Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
Subject: College Career Readiness (Goal A) LEA Goal: Students will be college and career ready. School Goal #1: Students will be college and career ready. Data Used to Form this Goal: SBAC (2014-2015) 1. Overall 76% of Gabrielino students met or exceeded the standards on the English Language Arts / Literacy SBAC test. The Hispanic subgroup scored 59%, the Economically Disadvantage scored 70%, English Learners scored 19%, and Students with Disabilities scored 8%. 2. Overall 60% of Gabrielino students met or exceeded the standards on the Smarter Balanced Assessment in math. The Hispanic subgroup scored 59%, the Economically Disadvantage scored 76%, English Learners scored 19%, and Students with Disabilities scored 4%. A-G Eligibility (2014-2015) 3. In 2015, 30% of Hispanic seniors were A-G eligible. A-G Eligibility (before 14-15) 4. In 2014, 46% of all GHS students were A-G eligible, and 23% of Hispanic students. 5. In 2013, 54% of all GHS students were A-G eligible, and 30% of Hispanic students. 6. In 2012, 50% of all GHS students were A-G eligible, 25% of Hispanic students. EAP (2014-2015) 7. Percentage of students scoring "Ready for College" on EAP results for ELA in 2015 was 19%. 8. Percentage of students scoring "Ready for College" on EAP results for Math in 2015 was 32%. AP (2014-2015) 9. In 2014-2015, 562 or 31% of Gabrielino students took at least one AP exam. 10. The percent of students who passed an AP exam with a score of 3 or higher was 59.6%. CTE (2014-2015) 11. Percentage of 4-Year Cohort that completed CTE Pathway was 14%. Findings from the Analysis of this Data: The finding from this data are that English Learners, SED, and Hispanic students are scoring below the overall proficiency levels in the CST’s, A-G completion rates, and the EAP in both math and English. Page 1 of 34
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year How the School will Evaluate the Progress of this Goal / Identified LCAP Metrics: 1. SBAC Baseline Summative Data established for ELA and Math. 4. CTE Cluster completion rates baseline 2. 7th period course offerings will increase by two sections. measurement will be developed. 3. Increase of A-G Completion rates to 60% school-wide and 35% for Hispanic subgroup and develop 5. EAP Readiness Results for ELA and Math will baseline measurements for determining whether students are on-track for meeting A-G improve by 5% from previous year and by 6% requirements for the comprehensive high school. for targeted subgroups. 6. Percentage of pupils who have passed an advanced placement test with a score of 3 or higher increased to 28%. 7. API increase of 1 point district-wide, at every site, and in every targeted subgroup from previous year.
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Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
LEA Goal: Students will be college and career ready (Goal A). Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
1. Site will select/purchase to pilot/implement for 201617 the following One-to-One mobile device(s): iPadPro or similar devise as appropriate.
August 2016August 2017
Site and District Staff
2. Purchase required technology to support expansion of Advanced Placement Program, including testing.
August 2016August 2017
Site and District Staff
Proposed Expenditure(s) Description
This funding will purchase: Two classroom sets of PC laptops and two classroom sets of Mac Books for instruction and to support technology-based testing of AP exams. This funding will purchase: 300 iPads for Free and Reduced lunch students enrolled in AP courses to check out and take home to close the technology-based “homework gap.”
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Type
Funding Source
Amount
Materials
LCFF Supplemental
$200,000
Materials
unknown
$105,000 Partially unfunded
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year 3. Implement the district One-toOne Device Program to provide access to digital instruction and assessment through mobile technology to all students including low income, EL, LTEL, RFEP, students receiving special services, homeless and foster youth. Technology rollout will begin with selected core programs (for example, as a priority to support textbook adoption that will require digital device and access) at the middle school and comprehensive high school. 4. The district One-to-One Device program will collaborate with and supplement sites’ Single Plan for Student Achievement to achieve the objective that within 3-to-5 years 100% of SGUSD TK12th students will receive daily 90 minutes or more of core instruction where technology is SAMR (Substitution/Augmentation/Mo dification/Redefinition) embedded.
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August 2016August 2017
Site and District Staff
August 2016August 2017
Site and District Staff
Materials
LCFF Supplemental
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year 5.
Continue to investigate barriers to UC/CSU A-G completion rates for targeted students (ELs, LTELs, SED, SWD and homeless and foster youth) to develop a plan for 2016-2017 to address and reduce these obstacles.
August 2016August 2017
Site staff
Develop a 3-year plan to improve the A-G completion rates of targeted students so that by the end of 2016-19 to match or exceed LA County (ELS, LTEls, Latino/Hispanic, SED, SWD, homeless and foster youth) a three year plan will be developed to move towards student A-G completion rates that match or exceed LA County and California completion rates. 7. Increase UC/CSU A-G credit recovery opportunities (online/digital-based, before school, and after school, and/or summer) to assist targeted students in meeting graduation requirements and qualifying for college admission.
August 2016August 2017
Site and district staff
August 2016August 2017
Site Staff
6.
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Funding for this goal embedded within the Data Team funding. Addition of Conceptual Physics to the master schedule which meets the A-G requirement for Physical Science. n/a
Staffing
LCFF Supplemental
$1,200 (course development)
n/a
n/a
n/a
APEX credit Recovery.
Program and staffing
LCFF Supplemental
$30,000 (increase for adding seats) 1 FTE (staffing)
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year 8. Maintain middle and high school counseling staffing ratios. Hire additional secondary counselors as needed to provide improved and increased services to targeted students. Increase vertical articulation between middle and high school counseling staff as a means to develop college and career readiness among students as early as 6th grade. 9. Provide opportunities for vertical team articulation between middle and high school focused on meeting instructional (including technology), social and emotional needs of all students, including targeted student population. 10. Collaborate financially with sites to fully fund AP/PSAT/SAT/ACT exam fees for targeted students.
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August 2016August 2017
Site Staff
This expenditure will maintain the current counselorto-student ratio: it is the salary of one and a half counselors and one College and Career Counselor.
August 2016August 2017
District and Site Staff
.
August 2016August 2017
District staff
n/a
Staffing
LCFF Supplemental
$220,000
n/a
n/a
n/a
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year 11. Increase honors/AP course offerings (in English, Math, Science, History-Social Study, World Languages, and others as appropriate) and participation for under-represented subgroups (as defined in previous activities) and provide teacher and student support (including offering before and after school tutoring/mentoring and exam preparation review sessions, providing access to online resources, supporting digital instruction via mobile technology, assisting with AP registration costs, etc.) to ensure student success in these courses. 12. Increase honors/AP course offerings to significantly increase the enrollment of underrepresented subgroups in honors/AP classes by providing training for counselors and teachers on how to recruit and retain under-represented students in these courses.
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August 2016August 2017
August 2016August 2017
Site staff
Site and district staff
This will fund the after school tutoring program.
Staffing
LCFF Supplemental
$50,000 (tutoring)
It will also provide time for the science department to develop the AP physics 1 curriculum.
$1200 (course prep)
This will provide funding to send teachers to AP Art and AP Music Theory summer training.
$2,600 (AP Art) $700 (AP Music Theory)
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year 13. Increase 0/7th period August 2016comprehensive high school August 2017 offerings for targeted underperforming students in order to provide intervention in core subjects (ELA, ELD, math, science, history-social studies) and/or greater access to VAPA, ROP/CTE and UC/CSU A-G courses. 14. Provide extended learning August 2016opportunities (before-, afterAugust 2017 school, and summer school) in English Language Development/English Language Arts and Math for underperforming (as measured by 2015 CAASPP-SBAC and/or CELDT results) English learners, longterm English learners (LTEL), ELs who are at risk of becoming LTEL, low income students, students receiving special services and homeless and foster youth. 15. Gabrielino library will remain August 2016accessible to students and the August 2017 librarian will function as a teacher-librarian in concert with other Gabrielino teachers whose classroom instruction utilizes the Media Center resources.
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Site staff
n/a
n/a
n/a
n/a
Site staff
ELD Summer n/a school sections funded by Title III (district-controlled funding)
n/a
n/a
Site staff
This funding will support the collaboration between the librarian and teachers while maintaining student access to the library through the
LCFF Supplemental
$32,000 (Library Tech)
Staffing
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year support of the library aide. 16. Each department will develop goals and strategies that align with the SGUSD LCAP.
August 2016August 2017
Site staff
Departments still in the process of completing initiatives.
17. Increase the number of years non August 2016A-G students take through an August 2017 expansion of course offerings.
Site staff
18. Increase the number of juniors prepared to complete the common application.
August 2016 August 2017
Site Staff
19. Increase the number of students attending CASH for College and completing the FAFSA.
August 2016 August 2017
Site Staff
This will fund the Staffing development of the curriculum for the new math elective, “Finance and Statistics.” This will support a Materials spring Parent Seminar on the Common Application and eDocs and support mandatory workshops for juniors intending to complete the Common Application Will support Materials moving CASH for College to the fall to accommodate new deadline.
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Subs
LCAP Supplemental
$26,700
LCAP Supplemental
$1,200
LCFF Supplemental
n/a
LCFF Supplemental
n/a
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year 20. Increase parent outreach regarding College and Career Center services and support.
August 2016 August 2017
Site Staff
21. Provide College and Career
August 2016 August 2017
Site Staff
Readiness activities (i.e., in-depth field trips to universities and colleges, summer college preparatory courses, financial aid, video calls with professionals, etc.) to prepare targeted students to enter postsecondary opportunities in the areas of science, applied sciences (e. g. health and green/renewable energy), technology, engineering, visual and performing arts, and mathematics (and other professional/instructional areas as appropriate.)
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This will fund the mailing of a College and Career letter. This will fund promotional materials re: College/Career and timeline with College and Career deadlines.
Materials
$2000
CTE Funding
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year 22. Assist parents of targeted
students by providing in-depth parent training in the areas of implementing of CA Common Core State Standards (ELA/ELD and Math), meeting UC/CSU A-G requirements. This would include, preparing for postsecondary options in the areas of science, applied sciences, technology, engineering, arts and mathematics, applying for college admissions and financial aid (in collaboration with community organizations and local institutes of higher learning, i.e., Pasadena City College, East Los Angeles College, Rio Hondo College, California State University at Los Angeles, University of California, etc.) 23. Provide TK-12th CA Common Core State Standards (ELA, ELD and Math, NGSS Science, and CA History-Social Studies) and other appropriate core instruction professional development and on-going support to improve tiered instruction and intervention (including technology SAMR- teaching and learning integration, print based and online curriculum and assessment development). Page 11 of 34
August 2016 August 2017
Site Staff
August 2016 August 2017
Site Staff
This funding will purchase textbooks for the Rio Hondo courses offered to GHS students on the Gabrielino campus.
Materials
LCFF Supplemental
$100,000
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
Subject: Achievement Gap (Goal B) LEA Goal: Students will receive high quality instruction and intervention to eliminate the achievement gap. School Goal #2 Students will receive high quality instruction and intervention to eliminate the achievement gap. Data Used to Form this Goal: 1. The following are the number and percentage of students in one or more honors/AP class school-wide and for the 2015-2016 school year of the targeted subgroups at the comprehensive high school level: A. All students (Fall: 857/1800 students or 48.7% and Spring: 863/1786 students or 48.3%) B. Hispanic (Fall: 151/1800 students or 8.3% and Spring: 149/1786 or 8.3%) C. English Learner (Fall: 519/1800 students or 28.8% and Spring: 514/1786 or 28.8%). D. Low Income (426/1800 students or 2.7% and Spring: 422/1786 students or 23.6%) 2. Of the 301 English Learner students enrolled at Gabrielino in 2014, 78% made progress toward English proficiency and the percent of these students who were reclassified was 23%. Findings from the Analysis of this Data: The findings of this data show that English Learners, SED, and Hispanic students perform below the overall proficiency in the CST, the CAHSEE, and are also under-represented in honors and advanced placement classes.
How the School will Evaluate the Progress of this Goal / Identified LCAP Metrics: 1. SBAC Baseline Summative Data established for ELA and Math. 4. Honors/AP Course Participation will increase by 2% from previous 2. "On-Time" progress of ELs toward English Proficiency (CELDT Criterion) year for under-represented subgroups. improves from 52% to 55%. 3. EL Reclassification Rate Improves from 15.2% to 16.2%.
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Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
LEA Goal: Students will receive high quality instruction and intervention to eliminate the achievement gap (Goal B). Actions to be Taken to Reach This Goal 1. Develop and implement an orientation model for the transition year (grade 9) to assist targeted students with acclimation. 2. Train TK-12th teachers and administrators on collaboration protocols that lead to student data discussions, data-driven decisions, and sharing of research-based practices (e.g. instructional rounds to determine tiered instruction and intervention placement, ELA/math research based small group instruction, positive behavior intervention and support, culturally responsive pedagogy, and anti-bullying strategies, etc. to meet the needs of all students including targeted students).
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Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
August 2015April 2016
Site Staff
Completed: College Prep Transition Course
n/a
n/a
n/a
August 2015April 2016
Site staff
This funding covers the sub costs and materials for the Gabrielino Data Team.
Subs and materials
LCFF Supplemental
$8000
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year 3. Design a comprehensive program to provide tiered instruction and intervention in ELA/ELD and math for targeted students. The program—including implementation timeline—will utilize full resources, including technology, and will be offered during the school day, before school, and/or after school. The Title 3 ESSA-compliant ELD monitoring tool (to be developed in 2017-2018) and the math progress checklist (to be developed and implemented in 2017-2018) will be used to monitor progress.
August 2016April 2017
District and Site staff.
This allocation of FTEs supports the Academic Advisory.
Staffing
LCFF Supplemental
This also funds the curriculum development for the new ELD 4 class.
$1,200 (Curriculum Development ELD 4)
This expenditure pays for the staffing for Restorative math and English.
$20,000 (Restorative math and English)
This expenditure will fund the ELD Team.
$9,000 (Subs for ELD Team)
This will fund the curriculum development of the Spanish for Spanish Speakers curriculum.
4. Provide intervention staff with specialized training, including SAMR, technology, learning focused supervision, Sheltered Instruction Observation Protocol (SIOP), and culturally responsive technology.
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August 2016April 2017
District and site staff.
FTE (2 sections)
n/a
$1,200 (Curriculum Development SS2)
n/a
n/a
n/a
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year 5. Develop and implement a model of instructional support (during the school year and/or summer) focusing on English Language Development and math for newcomer English Learner students K-12. English Learners not making a year's progress on 2016provide CELDT, and 6th-12th CDE-identified LTEL. 6. Increase instructional minutes in all pre k-12th grade core subjects and supplemental programs (e.g. ELD double-periods at middle school and high school. ELD course offerings specifically addressing the needs of newcomers and LTEL’s, and provide instructional support for English Learners, LTEL, and ELs who are at risk of becoming L-TEL in math, science, and social science).
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August 2016April 2017
Site Staff.
This will fund the curriculum development for the new Intro to Econ and Intro to Govt curriculum for ELD 1.
Staffing
August 2016April 2017
Site staff.
This funding will Staffing maintain and double the sections of the ELD blocks (2 periods) for ELD 1, 2, and 3.
LCFF Supplemental
LCFF Supplemental
$1,200 (Curriculum Development)
$70,000
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year 7. Ensure students with IEP’s have equal access to a quality educational program.
August 2016April 2017
Site staff
8. Align the revised SST process with a structure of tiered intervention to provide support to targeted students. 9. Establish baseline indicators (CAASPP/CELDT results, GPA, attendance, health, suspension/expulsion, etc.) of students at-risk of not on track to meet grade level standards or graduation requirements, including English Learners not on track for reclassification, and provide appropriate support for these students.
August 2016April 2017
Site staff
August 2016April 2017
District and Site staff
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This will fund a new part-time special education teacherlead position at GHS.
Staffing
LCFF Supplemental
$60,000
This funding will fund will also provide hourly pay for SBAC proctoring.
Staffing
LCFF Supplemental
$15,000 (subbing)
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
Subject: Safe Learning Environment (Goal C) LEA Goal: Students will have an equal opportunity to learn and succeed in a culturally responsive, engaging, and physically and emotionally safe environment. School Goal #3 Students will have an equal opportunity to learn and succeed in a culturally responsive, engaging, and physically and emotionally safe environment. Data Used to Form this Goal: In the 2013-2014 school year, the number of chronically truant students as measured by the California Department of Education was 221, with a school truancy rate of 11.79. The cohort graduation rates for the class of 2013-2014 at Gabrielino High School were the following: All Students (89.3%), Hispanic (91.72%), SED (86.2%), English Learners (78.4%) and Special Education (75%). The cohort dropout rates for the class of 2013-2014 at Gabrielino High School were: All Students (7.8%), Hispanic (4.9%), SED (9.7%), and English Learners (16.8%). The 2013-2014 Gabrielino’s suspension rate was 2.6% (48 students) and the expulsion rate was 0.1% (1 student). Of the 48 students suspended, 65% were Hispanic, 27% were English Learner, and 69% were SED. 29.1% of these suspended students were special education students. The 2013-2014 school climate/bullying survey indicates that 84.94% of high school students had not been bullied during the 2013-2014 school year. Findings from the Analysis of this Data: The findings of this data show that SED and Hispanic students are more likely to be absent, special education students are at risk of not graduating , and Hispanic students are more likely to be suspended. How the School will Evaluate the Progress of this Goal / Identified LCAP Metrics: 1. 2. 3. 4. 5.
School Attendance Rates will maintain current levels between 96-100%. Chronic Absenteeism will decrease from 5.29% to 5%. High School Cohort Dropout rate will decrease to 4.5%. High School Cohort Graduation rate will increase to 91.5%. Student Suspension Rates will decrease to 2.5% and the number of students suspended in the SED and Hispanic subgroup will decrease by 3% in the prior year.
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6. Student Expulsion Rates will be maintained at lower than 1%. 7. School Climate/Bullying Survey percentage the percentage of elementary and secondary students who have not been bullied will increase by 2% from prior year.
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year LEA Goal: Students will have an equal opportunity to learn and succeed in a culturally responsive, engaging, and physically and emotionally safe environment (Goal C). Actions to be Taken to Reach This Goal
Timeline
1. Continue to review 6 -12 historical achievement data, attendance data, and behavioral data, for dropouts to determine predictors (to be completed by January 2017) and develop an appropriate intervention plan (to be completed by end of June 2017 for 2017-18 training and implementation) for targeted students. 2. Provide Prek-12th professional development opportunities that include classroom management, learning focused supervision, SIOP, and culturally responsive pedagogy. 3. Investigate non-instructional factors that are negatively impacting students and implement appropriate services (beginning in 2017-18) to meet the social and emotional needs of targeted students. 4. Gabrielino will continue to hold its annual “Gab Week” to promote the positive community values and to stop bullying. th
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th
Proposed Expenditure(s)
Person(s) Responsible
Description
Type
Funding Source
Amount
August 2016August 2017
Site and district staff.
n/a
n/a
n/a
n/a
August 2016 – August 2017
Site staff.
n/a
n/a
n/a
n/a
August 2016 – August 2017
Site staff.
n/a
n/a
n/a
n/a
August 2016 – August 2017
Site Staff
Supports promotional materials and cost of Gab Week speaker.
Materials and supplies. Consultant fees.
LCFF Supplemental
$16,000
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
Subject: Family and Community Engagement (Goal D) LEA Goal: Students will benefit from improved family and community engagement. School Goal #4 Students will benefit from improved family and community engagement. Data Used to Form this Goal: Gabrielino and the rest of the district struggles to have parent representatives on site committees, such as School Site Council, English Learner Advisory Council, and Parent Teacher Association groups. This also occurs with parent and community representatives on district committees, such as District English Learner Advisory Council, District School Leadership Team, and Superintendent’s Parent Advisory Committee. However, attendance at parent education workshop/seminars is high in many cases. But, the families of our unduplicated students (low income, EL, and foster youth) are underrepresented on these committees and attend parent education workshops/seminars at a lower rate. Currently, the AERIES Parent Portal that houses secondary student grades for each course is accessed by 90% of Gabrielino parents and is utilized by 100% of the teachers at Gabrielino. Findings from the Analysis of this Data: These findings from the analysis of this data show that the school is challenged to have parents attend meetings, especially parents of English Learner, SED, and Hispanic parents.
How the School will Evaluate the Progress of this Goal / Identified LCAP Metrics: 1. Parent Workshop/Seminar Attendance will be tracked in year one to 3. Parent Event/Workshop evaluations will be tracked at school sites in determine baseline data. year one to determine baseline data. 2. School and District Committee Rosters will be used to determine 4. 100% of secondary parents will access parent portal,100% of all baseline demographic composition of committees. parents will submit accurate email addresses to schools, and 100% of secondary teachers will use AERIES grade-book linked to parent portal.
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Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
LEA Goal: Students will benefit from improved family and community engagement (Goal D). Actions to be Taken to Reach This Goal 1. The district will improve communication with families of English Learners and RFEP students by consistently providing parent education and notification materials/letters in the dominant primary languages of the parents using formatting that increases parent understanding and improves parent access to information. 2. Gabrielino High School will continue to coordinate with the City and district to promote the “One City One Book One Read” program.
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Timeline August 2016 – August 2017
Person(s) Responsible District and Site staff
Proposed Expenditure(s) Description This will fund a new Hispanic Parent Group.
Type Staff
Funding Source LCFF Supplemental
This will fund translation.
August 2016 – August 2017
Site staff
This funding will provide promotional material and books.
Amount $3000
$8000
Materials and supplies.
LCFF Supplemental
$6,158
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
Subject: Safe Learning Environment (Goal E) LEA Goal: SGUSD will have the organizational capacity and effectiveness to support our goals for our students. School Goal #5 SGUSD will have the organizational capacity and effectiveness to support our goals for our students. Data Used to Form this Goal: Unknown at this time. Findings from the Analysis of this Data: Unknown at this time.
Unknown at this time.
How the School will Evaluate the Progress of this Goal / Identified LCAP Metrics: Unknown at this time.
LEA Goal: Students will benefit from improved family and community engagement (Goal D). Actions to be Taken to Reach This Goal
Timeline August 2016 – August 2017
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Person(s) Responsible
Proposed Expenditure(s)
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
Appendix B - Analysis of Current Instructional Program
Standards, Assessment, and Accountability 1.
Use of state and local assessments to modify instruction and improve student achievement (NCLB) Gabrielino uses multiple sources of evidence from state and local assessments and other forms of evidence to investigate causes and undertakes interventions to address particular needs. Examples of classroom and local assessments used to meet Gabrielino’s goal to create systems of accountability that include assessment, evaluation, and implementation, include technology mobile device applications informal classroom assessments via performance tasks in ELA, math, science, and social science; ELA, science and social studies/history project-based assessments, and SSCC-aligned benchmark assessment in the four core areas. Gabrielino also examines local and state assessments as part of a continuous improvement effort, including math placement assessments such as student proficiency and progress on UCLA’s MDTP; California English Language Development Test/ELPAC, English language development assessment tools, SBAC-formatted classroom assessments in ELA and math, and graduation checks. The major purpose of assessment and accountability is improving significant learning outcomes for students.
2.
Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) All Gabrielino teachers use curriculum-embedded assessments. Teachers and school staff analyze these data to determine appropriate teaching strategies to meet the needs of the students and to assist in the development of new teaching practices. The results are recorded in the schoolwide grading program in Aeries’ Parent Portal. Scores from common benchmark and end – of-course final exams are recorded in the student data system, EADMs. These assessments are used to monitor student progress and the effectiveness of instruction. The results are used to reteach, modify and differentiate the curriculum to students needing extra support. Historically, Gabrielino used CAHSEE data and CST data to monitor student progress and modify instruction, with the exception of the California Life Science assessment given in the 10th grade. The school is transitioning to the new CAASPP testing system and is facilitating school-wide discussions of 2015 Smarter Balanced scores regarding the district’s targets for growth in 2016. The special education teachers have gone through additional training on implementing the CAA and will discuss data in the fall of 2016. Some ELA and math teachers have participate in SBAC interim assessment training. The state considers the 2016 CAASPP scores baseline data. Gabrielino continues to use CELDT scores to monitor the progress of English Language Learners, including L-TELs. The school will transition to the ELPAC Summative and Initial assessment in 2017 and 2018, respectively. Finally, the physical education teachers use California Fitness test results to determine placement and to
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Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
differentiate instruction to students as a result of the data. The school uses curriculum-embedded assessments (in addition to other informal and formal assessments) for monitoring the progress of students with disabilities towards end-of-year goals and IEP goals. Teachers use the information to plan and provide instruction targeted to each specific level of proficiency and academic ability level. All Gabrielino teachers currently design their lessons using the California State Standards. Teachers follow a district approved curriculum and state adopted and district approved textbooks and supplemental materials. Benchmarks and standardized assessments are used to determine the achievement of individual students in addition to schoolwide and sub-groups of students in all subject areas.
Staffing and Professional Development 3.
Status of meeting requirements for highly qualified staff (NCLB) Unknown data for 2016-2017 school year.
4.
Principals' Assembly Bill (AB) 75 training on State Board of Education (SBE) adopted instructional materials (EPC) I don’t know how to answer this prompt.
5. Sufficiency of credentialed teachers and teacher professional development (e.g., access to AB 466 training on SBE-adopted instructional materials) (EPC) All teachers have sufficient Board-adopted materials, and have participated in text specific professional development. 6. Alignment of staff development to content standards, assessed student performance, and professional needs (NCLB) The following staff development is planned for the 2016-2017 school year:
District-led SIOP training Leveraging technology to enhance student learning for 21st century learning Focus on Learning
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Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
7.
ELA, ELD, and math CCSS Standards & ELA/ELD and math framework Science NGSS Standards and Framework Understanding by Design Meeting the needs of included special education students
Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) All new teachers are enrolled in the local BTSA program with activities that focus on the use of standards-based instructional materials. New teachers receive two (2) years of support through the development of a cohort. Additionally, all teachers are observed frequently by an administrator and are evaluated annually. The administrative staff provides support in the areas of instructional practices, classroom management, and additional areas, as needed.
8.
Teacher collaboration by grade level (EPC) The school has regularly scheduled late start days for teachers to collaborate. The teachers receive professional development on pupil free days and attend relevant professional development opportunities off-campus.
Teaching and Learning 9.
Alignment of curriculum, instruction, and materials to content and performance standards (NCLB) Teachers and administrators are participating together in the adoption and implementation processes for transition to the new Common Core State Standards and the implementation of 21st Century shifts in mathematics and ELA as specified in CA 2015 ELA/ELD Framework and 2014-revised Math CCSS. This includes a math textbook adoption of BIG IDEAS and the 3D curriculum for ELD 3. These adoptions have access to digital curriculum aligned to the CCSS via one-to-one devices. Gabrielino is progressing towards effective use of one-to-one technology in the classroom to promote teaching and learning and staff will be trained in the SAMR Model (Substitution, Augmentation, Modification and Redefinition) via district professional development. Professional development and opportunities for collaboration support the design of lessons to promote and support 21st Century skills: Collaboration, Creativity, Communication and Critical Thinking. Teachers have and continue to collaborate to align existing curriculum with CCSS (ELA-ELD, sath, science and social studies/history).
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Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
10. Adherence to recommended instructional minutes for reading/language arts and mathematics (EPC) All sites adhere to the recommended instructional minutes for reading/language arts and mathematics. 11. Lesson pacing schedule (EPC) Gabrielino teachers develop and implement course-specific pacing schedules in order for all teachers to know when each content objective is expected to be taught and in what sequence to ensure all students experience equity and access through a guaranteed curriculum, including English Learners. Special education staff collaborate with core content teachers to develop pacing schedules for students with disabilities by consulting, designing and/or delivering differentiated instruction. 12. Availability of standards-based instructional materials appropriate to all student groups (NCLB) Sufficient standards-based materials are available for all significant sub-groups, including English Learners and special education students. The district purchases materials on the State-Adopted List aligned with the standards and are made available to all students. Teachers plan lessons in accordance with the department's curriculum guides, pacing guides, and the district's Educational Master Plan. 13. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials (EPC) All core academic courses utilize standards-aligned, board approved materials. The district purchases materials on the stateadopted list aligned with the standards. All teachers design lessons to ensure students have the opportunity to master the standards. All classroom material, textbooks, and supplemental books are district approved and aligned to the state standards. In addition to the state adopted textbooks and materials, standards-based supplemental materials have been approved by the district and are used by the teachers to assist all students with access and understanding of the curriculum. These supplemental materials are included in intervention classes, ELD classes, and special education classes.
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Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
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Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
Opportunity and Equal Educational Access 14. Services provided by the regular program that enable underperforming students to meet standards (NCLB)
Class time Tier 1 interventions Opportunities to demonstrate mastery learning After-school tutoring for the core content areas and World Language. Embedded support for struggling students in Academic Advisory Opportunities for credit recovery in ELA APEX online credit recovery
15. Research-based educational practices to raise student achievement at this school (NCLB) Gabrielino has a higly-effective Data Team and ELD Team that analyzes data and examines research-based education practices. The following research-based educational practices are in place to raise student achievement: Explicit Direct Instruction strategies Standards-Based educational program SDAIE Individual Tutoring *Opportunities for increased learning time (Title I SWP and PI requirement) *Transition from preschool to kindergarten (Title I SWP) Does not apply to high school.
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Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
Involvement 16. Resources available from family, school, district, and community to assist under-achieving students (NCLB) Family and Community Resources include, Open House, Parent-Teacher Conferences, Mental Health and Counseling Services. School and district resources include highly qualified teachers, instructional aides, school counselors, special education staff, CTE pathways, Workability, APEX online courses for credit recovery, and staff development. In addition, the school and district in collaboration provide: extended library hours (San Gabriel Education Foundation), National School Lunch Program, Network for a Healthy California, School Attendance Review Team and Board. Special education students also benefit from appropriate integration of students in general education settings, Community-Based Instruction with Ablenet curriculum, specialized academic instruction, extended school year (ESY), Transition Services, Language and Speech, and Occupational Therapy/Physical Therapy. Strategies to increase parental involvement (Title I SWP) 17. Involvement of parents, community representatives, classroom teachers, and other school personnel in the planning, implementation, and evaluation of consolidated application programs (5 CCR 3932) Parents, community representatives, classroom teachers, students, and other school personnel participate in the planning, implementation and evaluation of the consolidated application through: School Site Council and ELAC/DELAC Meetings.
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Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
Funding 21. Services provided by categorical funds that enable underperforming students to meet standards (NCLB) 22. Fiscal support (EPC)
Appendix C - Annual Evaluation Plan Priorities Identify the top priorities of the most recent board approved SPSA. (No more than 2–3.) Gabrielino’s top priorities are aligned with the district’s LCAP goals which are:
Students will be college and career ready. Students will receive high quality instruction and intervention to eliminate the achievement gap. Students will have an equal opportunity to learn and succeed in a culturally responsive, engaging, and physically and emotionally safe environment. Students will benefit from improved family and community engagement.
Identify the major expenditures supporting these priorities. The major expenditures associated with these priorities are:
To maintain the counselor to student ratio. To provide a block of ELD instruction to students. To increase access to technology.
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Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
Plan Implementation Identify strategies in the most recent board approved SPSA that were fully implemented as described in the plan. The strategies identified in the most recent approved SPSA that were fully implemented were: Support during the school day and after school for English Language Learners Low student-to-counselor ratio Implementation of the Academic Advisory After-school tutoring Successful implementation of the Data Team and the ELD team The One City One Book One Read program Anti-Bullying program “Gab Week” Addition of anatomy and physiology to start sports medicine pathway Identify strategies in the most recent board approved SPSA that were not fully implemented as described in the plan or were not implemented within the specified timelines. The strategies identified in the most recent approved SPSA that were not fully implemented include the Family Call Center. What specific actions related to those strategies were eliminated or modified during the year? All of the actions related to the Parent Call Center were eliminated during the year. Identify barriers to full or timely implementation of the strategies identified above. The barriers to implementation include scarce resource of time. What actions were undertaken to mitigate those barriers or adjust the plan to overcome them? The administrative team has a different approach this year to increase the engagement of our Hispanic parents. We will be developing a Hispanic Parent Group as articulated in the book, Reaching Out to Latino Families of English Language Learners. Page 30 of 34
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
What impact did the lack of full or timely implementation of these strategies have on student outcomes? What data did you use to come to this conclusion? Strong home-school connections support student success. There are some Gabrielino Hispanic families that are engaged, but most are not, and in fact feel that they are not welcome at the school. This culture decreases the academic success of our Hispanic students and without a shift, other strategies to support these learners will not be as effective.
Strategies and Activities Identify those strategies or activities that were particularly effective in improving student achievement. What evidence do you have of the direct or indirect impact of the strategies or activities on student achievement? Most of Gabrielino’s major initiatives started during the 2015-2016 school year. These include the English make-up class, the clustering of L-TELs into general ed classes, the after-school tutoring program, the Academic Advisory, the adoption of the new math textbook. Identify those strategies or activities that were ineffective or minimally effective in improving student achievement. The Academic Advisory will be re-examined for next year to determine the future of the program.
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Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
Based on an analysis of the impact of the strategies/activities, what appears to be the reason they were ineffective in improving student achievement? Lack of timely implementation Limited or ineffective professional development to support implementation Lack of effective follow-up or coaching to support implementation Not implemented with fidelity Not appropriately matched to student needs/student population Other: Eliminating it from next year’s plan Continuing it with the following modifications:
Involvement/Governance How was the SSC involved in development of the plan? The School Site Council had the opportunity to read and discuss the Single Plan in the spring and again in the fall of 2015. How were advisory committees involved in providing advice to the SSC? N/A How was the plan monitored during the school year? Throughout the school year, the School Site Council examined data that relates to the school's Single Plan/WASC Action Plan that aligns with the district's LCAP.
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Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
What changes are needed to ensure involvement of all stakeholders and adequate monitoring of planned activities and outcomes?
Outcomes Identify any goals in the most recent board approved SPSA that were met. The goals of the 2015-2016 SPSA were:
Students will be college and career ready. Students will receive high quality instruction and intervention to eliminate the achievement gap. Students will have an equal opportunity to learn and succeed in a culturally responsive, engaging, and physically and emotionally safe environment. Students will benefit from improved family and community engagement.
Gabrielino made progress toward these goals, and they are ongoing and align with the goals of the district LCAP. Identify any goals in the most recent board approved SPSA that were not met, or were only partially met. Gabrielino has identified increasing the number of English Learners who graduate and increasing the number of Hispanic students who graduate A-G eligible as the most important indicators for goals 1 and 2 above. We will know after June of 2016 if there is a positive trend for these metrics. List any strategies related to this goal that were identified above as “not fully implemented” or “ineffective” or “minimally” effective. All of the strategies related to these goals were implemented this year or will be in 2016-2017. We do not yet have data to determine effectiveness. Based on this information, what might be some recommendations for future steps to meet this goal? Page 33 of 34
Gabrielino High School’s LCAP-Aligned Single Plan for Student Achievement for the 2015-2016 School Year
Appendix E - Home/School Compact Student Pledge: * To attend school regularly. * To show positive school behavior. * To complete class assignments on time. * To complete homework assignments. * To ask clarifying questions of the teacher whenever in doubt. Parents Pledge: * To encourage their child to attend school regularly. * To encourage their child to show positive school behavior. * To review their child's homework. * To monitor television watching and encourage positive use of your child's extracurricular time. * To volunteer in your child's school if time or schedule permits. * To attend parent-teacher conferences and participate, when appropriate, in decisions relating to the education of your child.
Staff Pledge: * To provide high quality curriculum and learning materials. * To provide you with assistance in understanding academic achievement standards and assessments and how to monitor your child's progress. * To provide opportunities for ongoing communication between you and teachers through, at a minimum: * frequent reports regarding your child's progress. * opportunities to talk with staff, volunteer in class, and observe classroom activities.
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