, web-page design,
multi-media, photography, journalism, yearbook, and programming immerses
students in the concepts and makes the learning real. To further support
instructional methods, all students have an account on the school's
network server. Administrators, teachers, students, and parents can
access School Loop ([ths.schoolloop.com]{.underline}), an on-line
virtual classroom where teachers can post assignments, bulletins, and
grades, organize lessons, archive resources and student work, email
students and parents, create homework chat rooms for students, and post
web site links for student research projects. Access to the Internet is
available in every classroom. Four computer labs and a Technology Center
support instruction in Computer Service and Repair, Web Page Design,
Multimedia Graphics, Advanced Placement Computer Science, as well as
opportunities to schedule whole-class instruction.

**5. Professional Development:** Staff development focuses on helping
students achieve local and state standards. Debra Pickering of the McREL
Institute personally presented an in-service in 2002 on *Classroom
Instruction that Works*, a research-based instructional strategies model
for increasing student achievement, and this continues to provide the
foundation for our professional development activities. Staff
development days are also used by vertical teams to create district-wide
standards-based final exams, to determine strengths and gaps in the
curriculum, to improve the quality of instructional programs and to
provide opportunities for teachers to observe exemplary practices
offsite.

The administration, faculty, and staff broaden their professional
knowledge and skills by participating in a wide variety of district,
county, regional, state, and national staff development workshops and
institutes in core, elective, and specialized areas. All teachers of
advanced placement courses regularly attend one-day workshops and
week-long summer institutes to enhance their curricula and align their
courses with state standards. Monthly minimum days allow teachers to
collaborate and focus on curriculum design, backwards mapping,
standards-based lessons, and classroom management techniques that
ultimately enhance student achievement, as evidenced by assessment
results.

***PART VII -- ASSESSMENT RESULTS***

**Adequate Yearly Progress -- English / Language Arts**

> Subject: **English / Language Arts**
>
> Grade: **10**
>
> Test: **California High School Exit Exam**
>
> Publisher: **Educational Testing Service** (ETS)
>
> Testing Month: **March**

**Adequate Yearly Progress - Mathematics**

> Subject: **Mathematics**
>
> Grade: **10**
>
> Test: **California High School Exit Exam (CAHSEE)**
>
> Publisher: **Educational Testing Service (ETS)**
>
> Testing Month: **March**