THS ACCOUNTABILITY REPORT CARD - September 2003


Dear Parents and Community Members,

The school accountability report card is provided to inform our community about our school, its program and progress. It gives general information on student achievement, discipline, academic programs and services. Parents and community members are encouraged to visit Trinity High School and participate in school activities and committees. If you have any questions about this report card or would like more information about Trinity High School, please call (530) 623-6127.

Sincerely,

Michael McAllister, Interim Principal


School Information District Information
School Name Trinity High School District Name Trinity Union High School District
Principal Michael McAllister Superintendent Robert Lowden
Street 321 Victory Lane Street 321 Victory Lane
City, State, Zip Weaverville, CA 96093 City, State, Zip Weaverville, CA 96093
Phone Number
530.623.6127
Phone Number
530.623.6104
Fax Number 530.623.6661 Fax Number 530.623.3418
Web Site www.trinitywolves.org Web Site www.trinityuhsd.org
CDS Code 53717795337456 CDS 53717790000000
SARC Contact: M. McAllister

 

MISSION STATEMENT
The Trinity High School community will provide a safe educational environment that promotes student self-worth, responsible citizenship, and critical thinking skills necessary for productive, meaningful participation in a global society.


EXPECTED SCHOOL WIDE LEARNING RESULTS
All Trinity High School students will:
1. Demonstrate planning and organizing skills
2. Demonstrate competency in written and oral expression
3. Demonstrate competency in the use of technology
4. Demonstrate the ability to work and learn in a group and as individuals
5. Demonstrate the ability to synthesize and implement knowledge


DEMOGRAPHIC INFORMATION

School Description
Trinity High School is a four-year (9-12) comprehensive high school. It is located in Weaverville, California on State Highway 299, approximately 1 hour west of Redding. The high school district serves a large portion of Trinity County with a number of small towns circling the town of Weaverville, the county seat. The district boundaries extend over 50 miles to the West, 35 miles to the north, 25 miles to the East and 15 miles to the South. There are eight elementary schools that feed into the district.

Trinity High School was first established in 1906. The current site has been in existence since 1970. The school has 25 classrooms, a library, career center, wood shop, auto-shop and agricultural facility. All classrooms have an average of 6 computers and all have access to the Internet. Athletic facilities include a gym, a football field, a track, two baseball fields, a softball field, a regulation sized soccer field and tennis courts.

Trinity High School maintains its facilities with an ample staff of custodians, maintenance personnel, and grounds crew. These individuals take pride in the neat appearance and cleanliness of the high school. The school site is well lit at night and possesses 24-hour security cameras for additional safety.

There are currently 432 students and 48 adults working on campus. This includes 28 teachers, 16 classified personnel, one academic counselor, one personal counselor, and two administrators. The annual budget for the district is in excess of $4.79 million dollars. The district revenue limit is $5,002 per a.d.a.

Trinity High School is fully accredited by the Western Association of Colleges and Schools. The college prep courses are registered and certified with the University of California. The school offers a strong core curriculum of English, math, social sciences and science, and a wide variety of vocational and elective courses. The school's Regional Occupational (ROP) Program includes computer aided drafting, Cisco academy, construction, photography, automotive and various agriculture and business classes.

The community is proud of Trinity High School students and staff. The school is a hub of a variety of activities including athletic competitions, Shasta Community College classes and community meetings. Local clubs and organizations sponsor many programs offered to students such as Camp Royal, Rotary Interact, and the Lion's Club speech contest. The Trinity Scholarship Foundation provides over $50,000 in scholarships each year to graduating seniors.


Student Enrollment by Grade Level

Grade Level Enrollment
Grade 9 103
Grade 10 114
Grade 11 101
Grade 12 100
Total Enrollment 420

Student Enrollment, by Ethnic Group
The percentage of students is the number of students in a racial/ethnic category divided by the school’s most recent California Basic Educational Data Systems (CBEDS) total enrollment.

Racial/Ethnic Category
Number
of
Students
Percentage
of
Students
Racial/Ethnic Category
Number
of
Students
Percentage
of
Students
African-American 3 1% Hispanic or Latino 11 7%
American Indian or Alaska Native 31 5% Pacific Islander 0 0%
Asian-American 6 1% White (Not Hispanic) 355 85%
Filipino-American 3 1% Other 5 1%

SAFETY AND CLIMATE FOR LEARNING

School Safety Plan

Date of Last Review/Update
September 2003
Date Last Discussed with Staff
September 2003
Please visit the Trinity High School website at http://www.trinitywolves.org/safetyplan.html or the Trinity High School office for a complete copy of the THS Safe School Plan.

The Safe School Planning Committee members consists of the following individuals:

Mr. Michael McAllister, Interim Principal THS
Steve Geanakos, Athletic Director/Teacher
Ernie Jones, Teacher
Patricia Powell, Special Education Teacher
Dusty Knight, District Technology Coordinator
Cris Leffler, Parent
Sandy Solbos, Parent
Karen Coleman, Parent
Charlotte Hill, Student
Bethany Hill, Student
Jessica Schanaker, Student
The School Safety Planning Committee Members in cooperation with local law enforcement agencies, community leaders, parents, pupils, teachers, administrators, and other persons who may be interested in the prevention of campus crime and violence, have developed this comprehensive school safety plan that addresses the safety concerns of identified through a systematic planning process. (EC 35294)

The THS Safe School Planning Committee reviewed the data available to us for the purposes of this plan that included, the CSSA school crime assessment data for the years 1999 through 2003, office referrals, API scores from 1999 through 2003, attendance data, SIP and Student Surveys. The THS Safe School Planning Committee will utilize this data when available and make any necessary adjustments to this plan during the following school year.

The CSSA school crime assessment data for the past three years supports the data from our office referral records that indicates that the most prevalent discipline violation committed by our students is classroom disruptions. Our 2003 API scores rose by 9 points. Student surveys indicated that students’ concerns regarding our high school were improvements to the school’s parking, traffic control, and overall safety of the school’s parking lots, and the diminished quality of .the School’s loudspeaker system. Based upon the analysis of this data, the THS Safe School Planning Committee concluded that the areas most in need of improvement are as follows:

Needs Analysis
1. Reduction of physical and verbal confrontations by students.
2. The reduction of classroom disruptions.
3. The reduction of referrals submitted to the office.
4. Improvements to the school’s parking, traffic control, and overall safety of the school’s parking lots.
5. Improve/upgrade campus communication devices.
6. Integrate technology into our curriculum.
7. Upgrade textbooks.
8. Improve school walkways and pedestrian paths.
9. Improve the curriculum through student achievement data analysis.
10. Improve campus night lighting.
Trinity High School is strong in many areas contained within the parameters of components one “People and Programs” and two “Places”.
People and Programs
THS is proud of the level of student interest and involvement in student government and representation in the decision-making processes at our school. Our students are involved in Associated Student Body elections, School Site Council, and have student representatives at school board meetings. Students are regularly invited to provide input at all levels of decision making at our high school. Our students take pride in the cultural richness of our school community. The entire student body actively participates in school-sponsored activities such as our homecoming parade and related activities. We take pride in the level of student involvement in all sports programs and the efforts at maintaining the GPA required by athletes in order to remain eligible for the sports programs we offer.

The THS faculty participates in annual workshops and training presentations in the prevention of hate crimes and crisis response planning and procedures. We mandate 9th grade health and resiliency curriculum. We are proud of our reputation regarding our clear standards and consequences that are consistently and fairly enforced. We provide our students and staff with regular training on the dangers of drugs and alcohol. We have well-established procedures to report and deal with threats to student safety and wellness in an anonymous manner. We utilize technology and teaching methods that address multiple learning styles.
Places
We are proud of the neat and clean appearance of our campus. Our classrooms and our school grounds are well maintained and are a pleasant place to meet and learn. Our school is an important part of the community. The school is a hub of a variety of activities including athletic competitions, Shasta Community College classes and community meetings. We maintain a close connection with businesses and law enforcement and share information about students’ crimes and truancy. Most areas on our campus are well monitored by faculty and staff. Our bathrooms are used at all sporting events and community activities and are well maintained and clean. We take pride in our sports programs and facilities and provide ample, quality equipment for use by our coaches and athletes. Our library is well stocked. We provide our staff with current training in crisis response procedures. Our maintenance personnel deal with vandalism before students return to school. We are proud of our state of the art inventory procedures.
 
The Trinity High School Planning Committee recognizes that there are areas within each of these components that require improvement.
People and Programs
Trinity High School must set higher academic and behavioral goals. We must continue to improve curriculum and teaching practices. We must strive to address the needs of the multiple learning styles of students. We must continue to seek out opportunities for students to have meaningful participation in school and community service. Students must be empowered to take responsibility for safety and well being of others. The faculty and students will continue to receive training on bullying, violence prevention, and tolerance training. We must continue to schedule drug and alcohol abuse prevention training and assemblies for our students.
Places
Trinity High School will examine current security measures and explore ways to improve them. We will strive to improve the supervision and the monitoring of our campus. We shall improve the number of walkways and sidewalks that areas unsafe during adverse weather conditions. We must continue to replace textbooks that are not standards based.

The Action Plan
Goals – Component 1
Our students are enabled to attain their maximum academic performance in the classroom.
1. Objective (a) and (b) 1. Activity
a. As a result of the purchase and implementation of the Edusoft Data Management System, Accelerated Math, Accelerated Reader, Renaissance STAR, Surpass, and Perfect Copy instructional software, the High School API STAR Student Achievement Index Score will improve by 20 points. Implement Accelerated Math, Accelerated Reader, Renaissance STAR, Surpass, and Perfect Copy instructional software and Edusoft student data tracking software in Trinity High School Classrooms.
b. As a result of the implementation of Accelerated Math, Accelerated Reader, Renaissance STAR, Surpass, and Perfect Copy instructional software and Edusoft student data tracking software, 86 percent of the students who take the High School Exit Exam for the 2003-2004 school year will pass.
2. Objective 2. Activity
As a result of the purchase of new standards based textbooks for use by students in biology, 9th Grade English classes, and 12th Grade English classes, and AP history classes by June 2005, student learning will be improved as measured by increased STAR scores, Accelerated Reader, Renaissance STAR, Surpass, and Perfect Copy instructional software and student progress tracking software such as Edusoft. Purchase new textbooks for use by students in 9th and 12th grade English Classes, and new standards based biology books.Collect and analyze student achievement data in English and biology, track student progress, and adjust curriculum where needed.
3. Objective 3. Activity
As a result of the increased utilization of student conflict resolution teams, school site disruption referrals and physical and verbal assaults will decrease 5 percent by June 2004. Trinity High School will continue to offer peer helping classes, provide conflict management training, and will continue to support student empowering programs such as Challenge Day and other activities to students.The Principal and Assistant Principal will continue to assign student conflict referrals to conflict resolution team members for remediation when possible.Trinity Union High School District will provide support for these programs.
4. Objective 4. Activity
As a result of the purchase of classroom multimedia devices such as computers, LCD projectors, educational software, and an academic data-tracking program, student learning will be enhanced by June 2004. New computers, LCD projectors, educational software, and an academic data-tracking program, will be purchased and integrated into the classroom curriculum.
Goals – Component 2
Our school is a place where students, teachers, and members of the community feel safe and secure.Our school is a place where students learn about the dangers of drug and alcohol abuse through prevention education.
1. Objective 1. Activity
As a result of the purchase and installation of traffic control signs, the number of incidents of automobiles loading and unloading students in unauthorized areas in school parking lots will decrease by 95 percent by June 15 2004. The school security signs visible to approaching traffic and the parking and traffic control signs on campus will be upgraded or added as necessary.The Principal will address the current unsafe parking practices in the school newsletter.
2. Objective 2. Activity
The safety of the parking lots on campus will be improved through the installation of an additional closed circuit television camera by June 15, 2005. An additional closed circuit television camera will be purchased and installed.
3. Objective 3. Activity
The safe movement of pedestrian traffic on campus walkways and sidewalks will be improved by June 15, 2004. The sidewalk behind the woodshop will be extended.
4. Objective 4. Activity
The campus pedestrian pathways that become obstructed due to standing water / ice on walkways and roadways during periods of high precipitation will be corrected by December 31, 2004. French drains will be installed around campus in order to divert water away from roadways and sidewalks.
5. Objective 5. Activity
As a result of installing additional outdoor lighting on campus, public safety at night on campus will be improved December 31, 2005. An additional light pole will be installed in the baseball field parking lot by December 31, 2005.Night lighting will be added to the Auto shop / Welding Yard by December 31, 2005.
6. Objective 6. Activity
As a result of improving the existing loudspeaker communication system, announcements, alarms and other loudspeaker security communication on campus will be improved. The campus loudspeaker system will be upgraded by August 2004.
7. Objective 7. Activity
As a result of the Every 15 Minutes program; 95 percent of Trinity High School students will be made aware of the dangers of driving under the influence of drugs and alcohol. The principal and members of the School Site Council will implement the Every 15 Minutes program during May 2004.
8. Objective 8. Activity
As a result of drug and alcohol prevention assemblies, 90 percent of the students will be made aware of the dangers of drug and alcohol use. The principal will schedule drug and alcohol prevention assemblies during the 2003-2004 school year.

Overall Timeline for Safe School Plan Component 1
Action Plan Objectives and Activities
Dates to be completed 2003-2005
Person(s)Responsible
Funding Source
SOFTWARE
Objective 1 (a)(b)
Activity 1 (a)(b)
June 2003
B. Lowden
D. Knight
Title I 3010
Ins. Mat. 7156
TEXTBOOKS
Objective 2
Activity 2
June 2005
M. McAllister
Ins. Mat 7156
CONFLICT
Objective 3
Activity 3
August 2004
M. McAllister
K. Harpham

Violence Prevention 6405
MULTIMEDIA
Objective 4
Activity 4		 June 2004 D. Knight Ed Tech7110
Overall Timeline for Safe School Plan Component 2
SIGNS
Objective 1
Activity 1		 June 2004 M. McAllister
H. Boorman		 Maint.
C.C.TV.
Objective 2
Activity 2		 June 2005 M. McAllister Violence Prevention 6405
SIDEWALK
Objective 3
Activity 3		 June 2004 H. Boorman
C. Miller		 Maint.
WALKWAYS
Objective 4
Activity 4		 December 2004 H. Boorman
C. Miller		 Maint.
NIGHT LIGHT
Objective 5
Activity 5		 December 2005 M. McAllister

Violence Prevention
6405
P.A. SOUND
Objective 6
Activity 6		 June 2004 H. Boorman Violence Prevention 6405
15 MINS.
Objective 7
Activity 7		 June 2004 N. Shanaker
M. McAllister		 CHPGrant
ASSEMBLIES
Objective 8
Activity 8		 July 2004 M. McAllister Safety 6045


Procedures for Communicating the Safety Plan to the Public
The Trinity Union High School District Safety Plan will be communicated to the public each school year in a variety of ways. The safety plan will be revised and upgraded each school year through the consolidated efforts of the Trinity Union High School District Site Council. Upon completion of this task, the safety plan will be presented or made public in the following manner:
1. The plan will be made available to parents, students, and other members of the community.
2. The plan will be presented to the student council.
3. The plan will be presented to the Governing Board.

Yearly Plan Evaluation and Revision Methods
The Trinity High School Site Council will select a committee composed of staff, students, parents and community members to annually evaluate the progress towards completion of the objectives developed for this safe schools report. The Trinity High School Safe Schools Report will be revised as necessary during the spring semester of each school year.

Discipline and Climate for Learning
Trinity High School is a friendly, safe high school. As is the case with other schools, however, students sometimes choose to break school and district rules. When a student chooses to break a minor rule, such as being tardy to class, a detention or an appropriate alternative consequence is assigned. If the student continues to break the same rule, or violates any section of Ed Code 48900 (a) - (o), the same student is suspended or recommended for alternative educational placement. For major infractions, such as selling a controlled substance or possession of a weapon, the student is recommended for expulsion.  

SUMMARY OF SUSPENSION AND EXPULSION(1999-2003)
Ed.Code 48900
Description
1999-00
2000-01
2001-02
2002-03
a Physical Injury
28
16
20
15
b Weapons
0
1
2
1
c Controlled Substance
9
14
15
10
d Unlawfully offered a controlled substance
0
5
0
0
e Robbery/Extortion
0
1
0
0
f Damage to Property
0
3
1
2
g Stealing
0
3
1
1
h Tobacco Use or Possession
2
4
3
6
i Obscenity
5
9
3
3
j Possession of Drug Paraphernalia
1
1
0
3
k Disruption/Defiance of Authority
38
37
24
36
l Receiving Stolen Property
0
0
0
3
m Imitation Firearm
0
0
0
0
n Sexual Harassment
1
0
0
2
o Harassed Witness
0
0
3
2

ACADEMIC DATA

Student Achievement
Trinity High School maintains high expectations for all students. Academic measures of achievement include standardized testing (STAR), SAT and ACT testing, and Golden State Exams. Individual students are assessed in the classroom using a variety of different tools such as traditional tests, rubrics and portfolios. Progress reports are issued every six weeks and report cards twice per year. The CAHSEE or proficiency tests in reading, math and writing must be passed prior to receiving a THS diploma.

The California Department of Education mandates each school give students annual standardized tests. The test given to all students throughout the state is the STAR test. Trinity High School tests all students, using this test, in grades 9, 10 and 11.

California Standards Tests (CST)
The California Standards Tests show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area. Note: To protect student privacy, asterisks appear in any cell whenever 10 or fewer students had valid test scores.

CST -Algebra I
Percentage of students achieving at the Proficient or Advanced level (Meeting or exceeding the state standard)
Grade
Level
Trinity High School
TUHSDistrict
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
9
NA
32%
35%
NA
32%
35%
NA
19%
19%
10
NA
15%
0%
NA
15%
NA
NA
9%
18%
11
NA
NA
20%
NA
NA
30%
NA
7%
6%

CST - English Language Arts
Percentage of students achieving at the Proficient or Advanced level (Meeting or exceeding the state standard)
Grade
Level
Trinity High School
TUHSDistrict
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
9
42%
34%
45%
NA
33%
43%
NA
33%
38%
10
41%
49%
43%
NA
45%
39%
NA
33%
33%
11
38%
37%
42%
NA
37%
38%
NA
31%
32%

CST - Geometry
Percentage of students achieving at the Proficient or Advanced level (Meeting or exceeding the state standard)
Grade
Level
Trinity High School
TUHSDistrict
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
9
NA
NA
46%
NA
NA
46%
NA
50%
47%
10
NA
24%
28%
NA
24%
28%
NA
21%
17%
11
NA
NA
NA
NA
NA
21%
NA
10%
8%

CST - Earth Science
Percentage of students achieving at the Proficient or Advanced level (Meeting or exceeding the state standard)
Grade
Level
Trinity High School
TUHSDistrict
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
9
NA
NA
48%
NA
NA
48%
NA
22%
24%
10
NA
31%
69%
NA
31%
69%
NA
13%
14%
11
NA
59%
28%
NA
59%
43%
NA
19%
19%

CST - Biology/Life Science
Percentage of students achieving at the Proficient or Advanced level (Meeting or exceeding the state standard)
Grade
Level
Trinity High School
TUHSDistrict
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
9
NA
NA
100%
NA
NA
66%
NA
34%
46%
10
NA
64%
56%
NA
64%
42%
NA
31%
32%
11
NA
43%
42%
NA
43%
53%
NA
44%
34%

CST - Physics
Percentage of students achieving at the Proficient or Advanced level (Meeting or exceeding the state standard)
Grade
Level
Trinity High School
TUHSDistrict
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
9
NA
NA
NA
NA
NA
48%
NA
NA
10%
10
NA
NA
NA
NA
NA
69%
NA
NA
23%
11
NA
NA
100%
NA
NA
38%
NA
NA
39%

CST -Chemistry
Percentage of students achieving at the Proficient or Advanced level (Meeting or exceeding the state standard)
Grade
Level
Trinity High School
TUHSDistrict
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
9
NA
NA
NA
NA
NA
NA
NA
31%
42%
10
NA
NA
67%
NA
NA
31%
NA
36%
39%
11
NA
27%
31%
NA
27%
34%
NA
23%
25%

CST -World History
Percentage of students achieving at the Proficient or Advanced level (Meeting or exceeding the state standard)
Grade
Level
Trinity High School
TUHSDistrict
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
9
NA
NA
NA
NA
NA
NA
NA
NA
NA
10
NA
30%
NA
NA
27%
27%
NA
24%
27%
11
NA
NA
27%
NA
NA
NA%
NA
NA
NA

CST - U.S. History
Percentage of students achieving at the Proficient or Advanced level (Meeting or exceeding the state standard)
Grade
Level
Trinity High School
TUHSDistrict
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
9
NA
NA
NA
NA
NA
NA
NA
NA
NA
10
NA
NA
NA
NA
NA
NA
NA
NA
NA
11
NA
32%
38%
NA
29%
38%
NA
31%
34%


Stanford 9 - CAT/6
Reading and mathematics results from the Stanford 9 – CAT/6 test are reported for each grade level as the percentage of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Note: To protect student privacy, asterisks appear in any cell whenever 10 or fewer students had valid test scores.

Stanford 9 CAT/6 - Reading
Percentage of students scoring at or above the 50th percentile
Grade
Level
School
District
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
9
55%
46%
71%
55%
45%
70%
35%
34%
50%
10
48%
55%
71%
45%
51%
65%
34%
34%
49%
11
49%
50%
71%
41%
47%
67%
36%
37%
47%

Stanford 9 CAT/6 - Mathematics
Percentage of students scoring at or above the 50th percentile
Grade
Level
School
District
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
9
62%
64%
58%
62%
63%
56%
51%
52%
56%
10
61%
65%
61%
59%
61%
55%
45%
465%
55%
11
53%
58%
63%
47%
55%
58%
46%
47%
46%

Stanford 9 CAT/6 - Science
Percentage of students scoring at or above the 50th percentile
Grade
Level
School
District
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
9
58%
53%
60%
58%
52%
58%
41%
41%
58%
10
64%
72%
65%
63%
67%
59%
46%
46%
59%
11
48%
64%
72%
48%
60%
70%
43%
43%
49%

Stanford 9 CAT/6 - Language
Percentage of students scoring at or above the 50th percentile
Grade
Level
School
District
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
9
N/A
N/A
60%
N/A
N/A
59%
N/A
N/A
49%
10
N/A
N/A
63%
N/A
N/A
57%
N/A
N/A
49%
11
N/A
N/A
67%
N/A
N/A
63%
N/A
N/A
47%

 

Scholastic Aptitude Test (SAT)
The Scholastic Aptitude Test (SAT) is a three-hour test of verbal and mathematical reasoning skills. The test helps students select colleges and enables colleges to compare the academic preparation of students who apply for admission. In 2000, 28% of the seniors took the SAT. In 2001, 34% of the seniors took the test. In 2002, 30% of the seniors took the test. In 2003,42.5% of the seniors took the test.
  
2000
School 
Average
 2001 
School
Average

2002
School
Average

 2003
School
Average		 2003
State
Average

2003 
National
Average
Verbal Scores 571 547 524 523.7 499 507
Math Scores 559 515 522 521 519 519


Academic Performance Index (API)
The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.
Growth Targets: The annual growth target for a school is 5% of the distance between its base API and 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for monetary awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement.
Subgroup APIs and Targets: In addition to a whole-school API, schools also receive API scores for each numerically significant racial/ethnic and socioeconomically disadvantaged subgroup in the school. Growth targets are also set for each of the subgroups. Each subgroup must also meet its target for the school to be identified as having met its target.
Percentage Tested: In order to be eligible for awards, elementary and middle schools must have at least 95% of their students in grades 2-8 tested in STAR. High schools must have at least 90% of their students in grades 9-11 tested.
Statewide Rank: Schools receiving an API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school).
Similar Schools Rank: This is a comparison of each school with 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education website or by speaking with the school principal.
API Base Data
API Growth Data
1999-2000
2000-2001
2001-2002
2002-2003
1999-2000
2000-2001
2001-2002
2002-2003
Percentage Tested
98%
100%
96%
99%
Percentage Tested
98%
100%
96%
99%
Base API Score
728
692
718
701
API Growth Score
728
692
718
710
Growth Target
4
5
5
5
Actual Growth
61
-36
26
9
Statewide Rank
9
7
N/A
NA
Similar Schools Rank
7
2
N/A
NA

 

 

 

 

 

 

California Fitness Test
Percentage of students meeting fitness standards (scoring in the healthy fitness zone HFZ on all six fitness standards) Note: To protect student privacy, asterisks appear in any cell whenever 10 or fewer students had valid test scores.

2002-2003 California Physical Fitness Report
Summary of Results
Grade 9
Physical Fitness Tasks
Total Tested
% In HFZ
% Not in HFZ
Number of fitness standards achieved
Number
Percent
Cum.
Percent
Aerobic Capacity
14
42.9
57.1
6 of 6 fitness standards
0
0.0
0.0
Body Composition
14
71.4
28.6
5 of 6 fitness standards
1
7.1
7.1
Abdominal Strength
14
85.7
14.3
4 of 6 fitness standards
4
28.6
35.7
Trunk Extension Strength
14
0.0
100.0
3 of 6 fitness standards
2
14.3
50.0
Upper Body Strength
14
35.7
64.3
2 of 6 fitness standards
4
28.6
78.6
Flexibility
14
35.7
64.3
1 of 6 fitness standards
3
21.4
100.0
 
0 of 6 fitness standards
0
0.0
100.0
Total tested
14
100.0
100.0



SCHOOL COMPLETION



Attendance
Attendance is monitored daily at Trinity High School. Students are required to account for any absences during the school year. Consequences are assigned to students with unexcused absences. If a student is identified as a habitual truant, the county's Student Attendance Review Board (SARB) is notified and assists in solving the student attendance problems. During the 2002-2003 school year actual attendance plus excused absences averaged about 93%. The dropout rate was 1% percent.

Dropout Rate and Graduation Rate
Data reported regarding progress over the most recent three-year period toward reducing dropout rates includes: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate listed in the California Basic Educational Data System (CBEDS). The formula for the one-year dropout rate is (Grades 9-12 Dropouts/Grades 9-12 Enrollment) multiplied by 100.

Dropout Rate
School
District
State
2001
2002
2003
2001
2002
2003
2001
2002
2003
Enrollment
508
500
458
N/A
N/A
483
1,707,952
1,745,295
1,807,054
Number of Dropouts
0
0
1
1
1
1
47,822
47,122
N/A
Dropout Rate
0%
0%
0.231%
1.3%
1.1%
0.231%
2.8%
2.7%
N/A

 








Class Size and Teaching Loads
Trinity High School’s pupil-to-teacher ratio is 15.25 to 1 as compared to the statewide average of 26.2 to 1. Trinity high school operates on a six period schedule. A regular bell schedule consists of six periods, each 57 minutes long. A five-minute passing period follows each class period. One 10-minute mid-morning break and a 43-minute lunch are provided each day. One 48-minute study hall is provided to all students each week. Each teacher is provided one period per day of preparation time.

Average Teaching Load and Teaching Load Distribution
Data reported are the average class size and the number of classrooms for each range of students, by subject area as reported by CBEDS.

Class Size
Subject
2002
2001
2002
Avg.
1-22
23-32
33+
Avg.
1-22
23-32
33+
Avg.
1-22
23- 32
33+
English
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
20.25%
15
5
0
Mathematics
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
17.43&
13
3
0
Science
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
15.89%
15
3
0
Social Science
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
18.73%
20
6
0

 

Teacher and Staff Information

Teacher Assignment
Trinity High School has 28 certificated teachers on staff. The Trinity County Office of Education employs an additional three teachers. Teachers are assigned to areas for which they hold credentials.
Teacher Evaluations
Temporary and probationary teachers are evaluated annually for the first three years of service. Tenured staff members are evaluated every other year. The teacher evaluation responsibilities are shared by the Principal and Assistant Principal.
Substitute Teachers
The district employs certificated substitute teachers during the school year. All substitutes meet the minimum necessary qualifications. Substitutes are provided a handbook of procedures and written lesson plans in order to assure program continuity.
Professional Growth
Curriculum improvement and professional growth opportunities are highly valued by the school and district. Certificated and classified teachers participate in various local and state workshops and conferences. The Governing Board has approved three in-service days this year. The focus this year is the integration of State Standards into the curriculum. An additional focus area this year is the continued articulation of the curriculum between the math and English departments at Trinity High School with those of the various outlying elementary schools.
Counseling and Special Services
The district employs one full-time credentialed academic counselor. Trinity High School Healthy Start provides personal counseling services to students.

The school nurse is employed by the district one day per week and is available when needed. The school has informal working relationships with local agencies for more intense problems relating to substance abuse, personal problems and child abuse.

Trinity High School is funded to serve students identified as having special needs. These include the Gifted And Talented Program (GATE) and Title I programs. State GATE funds are used to provide supplemental funds for instructional materials and other opportunities to enhance the education of identified students. Federal funds for Title I students (ninth grade students needing extra assistance in math and reading) are used to employ a classroom aide and purchase supplemental instructional materials.

The Trinity County Office of Education provides special education services. Special education students are served under a full-inclusion program. Certificated Special Education Teachers and Adult Instructional Assistants provide help to students in regular classroom settings.

 

Trinity High School Certificated Staff
Aglipay, Rick. (1987) Physics; B.A. CSU Chico
Bradbury, Don. (1976) Art / Crafts; A.A., West Hills J.C.; B.A., M.A. CSU Fresno
Bradbury, Noreen. (1975) Academic Counselor, B.A., CSU Fresno
Buscher, Eric. (2001) Special Education, B.A.CSU Chico
Cato, Terry. (1974) Keyboarding / Economics; B.A., CSU Chico
Cunningham, Bob (1994) Biology, Earth / Science, B.S. CSU Chico
 DeFreeze, Kay. (2002) Special Education/Learning Handicap, B.A. Louisiana Tech
Everett, Cris. (1994) Civics / World History; B.A., CSU Sacramento
Flint, Mike. (1993) History / Yearbook; B.A., CSU Chico
Geanakos, Steve. (2000) Science; B.A., Pomona College; M.S. Chapman College
Green, Jaime. (1997) English; B.A., Humboldt State University, M.A. University of Laverne
Hansen, Bob. (1982) Designated Subjects Vocational Automotive Specialties.
Harman, Donna (2003) Sociology; B.A, CSU Chico; M.A. National University
Harpham, Kim. (1979) P.E.;B.A., CSU Sacramento
Jones, Ernie. (1977) Health Ed / World History; B.A. CSU Chico
Jones, Sue. (1974) Mathematics; A.A., Shasta College; B.A., Chico State; M.A., UC Davis
Kaufmann, Joel (2000) Spanish; B.A. Stanford, M.A. Berkeley
LaFein, Rachel. (1994) English / Photography; B.A., Sonoma State University
Lowden, Bob. (1997) Superintendent; A.A., Shasta College; B.A., CSU Sacramento; M.A. Simpson College
McAllister, Michael. (2000) Interim Principal; B.S. Ed, NAU; M.A. SDSU
Miller, Craig. (1982) Drafting / Wood; A.A., Napa Community College; B.A., CSU Chico
Nunes, Judy. (1972) Desktop / Keyboarding / Data Management; B.A., CSU Chico
O'Neill-Knight, Deborah. (2000) Global Studies; B.A., National University
Powell, Pat. (1981) Special Education; B.A., Humboldt State University
Ravenscroft, Kent. (1981) English; A.B., M.S., Ed. D University of Southern California
Rourke, Mike. (1984) Science; A.S., Shasta College; B.S., CSU Chico
Smith, Edith. (1983) English; B.A. Humbolt State University
Sprague, Jennifer. (2000) English; B.A. CSU Chico
Stambaugh, Beverly. (2000) Algebra; B.S De Paul University
Stanberry, Mark. (1977) P.E.; B.A., Humboldt State University
Trujillo, Etienne F. (1973) Spanish; B.A., San Jose State University
Whaley, John. (1978) Music; B.A. San Jose State University
York, Paul. (1998) Mathematics; A.A., Mt. San Antonio; B.A., CSU Long Beach


Curriculum and Instruction

Instructional Minutes and Days
Trinity High School students in grades 9-12 are offered 65,820 minutes per year as compared to the 64,800 total number of instructional minutes per year required by California Education Code. The average school day for THS students is 342 minutes long. THS operates 183 school days, including nine minimum days and three inservice days for staff.

Instructional Minutes (School Year 2001-2002)
Grade Level
Instructional Minutes Offered
State Requirement
9
65,820
64,800
10
65,820
64,800
11
65,820
64,800
12
65,820
64,800






Quality and Currency of Textbooks and other Instructional Materials
Trinity High School students are provided with current textbooks that meet our state and district standards. Ample funds are available to staff to provide current and relevant instructional materials.


Technology
Technology is valued at Trinity High School. Each classroom has access to the Internet. Our Career Center also contains computers to allow students the opportunity to explore educational and job opportunities. The ROP business classes are kept current with new technological equipment. All classrooms and the high school office are networked. Attendance is taken electronically through the networking system. An auto dialer notifies parents of student absences daily. The high school has recently purchased a new network server, fiber-optic cable, multimedia presentation equipment, computer research site licenses for the library, a new library computer lab, a resource center, staff technology training, and additional computers and support equipment for most classrooms.

The school library continues to purchase books that support the English department’s computer-assisted Accelerated Reader program.


Post-Secondary Preparation (Secondary Schools)

Advanced Placement/ International Baccalaureate Courses Offered
The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. The table below shows the number of classes offered and the enrollment in various AP and IB classes. The data for Fine and Performing Arts includes AP Art and AP Music, and the data for Social Science includes IB Humanities.

Subject
Number of Classes
Enrollment
Fine and Performing Arts
0
0
Computer Science
0
0
English
2
41
Foreign Language
0
0
AP Calc. / AP Statistics
2
8
AP Physics
1
5
AP U.S. History
1
20

 

Graduates Who Have Passed Course Requirements for University of California (UC) and California State University (CSU) Admission
The percentage of graduates is the number of graduates who have passed course requirements for UC and/or CSU admission divided by the school’s California Basic Educational Data Systems (CBEDS) total graduates for the most recent year.
Year Number of Graduates Number of Graduates Who Have Passed Course Requirements for UC and/or CSU Admission Percentage of Graduates Who Have Passed Course Requirements for UC and/or CSU Admission
2000-2001
107
41
39%
2001-2002
NA
NA
NA
2002-2003
115
46
40%

 






Career Education
Trinity High School is committed to providing a strong core curriculum to all students as well as providing opportunities for students to study in areas of personal interest. For example, THS offers strong business, agriculture, drafting, auto, science, math, fine arts and liberal arts career paths for students. ROP courses are offered in business, agriculture, drafting, auto-mechanics, photo, computer networking, and construction engineering. ROP also provides funding for a career center and a career technician. The district supplements the funding for these programs. Several ROP courses have been articulated with Shasta College, and students successfully meeting established criteria could receive college credit for these courses. Career assessment activities are offered to every grade level. Job shadowing opportunities are available at the junior level.


Fiscal and Expenditure Data

In 2002-2003 Trinity Union High School District’s $6,122,275 income was derived from 60.2% Revenue Limits (including State Aid Revenue), 14.9% Federal Revenue, 9.4% Local Revenue, and 15.5% Forest Reserve funds.

The District Revenue Limit is $5,002 per daily attendance (a.d.a.).

Expenditures (Fiscal Year 2002-2003)
Certificated Salaries $2,176,116
Classified Salaries $904,999
Employee Benefits $1,075,445
Books and Supplies $388,196
Services $403,288
Capitol Outlay 0
Other $1,501,966
Total Expenditures $6,450,010








Trinity High School Budget
Trinity High School has its own operating budget. The site budget does not include services provided by the district such as transportation, utilities and some operating expenses. The site budget includes funding for instructional materials and educational programs included below:
 

Program Amount in dollars
General Fund Instructional 163,715
General Fund Operations 38,217
State Instructional Materials 64,000
Athletics (includes Transportation expenses) 149,680
Safety 25,046
Lottery 58,000
CA Professional Development 6,277
Peer Assistance 6,316
Title I 47,049
Title VI 3,889
GATE 27,840
EIA 9,991
10th Grade Counseling 3,726
Vocational Education 11,365
Regional Occupation Program 200,548
EESA Math/Science 4,010
TOTAL SITE BUDGET 819,669





















2002-2003 Salary Information
The following comparative salary information is taken from the most recent documents available to the general public.
 

2001-2002 Salary Information
Teachers (183 Days)
 District Average State Average
Beginning
$34,000 $29,304
Midrange
$48,253 $45,317
Highest
$62,505 $80,598
Counselor
 $73,373 $54,306
Principal (205 Days)
 $71,0551 $80,000
Superintendent (220 Days)
 $45,000 (1/2 time) $90,605

 








Opportunities for Parental Involvement
Trinity High School has offers a wide variety of curricular and extra curricular activities which can provide parents many opportunities to become directly involved in school organizations and events. These include: Class Room volunteer, Coaching Assistant, Field Trip Chaperone, Club Assistant, Phone Calls, Dance Chaperone, Sober Grad Chaperone, Tutoring, Campus Supervision, Academic Booster, Score Clock Operator. If you would be interested in providing volunteer service at our school, please call Lynne Gervasi: Phone Number 530.623.6127 x202



TRINITY HIGH SCHOOL ACCOMPLISHMENTS


Trinity High School offers its students an extraordinary number of enhanced learning opportunities and extra-curricular activities. This enables them to achieve academic excellence and surpass all of their goals and personal expectations. We are proud of the following Trinity High School accomplishments…

The Accelerated Math, Accelerated Reader, STAR, Perfect Copy, Renaissance, and Accel Test computer software programs that supplement our Language Arts and/or Math Department curriculum and provide accurate, individualized, student achievement data.

Our SIRS database that allows students access to online research sites both at home and at school.

The Healthy Start program that provides support services to our students and community.

The Academic Decathlon competition that our students participate in annually in both local and statewide forums.

The job-shadowing opportunities our 11th grade students are provided.

Our graduating seniors are awarded over $50,000 each year in scholarships. The Trinity County Scholarship Foundation honors the students each year at an awards ceremony.

Every classroom in our school is networked through state-of-the-art fiber-optic Ethernet connections.

Every classroom in our school is connected to the internet through computers.

Our annual Shakespeare Festival held each spring. Every THS student performs in a classroom performance.

Our English Department and Gate Program sponsorship of the Shakespeare Actors week in which professional actors from Ashland Shakespeare Theater put on performances and provide acting instructions and tips for the students.

Local community members and professionals help seniors prepare for and conduct our annual Mock Trial.

Our Trinity Pride Program that promotes positive student behavior.

The multi-paragraph essay that is taught in each English class.

Students may earn college credit while attending ROP classes at THS through an articulation agreement with Shasta College.

Our award winning Agriculture Department.

Our award winning Business Department.

The many educational opportunities outside of the traditional classroom that are provided to THS students. These include participation in field trips to Lassen Park, local hospitals, local agencies and museums, and to Ashland, Oregon’s Shakespeare Theater. The McConnell Foundation sponsors a weeklong educational trip to Yosemite for juniors.

Trinity High School students compete in local and statewide contests such as the Lion’s Club Speech Contest, the Amador Drama Contest, Future Business Leaders of America contests and Future Farmers of America contests.

The Advanced Placement Courses that are offered in English Honors 11th and 12th grade, AP on-line classes and through Shasta College.

Trinity Union High School District Board of Trustees

Mike Cloud, Vice President
J.F. Garst
Marijane Poulton, Clerk
Robert Simmons
Thurston Wilson President

 
update 1.4.04