Our goal is to ensure that we provide vision, leadership and expertise in the development of curricular and instructional systems and programs that are research based, student-centered and address the standards outlines in the Texas Essential Knowledge and Skills (TEKS), College and Career Readiness Standards (CCRS) and English Language Proficiency standards (ELPS).
M.Scott Carothers, M.Ed.
Corporate Instructional Officer
1218 S Presa
San Antonio, TX 78210
Office (210) 227-0295
Assessment & Accountability
a. A-F. The 85th Texas Legislature passed House Bill (HB) 22, establishing three domains for measuring the academic performance of districts and campuses: Student Achievement, School Progress, and Closing the Gaps. Districts will receive a rating of A, B, C, D, or F for overall performance, as well as for performance in each domain, beginning in August 2018. Campuses will receive A–F ratings beginning in August 2019.
d. State Accountability. Campuses and/or districts that are identified for interventions due to low performance in the state academic accountability rating system and/or the system safeguards must engage in certain intervention actions designed to improve low performance. Additionally, as noted in the 2017 Accountability Manual districts and campuses that do not meet the standard for one or more system safeguard measures and targets will be required to engage in interventions to improve performance on the measures and targets not met. As stipulated at TEC §39.104, accountability interventions and sanctions also apply to charter schools.
Critical Success Factors
Every organization has factors that are critical to its success. Limiting these factors to a manageable number of key areas will help the organization thrive. Once identified, critical success factors help stakeholders in an organization focus on priorities, develop measurable goals, and create a culture of teamwork.
The following success factors are foundational elements within the framework of the Texas Accountability Intervention System developed by Texas Education Agency and Texas Center for District and School Support. These Critical Success Factors will serve as key focus areas in school improvement planning.
It is important to note there is no hard and fast rule for determining the number of CSFs and educational organization must focus on to be successful. The CSFs are grounded in evidence-based research and have been found to be key elements for implementing improvement efforts.
- Improve Academic Performance
- Increase the Use of Quality Data to Drive
- Instruction Increase Leadership Effectiveness
- Increase Learning Time
- Increase Family and Community Engagement
- Improve School Climate
- Increase Teacher Quality
TRIUMPH PUBLIC HIGH SCHOOL, INC.
dba, Triumph Public High Schools (El Paso) CDN 071803
dba, Triumph Public High Schools (Laredo) CD 240801
dba, Triumph Public High Schools (Laredo) CD 240801
dba, Triumph Public High Schools (Rio Grande Valley) CD 108804
2019-2020 School Year and Thereafter
Board Approved on
July 27, 2019
The purpose of the Triumph Public High Schools Grading guidelines is to provide students, parents and staff with a resource that establishes fairness and equity in grading as follows:
As per grading policy, including provisions for the assignment of grades on class assignments and examinations, before each school year. The Charter District grading policy is delineated as follows:
- Requires a classroom teacher to assign a grade that reflects the student’s relative mastery of an assignment;
- Prohibits classroom teacher to assign a minimum grade for an assignment without regard to the student’s quality of work; and
- Allows a student a reasonable opportunity to make up or redo a class assignment or examination for which the student received a failing grade.
It is important to note that poor attendance adversely affects grades. To receive credit or a final grade in a class, a student in must attend at least 90 percent of the days the class is offered. By failing to meet state minimum standards for days in class, students lose credit for the class even if a passing grade is earned. Please refer to the student handbook for additional information.
Finality of a Grade
Although improperly recorded grades may be challenged, contesting a student’s grade in a course or on an examination is handled through the general complaint process found in the student handbook. A grade issued by a classroom teacher can be changed only if, as determined by the board of trustees, the grade is arbitrary, erroneous, or inconsistent with the charter’s grading policy.
Starting with the 2015-2016 school year, half credits for a two-semester course may not be earned. Cycle grades for one credit courses will be averaged and full credit will be earned at the end of the course, no partial credit will be assigned.
- By way of explanation, partial credit will not be given if the student passes only one portion of a one credit course. On the failed portion, a student with a grade of 65 – 69 has 10 school days immediately after the end of the nine-week period to make up the work with the teacher and achieve a passing grade for the failed portion. If the student fails to make a passing grade within the 10 days, at the end of the semester the student may have to retake the full class again. The Principal has the discretion to schedule the student or having him/her take the course through self-paced, on-line courses, summer school, etc.
A final passing grade will be awarded if the average of both semesters is at least 70%. For courses taken through a self-paced program to include the American Preparatory Institute (API) program a final passing grade will be awarded if the average of both semesters is at least 80%.
Final grades will be determined using the following method of averaging grades,
- 50% for daily work,
- 35% quizzes and tests, and
- 15% for final exam.
For More information regarding grading please refer to the student handbook: Section 3: Academics and Grading.
Charter Division Revised Grading Guidelines – Board Approval July 27, 2019 – Download PDF
English Language Arts (ELA)
- Kindergarten to College and Career – English & Spanish Language Arts and Reading
- Write for Texas
- ELA Strategies by Gretchen Bernabei
- Texas Success Reading Assessments
- PBS Teacher Source
- The History Channel
- Political Cartoons
- The OPPER Project (Political Cartoons)
- Historical Images/Photographs
- Sam Houston Project
- Texas Alliance for Geographic Education
- Texas Law-Related Education
- Texas Legislature Online
- LBJ Library
- Texas Council for Economic Education
- National Archives Educator Resources
- Presidential Powers
- Library of Congress
- National History Day
- Landmark Court Cases
- Smithsonian Education
- US Census Bureau
- Archival Research Catalog
- Our Documents
- World Digital Library
- World Atlas
- World History Matters
All Content Areas
Personal Graduation Planning Resources
- PGP Setup Step 1
- PGP Steup Step 2
- TxEIS PGP Step by Step Instructions
- TxEIS PGP Data Tables
- How to Build a Student Graduation Plan & PGP
- Quick Guide to Creating Graduation Plans
- Quick Guide to Assigning Graduation Plan (Group)
- Quick Guide to Assigning Graduation Plan (Individual)
- Quick Guide to Assigning Plans Manually
- Quick Guide to Assigning & Printing Personal Graduation Plans (PGP)
- Quick Guide to Reviewing the Graduation Plan
- Quick Guide to PGP Reports
Professional Learning Communities
What are Professional Learning Communities?
A Professional Learning Community is an ongoing process used to establish a schoolwide culture that develops teacher leadership explicitly focused on student learning and a commitment to improvement.
Teachers share experiences, observe each other, discuss teaching, and use collective inquiry to help sustain improvement. In addition, administrators share decision making with teachers, and provide opportunities for teachers to serve as leaders (The Center for Comprehensive School Reform and Improvement, 2009).
Professional Learning Communities have the following defining elements:
Focus on Learning – promote a shared vision dedicated to student learning and committed to school improvement (Reichstetter, 2006);
Build a Collaborative Culture – operate on the premise that teamwork allows professionals to achieve more than they can alone (DuFour & Eaker, 1998); and
Focus on Results – encourage teachers to respond to data with collective accountability and adjust classroom practices to improve student learning (White & McIntosh, 2007).
- A Facilitator’s Guide to Professional Learning Teams
- All Things PLC
- Finding Time for Collaboration
- Finding Time for Common Planning and/or Teacher Collaboration
- SEDL: First Steps
- PLC: A Brief Guide
- Establishing a Core Team
- Campus Culture and Climate
- What makes great teachers or school leaders?
- Opening The Black Box for Quality Implementation
TPHS Approved Courses
2016-2017 TPHS Approved Courses List PEIMS Data Standards
**Requests to Add Courses Must be Submitted to the Superintendent **
Texas Accountability Intervention System Resources
- TAIS Framework
- District Commitments
- Support Systems
- Critical Success Factors
- Continuous Improvement Process
- Accountability Guidance