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Alameda Community Learning Center School Plan 2007/08Alameda Community Learning Center was a 6-12 charter school with an enrollment of 229 in 2007/08. To review Alameda Community Learning Center's state Academic Performance Index scores since 2000 click here. Here is the latest STAR data available from the state of California for Alameda Community Learning Center . Disclaimer: Single School Plan were hand typed and transcribed from source documents. Please pardon the typos as the webmaster is a poor typist. While an effort was made to spell acronyms, here is a reference guide for those acronyms.Single School Plan ComponentsWhat Did You Learn from 2006/07 Cycle of Inquiry?
English/Language Arts Throughout our ELA program, we examined curricula to ensure thorough adherence to the state standards and designed lessons to address specific areas of weakness as indicated by test score analysis. We also implemented instruction in test-taking strategies throughout the year. We identified learners who scored in the low range of Basic, Below Basic and Far Below Basic on the CST ELA test and placed them in Humanities Lab support classes. In 2007, 81% of learners scored at or above Proficient, down from 87.1% in 2006. 14 learners dropped from Advanced to Proficient, 11 learners dropped from Proficient to Basic and 3 dropped from Basic to Below Basic. 13 moved from Proficient to Advanced, 5 moved from Basic to Proficient, and 2 moved from Below Basic to Basic. Math We implemented the Carnegie Learning Systems program in our 8th grade Pre-algebra, Algebra 1, Geometry, and Algebra 2. During periodic assessments the math department determined that the Carnegie Learning Systems was not meeting the needs of the Algebra learners and above. Our math facilitators were not able to cover all the math standards using this system. Our overall math learners at proficient dropped from 53% proficient in 2005-2006 to 42% proficient in 2006-2007. We did find that our sessions for the learners who took the Summative math CST were effective (percent proficient went from 30% in 2005-2006 to 52% proficient in 2006-2007). The 8th grade Carnegie was found effective with 57% of learners who were below basic moving up a level. We also found the implementation of the math lab to be effective with 55% of our FBB learners moving up. Math continues to be a focal point for our school improvement plans. When we isolate our 7th grade pre-algebra, we see 50% moving up a level in their CST scores. Our 6th grade pre-algebra 4 went up a level 5 dropped a level and the rest stayed the same on the CST. This leads us to conclude that, while the younger learners are improving their math skills and scores, the older learners are remaining the same or declining in their skills and scores. English/Language Arts Our ELA team met bi-monthly as well as on staff development days to discuss teaching practices, assess learner performance, and identify ways of improving these practices based on assessment data. We created standards alignment charts for our curricula and additional assignments to address specific areas of need. After looking closely at learner needs, we determined that there were only two learners who would benefit from a literacy class; facilitators chose instead to work one-on-one with those learners at least two hours weekly. Both learners have since gone on to other schools. We did not meet our goal of 87% of learners testing at or above Proficient on the CST. We moved 13 learners from Proficient to Advanced, but also lost 14 from Advanced to Proficient. 5 learners moved to proficiency, and 2 moved up to Basic from Below Basic. Unfortunately, 3 also moved from Basic to Below Basic. Math Our math team met weekly as well as meeting for extended times (1/2 day quartly). During the meetings the team used a Cycle of Inquiry to discuss teaching practices, assess learner performance, and identify ways of improving these practices based on assessment data. Our math team made progress towards our goal of No learners at Far Below Basic, moving 55% of our FBB learners up. We did not meet our goal that 63% of learners will test at proficient or above on CST math tests. 42% of our learners tested proficient in math on the 2006-2007 CST. The math department determined that the Carnegie program was not going to produce an increase in test scores. It was determined that the math facilitators using Carnegie were not going to be able to cover all the math standards as planned. English/Language Arts Our focus on specific standards, testing taking strategies curriculum, and additional support classes helped 20 learners move up at least one level, but 28 dropped a level. It seems that our focus on the target group of learners had a positive but limited effect on their achievement, while it resulted in a decline in achievement for a larger group of students previously scoring at Advanced or Proficient levels. Math The math department implementation of a math lab positively impacted the FBB learners bringing 55% of them up. Additionally, Table 22 in the attached 3 and four year Achievement report shows a steady gain in the African American/Black student’s scores on the CST from 2005 to 2007. In the same report, table 24 shows a gain of +36 on the CST in the Hispanic/Latino subgroup at ACLC. Our focusing on the learners not taking math, who were scheduled to take the summative math test, also found success. These learner’s percent proficient went from 30% in 2005-2006 to 52% proficient in 2006-2007. Math team meetings helped learners meet math objectives by allowing the math team to adjust its practices accordingly. In addition, the math team discussed specific learners and their strengths and weaknesses so that teaching might be differentiated to address individual learners. English/Language Arts We were very surprised to see the drop in scores for many of our advanced and proficient learners. This indicated to us that our focus on lower-scoring learners may have impacted the ability of higher-scoring learners to maintain and increase their knowledge. Math In reviewing our CST math data it became clear that we need to implement a math program where all the California standards are addressed in every math course. It will therefore be necessary to evaluate this program and make adjustments as needed for the success of all learners at ACLC. We also will need to expand our math lab to increase our success with our FBB, BB and B learners. Fall 2007
Problem Statements Student Achievement Problems Teacher Practice Problems Student Achievement Questions Teacher Practice Questions Alameda Community Learning Center 2006/07 Single School Plan Alameda Community Learning Center 2005/06 Single School Plan Alameda Community Learning Center 2003/04 Single School Plan Alameda Community Learning Center
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