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Tracy High School
About Us
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At
Tracy High School all teachers are assigned within the California Education
Code parameters for continuation high schools (EC44865(e)). Seventy-seven
percent (20 of 26) of the credentialed staff members possess advanced degrees
(20 master's, one DDS, two PsyDs). Five teachers have training in language
development. Some have training in group facilitation, family life, crisis
counseling, tobacco use intervention, drug abuse intervention, and career
education. There are 26 certificated staff and 11 classified (includes
two paid paraeducators). Fifty percent of the certificated staff are men,
and 54 percent of the classified staff are women. There has been some change
in the teaching assignments in the last three years due to advancement,
retirement, and school growth. We have one adult male classroom volunteer,
one part-time nurse, and one part-time psychologist. Staff are involved
in professional growth through school staff development, district training,
seminars, and college courses.
Tracy High School has
partnerships with DeVry Institute of Technology, TRW International, Boeing,
Cerritos Optimist, the OJOs Women's League, the PTA, and the Dean Criss
family. Partners provide school scholarships, recycled items for the school,
job shadowing, technological assistance, instruction/staff development,
and career information. District funds are
allocated to the school as categorical and discretionary funds at the district
middle school level of $124 per students. The allocations are based on
average daily enrollment at P-2 date each year. Funds are used to cover
administrative, instructional, and custodial costs. Special Education and
Second Language Learners (aka ESL/LEP) have additional budgets. SB813 funds
are allocated for 10th grade counseling. State and district funds support
the Pregnant Minor and Teen Parent Programs. Tracy has been selected as
a Digital High School for 1998-2000. This will provide monies to upgrade
technology and increase staff development and student learning outcomes.
Tracy also uses the annual interest earned from the Clara Mae Tracy Endowment
Fund (managed by the District). These funds are used for educational enrichment
as decided by a committee of Tracy teachers and staff.
New methods of measurement
of reading, writing, and math skills have been established during the 1997-98
school year. We are now using the GATE achievement assessment for pre-
and post-tests. and use the scores for placing students into Language Arts
classes. Writing was a main emphasis during the five years of restructuring.
The rubrics were changed in 1997-98 to align with the school district which
requires an annual district-wide writing assessment. The results of student
measurement of writing are as follows: (1) the number of students passing
the district-wide required writing assessment has increased from 36 percent
in 1996-97 to 51 percent in 1997-98; (2) Tracy students scored as well
as or better on the SAT IX when compared to other similar continuation
high schools; (3) all graduates passed the proficiency tests in reading,
mathematics, and language. We also measure student achievement by the number
of students who return to their home school and the number of rebounders.
In 1996-97, 25 students returned to their home schools with four students
rebounding to THS. In 1997-98, 41 students returned to their district high
schools with only three students rebounding. (Rebounding means the return
of a student to Tracy after they have been reinstated into their home schools).
The student/parent survey
conducted for 1997-98 and 1998-99 indicated positive responses in the areas
of facilities; communication; connection to school; relationship to others;
and personal, individualized support.
Both parents and students
concluded there is a strong connection to school and a strong feeling of
caring and support from the entire staff. Many students and parents indicated
that learning is occurring and that teachers and students hold mutual respect
for each other, and that teachers take a direct interest in students as
individuals. Parents appreciate telephone calls regarding student problems,
student achievement, and student attendance. Teacher support and good teaching
were the two strongest components of the student survey.
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