Curriculum, Instruction & Assessment

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 Contact

Gautier Tirado

Gautier Tirado
Corporate Instructional Officer
1218 S Presa
San Antonio, TX 78210
Office (210) 227-0295
Fax (210)-227-7879


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:

  1. Requires a classroom teacher to assign a grade that reflects the student’s relative mastery of an assignment;
  2. Prohibits classroom teacher to assign a minimum grade for an assignment without regard to the student’s quality of work; and
  3. 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.

Grade Averaging

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

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).




Annual Notification of Nondiscrimination in Career and Technical Education Programs

August 23, 2023

SUBJECT: Required Annual Notification of Nondiscrimination in Career and Technical Education Programs

The Office for Civil Rights (OCR) of the United States Department of Education requires that districts, including charter schools, provide career and technical education (CTE) programs, services, and activities in accordance with the requirements of Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities Act of 1990. The Texas Education Agency (TEA) has regulatory responsibilities for CTE programs in Texas public secondary schools and is required to adopt a civil rights compliance program to identify, remedy, and/or prevent discrimination in the CTE programs operated by districts.

Requirements for compliance are found in the document, Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex, and Handicap in Vocational Education Programs (Guidelines). A link to the full text can be found at the CTE Methods of Administration (MOA) webpage, which is located on the School Improvement website at:

One important requirement of the Guidelines is that, prior to the beginning of each school year, every district providing CTE programs must advise students, parents, employees, and the public that all career and technical education opportunities will be offered without regard to race, color, national origin, sex, or disability. Local newspapers, websites, or other media that reach the public may be utilized to disseminate the required notification. Information regarding this requirement can be found in Section IV – O of the Guidelines under Public Notification.

An English and Spanish version of a sample public notification form, which includes all required elements for complying with this requirement, may be downloaded from the Methods of Administration (MOA) Guidance and Resources webpage at: Please note, the Guidelines state that if the district “contains a community of national minority persons with limited English language skills, public notification materials must be disseminated to that community in its language and must state that the district will take steps to assure that the lack of English language skills will not be a barrier to admission and participation in vocational education programs.” Therefore, if your district contains communities who speak languages other than English or Spanish, it also will be necessary for the district to prepare and disseminate the required notice in those languages.

Then if we could have the following titles and “links” to PDFs:

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