Gabrielino High School

Chapter Four: School Culture and Support for Student Personal and Academic Growth

Committee MembershipCo-Chairs

Chris Saporito, CounselorEllen Shimamoto, Librarian

The CommitteeJacqueline Borja, Counselor

Jose Ceballos, Classified StaffStephen Feng, English

Matt Gilmour, BusinessMo Hernandez, Campus Security

Julie Lanier, EnglishCheryl Main, Classified Staff

Chris Murphy, Special EducationJan No, Career Center

Jo Ann Ogden, PsychologistSheri Reuter, District Nurse

Shalla Rubalcava, Campus SecurityTom Shima, Social Science

Steve Swanson, Physical EducationTodd Terzian, Business

Jason Trapp, Foreign LanguageKevin Weir, Classified Staff

Derek Yuill, Speech & DebateDavid Edo, Music (2010-2011)

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E1. School Culture and Student Support Criterion To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process?

Regular Parent InvolvementPrompt: Evaluate the strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Comment on the effectiveness of involving non-English speaking parents.

Findings Supporting Evidence

Gabrielino High believes that parent involvement is crucial to student success. In order to keep parents up to date on the events and offerings at the school, the school website has been updated and redesigned. Additionally, the administration is making greater use of the automated phone system and the school’s marquee. Gabrielino High is in the process of piloting an experimental use of on-line grading books and grade reporting to help parents better monitor their students’ academic progress (the AERIES Parent Portal.) Open House and Back to School Night include a welcome from the Principal, Site Council, and PTSA and invitation to get involved, as well as blocks for parents to visit classrooms and meet their student’s teachers. On Open House night in particular, parents are invited to explore the campus and classrooms and see what opportunities exist on campus for their students. The administration and counselors visit the feeder middle school to begin encouraging parents to get involved even before their students arrive at Gabrielino High. Gabrielino High also has an active PTSA that supports student activities and curriculum. The PTSA raises money for several scholarships and is involved in the holiday gift basket drive among many other activities. The GHS School Site Council, which includes elected parents, students, teachers, staff, administrators, and community representatives, acts as an advisory board for the school. The Site Council assists in the planning, implementation, and evaluation of various educational programs and grants. All parents are encouraged to attend the Fall and Winter Financial Aid and college information meetings, even if their students are not yet applying to college. Gabrielino High holds Parent Information Night and College Information/Financial Aid Night in English, Mandarin, Cantonese, Spanish, and Vietnamese. In the Spring, an additional informational night is held to help parents understand how the scheduling process works in preparation for scheduling for the following year. At all of these meetings, FBLA (Future Business Leaders of America) and Interact Service Club members are available to escort parents to the appropriate classrooms and provide translation services. Parents of English Learners are required to attend or to send a proxy to

Open House, Back to School, Financial Aid Night, Grade Level Info. Week

Mock Trial, Athletic, Speech and Debate Boosters, PTSA involvement in Holiday Gift Basket Drive

School Site Council minutes

City of San Gabriel/YIG, Optimists, Key/Kiwanis, Parks and Rec, Interact/Rotary, FBLA, Asian Youth Center, LA CALSOAP,

ELAC Committee Connect Ed program. Community Liaisons Translatable Website AVID Parent Meetings ASB calendar

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four English Language Acquisition Committee meetings each year. These meetings inform parents about the education their child is receiving, provide answers to questions parents may have about the school or the community, and include a community leader who serves to inform and educate the parents. The school provides baby-sitting and multiple-language translation at these meetings. The school also requires parents of students in the AVID program to attend mandatory meetings. Gabrielino ASB continues to have a strong presence on the campus. In addition to the various other clubs and teams that its members belong to, ASB continues its tradition of organizational leadership, community service and school events planning. This past year saw the continuing relationship with the American Red Cross with the biannual blood drives and a great turnout for the Holiday Gift Basket Drive that is coordinated with San Gabriel Community Coordinating Council. ASB also takes a major role in planning and executing every major student-centered activity on campus, from Spirit Week and Gab Week to every rally. The ASB student leaders believe in the mission of servant leadership and there will be a renewed focus next year on increasing the community service. The Student Center on campus also notifies all parents of absent students on a daily basis. These notifications are done in multiple languages. The district employs translators who are available to help parents communicate with the school as well as for teachers who need to communicate with parents. Students are referred to the counselors and discipline if their attendance issues become chronic, and student-specific plans are developed. The San Gabriel Educational Foundation (SEF) is also highly active in the community, helping keep the local community involved and active in the day-to-day life of all schools in the district. They also provide grants to school sites and scholarship funds to students. The City of San Gabriel provides an amazing opportunity with the Youth In Government (YIG) program; students are able to partner with city officials and go “behind the scenes” and learn how to run election campaigns, manage departments, and even how to maintain the trees and traffic lights in the city.

Use of Community ResourcesPrompt: How effective is the school use of community resources to support students, such as professional services, business partnerships, and speakers?

Findings Supporting Evidence Although San Gabriel is a small community, Gabrielino High has a rich tradition of including community members in many aspects of the school’s program. Gabrielino High utilizes many local vendors in recognition and fund raising programs, as well as asking them to provide

Job Placements and College Fair through Career Center, donations from local

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job opportunities for the students. Through the local Rotary Club and YIG programs, students are mentored by adults and learn about various careers. Gabrielino High graduates are encouraged to continue to be involved in the school, and many come back to serve as tutors, role models, coaches, and advisors. Mock Trial, Speech & Debate, and FBLA use these mentors extensively. AVID is increasing the use of community resources to help students achieve. Recently, Gabrielino Alumni have created an Alumni Network to help current students develop the skills they need to succeed beyond school; this past year they provided workshops on interviewing techniques and skills and how to effectively write a resume. Many classes also incorporate guest speakers from the community. The school has also utilized community resources such as Smith Park and Alhambra Golf Course for the athletic programs. The athletic programs strictly adhere to the CIF standards for academics and behavior. Many coaches use the athletic teams to help promote issue awareness (such as Breast Cancer fundraising, and Ovarian Cancer awareness) and faculty recognition (halftime events, etc.) to further encourage community participation. The Career Center relies on community support and representation for the college and career fairs, which take place at least twice a year. The career center also oversees the ROP program to provide students with access to community-based vocational training programs, and facilitates students’ enrollment in ROP courses offered in different districts. Guest speakers and mentors are used extensively, such as in the Fashion Merchandising class. Through the local Asian Pacific Family Center (APFC), and La Casa Community Center, families are provided with resources for job placement, behavior modification, and health issues. The District Family Resource Center coordinates many of the referrals to these agencies.

vendors/businesses, participation in Tongva Card program,

AMP (Alumni Mentorship Program), Speech & Debate/Community Business Fundraiser Night

Guest speakers for AVID and Peer Helping, and various clubs

Fashion Merchandising Mentors

Rotary Club Youth In Government CIF rulebook Faculty recognition

games HIV/AIDS and Cancer

awareness games APFC La Casa Community

Center

Parent/Community and Student AchievementPrompt: How does the school ensure that the parents and school community understand student achievement of the academic standards/expected schoolwide learning results through the curricular/co-curricular program?

Findings Supporting Evidence Gabrielino High provides parents and community members up-to-date data on schoolwide performance and expectations through a variety of media. Each year, a packet is sent home which outlines the mission statement and the academic standards; at Back to School Night the previous year’s testing results are shared with the community. The school website is available for all to see, and includes the API and AYP information. The school’s daily bulletin and monthly newspaper are also available both in hard copy and online. The district newsletter, Vista, is mailed home to all city residents, and is available in multiple languages.

School website (Principal’s message, AP’s Corner)

Beginning of the year packet, student handbook

VISTA Renaissance Rally,

Sports Rally, holiday

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Parents have easy access to teachers via e-mail or telephone, and parents are encouraged to participate in the PTSA or School Site Council, as well as participating in other functions on campus throughout the year. This year, Gabrielino High is piloting a program where parents can access the student’s grades online for particular teachers through the AERIES Parent Portal. In addition, staff members have expanded the use of the ConnectEd system, school marquee, and have also created a Facebook page to help disseminate information about the school and upcoming events. Parents of students in the special education programs also receive detailed information as to how their child is progressing towards meeting their IEP goals, and annual meetings are held by the case carrier, parent and a classroom teacher to modify the IEP as needed. The athletic department and the music department utilize a parent booster program to allow for parents to actively participate in their students extra-curricular activities. All teachers are required to send home detailed classroom grading information and grading policies; most teachers require parent signatures on these syllabi in order to ensure parents are clear about the requirements to earn credit or particular grades in any class.

performances, drama performances, AVID open house, Speech & Debate Showcase, Fashion Show

Spec. Ed. Quarterly progress report on goals and objectives

Booster clubs IEP schedule AERIES Parent Portal Classroom Syllabi

(distributed to students and also kept on file in the Assistant Principal’s office)

Additional FindingsPrompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed?

Findings Supporting Evidence Gabrielino High makes a concerted effort to involve parents in helping students to achieve their highest academic potential and to behave appropriately on campus. There is a parent notification component in the tardy and truancy policy that mandates contact home if a student is habitually late to class or truant. Progress reports are sent home at the end of each 5-week grading period. Parents of students in danger of failing must be given notice before a student earns a grade of F as a semester grade. Counselors regularly act as liaisons between parents and teachers to facilitate communication. Each year, letters are mailed home from the counselors to the parents of any Junior or Senior who is in danger of not graduating on time. These letters are translated into the appropriate home language, and phone contact is often made via translators for the non-English fluent parents. This is in addition to the meetings counselors schedule with any student who earns a grade of D or F in any grading period.

Aeries database Tardy policy Grading policy Classroom Syllabi “Close on Grad”

informational letters

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Critical Academic NeedsPrompt: Comment on the degree to which this criterion impacts the school’s addressing of one or more of the identified critical academic needs.

Findings Supporting Evidence

The school Single Plan for Student Achievement, in conjunction with the School District’s Master Plan, addresses issues of campus security and parental involvement. All staff members have been provided information regarding the SPSA and Master Plan, and are expected to facilitate the effective implementation of the SPSA and applicable portions of the Master Plan. Additional resources have been used to offer trainings to counselors and administrators on how to effectively deal with and minimize bullying and cyberbullying. An additional campus supervisor was also hired to help monitor the campus environment and assist students. Gabrielino High has also taken steps to improve the safety of the parents and students in the parking lot, by creating a supervised entrance and exit plan for pedestrians, cyclists, and cars. As part of a recent bond measure, a redesign of the campus entrance is being considered to help facilitate access and eliminate back-ups of traffic onto San Gabriel Boulevard. Additionally, the school’s security camera system was updated and coverage was improved.

SPSA Security staff Cyberbullying

materials & initiatives

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E2. School Culture and Student Support Criterion a) To what extent is the school a safe, clean, and orderly place that nurtures learning? b) To what extent is the culture of the school characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement?

Safe, Clean, and Orderly EnvironmentPrompt: Comment on your analysis of a) the existing policies and use of resources to ensure a safe, clean and orderly place that nurtures learning and b) all aspects of the school with respect to safety regulations.

Findings Supporting Evidence Since the last self-study, Gabrielino High has added an additional Campus Supervisor position, bringing the total to three (two male and one female.) Gabrielino High has also upgraded the security camera system to a state of the art digital system, as well as adding additional cameras and improving the strategic covering of campus by these cameras. Gabrielino High is a closed campus, and at all times at least one Campus Supervisor is in charge of the front gate of the school. At lunch, most administrators are out on campus supervision duty. Staff has also looked at traffic entering and exiting the campus, and has taken steps to facilitate entrance and exit by pedestrians, cyclists, and cars. The school has a team of custodians who are highly visible and routinely cleaning the campus of litter and making sure that any graffiti is immediately removed. During the summer, custodial staff follows a strict campus cleaning schedule, and each classroom is repaired as needed. Each year through the Parent/Student Handbook, parents are given updates as to any modifications in the school wide safety plan. Throughout the school, the Williams Complaint Procedures are posted and visible. Gabrielino has an emergency plan in place that follows District and State guidelines and is updated yearly with input from the District nurse, health aide and the administrators. Drills are held on a regularly scheduled basis. The SPSA specifically addresses the need for anti-bullying and anti-bias programs and education on campus. Staff and students are knowledgeable about the process for reporting and handling any complaints. The administration seeks to deal with any discipline issues quickly and efficiently. The administrative team shares responsibility in enforcing discipline; they deal with students based on alphabetical grouping to provide consistency, but consult with one and another to ensure rules and policies are enforced equally. Staff at Gabrielino High perform regular drills to ensure that the staff and students know how they are expected to respond to an emergency. Teachers are able utilize the IP phones and email from their room to update the office if there are concerns related to safety in their classrooms, and all classrooms are connected to at least one other classroom to help facilitate communication.

Multiple campus security personnel

Custodians clean/resurface floors every summer, power washing of paver stone campus wide, general everyday upkeep includes student workers, district maintenance on site when needed. Immediate clean-up response to tagging incidents whenever possible

Single Plan for Student Achievement

Teachers cover their classroom guidelines and expectations at the beginning of the year.

Williams complaint procedures posted in every room.

Emergency plan Campus security at

main gate and between passing periods, custodial staff

School can be completely locked down, 3 full time security guards; SRO

Two assistant principals are assigned to student management

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Staff and students are reminded through the bulletin and through the campus wide recycling efforts to keep the campus clean, although this is a constant struggle. Custodians are vigilant about keeping the campus tidy, and are often seen patrolling problematic areas to help minimize the trash. The campus has been declared a drug-free zone, and drug and alcohol sniffing dogs come through campus several times a semester for random searches of the classrooms and parking lot. Each year, grade level assemblies are held at the start of the year to remind students of the policies related to student expectations and policies, and all students have been required to take Freshman Seminar—which includes a detailed unit on campus rules and procedures. All students receive a copy of the school handbook at the start of the school year, and the information is also available on the school’s website. Students are able to use the Peer Helping program to help resolve personal issues and interpersonal disputes; counselors are available to assist in resolving disputes as well. Many classroom teachers work to help resolve student disputes and often inform counselors or administration of issues when they come to the teachers’ attention.

Teachers are provided maps for posting; Regular drills (fire, earthquake, disaster)

intercom for alerts; new IP phone system;

Peer Helping course for students with mediation training, Peer Helpers mentor

Counselors Recycling bins around

campus Student Handbook

given to each student in the first week of school; class level meetings address behavioral and classroom expectations

Freshmen Seminar addresses additional behavioral and classroom expectations for all 9th grade students.

Canine unit conducts random searches.

High Expectations/Concern for StudentsPrompt: To what extent does the school demonstrate caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning?

Findings Supporting Evidence Gabrielino High has a rich tradition of providing an enriched extra-curricular experience for the students. Gabrielino High has many clubs and organizations on campus, dealing with a wide variety of topics. Each club has an “open door” policy, and allows for students to join as they desire. The clubs and organizations acknowledge and celebrate diversity. Peer Helping, GLSBA, Circle of Friends, Interact and NHS have taken the lead in reaching out to their peers and helping them understand differences and promote tolerance. The counseling department and the Social Science department have committed to providing each student with a four-year learning plan, designed to meet their needs and desired ambitions. New ways to use this plan are being piloted in the AVID classes and in the Economics classes. Students are encouraged to take advantage of electives on campus to broaden their academic scope and career potential. Teachers and GHS as a whole hold students to high standards of behavior in classes. The staff understands that maintaining a strong relationship with the students can

GLSBA, Circle of Friends, Fit Club, Christian Club, Peer Helping, CSF, NHS, etc.

Intercultural fair (food fair)

Meetings with counselors ensure that students develop a realistic plan

Freshman Seminar Career Project, College Visitations and Fairs, Vocational Fairs, ROP (Fashion

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help mitigate security issues or other problems. Teachers and staff members show support for students outside of the classroom, and are often involved as coaches, actors, mentors, and chaperones. Teachers are readily available during free time (before, during, at lunch and after school) for extra support, and, as a result, maintain high expectations of all students regardless of academic level. Teachers strive to use a variety of instructional strategies to better serve their students and help all students achieve to their highest level. Student accomplishments are recognized throughout the year via the Renaissance program and assemblies. Students of all abilities are presented a wide range of academic opportunities. All students are given the opportunity to accomplish their academic goals. This year’s Renaissance Rally saw a renewed emphasis on student achievement. The program included several novel activities that saw staff members competing with Renaissance Award winners during a “Survivor” themed assembly that culminated in a staff vs. student tug-of-war.  Everyone in attendance noted the higher level of excitement and engagement in the room. This was due to a change in the presentation format as well as a focus on celebrating the achievements of a narrower group of students during the assembly. Other student award winners were recognized in their respective classes the day before. The importance of site administration’s leadership in this new direction cannot be overstated.  

Merchandising, Sound Tech, Gab N Go, Stagecraft, Woodshop, Professional Actor’s Workshop, AutoCAD, AVID

Renaissance assembly programs

Teachers provide students with syllabi; school provides students with Student Handbook outlining campus rules; freshmen take Freshman Seminar course

Counselors get to know their students on an individual basis (five counselors)

Teachers and staff often attend athletic sporting events and are also involved in Speech and Debate judging, club advising, theater performances, coaching, etc.

Student achievement recognized in school bulletin, Renaissance Program

Many teachers’ rooms are open during lunch, teachers provide lunchtime tutoring

Counselor notes in AERIES

Specialized academic instruction classes; Honors & AP classes; Variety of ROP classes; 504’s & IEP’s for students with special needs

Summer school makeup and get-ahead courses

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Atmosphere of Trust, Respect and ProfessionalismPrompt: To what degree is there evidence of an atmosphere of trust, respect and professionalism?

Findings Supporting Evidence Since the last self-study, Gabrielino High has revised the mission statement of the school to place an emphasis on building on the students’ strengths and talents. The focus also remains on Constant and Never Ending Improvement. Through the Renaissance program for students, the evaluation program for teachers, and the continuing desire for professional development, the staff is making great progress in meeting the needs of the students. Teachers at Gabrielino High take great pride in their work, their relationships with their fellow staff members, and in helping their students grow both academically and personally. The staff also believes strongly in allowing students to assume responsibility for learning, and accepts student input on many levels. Classrooms are places that the students come not just to learn, but also to socialize and interact. Students are encouraged to mentor each other both academically and socially. The staff believes that they are all “front line” counselors for the students, and make frequent referrals to the support staff for intervention and guidance. Peer counselors are utilized to ensure that the students are adapting to high school and that they feel accepted and empowered to learn; NHS and CSF tutors and members of the Alumni Association work to help students improve. The staff prides itself on serving multiple roles for the students, and recognizes the value of serving as a coach, mentor, educator, and facilitator. Students are allowed and encouraged to communicate their concerns about Gabrielino High through the Student Forum, ASB, teachers, administrators, and counselors. The staff believes in the importance of collaborating to meet the needs of the students effectively, and strive to create a “family” atmosphere. Besides programs like BTSA and PAR geared toward helping particular groups of teachers (the inexperienced and those in need of remediation, respectively), teachers at Gabrielino High routinely share resources with their subject teams and departments; teachers often collaborate with their peers in other departments to share best practices and proven techniques. More experienced colleagues share tips and advice with their peers, and those with particular skills (technological, reaching unmotivated students, helping with language acquisition and so on) act as informal mentors and resources. Gabrielino High’s teachers also routinely participate in staff development based around sharing best practices; any teacher may offer to share a technique or skill in workshops during designated periods on staff development days. As use of the AERIES Parent Portal is rolled out school-wide, teachers who have been trained will in turn train the rest of the staff; this is a common technique at Gabrielino High and has been used in the past to introduce DataDirector, classroom clickers, and even things like the phone and email system.

BTSA, ESLRs, teacher-led staff development, “Best Practices” in-services

Teachers’ rooms are open during lunch and before and after school for meetings, tutoring, individual help, socializing. Staff regularly meet on a social level

Teacher referrals to counselors for student counseling

Peer Helping Teachers and staff act

as club advisors, coaches, chaperones, event security, tutors, and mentors

Student Forum, notes from teachers, counselor notes in AERIES.

IEP’s, accommodations, 504’s, teacher & counselor notes, notes in AERIES.

Social Committee Administrative “Open

door” policy Monthly lunchtime

faculty meetings; department and Cabinet meetings; staff e-mail

“Trainer of Trainer” methodology for DataDirector, AERIES Parent Portal, and best practices

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School Culture and Student Support: Additional FindingsPrompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed?

Findings Supporting Evidence

The staff believes that it is important to offer students opportunities to provide and receive additional support/help for and from their peers. The staff at Gabrielino High also desires to provide opportunities for students to demonstrate their respect for the campus and their peers.

Tutoring offered by CSF and NHS, AVID tutoring, teachers are available formally and informally before, during, at lunch and after school

Interact, Optimist Club, Circle of Friends, Peer Helping

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E3 and E 4. School Culture and Student Support Criterion E3. To what extent do all students receive appropriate support along with an individualized learning plan to help ensure academic success?E4. To what extent do students have access to a system of personal support services, activities and opportunities at the school and within the community?

Adequate Personalized SupportPrompt: To what extent does the school have available adequate services, including referral services, to support students in such areas as health, career and personal counseling, and academic assistance? How direct are the connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services?

Findings Supporting Evidence Gabrielino High provides many on campus resources to help students be successful. Five counselors serve the approximate 1800 students. Students are alphabetically assigned to a counselor, who provides academic, social, personal, and career information to students throughout their four years. Students can work with other counselors as well. Students can access their counselors before school, during lunch, after school, during passing periods, or (if an emergency) during class. Students may also schedule appointments during the school day to discuss particular issues or goals with their counselor. The student support services include a school psychologist, speech and language therapist, teacher-librarian, district nurse, five PPS (Pupil Personnel Services) counselors, Family Resource Center interns, Asian Pacific Family Center outreach specialist, PPS counseling interns, ROP counselor, and a Career Center technician. Teachers and counselors work together to identify students with academic or personal issues. Counselors provide referrals to the appropriate support agencies such as the district’s Family Resource Center, Asian Pacific Family Center, or the Department of Children Family Services. Many teachers keep their rooms open and tutor students before school, at lunch, or after school. There are several organizations to offer more assistance if students require it; tutoring is available after school, before school, and lunch. Individual and group tutoring are available. Students who qualify for 504 plans and IEP’s are given modifications and accommodations in their general education classrooms and for statewide testing (if stated in the IEP). Teachers work with counselors to identify students who are struggling in their classrooms. Student Study Teams are formed to discuss additional accommodations and whether academic testing is needed in cases of serious need. All teachers are asked to provide input on their students, and counselors take the lead during the Student Study Team process. The Special Education Department seeks to ensure appropriate placement and services that encourage academic growth and success for the students who qualify under federal guidelines (IDEA). The student’s parents, counselor, general education teacher, special education teacher,

Students meet with counselors individually to plan their courses for the following year

4 year personalized learning plan, CHOICES, Career Center (info. on 4 year universities/colleges, community colleges, vocational schools, military opportunities), Interest Surveys, Financial Literacy, graduation requirements in student handbook

READ 180 program, ELD classes, Reading Intervention, AVID, Co-Teaching (Spec. Ed), IEP/504 Implementation, Media Center Information Literacy

CSF, NHS, AVID Freshman Seminar

curriculum IEP’s & 504 plan

accommodation form. Referrals for SST’s.

SST meeting notes. 157

school psychologist, and student normally attend the SST meeting. GHS provides a Resource Specialist Program, Special Day classes and SELPA classes designed to provide more academic support and remediation when needed for qualified students. Students with special needs are supported by a variety of services. An Adapted PE Specialist serves students within the Special Education program, and helps ensure that even the most severely challenged students get appropriate physical activity. Upon arriving at GHS, each special needs student is placed on the caseload of a Special Education teacher who tracks the progress of that student until graduation. In an effort to intervene with students who are struggling, some teachers provide counselors with grade print outs of students who have a low D or F in their classes (all offer academic critiques of students in danger of failing), and case managers or counselors make phone calls to parents to keep them informed. Some teachers will also call parents directly with the information; others prefer to use the case manager or counselor as a liaison. With assistance from the attendance clerks, counselors and assistant principals refer students who have chronic absences to the Student Attendance Review Board (SARB), where the SART (Student Attendance Review Team) includes the Assistant Principal, counselor, parent and student. Every year the school district nurse advises staff about referrals for students who demonstrate special health related needs (such as being underweight, pregnancy, skin disorders, eyesight and/or hearing issues, and so on.) Additionally, the Health Office on campus oversees immunization events like the Flu and this past year’s Tdap booster clinics, and provides basic assistance to students who become ill or are injured on campus. Student Peer Counselors provide additional support to students for conflict mediation, academic support, individual support or Big Brother/Big Sister program referrals. New students to the district are provided with Peer counselors to help them adjust to school. The National Honor Society (NHS) provides individual and group tutoring for all students. Students can request a tutor or teachers can refer students for additional help. Counselors match up the NHS member with the student based on the subject needing support and the personalities and availability of NHS members. AVID provides tutoring to all students after school and during lunch in Math, English, Social Science, and Science; additionally, CSF also offers tutoring support to any interested student. ELD students have special drop-in tutoring sessions available to support them as well. Gabrielino counselors and the teachers of the Freshman Seminar course were working to improve a four-year learning plan through the computer-based Choices program. A six-week Information Literacy career themed unit is co-taught with the Teacher Librarian and regular classroom teacher. The goals set in the Freshman Choices program are being revisited in the Economics classes as part of the financial literacy component of the course. Students in Freshman Seminar and Health & Safety classes were introduced to the Student Handbook and the school information, guidelines and rules. A monthly and weekly calendar is in the student handbook, and is used to help students develop the organizational skills needed to succeed in high school. With the loss of Freshman Seminar and Health & Safety

SST accommodations sheet.

Grade print out of students who are performing below 60%.

NHS tutoring forms, list of assigned students.

AERIES notes ROP lists FRC referrals, APFC

referrals, DCFS child abuse reports

School provides regular health screenings for hearing, vision; flu & TDAP shot clinics provided.

Students are tested; IEP meetings are held regularly with parents invited

Attendance letters, SART and SARB contracts.

Cal SOAP program CSULA

representative Career Center

bulletin Peer Counselors NHS tutoring referral

form. NHS member list of availability.

AVID tutoring schedule

Adapted PE Specialist.

Speech and Language Pathologist.

Alumni Mentor program & workshops

Classroom Technology

Ed. Adjustment meetings three times a year.

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due to budget cuts, the potential to move the career goals, school information, and information literacy units into other courses is being explored. Technology is provided in classrooms to help allow student access to multiple modalities. Teachers who have requested the technology have document cameras and LCD projectors in their classrooms. Students are allowed to use and develop materials using specific, advanced technology in the technology education areas: woodshop, engineering, designing and architecture, and in keyboarding and computer applications. Many other subjects encourage the students to use technology in their classwork, such as PowerPoint presentations, incorporating Excel Spreadsheets or Photoshopped items into projects, or even using websites like NoodleBib or Turnitin.com. The Media Center has 38 student computers dedicated to student use, and there are several more computers available for student use in the Career Center. These computers are available on a first-come, first-served basis before school, at lunch, and after school, and during class when the labs are unscheduled. A school psychologist provides services to special needs students. The psychologist is also responsible for mandated counseling, testing, and presenting assessments at the initial and tri-annual IEP meetings of students. A Speech and Language Pathologist is available 2 days a week on campus, but is available full time via email or phone. The Speech Pathologists works with students who have communication difficulties in articulation, fluency and expressive/receptive language. She provides support to staff members who come in contact with the students with communication deficits, and also collaborates with the Special Ed. Multi-disciplinary team towards the progress of these students. Gabrielino is part of a local consortium offering several ROP classes; these courses provide career training with ROP support and internships. The Gabrielino High career center facilitates students signing up for classes at local high schools. Gabrielino High has a part time ROP counselor to work with the students and monitor their progress in these classes. The Career Center organizes several college fairs on campus throughout the year. The Career Center brings in speakers and programs to further assist students with college and career planning. The Career Center also publishes a monthly bulletin that announces scholarships, visits by college representatives, college reminders, trade school, and military opportunities. Students have requested help with the college application process—they often request services already offered on campus. After a review of the students’ requests and the services available, it is clear there is a publicity rather than a service problem. Efforts to better publicize the functions and the resources of the Career Center are being explored. Students at Gabrielino have access to community based resources as well. The SGUSD Family Resource Center (FRC) and the Asian Pacific Family Center (APFC) provide graduate counseling. Marriage and Family Therapist (MFT) interns assist counselors with ongoing individual, group and family counseling. There is a Cal SOAP (Student Opportunity Access Program) representative who works in the Career Center 2 -3 times a week to assist the counselors with college information, CSU workshop presentations, and helping ensure students fulfill UC/CSU A-G

READ 180, Sheltered classes, summer CAHSEE intervention classes.

RSP, SDC, SELPA classes

Special Education program

School Psychologist ROP course

listing/description Staff Development

and POP Goals

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Requirements. There is a CSULA representative who works in the Career Center to advise students on CSU eligibility requirements, CSU applications, and any questions pertaining to college applications. This past year the Alumni Mentor Program (AMP) was created as a means to offer more connection between current students and the post-secondary world, and offered several seminars on topics such as writing a resume, networking, and interviewing skills. In an ongoing effort to help students transition out of high school successfully, counselors review credits for their 10th, 11th, and 12th graders to determine the likelihood of the student being able to graduate with their class. Students who are significantly behind on credits may be referred to adult school or to the district’s continuation school, Del Mar High. Students who are behind in credits can catch up on credits and return to Gabrielino High to graduate, or if they are more successful at Del Mar High, they can continue on and earn a diploma from there. Teachers make an effort to effectively teach ELD students by providing curriculum that meets the needs of diverse learners. All teachers are expected to utilize SDAIE strategies extensively, and are expected to help students build their academic vocabulary regardless of their ELD status. The staff continues to be focused on helping the ELL population not only pass the CAHSEE, but move into ever more challenging and rigorous courses. It is usual for ELD 3, 4, and 5 students to take College Preparatory classes as soon as feasible, and a noticeable percentage elect to take AP or Honors courses when they themselves feel ready for those courses.

Direct ConnectionsPrompt: How direct are the connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services?

Findings Supporting Evidence Curriculum and lesson plans are based on California State Content Standards and state frameworks in all subjects where standards exist. Students are required to meet all of the state standards for graduation.Students are expected to pass state physical fitness standards. Students who do not pass content standards are required to retake specific classes until they pass. In order to support the students in this process, there are five counselors, who often serve as PPS supervisors for graduate counseling interns who are working on their PPS credential. Tutors are available from several different groups on campus, and teachers use DataDirector for information for current student interventions. Peer Counselors and AVID also work to help students who may be struggling. Students can utilize the Media Center from 7:30 – 4:00 daily to supplement their learning in the classroom. The Media Center is staffed with a full time Teacher Librarian, (also the District Librarian for

Use of formative assessments, DataDirector, establishment of benchmarks, quarterly reports on all goals and Objectives (Spec. Ed.)

5 counselors for 1800 + students, far above the average for the state of California

Student who do not pass state physical fitness standards are

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SGUSD’s five elementary schools), and one full-time clerk/technician position. In previous years, Gabrielino High was able to extend the Media Center hours until 6pm through a variety of funding sources. However, due to the budget crisis the extra hours had to be eliminated. The administration is examining possibilities to secure funding to extend the current hours of the Media Center. Teachers regularly use the Media Center and its resources to provide students with a variety of resources for learning. The collection has been carefully selected to meet the needs of the school’s diverse population, with many books available in varied languages and reading levels. There are also online subscription databases to supplement the print collection that students are able to and encouraged to access these databases from home. The primary mission of all support staff on campus is to help the students achieve highly, and all staff work hard to help students do their best.

required to take PE again.

The Media Center provides a teacher librarian and class periods during which the students can learn about research methods, technology, and other skills.

NHS tutoring referrals

AVID lunch & afterschool tutoring

D & F monitoring DataDirector

Strategies Used for Student Growth/DevelopmentPrompt: Evaluate the types of strategies used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection.

Findings Supporting Evidence At Gabrielino High, the staff tries to encourage all students to select the most rigorous courseload that is appropriate for that particular student’s interests and abilities. Although there is not full open enrollment in AP and Honors classes, the policy is to be as inclusive as possible; most AP classes use meetings and quizzes to inform students about the difficulty and time commitment the class will require. All students are welcomed to subject-specific informational meetings that are publicized in classrooms, in the bulletin, and on the school website. If a student has fulfilled the prerequisites (i.e. completing Pre-Calculus before enrolling in AP Calculus, or being a Junior to take AP US History), all students are considered for the available spaces. Due to scheduling, class size, and budgetary restrictions, Gabrielino High cannot accommodate all who wish to take each AP or Honors class. However, AP and Honors teachers work diligently to ensure access for as many students as possible—in Social Science, where classes are required for graduation, College Prep sections have been converted into AP courses when enough students have expressed interest. In Science, where the AP and Honors programs are seriously impacted by budgetary and space limitations, teachers collaborate on admission lists to ensure that as many students as possible get at least one AP or Honors class. Students who have lower grades or are still considered

4-year plan Counselor meetings AVID AP/Honors Recruitment

Procedures NHS, CSF, Peer Helping

mentorship Alumni Mentor Program Special Education Co-

teaching model County Special Ed

classes’ use of music as a reward

Profile sheets of Special Education students DataDirector and AERIES.

Teacher and counselor notes.

Teacher recommendation,

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ELD are considered alongside all other interested students; many AP and Honors classes weight “interest” and “motivation to take this particular class” more highly than previous performance or academic grades as teachers recognize some students may have a passion for Government that is missing for World History, or who have a love of Chemistry but not Biology. Historically underrepresented students are actively recruited into the AP and Honors program, particularly into classes like Honors World and AP US History that have no prerequisite beyond year in school. Gabrielino High is working to expand the AVID program, and the NHS, CSF, and Peer Helper programs to encourage more students to take academic risks. Counselors work closely with students, showing them how taking a risk can pay off when it comes time for college, scholarship, and job applications. The Alumni Mentorship Program, run by Gabrielino High alumni, is offering real-world experience and knowledge to help encourage students to take advantage of the many opportunities on campus. Teachers have access to AERIES and can view grades of their students to see if students are struggling in other classes as well. Teachers use DataDirector to identify areas of academic concerns based on students’ previous standardized test results. Teachers regularly communicate with each other and the counselors to discuss strategies to help students who are struggling academically or behaviorally in the classroom. Teachers inform counselors of students who may need additional support. This may begin the process for a Student Study Team, or provide the student with referrals to Peer Helping or a peer tutor, depending on what is in the student’s best interest. During the first five weeks of each semester, math and foreign language teachers may still make placement changes for students who may have been misplaced in their classes; this process also occurs for ELD students and other students with special needs. Accommodations and modification for students with IEPs and 504 Plans are addressed in the general education classes. IEP team members encourage special education students to take classes in general education whenever appropriate. To offer additional opportunities to the Special Education students, we are piloting a Special Education Co-Teaching model to see if this will better help the students, and will analyze data at the end of the year to determine if the program has helped the students perform better. If it proves successful, the administration and staff are prepared to expand the program. Since Gabrielino also houses county-run special education programs, those students are allowed to participate in the GHS elective program as their abilities allow. Case Carriers for students with IEPs work with the student’s teachers to gather academic information on a monthly basis. Teachers of students with IEPs are given confidential profile sheets that list the student’s strengths, weaknesses, strategies, accommodations, disability and any behavioral concerns. Parents, teachers and counselors work together to identify classroom needs of the students; for example, sitting in the front

benchmark assess., grades, CST data.

Counselor notes, teacher emails or notes to counselors.

Electronic form sent to a student’s teacher.

Profile sheets of students with IEP’s.

Jefferson Middle School placement lists.

Emails from parents and teachers. Note to teachers about special requests

ELD students and special education students are part of the general education classroom whenever possible

Student info is accessible to all teachers and administrators (Aeries, DataDirector)

Use of technology, varied spatial arrangements, individual white boards

Special Ed teachers can attend departmental meetings; General Ed teachers receive Profile sheets on Special Education students.

Newly introduced co-teaching model.

LACOE County Class with instructor Doug Biery

Accommodation and Modification sheets.

Referrals for SST’s. SST meeting notes. SST accommodations sheet.

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near the teacher, weekly progress reports, signing the student’s agenda book, sitting next to a peer student who could help the student redirect, etc. Special Ed and General Ed departments communicate to ensure that students are meeting the standards in RSP courses. A co-teaching model for Integrated Science 1 and for CAHSEE Algebra has been implemented. Students from the county with special needs are included in electives for mainstreaming. Accommodations and Modifications of students with IEPS are addressed in the general education classrooms. Teachers work with counselors to identify students who are struggling in their classrooms.

Support Services and LearningPrompt: To what extent does the school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom? Particularly, evaluate this with respect to the EL, GATE, special education and other programs.

Findings Supporting Evidence The support services and related activities have a direct relationship to student involvement in learning. Teachers, counselors, clerks, administration and campus supervisors often promote, support and participate in activities on campus. The majority of the staff at Gabrielino High feels that this participation in campus life and student activities builds trust and helps foster a sense of community and pride in the campus. This, in turn, has helped many students stay involved in academics as they want to participate in the extra activities around campus. The school leadership is always working to find ways to encourage students to stay involved and active on campus; from creating exciting Renaissance assemblies to honor and recognize those who are achieving highly to meeting with students in the Student Forum and Site Council to ensure that students’ needs and concerns are being addressed. ELD students are strongly encouraged to move into College Prep and even Honors and AP classes as their skills and fluency improve (the majority of ELD students take College Prep English, for example). Special tutoring and conversational partners offer additional support to help students improve their skills and still feel a part of the broader campus community. Gifted and talented students find a wealth of AP and Honors courses to choose from; as interest grows in a subject, the administration tries to find a way to add that course to the offerings (such as the addition of AP Environmental Science in the 2011-2012 year, or additional sections of AP US History in 2010-2011 and 2011-2012 and AP Government, AP English, and AP Chemistry in 2011-2012. Despite facility and budgetary limitations, Gabrielino High has been able to maintain a flourishing Visual and Performing Arts program—offering several levels of drawing and painting, art, ceramics, drama, and orchestral and instrumental music programs.

Peer Helping, tutoring from CSF and NHS, Tri M, teacher “open door” policy

Growth/Implementation of AVID program

Field trips ROP courses ELD courses are

multiple levels, ELD Read/Hist, ELD Read/Sci class, Honors and AP courses, elective courses, RSP courses.

Teachers of EL students are provide with a placement sheet indicating the students’ CELDT scores

Special Ed students have individual IEP forms, including short and long term goals.

Peer Helpers Club and Activity List Diversity clubs READ 180 classes

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Special Education students are always placed in the least restrictive environment possible; IEP support and modifications help these students succeed in mainstream classrooms. Close relationships between case carriers and teachers and counselors help ensure students are able to take the least restrictive program as possible. Many campus clubs and activities (such as Gab Week, the GSLBA club, Interact, and Peer Helping) work very hard alongside staff to create a welcoming and safe community for all students, hopefully creating an environment where everyone feels their contribution is welcome.

Equal Access to Curriculum and SupportPrompt: What have you learned about the accessibility of a challenging, relevant and coherent curriculum to all students? What have you learned from examining the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments)? What type of alternative schedules are available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day)?

Findings Supporting Evidence Students are offered flexible scheduling options that allow them to maximize enrollment in electives and other courses. There continues to be a focus on improving the demographic balance in AP/Honors classes, and additional sections are being added whenever schedule and budget allow. Students can take community college classes for enrichment, university college class credit, or to make up certain UC/CSU A-G Requirements. Counselors encourage students to take challenging coursework in order to be prepared for college, to be competitive for college admissions, or to eliminate the need to take remedial college courses. Prior to the budget cuts, students were able to take 7 courses. This year students are limited to 6 courses. If students would like additional opportunities, they can enroll in ROP courses, adult schools, and community college courses to take classes to make up credit or for their own interests to further their academic growth. Additionally, a fee-based summer school program was implemented in 2010 through the San Gabriel Education Foundation. These courses are taken by students who wanted to “get ahead” in their social science course work, to allow for additional classes the following year, or for enrichment purposes like Art. Students who need remediation are able to retake courses for credit during summer school for no fee, or they may elect to take adult evening school. Select students who fall in a specific GPA range and/or demographic are encouraged to enroll in programs designed to motivate them for success, such as AVID, or MESA. Counselors and teachers encourage interested students who would like to try out for Honors and AP courses. Students are encouraged to attend informational meetings and see what the requirements are for the course. These meetings are widely publicized. Some AP and Honors teachers require students to complete a reading quiz or activity so that students will understand the rigor of the class. However, AP and Honors teachers are working diligently to recruit more historically underrepresented students into the AP and Honors Program.

In-district Fee-based Summer enrollment offered in World History, US History, Gov/Econ, plus makeup coursework, CAHSEE summer school plus access and transfer of credits from external school districts.

Identified as an area of continuing concern

Concurrent enrollment form for the local community colleges.

Pre-registration lists of students in challenging classes.

ROP class lists, Adult school list, Community college concurrent enrollment form.

Social science courses, English.

AVID; Golden Gate Program.

Registration lists of students in AERIES.

AERIES Master Schedule

Class schedules164

The majority of the courses offered at Gabrielino High are college prep courses with the exception of ELD, Special Education, ROP courses and some elective courses. Students who do not have an IEP or have a CELDT level are placed in college prep English and Social Science classes. Many students who have an IEP or are ELD are placed in College Prep English and Social Science classes. ELD students are placed in ELD/Sheltered classes based on their CELDT scores; however, highly motivated ELD students are often encouraged to move into College Prep as soon as possible. Students who are planning to attend a community college are often encouraged to continue taking math courses so that they can place at a higher math level in college and transfer more quickly. Counselors personally register students for classes so that individual needs are taken into account and students are placed in the most appropriate learning environment based upon these needs. The Master Schedule is created during the summer based on the number of courses selected by the students. The computer places students into their classes. Counselors balance classes within the first two weeks of school.

IEP meetings and notes Temple City adult

school referrals Class schedules Education Adjustment

meetings AERIES Master

Schedule Registration process CELDT testing for

students whose native language is not English

Concurrent Enrollment forms for community colleges, Adult school referrals, ROP class forms

Co-Curricular ActivitiesIndicator: School leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results.Prompt: To what extent does the school leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results?

Findings Supporting Evidence Students are presented many opportunities to practice leadership and social responsibility. School organizations provide the opportunity to learn about the law, improve public speaking skills, complete research, compete academically, improve writing skills, and represent the school. Services clubs provide students the opportunity to work with their peers in school and outside of school, volunteer in the community, network with community members, expose them to societal needs and issues. ROP courses offer Career Pathways to students. Extra-curricular programs provide students with real-world experience to implement what they have learned in class. Gabrielino has established a tradition of success in the athletic department that has resulted in several league championships as well as individual student scholarships. Gabrielino High athletics was awarded the Mission Valley League recipient of the CIF Shake for Sportsmanship Award in 2011 for pursuing victory with honor. In 2011, the Boys’ and Girls’ Basketball Programs hosted the first annual Ovarian Cancer Night in honor of faculty member Debbie Williamson. Debbie is a long time SGUSD employee and has battled Ovarian Cancer on three separate occasions. Donations, a 50/50 raffle, a snack bar, Ovarian Cancer wristbands and Gab Gear giveaway were the highlights of the Night. SGUSD students were admitted to the game for free. The school community was able to raise nearly $2300 to be donated

Youth-In-Government (YIG), Student Pollworkers, Associated Student Body (ASB)

Mock Trial Speech and Debate

program. Athletic banners in

gym, plaques in Principals conference room

CIF Award plaque Faculty Appreciation

Night Ovarian Cancer

donations Gab Gear NHS, CSF, Interact,

Key Club, FBLA, Tri-Hi-Y (YMCA), Optimist Club.

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in Debbie Williamson’s name to the Revlon Walk for Women. Many Gabrielino athletics programs hold a Faculty Appreciation Night to honor the teachers that have made a positive influence on their students high school career. Varsity athletes chose their teacher, and give shirts with their name and number at the game. Gabrielino has paved the way, and a number of other league schools are now hosting Faculty Appreciation Nights also. Participation in programs such as the Student Pollworker Program and Youth In Government encourage students to become participants in democracy; service clubs offer many opportunities to become involved not only on campus but in the local community and beyond.

ROP courses Tongva Times Speech and Debate,

Mock Trial, Drama. The Crucible by the

Drama Dept. while the English Dept. reads the play in class; performances by the Drama Dept. are supplemented by classes (quickwrites, discussions, etc.)

Student Involvement in Curricular/Co-Curricular ActivitiesPrompt: Comment on the effectiveness of the school process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services.

Findings Supporting Evidence GHS students have access to a wide range of co-curricular and extra-curricular activities that meet the diverse social and academic needs of the multicultural population. Assessment of student involvement has been implemented. The Assistant Principal in charge of Athletics and Activities has established a list of all clubs, advisors and members along with charters/constitutions, and rosters that are reviewed annuallyCounselors keep notes on meetings with students and are documented in AERIES, and the Health Office and Career Center keep a sign-in list of students visiting the Health Office or Career Center. Students visiting the Health Center check in with the Health Aide first and their visit is documented in PARADIGM. Cal SOAP & Cal State LA have a list of students who visit/ meet with them. Counselors provide college workshops to students before school and after school. Referrals for individual counseling to the FRC center are documented in AERIES. The services and progress is updated on a quarterly basis by the FRC interns and given to the students’ counselors. Referrals to the Peer Helping program are also documented in AERIES and are updated by the Peer Counselors either by written form or verbally. Asian Pacific Family Center (APFC) referrals are documented in AERIES and updates are provided by the APFC intake specialist. Students participating in college, career or financial aid workshops document their attendance with a sign in sheet. These workshops include CSU, UC, Private School presentation, Common App, College/Financial Aid, FAFSA workshop, etc. All AP classes in the Social Sciences require students to participate in documented study groups. Referrals for tutoring either through AVID or NHS are documented by the tutoring referrals. Teachers regularly use the Media Center and its resources. A sign up calendar is available indicating all classes that have utilized the Media Center for research. The Media Center is also a bustling place before and

AP of Athletics & Activities

AERIES, Microsoft Calendar, notes

Sign in sheets Cal SOAP and CSULA

list of students Sign up list and

attendance list of students who participated in the workshops

Club attendance lists & service hour sheets

Career Center sign in sheet

PARADIGM documentation

FRC Counseling service progress report

Media Center sign-up calendar

Peer Helping referrals and AERIES notes.

AERIES notes and APFC lists.

Sign in list of workshops AVID tutoring lists and

NHS tutoring referral

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after school, and at lunch, where students work on homework, have study groups, and tutoring sessions. The Media Center staff is continually asked to sign verification forms that tutoring and study groups are taking place. Seniors complete the senior survey, and Gabrielino Students take part in state-wide surveys. Additionally, students have opportunities such as the Student Forum, ASB, and Site Council to offer their input.

forms Social Science Study

Group forms

Student PerceptionsPrompt: Comment on the student view of student support services after interviewing and dialoguing with student representatives of the school population.

Findings Supporting Evidence All students know who their counselor is and how to contact them. Some students utilize their counselors more frequently than others. All students completed Freshman Seminar (prior to the 2011-2012 school year), which included a unit on campus life. Students are able to use the Student Forum, and have a voice on the School Board, Site Council and Board Advisory Committee. ASB also acts as an advocacy group for student interests. All Seniors are encouraged to take part in the Senior Survey; students have also participated in state surveys and as part of the WASC process. Students were randomly selected to participate in several meetings with the Principal and WASC chair to express their opinions on campus life. Students were generally satisfied with campus support as evidenced by the survey results; however, information from the Senior Survey, Student Forum, and student meetings indicate a need to better publicize existing resources—several students complained there was not any support for the college application process, but they didn’t realize the Career Center offers that support through drop-in counseling and advising and special programs like college visits, college presentations, college fairs, and college information nights. To mitigate this issue, staff are actively seeking new ways to publicize resources and events—such as creating a Facebook page for Gabrielino High.

Postings in Student Center, letters home, school website and teacher phone extension list

Senior Survey data, WASC student meeting notes, Student Forum and Site Council minutes

Website, Facebook Page

Additional FindingsPrompt: From examining additional relevant evidence, what has been learned regarding the extent to which these criteria are being addressed?

Findings Supporting Evidence

There is a strong administrative presence on campus and a feeling of support of student activities and sporting events. Students who need intervention support have many avenues to pursue from teachers who have been trained for specific classes and programs. The counselor/teacher communication is always open and on-going (although

Read 180, English 1 Intervention, Algebra Readiness, CAHSEE Algebra, AVID, peer tutoring

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students do not always seek out their counselors), the Marriage and Family Therapist and Pupil Personnel Service interns are on campus to provide individual and group counseling. Family counseling sessions are provided at the Family Resource Center. MFT Interns are supervised by a paid district supervisor.

PPS & MFT interns Notes, phone calls, email

between counselors and teachers.

Principal/AP’s attendance at school activities and sporting events.

Prompt: Comment on the degree to which these criteria impact the school’s addressing of one or more of the identified critical academic needs.

Findings Supporting Evidence

All classes are aligned to State Standards where they exist, and all departments are working on more data-driven analysis in classrooms. Many teachers are using DataDirector to help with analysis of their course, and departments align class curriculum with state standards and work on assessment strategies to measure student mastery of the standards. Each department examines their testing results from the previous year and creates a list of areas to focus on and improve upon for the coming school year. Most departments are organized into subject teams, and teachers continue to share resources and strategies with one and another. The core curriculum areas are moving towards implementation of benchmarks, led by the Math and Science departments. To help students prepare for graduation, Gabrielino High has implemented a practice CAHSEE for Freshmen that coincides with the actual CAHSEE; the PSAT was moved from a Saturday morning administration to a Wednesday morning administration to help more students participate, and the results of standardized tests are routinely review to pinpoint areas of weakness and areas to improve upon. Gabrielino High has added block scheduling in ELD, are piloting a co-teaching model for special education students in Science and Math, and introduced the AVID program to campus. Gabrielino High is actively trying to recruit more historically underrepresented students into AP and Honors classes, and are working to encourage all students to take the most rigorous course of study that is appropriate for them. Counselors routinely meet with any student who earns a D or F in a grading period and as students move closer to graduation, counselors review with each student their progress towards graduation.

DataDirector, common conference period for department chairs

DataDirector Core academic area

department chairs have conference period to work on alignment

PSAT on Wednesday Practice CAHSEE for

9th graders Move from large gym

environment to smaller classes (already implemented for EL/Special Ed students)

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WASC Category E. School Culture and Support for Student Personal and Academic Growth:Strengths and Growth Needs

Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.

Category E: Culture: Areas of Strength Safe and welcoming environment Increasing test scores and increasing enrollment in AP and Honors classes shows strong

academic culture at Gabrielino High Motivated and dedicated administration, teaching staff, and support staff High rates of student participation in campus activities Variety of programs, activities, and sports to meet the diverse need of students Clear rules and policies to encourage positive student behavior

Category E: Culture Areas of Growth

Eliminate the achievement gap. Reduce or eliminate negative perception of AP/Honors program AP/Honors: continue to work to recruit more qualified students, particularly from

historically underrepresented groups—although enrollment in these classes is increasing, the increase is not necessarily reflective of the demographics of the entire school

Improve A-G completion rates across all demographic groups Improve focus on post-graduate life (education & career goals) Increase variety in elective classes & scheduling options Revisit and update safety plan; explore issues of school safety after hours Reduce incidents of bullying, and improve general positive campus feeling

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