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Chipman Single School Plan 2006/07Chipman Middle School was a 6-8 school with an enrollment of 605 in 2006/07 that used Lifelong Guidelines and Lifeskills. To review Chipman'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?
The data is very clear; our African American and Hispanic students are far behind thier Asian and Caucasian peers. While the school made the targeted AYP, those two sub groups faield to make the targeted growth in both Math and ELA. Although we are down to only three sections of REACH, our strategic numbers are growing and those represent studnets who are still below grade level and thus proficiency. We have been succesful in moving many students from FBB to BB but from BB to Proficient proves to be a great challenge. We havelearned that keeping 8th graders in a General math class instead of the Algebra was not successful last year. To repeat this again is a guarantee that our African American and Hispanic students will not do well again this year. Our ELL population has sigingicant growth, validating the work in both the placement and instruction of the students. The changes that we made for our ELL population were successful. Our placement matrix for ELL allowed many students access to mainstreamed ELA classes. The result is that we not only made our AYP for 2005-06 we have already made it for 2006-07. The identified strategies for non ELL students di not effectively address teh problems. The achievement gap widened. We don't have the evidence to show that we have bought our African American and Hispanic students up to the percent proficient necessary to achieve our AYP. While we have been focused on them, we obviousily did not do enough of the right things. We do have the data to show that our African American students do better at our school than they do in the district or the State, however; we have a significant enough population that is not enough. We have had a significant impact on our ELL students. The opportunity provided many of our ELL students to move into mainstreamed ELA classes while also focusing on the implementation of High Point resulted in great gains for those students on the CST in ELA. That we need ti be very clear on what problem is; we can't focus on one -subskill or set goals that only support one sub skill. We must increase the opportunities for our students of color to be enrolled in and competitive in advanced courses. We need to consistently use effective strategies and collect data necessary to inform our instruction. Fall 2006
Problem Statements Of the 515 students at Chipman who took the 2005-06 CSTs, approximately 66% were not proficient in ELA & 62% taking grade level math were not. The number of students moving up to Strategic ELA classes is growing further establishing the need to focus on research validated instructional practices that support the skills necessary to read at grade level in all content areas. Of our 220 8th graders last year, 87 of them were in General Math instead of Algebra 1. As we begin ability grouping our students in Math, the AA & Hispanic students are not represented. While we made our school-wide AYP, our African American and Hispanic students did not in both Math and ELA. Student Achievement Questions Are students in the Strategic Core classes increasing their comprehension as measured by Prentice Hall benchmark & GRADE Spring assessments and their ability to use the SIM strategies/routines when necessary? Are students increasing their academic vocabulary across the curriculum as measured by the CST? Are students in MathTech (6th/7th grade) & Algebra Interventions (8th grade) making significant growth as measured by the mid-term pass rate (70% or higher), number of exits, and CST data. Teacher Practice Questions What identified SIM strategies will we teach in the Strategic core classes? What supports are mainstreamed special education students receiving in the CMS classroom to reach proficiency on the CST? To what degree are Strategic teachers implementing the identified SIM strategies including LINCs for vocabulary? How are teachers using the benchmark assessment results to guide/inform instruction? What changes need to be made to the assessment to make them more useful? How are teachers collaborating about instructional strategies & techniques and what effect does that have on student achievement? How does the use of monthly benchmark assessments in math inform instructional practices? What additional academic support do we need to provide to increase likelihood of making our AYP with our African American and Hispanic students? What changes do we need to make to our math program to increase academic achievement? (Administrative Practice): What types of support does the administration provide as the SIM is being implemented? How do they support staff ID’d needs for ELA? What support is necessary from the administration to insure that collaboration between math teachers fosters success in closing the AG? Student Achievement Goals There will be a 5% increase in cluster scores in vocabulary and reading comprehension. At least 10% of African American Strategic students who were appropriately placed will be exited into B/Adv by next year’s placement. The percent proficient of African American & Hispanic students will increase by 5% in both ELA and Math. Based on the District’s movement chart, there will be a 10% increase in those students moving 1 level or more for both African American & Hispanic students. 40% of those students in MathTech/Alegebra support will pass the midterm with a score of 70% or higher. 10% of the MathTech students will be exited based on Core math class grade of B or higher Increase our API to meet our AYP in both Math and ELA Teacher Practice Goals ELA All REACH, ELL & Strategic Core teachers will implement the identified programs, REACH, High Point, SIM, etc as measured by the SIM coaches and self reflection. All Strategic teachers will teach academic vocabulary through the implementation of LINCs Math All teachers will attend regular collaborative meetings and implement agreed upon lesson plans based on benchmark and other common assessments. All respective programs will implement the identified Math intervention/support. Administrative Practice: 1. Participate in all SIM trainings & respond to Benchmark Assessment concerns. 2. Insure common preps 3. Monitor use of Math scripts & Benchmark Assessments. 4. Support content PD.
Chipman 2005/06 Single School Plan Chipman 2004/05 Single School Plan Chipman 2003/04 Single School Plan Chipman
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. Where no one is left behindSan Francisco Chronicle Editorial, April 29, 2005 IT'S ONE THING to say "No Child Left Behind," it's another to mean it. With 50 percent of its students once performing below grade level, Chipman Middle School in Alameda held a comfortable spot on California's list of low-performing schools. It would have been easy to stay there, too, had the school's educators decided not to make a change and give their students an actual chance. But they did -- and on Thursday, first lady Laura Bush paid a visit to Chipman with the goal of making it a national model for schools with at-risk students. That's a far cry from four years ago when Chipman teachers were sent to research programs to address their students' severe reading deficit. The team chose to implement the state-adopted REACH method of teaching, an intensive intervention program for grades four through eight for students reading below grade level. The teachers also agreed to launch a three-tiered core program, which involved identifying "benchmark" students, that is, those who read at grade level, "strategic" students, who read one to two years below grade level, and "intensive" students, who read more than two years below grade level. The model is based on enabling students reading below grade level to make two years' progress in one year's time by teaching an extended intervention class on comprehension, writing, spelling and "decoding," which is learning how to say the words aloud and comprehending their meaning. It was an ambitious goal -- and a refreshing one, given that many schools with at-risk students cite budget woes, bigger class sizes and lack of quality teachers as excuses for not implementing more rigorous programs. It's always easier to blame outside forces rather than take them on. "But not only have we implemented this program," says Principal Laurie McLachlan-Fry, "we've restructured the entire school around it. We've made it even more intensive." Since implementing all three levels of the program in 2002, state scores for Chipman have gone up. In addition, under the REACH program, reading and writing skills have gone up 8 percent for African-American students and 9 percent for Hispanics. School-wide, there has been a 7 percent improvement. Now, Laura Bush, building on the president's No Child Left Behind Act, cited Chipman's success in visiting the East Bay school Thursday. "I'm so glad you're in a school that pays attention to reading, because if you can read, you can do every subject," she told the students. "Mrs. Bush is going across America and highlighting programs that have worked, that have a record of success. Chipman has shown this success," said Susan Whitson, press secretary for the first lady. Not that it's been easy. Katherine Crawford, who has been a teacher at Chipman for nine years and is now teaching the core program, said the sessions are "draining" and the work is "nonstop," but that nothing has been more rewarding. "They keep improving and we keep pushing," she said. And that's the difference. Teachers at this school care. And in a climate where low-performing schools are seen as the black eye of our educational system, it's refreshing to know that at one school, teachers remain tireless in their efforts and merciless in their demands for a better education for all students. Making Chipman Middle School a national model is great. But let's not stop at home. Right next door, Oakland high schools have been described as "dropout factories" by a recent study of California schools. Let Chipman be a model for them, and maybe Oakland, too, will lose its comfortable spot on the list of the low-performing schools. It might just give the first lady another reason to come back. 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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