Amelia Earhart Single School Plan 2004/05

Amelia Earhart Elementary School was a K-6 school with an enrollment of 586 in 2004/05. To review Amelia Earhart'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 Problem Statements

• Dasaggregating the CAT6 and CST data from 2003, ELL students are scoring below the Earhart average in reading in the third, fourth and five grade levels. Classroom tests give us evidence that re-designated students find success in content curriculum. Can we validate this data with second year of data?
• There is an achievement gap between Asian and non-Asian students in math.
• On the fourth grade writing assessment, 53% of the students socred below proficient.
• The implementation of the new reading adoption at grades K-5 requries new instructional strategies and the expectation that all students receive intervention within the classroom.

Teacher Practice Problem Statements

• Once ELL students are re-designated they are not tracked but are considered English speaking.
• Teachers need to examine the strategies that are used by Asian students and their families for high achievement in math.
• Teachers have implemented specific writing strategies by grade level and each year the student achievement has increased. Strategies need to be further refined and implemented across grade level with consistency.
• The implementation of the new Houghton Mifflin Reading series requires that teachers systematically teach all elements of the program to provide the strong foundation in phonemic awareness, phonics and comprehension skills.
2. What are your inquiry questions?

Student Achievement Questions

Teacher Practice Questions

• If teachers systematically use grade level specific instructional strategeies in reading comprehension and language development, then will the re-designated ELL students be successful in content area curriculum in the classroom?
• If teachers use grade level specific cycles of inquiry in math, driven by data analysis, then will the achievement gap between Asian students and other subgoups narrow?
• If teachers teach grade level specific strategies based on specific writing genre and the Standards, and collect data based on classroom work samples, then will student writing be more commensurate with reading skills?
• If teachers implement the Houghton Mifflin Reading series with fidelity to the program,providing student support and intervention, will 95% of the students meet grade level standards?
3. What are your measurable goals?

Student Achievement Goals

• Each grade level Cycle of Inquiry includes a specific measure of student achievement which is graphed to measure student growth.
• 80% of our Re-designated ELL students (grades 3,4 &5) will score above 80% on classroom content tests in science and social studies.
• In math the gap between our two amjor subgroups will narrow by 2 percentile points.
• In writing, less than 40% of Earhart fourth grade students will score below proficient.

Teacher Practice Goals

• Teacher collaboration and reflection on student work samples is indicative of teacher practice. A critical piece of examining student work is the examination of specific teacher practice that elicited the student work sample.
4. What are your major strategies?
• At 3-6 focus on practical modeling of voacbulary and concepts using small groups, use recipocal teaching strategies to build conent area comprehension and develop "academic" language through checks for understanding.
• At K-1 focus on number concept development and number facts. At 2-3 focus on teaching problem solving in context and multiplication facts. At 4 focus on multiplication facts. At 5 focus on complex and multi-step problem solving.
• At K focus on writing and forming letters. At 1 focus on narrative writing to an age-appropriate prompt. At 2 focus on narrative paragraphs in a letter format. At 3 focus on narratives, summaries, and appropriatate detailing. At 4-5 focus on responseto literature, personal narrative and summary.

Earhart 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 5, 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.