|
|
Alameda School Plan 2006/07Alameda High School was a 9-12 school with an enrollment of 1,927 in 2006/07. 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 ComponentsWhat Did You Learn from 2005/06 Cycle of Inquiry?
Those target and strategic students who were enrolled and properly placed in Literacy Intervention (REACH and High Point) classes demonstrated marked improvement, as evidenced by their embedded and unit assessments, and the collaborative measures utilized and reviewed by the instructional staff. There are currently 24, ninth grade students enrolled in REACH. There are no comparable formal assessments and there is limited informal information available with which to fully assess the progress of students in the strategic and target subgroups who did not receive Literacy Intervention classes. Site literacy representatives have continued to work with the district wide Secondary Literacy Team. Efforts are being focused on developing and adopting a district wide assessment, instructional strategies and techniques program. AHS literacy students are currently placed in cored English and Support courses, utilizing the Xtreme Reading Program with SIM instructional strategies to support literacy development. Based on the assessment, literacy students are showing growth. EL students continue in the AHS program and based on assessments and the observations of their practical application of their language skills, also appear to be making growth. We continue our departmental collaboration efforts and are anticipating that the various efforts underway will support our intended goals. REACH placement testing was completed for all incoming Freshman students from feeder middle schools by May ’05. 2005 CST results were utilized to confirm student literacy class placements for the Fall 2005 semester. Students new to the district had an intake review the conducted by the Ninth Grade Counselor and the Vice Principal. Multiple measures were used to assess and determine the appropriate placements for students new to the district. In some cases a planning/SST appointment was made to determine an appropriate placement and academic support strategies. Teachers were able to begin the instructional program immediately. All teachers were experienced, had appropriate program training and support, and materials for instruction. Additional instructional materials and resources were available through the Literacy Coach. The AHS staff has utilized site time to work collaboratively to expand the variety of literacy support strategies available across curricular areas, and to target specific literacy objectives by course and grade level instruction school-wide. Coordinated collaboration efforts have provided strategic and target students with additional support in other curricular areas outside their literacy classes. Through the various collaborative efforts strategic instructional interventions, techniques and strategies are being developed, shared and incorporated across and into departmental and programmatic instructional practices. The initial efforts appear to have had positive impact on the achievement of strategic and target students, as evidenced by the 2005 CST – ELA scores, the embedded assessments, and student performance as indicated by their grades. The 2005 CST-ELA scores indicate an increase in the performance of strategic and target students. There was a significant increase in student performance overall, on the standardized assessments. Teacher and collaborative team reviews indicate that most students are making appropriate growth. There is also evidence that the inclusion of targeted vocabulary instruction and other literacy support strategies are having a positive impact on student learning and achievement across the board, but most especially for our strategic and target students. There are some student subgroups that are still performing significantly below the general student population. Action research is being implemented to explore and determine what additional and/or appropriate academic support strategies can be identified that would have positive impact on student achievement for these subgroups. Fall 2006
Problem Statements Student Achievement Problems The estaff expects that students can and will independently, as well as process assigned texts, materials and assignments. The majoiry of our teachers still do not assess for specific reading skills or deficiencies, or explicitly teach academic reading skills to their students. There are strategic and targeted students that are not able to read, process and complete assignments independently. Their literacy skill deficiences have significant impact on their academic performance across all curricular areas, as evidenced by GPA, assessment data and teacher observations. It is imperative that our instructional interventions and strategies continu eto have significant positive impact on strategic and targeted student achievement, as measured by assessments, the CST-ELA and student GPA. Teacher Practice Problems Some teachers believe that teaching litercacy should not be part of their daily instructional practice, and that they are not professionally prepared to address the issues efffectively. Many accept the necessity and responsibility of teaching and reinforcing literacy skills, but believe that they are poorly/ill prepared to meet this need due to lack of appropriated training. Student Achievement Questions Can we reduce the student achievement gap to within 15 units for our strategic and target students, as measured by the CST- ELA? Which instructional support strategies have the most significant impact on improving the achievement of our strategic and target students, as evidenced by embedded assessments, collaborative assessments, GPA and teacher observation? Teacher Practice Questions To what degree are all teachers implementing collaborative instructional support strategies for our strategic and target students, as evidenced by observation and documentation? Of the instructional support strategies implemented, which are most effective at improving the performance of our strategic and target students, as evidenced by observation, documentation, and other multiple measures? Student Achievement Goals All literacy classes students will make a minimum of 1.5 years growth in one year based on Oral Reading Fluency testing and/or CST/ELA scores. All strategic and intervention students will master an agreed upon percentage of the target academic vocabulary as measured by a site-based assessment. By the Spring of 2010, all eleventh grade students at AHS will be performing at proficient or better, and to reduce the spread of the site Achivement Gap to within 15 percentile units. From the the Fall, 2005 to Spring 2006, 80% of the 9th, 10th, and 11th grade students in intensive intervention will have advance two grade levels or more based on the corrective reading embedded assessments. In 2006-07 90% will have advanced two grade levels or more. In 2007-08, 100% of the students will have advanced two grade levels. From the the Fall, 2005 to Spring 2006, 80% of the students who scored at Far Below Basic and Below Basic on the 2005 CST will score at the Basic Level on the 2006 CST. Likeweise, 50% of the sutdetns who scored Basic on the 2006 CST will score proficient on the 2006 CST. Increase will be higher (60%) in 2006-07 and in 2007-08. From the the Fall, 2005 to Spring 2006, 50% of the African American students who scored at Far Below Basic, Below Basic and Basic on the 2005 CST will advance one level or more on their 2006 CST. From the the Fall, 2005 to Spring 2006, 10% of the Hispanic students who scored at Far Below Basic, Below Basic and Basic on the 2005 CST will advance one level or more on their 2006 CST. All ELL students will make a minimum of 1.5 years of growth in one year as base on Oral Reading Fluency testing and/or CST/ELA scores. Teacher Practice Goals Teachers will receive training on teaching academic vocabulary. Collaborative teams will develop appropriate vocabulary lsits and instructional plans for all subjects and courses taught at AHS. Collaborative assessments will be developed to assess the efficacy of the vocabulary instruction and student growth. All core and elective teachers will implement the agreed upon vocabluary strategy and teach the agreed upon words as measured by department and course assessment. 50% of teachers will share evidence of focal student work in vocabulary. All ELL students will be placed in appropriate literacy instructional courses and will have access to appropriate academic support for all core classes. Teachers will continue to receive support and training on teaching academic vocabulary, reading comprehension and literary skill acquistion. Expand the literacy intervention classes to address more students and students with comprehension needs. Provdie training and support to literary intervention class teachers. Train a team of teachers to become academic vocabulary instructors. All teachers will receive training on teaching academic vocabulary followedup by department or course agreements to implement at least one strategy and a group of target words. Implement agreed upon literacy strategies in all core courses and elective classrooms. Work with other AUSD High schools and the Secondary Literacy Coach to share best practices and resources in intervention programs, vocabulary strategies and staff development. Alameda 2005/06 Single School Plan Alameda 2004/05 Single School Plan Alameda 2003/04 Single School Plan Alameda High School
4 Year District API Base DataDefinitions 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.
Send mail to mikemcmahonausd@yahoo.com with
questions or comments about this web site.
|