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.
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
Page 23 of 34