Bay Farm Single School Plan 2004/05

Bay Farm Elementary School was a K-6 school with an enrollment of 520 in 2004/05. To review Bay Farm'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?

Student Achievement Problem Statements

• We need to continue to assure that all target groups continue to grow in skills and knowledge in our core curriculum.
• We need to continue to increase each target group's percentile rankings.
• We need to be sure to target underperforming students with specific intervention plans providing additional support for improvement.
• We need to assure that Houghton Mifflin Reading activities are correlated to state standards we use truly measure student acquisition of the standards.
• We need to carefully examine assessments we give to assure that the results we receive provide the depth of analysis we require to address student learning needs. What are the minimum requirements? What assessments do we need to give to be able to determine specific learning needs for our students?

Teacher Practice Problem Statements

• As we implement Houghton Mifflin Reading schoolwide we need to carefully correlate activities and assessments to the standards and maximize effciency.
• We need to begin prioritizing Houghton Mifflin Reading activities at each grade level to assure consistency of instruction and maximize instructional benefits.
• We need to further identify strategies that most benefit struggling students.
2. What are your inquiry questions?

Student Achievement Questions

• What are the specific skill areas at each grade level we need to address to improve student performance for each target group?
• What modifications to the teaching timelines of content and skills by grade level need to be made to assure instruction is completed prior to the assessment windows?
• How do you assure continous progress for all students and target groups?
• Which specific writing strategies and skills need to be addressed at each grade level to assure student improvement?

Teacher Practice Questions

• Which assessments actually provided the data required to target instruction for student growth?
• Which specific strategies will address underperforming student skill needs?
• What kind of intervention program can we develop to best address our "At Risk" students?
3. What are your measurable goals?

Student Achievement Goals

• All students K-6 will meet/exceed grade level standards in their core curriculum and each target group will increase their group performance.

Teacher Practice Goals

• All students K-6 will receive directed and targeted instruction correlated directly to the state standards in all curriculum areas.
• Teachers will utilize targeted assessments and successful teaching strategies with all students and will differentiate instruction to maximize student learning.
4. What are your major strategies?
1. Grade level teams will meet regularly to anlayze performance data, identify performance gaps and skill weaknesses, develop instructional timelines, monitor Houghton Mifflin Reading implementation and develop student student action plans to increase student performance within target groups for reading and math.
2. Teachers will work at grade level with site reading coaches to develop smart plans for targeted instruction in specific skill areas and to differentiate activities during Universal Access time.
3. Grade level teams will target writing instruction by identifying and teaching specific writing strategies that increase student performance.
4. 4-5-6 Teachers will work with AUSD Math Specialist to learn and implement content scripting to enhance curriculum instruction.
5. Leadership Team will review curricular schoolwide concerns across grade levels to maintain schoolwide consistency in student performance, and will coordinate seasonal themes schoolwide to promote community.
6. Additional activities and programs will be selected and implemented based upon identified grade level analysis in basic skill areas.
7. At Risk students will be invited to participate in "Leaping Higher" program to provide intervention support after school and at home.
8. The Media Center library will provide a book collection that reflects student interests, reading levels, unit themes, state standards, recreational reading lists, etc. It will extend check out hours, promote reading, and provide classroom support.
9. Students will partipacte in schoolwide assemblies tied to the 3 seasonal themes to build community and enhance curriculum instruction.
10. A Pysch Intern will work individually and with groups of K-6 students as identified by need on identified behavior modifications, issues, and concerns.
11. Additional curriculum supplies and materials will be identified at grade level and purchased to support student achievement of grade level and school wide goals.
12. A Coordinator stipend will be allocated to oversee the SSP, facilitate meetings, collect and coordinate data, publish written plans and coordinate purchases.
13. Technology will be used to support curriculum implementation, assessment, and to develop student technology and information literacy skills.
14. Duplication services will be utilized to efficiently provide student work materials for classroom assessments/activites.
15. Community surveys will be implemented as developed by SSC to gather input from the community regarding major activities and programs.

Bay Farm 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: March 2, 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.