Gabrielino High School

Chapter Four: Organization: Vision and Purpose, Governance,

Leadership and Staff, and Resources

Committee MembershipCo-Chairs

Scott Brummett, Physical EducationChanda Strom, Science

The CommitteeGeoff Barraclough, Math

Chad Budde, Social ScienceJohn Carney, Social Science

Yvonne Cevallos, Special Ed. Instructional AidJustin Doring, English

Raul Enriquez, Maintenance Alison Hussar, ELD TeacherTeri Li, Library Technician

Patricia Lopez, EnglishJonathan Lyons, Assistant Principal Randell McNair, Campus Security

Kent Montelone, HealthKathy Ott, Classified StaffKristi Schramm, Science

Flor Soto-Quintero, Health Aid Martha Solis, Classified StaffJaniece Thorp, ROP Teacher

Domingo Torres-Rangel, MathSonia Ulloa, Classified Staff

Diana Fagan, Foreign Language (2010-2011)Jenny Jakubiak, Career Center Technician (2010-2011)Katheryne Fuentes, Career Center Clerk (2011-2012)

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A1. To what extent does the school have a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve high levels?

Findings Evidence

Stakeholder groups such as the PTSA, Site Council and student groups were involved in the process to create a new vision statement for the school. After a period where all stakeholder groups could make suggestions, the Principal selected five potential vision statements to be voted upon by the Site Council and Cabinet. The statement ultimately selected was proposed by a student member of Site Council.The vision statement:

“Building upon the strengths,talents and passions of all students”

replaced a two page long statement that had been used since the opening of the school in 1994.

Vision statement is available on the school’s web page

Student planners Freshman Seminar

and Health classes Memos sent out by

administration. AVID Title 1 Peer Helping

SAN GABRIEL UNIFIED SCHOOL DISTRICT MISSION STATEMENT

It is the mission of the San Gabriel Unified School District, founded in 1887, rich in history, culture, and diversity, to work in partnership with families, staff, and community to meet the unique academic and social needs of each student.

Through extraordinary community collaboration and rigorous educational strategies we strive to produce graduates who excel academically, act responsibly, and are supportive citizens of the community and the world.

District Website

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Gabrielino High School Mission Statement

The mission of Gabrielino High School is a commitment toConstant And Never-Ending Improvement (CANI).

Mission statement is available on the school’s web page

student planners all memos sent out by

administration.

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Student Needs Students attending Gabrielino High come from a wide array of ethnic, linguistic, and economic backgrounds. San Gabriel is primarily a middle-to-low income community that is ethnically diverse. The ethnic composition of the school is 57% Asian, 32% Hispanic, 6% White, not of Hispanic origin, and 5% other. Approximately 52% of the school population receives free or reduced meals, and are identified as socioeconomically disadvantaged. Among the approximately 1800 students at Gabrielino High, more than twenty-four languages are spoken with Chinese dialects being the most common. The district provides translation services to help facilitate communication with the non-English speaking families. However, due to limited resources, there is only one official district translator able to serve the Mandarin and/or Cantonese-speaking population. Special programs are in place to meet student needs. Gabrielino High offers a full complement of core/academic classes for English acquisition. The needs of Special Education students are addressed by consultation and “pull-out” services as well as in self-contained classroom instruction. Each Special Education student is placed in the least restrictive environment as determined by the Individual Educational Plan Team. IEPs are reviewed at least once per year and more often as needed. A co-teaching model is being implemented in the 2010-2011 through the collaboration of administration and staff. Despite obvious challenges, the students at Gabrielino High continue to outperform their counterparts in similar school settings as demonstrated by achievement and attendance data as well as graduation and drop-out rates. The school has a higher participation in a more rigorous curriculum and school-to-career opportunities, and a better completion of UC/CSU A-G Requirements than students in similar school settings. According to the Harvard Civil Rights Project in 2004, Gabrielino High had a 90% graduation rate compared to a statewide rate of 71%. Gabrielino High was 1 of 15 schools in California that were “beating the odds”. The school continues to beat the odds with a graduation rate of 97% for the 2009-2010 school year. Instruction is aligned to the State Content Standards. English/Language Arts, Math, Social Science, and Science classes continually revise and update curriculum guides and use new standards aligned textbooks. Curriculum in Special Education classes has been revised to ensure student access to the school’s core curriculum as well as individual students’ Individual Education Plans. Standards are integrated into lessons in a variety of ways. Departments are adding benchmark assessments to existing department wide assessments to ensure that students are mastering grade level standards. In classrooms, staff identifies standards based learning objectives. The AVID program was implemented during the 2009-2010 school year. It was a natural move for Gabrielino High because the AVID strategies align well with the staff’s teaching philosophy. The AVID program also has a proven track record in moving underrepresented and first generation students to college. The middle school has had a

Co-Teaching Model used in Math and Science

Staff development focusing on Special Education test modification for student as needed via IEP

CBEDS data Benchmark

assessments (can be viewed in Data Director)

2010 Gabrielino Summer Institute

AVID Standards aligned

textbooks AVID application for

certification and evidence

Professional development agenda

AVID site plan CAHSEE practice test

memos Summer Intervention

classes CAHSEE Algebra Read 180 Sheltered

and ELD Co-Teaching Classes NHS, CSF, and

Interact Tutoring Debate League

Championships, Mock Trial, Youth in Government, Multiple Athletic Championships, FBLA, Yearly Fashion Show, Drama-plays and musicals, MESA, LA County Science Fair and many other school sanctioned clubs and competitions.

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successful AVID program for many years and it was a perfect opportunity to use the program to help start vertical articulation between the high school and the middle school. Gabrielino High started the program with the incoming freshman class of 2009-2010, and has added a class for each new set of freshman. The AVID site team (that consisted of the principal, one counselor, one life science teacher, one social studies teacher, and two English teachers) was sent to the AVID Summer Institute the summer prior to implementation. The teachers were chosen based on the subjects in which students have typically needed the most support. The teachers who attended the first AVID Summer Institute directed the professional development for the entire teaching staff on the topic of Cornell notes. During the second year Gabrielino High increased the AVID site team to include a physical science teacher and a math teacher. The AVID site team is attending the AVID Summer Institute for the third year this summer. In 2011-2012, Gabrielino High will have three grade levels participating in the AVID program. The LACOE AVID program specialist who works with Gabrielino High has recommended that the school should be certified as an official AVID Program in May 2011. For students at risk in core curriculum classes, Gabrielino High has developed and are currently implementing some intervention programs. In the area of mathematics, students who have not yet passed the California High School Exit exam (CAHSEE) and are not yet prepared for higher-level math courses are encouraged to take CAHSEE Algebra by their counselors. CAHSEE Algebra is offered during the regular school year and provides more individualized instruction to assist students in passing the CAHSEE. The course is open to 10th, 11th, and 12th graders, addresses the power standards on the CAHSEE, and meets the graduation requirement in Algebra. Students are also able to take the CAHSEE math course in the summer in preparation for the exam in the fall. In the area of Language Arts, students who fail 8 th grade English and/or score Basic or Below Basic on the CST are considered for an English 1 Intensive class. This class is designed for incoming ninth grade students. English 1 Intensive is a course that blends a rigorous English Language Arts Curriculum and support for struggling readers. With the integration of Scholastic’s Read 180 Enterprise Edition and a college prep curriculum, it becomes a unique opportunity for at risk students to develop strong literacy skills yet remain on track for university admittance. Special Education students may enroll in these classes and are also provided with CAHSEE summer courses taught by Special Education teachers in math and English to supplement regular school year instruction by the department. Gabrielino High has started the testing of ninth grade students in a pre-CAHSEE in order to identify students in need of intervention and to give all students valuable practice in taking such a high stakes exam. All ninth grade students took a CAHSEE practice test at the same time the tenth grade students took the CAHSEE. The results of this practice exam were used to place students who were in need of extra support in summer

AP class enrollment AP Recommendations AP recruitment tools Expansion of AP in

classes that take the place of general Education classes

Summer school schedule

NHS/CSF tutoring hour verification forms

AP Institute completion certificates

AP/Honors summer preparatory assignments.

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CAHSEE preparation classes. Gabrielino High offered one CAHSEE Prep class for math and two English language arts prep classes this summer. The hope is to continue this program more extensively during the school year. Gabrielino students also continue to excel in a variety of extracurricular activities-- bringing local, state, and national recognition to the school. A central tenet in the activities and extracurricular programs available to all students is a desire to promote students’ self-esteem, self-identity, sense of responsibility, goal setting skills, effective communication skills, and positive social relationships. Gabrielino High employs as fair and balanced a process for students who wish to take Advanced placement and honors courses as possible, given limits on staff and class size. Acceptance policies vary from department to department but most include some form of teacher recommendation, entrance exam or essay, and analysis of student's CST and Benchmark assessments. All motivated students are encouraged to attend school-wide recruitment meetings and to complete the process. Some AP and Honors classes have necessary pre-requisites, such as AP Calculus or AP Chemistry—however, others, such as AP US History and AP Government have no pre-requisites and will enroll as many students as possible. AP course offerings have expanded over the past six years at Gabrielino High; new courses such as AP Environmental Science have been added, and programs such as AP US History and AP English have been expanded. There is a clear need to continue to explore ways to recruit students into these courses and find ways to offer support to students who struggle once they begin the more rigorous course work. Current support for AP/Honors students includes a variety of resources. Tutoring from teachers at lunch and after school, summer preparatory work, and NHS (National Honor Society) and CSF (California Scholarship Foundation) tutoring. NHS and CSF students are given the opportunity to expand their educational experience through tutoring students looking to improve their knowledge of specific subject matter. All AP and Honors teachers at Gabrielino High received AP training in the summer of 2010—many were also able to attend a second AP Institute in the summer of 2011. Current Educational Research Gabrielino High’s instructional philosophy is defined by the Expected Schoolwide Learning Results, district curriculum, California Physical Fitness Test, the California State Frameworks and Content Standards, the California High School reform document-Aiming High: High Schools for the 21st Century, and current research and state-of-the-art instructional techniques. Instruction is designed to authentically assess student learning through Benchmark assessment, active learning, and positive interaction among students and staff.

Benchmarks ESLR’s whiteboards clickers/responders Random questioning Science Interactive

Notebooks

To what extent is the school’s purpose supported by the governing board and the central administration and further defined by expected school-wide learning results and academic standards?

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Findings Evidence

Since the school’s inception in 1993, Gabrielino High has enjoyed the support of the San Gabriel Unified School District and the Governing Board of Education. In the year 2000 and 2006 Gabrielino High received back to back 6 year clear WASC accreditations. Throughout the accreditation process, the SGUSD Governing Board has seen the Focus on Learning process as a blueprint for school improvement.

WASC Accreditations

A2.To what extent does the governing board have policies and bylaws that are aligned with the school’s purpose and support the achievement of the expected school-wide learning results and the academic standards based on data-driven instructional decisions for the school?

Findings Evidence

The San Gabriel Unified School District’s board governs under the authority of the Education Code of the State of California. At the Governing Board’s direction, the Superintendent takes actions to meet Education Code requirements and to implement the work of the district through the administrative team. In years past the board has allowed a site based management model to be used at each individual school site. The present board has chosen to take a more hands on and direct management approach. The policies adopted by the School Board are consistent with the District and school’s Mission Statements and supports the ESLRs as well as the scope and diversity of the various Gabrielino High departmental class offerings. The Superintendent and Board Members regularly participate in the school’s annual high school graduation ceremony as keynote speakers and have previously acted as official dignitaries in the Renaissance Award Program as well as in the Acceptance of the Graduating Class and Presentation of Diplomas on behalf of the Board of Trustees.

Board Policies on district website

ESLR’s Gabrielino High

Master Schedule Renaissance Rally Graduation Program

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To what extent does the governing board delegate implementation of these policies to the professional staff?

Findings Evidence

At the direction of the board, district administration and school staff has developed an educational master plan for the entire district as well as a Single Plan for Student Achievement for Gabrielino High students. All stakeholders were involved in this process. Information pulled from the site focus groups and community interviews was consolidated to form this new guideline.

Educational Master Plan

Single Plan for Student Achievement

To what extent does the governing board regularly monitor results and approve the single school-wide action plan and its relationship to the Local Educational Association (LEA) plan?

Findings Evidence

The governing board of the San Gabriel Unified School District monitors results in a number of ways. The Board receives on-going progress reports regarding the District’s schools through the Assistant Superintendent of Educational Services and the Superintendent. Statistical data is distributed to the Board members when data is received from the State. Board members also approve each school’s Single Plan for Student Achievement. The Superintendent and Board of Trustees monitor Gabrielino High’s academic progress through their access to Standardized Test Scores for the California Standards Tests (CSTs), the California High School Exit Exam (CAHSEE) and by reviewing the results of the Academic Performance Index (API), Adequate Yearly Progress (AYP). Gabrielino High is regularly audited by the District for its compliance to District accounting procedures, and Board members receive status reports on budget expenditures. Gabrielino High has seen growth in its API from 769 in 2005 to 845 in 2011. The school has also met AYP goals 6 out of 7 of the subsequent years with the exception of the 2009/2010 school year when Gabrielino High met 21 out of the 22 growth criteria. In 2010-2011, Gabrielino High’s students once again met all 22 growth criteria.

Single Plan for Student Achievement

CDE yearly reports

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A3 To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected school-wide learning

results and academic standards?Findings Evidence

Working closely with parents and community groups as well as the District administrators, the principal and staff of Gabrielino High promote the vision of the school. School leaders function on a number of levels to address students’ achievement of the ESLRs. These levels include: 1) Administration activities related to the whole school including the principal, an assistant principal of curriculum, and two assistant principals of student management; 2) A School Cabinet, made up of department chairs, administration, librarian, and head counselor. The School Cabinet meets monthly to review the school’s programs, discuss the effectiveness and appropriateness of the various programs, and to discuss other strategies that might be used to enhance student learning and achievement; 3) School Site Council includes the principal, staff, students and community members. This body provides oversight in making decisions which affect the community; 4) Student activities (both curricular and extracurricular). An activities director guides the operation of student government and an extensive array of school clubs and activities. The two part-time athletic directors oversee a very successful athletic program that is widely respected and strongly supported by parents. These groups, assisted by student leaders, oversee and contribute to all aspects of the educational program. Student leadership consists of a student representative on the School Board, two students on the Site Council, a student government/leadership ASB class, ASB officers, and grade level student officers. Student representatives to the School Board and Site Council meetings give input toward the decisions that affect the school community. ASB approves all fund-raisers, expenditures and requisitions, and organizes all campus-wide activities. Students are encouraged through class councils to contribute to the decision-making process. At quarterly Student Forum meetings composed of representatives from each school sanctioned club along with concerned students discuss issues of concern of the entire student population. Gabrielino High has a highly effective decision making structure. The school site council, the principal, administration, the cabinet, the staff, students, and parents all subject to board approval created the vision, and decision-making processes. The guiding documents that were used to give shape to this vision were Second To None and the California Curriculum Frameworks and Standards. This site-based, collaborative effort has been in effect since Gabrielino High started with a single ninth grade class. The process continues to evolve each year as new guiding documents are added to or replace ones such as Aiming High to influence educational vision.

Parent involvement in school site council

AVID Parent meetings

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To what extent does a qualified staff facilitate achievement of the academic standards and the expected school-wide learning results through a system of preparation, induction, and on-going professional development?

Findings Evidence

Gabrielino High has implemented the recommendations outlined in the 2006 WASC Visiting Committee document and reported progress in the mid-term three-year report to the Board of Education and to WASC. The school’s leadership team has been committed to monitoring progress on the Focus on Learning Action Plan and continued development and monitoring of the processes of assessment on a yearly basis. Reports on the progress of the school’s action plans have been reported at various professional development days throughout the last six years. Gabrielino High has established specific goals and measurable objectives (growth targets) for each year including modifications to departments’ long-range plans. The No Child Left Behind (NCLB) Act mandates that all students will be proficient by the year 2014. Based on growth targets set by NCLB legislation, and Adequate Yearly Progress (AYP) requirements necessary to achieve the 2014 goals, Gabrielino High appears to remain on track in meeting both the federal and state targets. Gabrielino High has attained its AYP growth targets for five of the past six years. In the 2009-2010 school year Gabrielino High subgroups met 21of the 22 criteria, and in 2010-2011, Gabrielino High met all 22 AYP criteria. The District provides three days of professional development activities each year using district and site funds.

Practice CAHSEE for freshmen

CAHSEE algebra is offered during the school year

CAHSEE English is offered during summer

Literacy class for special education students

PE/Art Grant Title-1funding ARRA Funding (FED

stimulus funding) Site Council

technology grant SEF Grants (San

Gabriel Educational Foundation)

A4 To what extent does a qualified staff facilitate achievement of the academic standards and the expected school-wide learning results through a system of preparation, induction, and ongoing professional development?

Findings Evidence

Staff meetings and professional development days are used to inform staff about key issues, future events and best practices. Administration as well as the Cabinet and School Site Council determine agenda items. Professional development days are scheduled throughout the year to communicate support for and on-going knowledge about current educational issues and programs. Examples of past professional development days include standard-based instruction strategies, “best practices”, Cornell and Cloze notes, and WASC accreditation. The expected school-wide learning results (ESLRs) are introduced to new staff during the first staff development that occurs at the beginning of the school year. The ESLR’s are also emphasized throughout the new teachers BTSA program. All curriculum is designed with the ESLRs in mind. The ESLRs drive any discussion about any changes in curriculum and technology. The ESLRs were most recently re-evaluated by the staff

Professional Development Agendas

ESLR’S posters Student and teacher

agendas Sheltered life science

and earth science class ELD reading and

science classes Sheltered freshman

seminar classes Sheltered health and

safety classes Sheltered US history,

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as part of a professional development session at the start of the 2010-2011 school year. The Gabrielino faculty has access to available data on the academic performance of all students, including English Language Learners (ELL), educationally disadvantaged, gifted and talented, and students with exceptional needs through data director, district sources and other site sources. Goals are established by individual teachers and departments. Strategies are established to meet these goals within each department. Performance goals are established in conjunction with the district and school administration. Textbooks, some with consumable supplemental materials, have been purchased to ensure the alignment of curriculum to state content standards and help allow students to become more engaged in learning. Staff revisits long-range plans and course outlines continually to monitor progress. Performance is evaluated by both formal and informal means. Chapter and unit exams, final exams, benchmark assessments, DataDirector, as well as the California Content Standards Test, the California High School Exit Exam, and Advanced Placement Tests help staff monitor student progress. Special Education teachers also evaluate individual students’ progress through the IEP process.

Utilization of Staff Teacher utilization depends on the master schedule. Department chairs work with their members, the assistant principal of curriculum and instruction, and the head counselor to determine teaching assignments. The assistant principal of curriculum and instruction and the head counselor make the master schedule with input from the department chairs, based on the number of sections allocated by the district. Teachers are assigned to their classes based on their credential designations, experience and expertise. Staff assignments are also based on professional and personal strengths that best meet student needs. The district and site administration support teachers and other staff expanding their knowledge base by encouraging attendance at in-services, visiting other teachers, interacting with colleagues, and attending workshops, institutes and conferences. However, recent budget constraints have severely limited access to offsite professional development opportunities.

Monitoring of Staff

The Gabrielino staff is monitored through state and district mandated Stull evaluations conducted by school administrators. The district uses the Beginning Teacher Support and Assessment (BTSA) for all first year and second year teachers. New teachers also receive orientation the week prior to the start of school. BTSA teachers have district mentor teachers who are available for observation and assistance without fear of punitive intervention, and whenever possible the mentors are teachers within the same department or subject areas. New staff members, whether new to the profession or experienced teachers, are assisted by the other teachers in the departments, by department chairs as well as from the formal input from observation by school administration. Administrators perform

world history, Gov/Econ Classes

Sheltered English ELD world history ELL Transition Plan Single Plan for

students Achievement IEP GHS Summer

Institute Document Readers Pacing

Guides/calendar Data Director AVID Summer

Institute Stull Evaluations Professional

Development Planning Beginning Teachers

Support and Assessment (BTSA)

Highlighting “Best Practices” of Gabrielino High during Professional Development

AVID Summer Institute (2009-2010)

AP Summer Institute (all AP teachers summer 2010)

GHS Summer Institute Southern California

Math Conference National Science

Teachers Association Conference

Educating for Careers Conference

“Choices” Webinars Counselors attend

UC/CSU and college board conferences

MESA Workshops Various department

and club seminars

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“Walkabouts”, where they pop into classes to complete brief observations. Teacher evaluations are generally viewed as supportive and helpful at Gabrielino High. Ample time is given to each staff member due to be evaluated in order to prepare a lesson and choose a mutually agreeable observation date and time. Administration provides constructive comments as well as helpful suggestions for improvement through the use of Walkabouts and the Stull evaluation process. The process is seen to be mutually beneficial to both teacher and administrator because it ensures that student-centered lessons, content standards and ESLRs are being met in the classroom.

Professional Development School wide professional development has become site-based and site driven. School personnel are involved in district professional development activities. Staff also serve on the Gabrielino High Cabinet, Site Council, and Curriculum Council. The administration supports the staff through on-going staff meetings and staff in-service days while keeping the staff informed about key issues that affect them. Each department also determines its own needs for participation in personal development through seminars and conferences. Staff that does get to attend professional conferences are encouraged to share the strategies that have been learned and that work well for the site-based professional development.

A5 To what extent are leadership and staff involved in on-going research or data-based correlated professional development that focuses on identified student-learning needs?

Findings Evidence

Gabrielino High staff takes great pride in staying pedagogically sound with current educational research, trends and information. Teachers delineate how to successfully teach and assess standards and outcomes through the use of Data Director, benchmark assessments, department final exams, CST and CAHSEE results. New CAHSEE proficiency standards will continue to challenge staff and students. Teachers provide support to students in meeting high standards by being available before and after school as well as at lunch for needed assistance. Staff continues to regularly gather and use data to revise course offerings and objectives to improve student achievement, and continues to work to develop benchmark exams in all subject areas. Gabrielino High has standards-based instruction devoted to student achievement. The staff analyzes and refines instruction based on multiple data sources throughout the year. Students are expected to master the rigorous academic content. Various strategies are explored to help all students achieve—such as making sure all teachers are familiar and comfortable with strategies like Cloze Notes, Cornell Notes, and Mastery Learning, and by using both formal and informal assessments to better monitor student progress. The Gabrielino High ROP program employs fully credentialed teachers with a wealth of experience in their field. Teachers conduct

DataDirector with Benchmark Assessments

CST Results CAHSEE Results Department Finals SPSA (Single Plan for

Student Achievement) Title 1 Budget Achievement reports

from Los Angeles County Office of Education (LACOE)

DataDirector with Benchmark Assessments

CST Results CAHSEE Results Department Finals Title III Funding EIA/LEP Monies

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individualized professional development in their discipline to ensure that they are aware of industry best practices and maintain a solid foundation of knowledge as to the appropriate methodologies used in the industries. The instruction for the English Language Learners (ELL) is aligned with the Heinle and Heinle curriculum. Both ELD and Sheltered content courses are offered for English Language Learners. SDAIE and ELL strategies are used for effective instruction and curriculum planning. Special Education classes are taught by certificated personnel or by teachers currently in training to receive these authorizations. Teachers identify the needs of students through assessment and the research based state adopted program, Language!, and working with the district and administration to ensure that the program meets the needs of the students. With the start of the new co-teaching model staff met during the 2010 summer to plan implementation. A coach has been selected to assist personnel in the use of these materials for the coming school year. In addition monthly meetings are held by the District to acquaint personnel with new testing materials, up-date them on changes in federal and state regulations, and provide support for staff so that they can better meet student needs. The District provides each special education teacher with a budget for purchasing new supplementary materials for classroom use. A science and a math co-teaching model was also piloted during the 2010-2011 school year. During the summer before the 2010-2011 school year, all AP teachers were able to attend a week-long summer AP Institute. The teachers who attended have used the information obtained to support the success of the underrepresented students in AP courses and to help us to expand the AP offerings. The use of Title 1 monies was used to pay for this opportunity. In addition, many of the AP and Honors teachers were able to attend a second AP Institute in the summer of 2011.

IEPs Co-Teaching Model SPSA (Single Plan for

Student Achievement) Title 1 Budget

A.6 To what extent are the human, material, physical and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected school-wide learning results?

Findings Evidence

Gabrielino High is a community that is richly diverse. It is a multicultural, multiethnic, multi-linguistic and socio-economically diverse community that provides a vast array of resources and challenges. Gabrielino High has 73 certificated teaching staff, 33 classified support staff members, 4 administrators, 5 counselors, 1 district nurse, and approximately 13 support staff members that include 2 district translators, 1 in Chinese (Mandarin and Cantonese) and 1 in Spanish . All of Gabrielino High’s staff members play an important role in the development and implementation of the ESLRs, as demonstrated by the various roles they play in teaching and assisting students. The Gabrielino staff is a dedicated group who routinely volunteer beyond their classroom commitments to sponsor and organize a multitude of school sponsored clubs (twenty-eight had charters in 2010),

Club constitutions and bylaws

Accomplishments of: Mock Trial, Speech and Debate, Youth in Government, FBLA, MESA, Interact, Athletics, Edison Challenge, QuikScience Challenge, Renaissance, the Literary Anthology,

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associations, and athletic teams. It is not unusual to find most teachers in their classrooms outside school hours working as club sponsors or working with students on classroom assignments. This commitment to activities encourages greater student participation in the school as well as its academic and co-curricular activities. Staff at Gabrielino High utilizes community members and associations to further help students achieve. The school has many award-winning and/or successful programs that simply couldn’t exist without community and staff support. Programs such as Speech and Debate, Youth In Government, and even Interact couldn’t exist without this dedication. Title I monies have enabled the school to provide a more structured after school tutoring program using CSF and NHS students—benefitting both the students being tutored and the tutors. All of these successes are the result of the time and effort put forth by the teachers and staff who volunteer their extra time and energy to work with these students, and have contributed to the vibrant, energetic climate at Gabrielino. Instructional Aides in the Special Education classes are valuable assistants to teachers and provide direct service to the students by supporting student learning and understanding of the educational material presented in classrooms. Without these aides, providing appropriate services to special education students would be difficult if not impossible. The staff has taken the lead in guiding the school through a number of achievement goals. The school has worked towards improvement on the California Standards tests resulting in an increase in API from 769 to 845. In addition, Gabrielino High was recognized for the second time as a California Distinguished School in 2009. Gabrielino High has also been named as one of the top 500 schools in the nation by US News and World Report in 2010. The students continue to excel at the CAHSEE passing at a rate of 88% in English and 93% in math, March 2010 administration. The graduation rate has remained well above 90% over the past several years. The college acceptance rate to four year universities has been approximately 35% and the attendance to two year colleges has been approximately 55%. Since the last accreditation visit, the school has had constant changes in leadership—there have been 3 principals and 10 assistant principals. The staff and administration has worked hard, even with the change in leadership, to help the school continue to improve. The district remains committed to providing funds to ensure that all schools have required materials to succeed. Technology upgrades and maintenance are a continued concern. A technology committee has been organized to make recommendations regarding the allocation of future monies regarding technology. The district and Gabrielino High added two new positions for technology support. Teachers have also received new technologies such as computers, Digital projectors, document readers, and scanners for DataDirector, student responders (clicker systems), Discovery streaming and a few teachers are piloting the Promethean Board in their classrooms. Technology is seen and is being used in many more classrooms than in 2006. Even with all that

the Yearbook, Journalism, Performing and Visual Arts.

After School and Lunch Tutoring Program

Title 1 Budget District Board Meeting

agendas District Budget

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Gabrielino High has done to improve access to technology, there is still only one computer lab for non-computer classes to use. It is booked up nearly every day and every period. This often makes it difficult to get enough class time to do some computer-based or research-based class projects. However, there is no other location on campus to create another computer lab. The current budgetary climate has changed class offerings due to a decrease in certificated staff and district priorities. Gabrielino High is no longer able to offer free get-ahead classes to students in the summer. With the support of the San Gabriel Educational Foundation, get-ahead summer school is offered on a fee-based basis. There are also fewer summer school offerings than ever before, even for students who need to recover credits. Budget cuts have also eliminated the option of taking a 7th period of study. Previously, students could take an extra class, either at 0 or 7th period, so that they could fit additional electives into their schedules. Now, however, some students are forced to choose between remaining in programs like ASB or Speech and taking classes needed to graduate or fulfill the UC/CSU A-G requirements because of this change. The school board also decreased graduation requirements by ten units due to their decision to eliminate Health & Safety and Freshman Seminar in the 2011-2012 school year to help deal with the budgetary crisis.

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WASC Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources:

Strengths and Growth NeedsReview 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 A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Strength

Diverse student population Dedicated staff Strong and improving test scores A wide variety of programs to serve student needs, from CAHSEE remediation to AVID to AP

& Honors High graduation rates Professional development, such as “trainer of trainers” model and AP/Honors training for all

AP/Honors teachers Collaborative leadership philosophy A wide variety of student activities

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Growth

Variety of classes offered Continue to expand ways to recruit underrepresented students into AP and Honors courses, look

for ways to fund the expanse of AP courses to meet student demands. Develop a plan to combat and/or minimize potential budget cuts. Look into funding to maintain small class sizes in an attempt to help meet AYP and API goals. It is evident that we must and do continue to show consistent growth in all academic areas by

increased use of data at the classroom level to help individual teachers modify the curriculum and its direction as needed.

Improve vertical articulation Middle to High School and High School to District by using district wide staff development opportunities to allow articulation.

Improve vertical Articulation from High School to postsecondary education. Look for ways to fund professional conferences. Evaluate the results of and explore the potential expansion of the co-teaching model. Find ways to add additional support staff especially in the areas of language translation and

custodial services. Although the CAHSEE passing rate is very good, we will need to address ways to bring students

from not only passing at 350 but to proficiency at 380 according to federal standards. Reduce the achievement gap.

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