Alameda School Plan 2004/05

Alameda High School was a 9-12 school with an enrollment of 1,810 in 2004/05. To review Alameda's state Academic Performance Index scores since 2000 click here.

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 Components

Fall 2004

1. What are your problem statements?

Problem Statements

California Standards Testing in English/Language Arts show that just less than 50% are proficient, with Afro American, Latino, ELL and Socio Economically Disadvantaged students scoring lower than Whites and Asians. Among the lowest scoring 20%, 42 (mostly 9th grade) intensive intervention students are receiving literacy instruction in reading fluency. This year we have identified a need to address students with severe comprehension problems who do not need support in decoding or fluency.

Near 30% of students are just below proficient, labeled "Basic", and need support to reach proficiency. Staff need to expand their knowledge and implementation of strategies which embed academic literacy instruction into content area classes. We need to build teacher capacity, and corresponding structures to support ongoing professional development, collaboration and reflection.

2. What are your inquiry questions?

Student Achievement Questions

• Are literacy class students making a minimum of 1.5 years growth based on Oral Reading Fluency testing and/or California Standards Test English/Language Arts scores?
• Are focal strategic and intervention students not in literacy classes learning academic vocabulary and increasing comprehension of content are text as measure by course assessments and/or California Standards Tests?

Teacher Practice Questions

• To what extent are literacy teachers implementing the Corrective Reading program or other agreed upon intervention strategies?
• To what extent are all teachers explicitly teaching the agreed upon academic vocabulary and using the agreed upon vocabulary instruction strategies as determined by self assessment and department designated assessment?
3. What are your measurable goals?

Student Achievement Goals

• All literacy class students will make a minimum of 1.5 years growth in one year as based on Oral Reading literacy testing and/or California Standards Tests English/Language Arts scores.
• All strategic and intervention students will master an agreed upon percentage of the target academic vocabulary as measured by a site-created assessment.

Teacher Practice Goals

• After receiving training on teaching academic vocabulary, all core and elective teachers will implement the agreed upon vocabulary instruction strategy and teach agreed upon words as measured by department or course assessment.
• 50% of teachers will share evidence of focal student work in vocabulary.
4. What are your major strategies?
• Expand the literacy intervention classes to address comprehension needs.
• Provide training and support to literacy intervention class teachers.
• Train a team of teachers to become academic vocabulary instructors.
• All teachers receive training in teaching academic vocabulary, followed up by department or course agreements to implement at least one strategy and a group of target words.
• Implement agreed upon literacy strategies in all classrooms.
• Work with other AUSD high schools and the Secondary Literacy Coach to share best practices and resources in intervention programs, vocabualry strategies and staff development.

Alameda 2005/06 Single School Plan

Alameda 2003/04 Single School Plan

3 Year District API Base Data

Definitions

School Mobility Percent - Represents the percentage of students attending the school for the first time.

Parent Education Average - The average of all responses where "1" represents "Not a high school graduate", "2" represents "High School Graduate", "3" represents "Some College", "4" represents "College Graduate" and "5" represents "Graduate School".

School Classification Index - A mathematically computed index using other non academic API components to create indicator of similar demographics and school environment to be used for similar school rankings.

Disclaimer: All data has been hand created. If there are questions about the validity of the data, please contact the webmaster.

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Last modified: February 8, 2005

Disclaimer: This website is the sole responsibility of Mike McMahon. It does not represent any official opinions, statement of facts or positions of the Alameda Unified School District. Its sole purpose is to disseminate information to interested individuals in the Alameda community.