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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.


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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Single Plan for Student Achievement 2016-17  
Single Plan for Student Achievement 2016-17