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).

Staff Contacts

M. Scott Carothers M.Ed. - Corporate Instructional OfficerM.Scott Carothers, M.Ed.
Corporate Instructional Officer
Scott.Carothers@sapicsc.org
1218 S Presa
San Antonio, TX 78210
Office (210) 227-0295
Fax (210)-227-7879

Curriculum Update

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. 

TEA A-F Accountability Resources

ESC 20 A-F Resources 

b. Local Assessment Program

c. Performance Based Monitoring Analysis System

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.

2017 Accountability Manual – Download PDF

e. State Assessment

 

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.

  1. Improve Academic Performance
  2. Increase the Use of Quality Data to Drive
  3. Instruction Increase Leadership Effectiveness
  4. Increase Learning Time
  5. Increase Family and Community Engagement
  6. Improve School Climate
  7. Increase Teacher Quality

 

Grading Policy

TRIUMPH PUBLIC HIGH SCHOOL, INC.

dba, Triumph Public High Schools (Laredo) CD#240-801
dba, Triumph Public High Schools (Rio Grande Valley) CD#108-804
dba, Triumph Public High Schools (El Paso) CD#071-803
dba, Triumph Public High Schools (Lubbock) CD#152-803

Charter District Grading Guidelines
2015-2016 SY and Thereafter

Board Approved August 22, 2015

The 82nd Legislature has made sweeping reforms to the state educational system. A major reform has been the elimination of the requirement that the results of the End of Course (EOC) assessments of the State of Texas Assessment of Academic Readiness (STAAR) count as 15% of the final course grade. Therefore, grading guidelines will be revised as follows:

The passing grade for all courses is a 70, except for those taken under the API program. The passing score for the API will continue to be an 80, as required under that program’s guidelines.
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.

COURSES WITH EOC ASSESSMENT
A student will attain credit for a course with EOC assessment as follows:
The student passes the course and the EOC assessment.
The student passes the course but fails the EOC assessment. The student is required to retake the EOC assessment. Remediation must be provided.
The student fails the course but passes the first administration of the EOC assessment. The student does not have to retake the course, provided he/she works with the teacher to bring the course grade to passing (70).
A student will be denied credit if the student fails both the course and the EOC assessment.

COURSES WITH/WITHOUT EOC ASSESSMENT
Starting with the 2015-2016 school year half credits for one credit courses may not be earned. Cycle grades for one credit courses will be averaged and full credit will be earned at the end of the semester, no partial credit will be assigned.
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 Academy Director has the option of scheduling the student or having him/her take the course through self-paced, on-line courses, summer school, etc.

Charter Division Revised Grading Guidelines – Board Approval 08/22/2015 – Download PDF

 

Graduation Requirements

Texas New Graduation Requirements

 

Instructional Resources

English Language Arts (ELA)

Mathematics

Science

Social Studies

All Content Areas

 

Personal Graduation Planning Resources

 

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).

Resources

Videos

Tools/Activities

 

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