Amelia Earhart Single School Plan 2005/06

Amelia Earhart Elementary School was a K-5 school with an enrollment of 544 in 2005/06. 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

What Did You Learn from 2004/05 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?

Looking at out inquiry cycle data it is evident that all children are making progress with focused instruction, clear feedback and targeted re-teaching. The Progress of the focal group varied by grade level, yet holistically the achievement gap is narrowing.

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.

At Earhart School there is consistent implementation of the Cycle of Inquiry. Grade level discussions focus on the work and support the implementation and collection of data.

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

Student work samples, classroom assessments and the STAR assessment show that students are learning and improving their level of proficiency.

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

We need to carefully monitor all subgroups as acheivement gap maybe shifting.

Fall 2005

1. What are your problem statements?

Student Problem Statements

• ELL students, RS and low SES students are target group that are not proficient in ELA.
• 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, with 48% scoring a 4 on the rubric.
• 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

• There is a need for targeted and systematic vocabulary instruction implemented daily in the classroom will support target students in increasing levels of proficiency in ELA.
• Teachers need to examine the strategies that are used by Asian students and their families for high achievement in math, integrate the strategies into their classroom delivery measuring frequency.
• Teachers have implemented specific writing strategies by grade level and for four years the student achievement has increased. In 2005 achivement 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. Organization of the Unverisal Access is a challenge.
2. What are your inquiry questions?

Student Achievement Questions

Teacher Practice Questions

• If teachers systematically use grade level specific vocabulary instructional strategeies focused on tier two words, then will the target group students have more students reaching proficiency in ELA?
• 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

• At every grade level target students (ELL, RS, low SES) will increase their vocabulary skills as measured on comprehension tasks in reading and reading in the content areas.
• In math the gap between our two major subgroups will narrow by 1 percentile point.
• In writing, less than 40% of Earhart fourth grade students will score below proficient.
• In grades K-2 95% of all students will meet the grade level standards as measured on the Houghton Mifflin Reading summative theme skills tests, STAR and assessment data aligned to the HMR program and Standards.

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 K-5 focus on practical modeling of vocabulary using Isabel Beck;s work based strategies. Develop "academic" language through checks for understanding and systematic vocabulary development.
• 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 and appropriate detailing. At 3 focus on narratives, summaries, and appropriate detailing. At 4-5 focus on response to literature, personal narrative and summary.

Earhart 2004/25 Single School Plan

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.