Amelia Earhart Single School Plan 2007/08

582 in 2007/08. 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 2006/07 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 our inquiry cycle data, it is evident that all children are making progress with focused instruction, clear feed back and targeted re-teaching. The Progress of the focal group varied by grade level, yet holistically the achievement gap is narrowing in all areas except math. Grade level reflection and data follows this page.

2. What evidence/data do you have regarding the level of implementation of the teacher/instructional practice and/or school wide practices that you planned in your last COI? (Include data from walk-throughs, teacher self-assessment, etc.) Include information about what was not implemented as well as what was implemented.

At Earhart School there is consistent implementation of the COI developed at each grade level. 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 to keep a clear focus on our achievement gap given our changing site demographics.

Fall 2007

1. What are your problem statements?

Problem Statements

Student Achievement Problems

• 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. (These are the two major subgroups at the school.) On the fourth grade writing assessment, 59% of the students scored below proficient, with 58% scoring a 4 on the rubric
• The implementation of the HMR reading adoption at grades K-5 requires new instructional strategies and the expectation that all students receive intervention within the classroom and instructional day to support them in meeting the standards.

Teacher Practice Problems

• There is a need for targeted and systematic vocabulary instruction implemented daily in the classroom will support target students in increasing level 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 five years. The student achievement has increased during four of the five years based on the STAR writing sample. Using the Step Up to Writing program, strategies need to be further refined at each grade level and implemented across each grade level with consistency
• The implementation of the HMR 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 UA is a challenge. Additionally, extra targeted instruction is advantageous to targeted students
2. What are your inquiry questions?

Proposed School –wide Inquiry questions:

1. If grade 1-5 teachers systematically use grade level specific vocabulary instructional strategies focused on tier two words, then will the target group of students have more students reaching proficiency in ELA?
2. If teachers use grade level specific cycles of inquiry in math, driven by data analysis, then will the achievement gap between the Asian students and other subgroups narrow?
3. If teachers teach grade level specific strategies from Step Up to Writing and other sources based on specific writing genre and the Standards, and collect continuous data based on classroom work samples, then will student writing be more commensurate with reading skills?
4. If teachers implement the HMR reading series with fidelity to the program, providing intensive and strategic student support and intervention at grade one and two and the SIPPS program in grade 3, will 95% of the students who are proficient in English meet grade level standards?

Student Achievement Questions

Teacher Practice Questions

3. What are your measurable goals?

Goal #1: At every grade level target students (ELL, African American, RS, low SES) will increase their vocabulary skills as measured on comprehension tasks in reading and reading in the content areas.

Goal #2: In math, the gap between our two major sub-groups will narrow by 2 percentile points.

Goal #3: In writing, less than 40% of the fourth grade students will score below proficient on the STAR writing component. On classroom writing assessments, 80% of the students will score proficient or a 3 on a four point rubric.

Goal #4: In grades K-2 95% of the students whose primary language is English will meet the grade level standards as measured on the HMR summative, theme skills tests, STAR and assessment data aligned to the HMR program and Standards

4. What are your major strategies?

Earhart 2006/07 Single School Plan

Earhart 2005/06 Single School Plan

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, 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.