Bay Farm Single School Plan 2006/07

Bay Farm Elementary School was a K-6 school with an enrollment of 558 in 2006/07. 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

What Did You Learn from 2005/06 Cycle of Inquiry?

1. Looking at your data what general trends do you see? What does the data tell us about how the focus group did? How much progress did they make? How does this compare to growth of other subgroups? Is the student achievement gap closing?

Bay Farm students continue to achieve at high levels. Students in every target group continue to improve over time. It appears from our test analysis that over time all students in basic, below basic, and far below basic move to proficient (3 year matched review). Our program and interventions for these students continue to make a difference in student performance. We are determined that every student succeed at their maximum potential. We are a high performing school overall; however, our students can still do better. We continue to address all of our students at their individual levels of performance and provide instruction to increase their individual skill levels. We do notice a trend that we will aggressively address this year involving our students who perform in the advanced level. Some of our students are scoring in the lower levels of this grouping and over time slip back into proficient. To address this current condition we will continue to maintain our successful intervention programs for at-risk and lower-performing students, but additionally will begin to develop a more rigorous “challenge program” to assure students performing in the advanced level continue to increase their performance. We also need to address our writing program and establish a more consistent instructional program for students across the grades as we implement Step Up to Writing.

2. What evidence/data do you have regarding the level of implementation of the teacher/instructional practice and/or schoolwide practice that you planned in your last Cycle of Inquiry? Include information about what was not implemented as well as what was implemented.

We continue to explore high leverage activities and strategies to maintain our high levels of performance. We also are continuing the search for more specific and individualized targeted assessments to better identify specific skill needs especially for our higher performing students. Currently, our districtwide assessments are limited in the depth of data they provide to develop specific targeted instruction for this identified group. Our Leadership Team, grade levels, staff, and SSC continue to direct our energies toward the common goal of continually improving every student’s academic performance.

3. What evidence do you have that your focus on these students has positively impacted their learning?

Parent surveys continue to indicate that our community feels that Bay Farm students receive a comprehensive and challenging curriculum. Performance data indicates that each year students are increasing in numbers toward our goal of 90% proficient and above, in fact, at many grade levels we have achieved this goal and beyond. Our matched scores over time indicate that students who were basic and below and have been in our program over three years move into the proficient level and beyond. Our performance data and API score show continual improvement and consistent performance throughout the K-6 program over time. Student surveys and self assessments continue to show that our students see themselves as capable, eager learners and that they strive to extend their learning and progress academically and socially.

4. Is there anything else you learned in examining your data that will inform your revised problem statement?

Measures Applied now allows us to review more specific data over time. We have discovered what seems to be a significant/important trend with major impact on student performance. We see that our advanced scores are actually in the lower band and some students from year to year slip between proficient and advanced. We will address this trend, solidify performance in the higher band of the advanced level, and assure that our higher performing students continue to achieve at higher and higher levels of performance. Most students are proficient/above when tested using AUSD required assessments. Grade levels continue to look for additional formative assessments/ data that will go deeper into skill instruction.

Fall 2006

1. What are your problem statements?

Problem Statements

Student Achievement Problems

• We need to continue to assure that all target groups continue to increase their skill levels and performance over time.
• We need to address advanced students who seem to slip back to proficient level and provide targeted instruction to raise their performance levels.
• We need to develop a more systematic intervention program for students in grades 4-6.
• We need to find targeted skill assessments for students in language arts.
• We need to correlate/implement Step Up to Writing K-6
• We need to establish/implement next steps for Life Skills/Caring Communities implementation.

Teacher Practice Problems

• We need to continue to carefully correlate activities and assessments to the standards.
• We need to identify essential activities for student improvement among the potential activities throughout the HMR program.
• We need to identify the best strategies to benefit struggling students and develop deeper understandings for advanced 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 especially for at risk and advanced students?
• Which specific writing strategies and skills need to be addressed at each grade level to assure student improvement?
• Which skills should be addressed in the intervention program for 4-5-6 students?
• What are our next steps with Life Skills schoolwide?

Teacher Practice Questions

• Which assessments provide the best data to improve instruction for targeted students and what additional assessment tools do we need?
• What will an intervention program for 4-5-6 students look like?
• Which specific skills and strategies do we need to implement to challenge our advanced students and maintain increased performance?
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.
As measured by: Multiple Measures Assessments and Student Work samples

Teacher Practice Goals

• All teachers will utilize targeted assessments and successful teaching strategies for all students and will differentiate instruction to maximize student learning and develop deeper understandings.
As measured by: Multiple Measures Assessments and student work samples
4. What are your major strategies?
• Leadership Team members will conduct school visitations to observe similar schools that have maintained continual growth for ‘challenge” students to gather new ideas and strategies for program consideration
• Planning time will be provided for grade level and cross level meetings to deepen understandings and establish new strategies for ongoing improvement
• Bay Farm School will conduct a schoolwide visioning process to establish long term goals and improvement path for continued student success over time bringing everyone together to develop a common vision for our school community and students.

Bay Farm 2005/06 Single School Plan

Bay Farm 2004/05 Single School Plan

Bay Farm 2003/04 Single School Plan

Bay Farm

4 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 20, 2007

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.