Encinal High School Plan 2004/05

Encinal High School was a 9-12 school with an enrollment of 1,100 in 2004/05. To review Encinal'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 Achievement Problem Statement

The 2003 California Standards Test data continues to show that only 33% of our student are proficient in English/Language Arts, with African American, Hispanic and ELL students scoring lower than Caucasian, Asian and Filipino students. We are currently addressing the needs of 55 intensive intervention students in our literacy classes, however we know that many more students below the 38.5 percentile on CAT6 (25th NCE) need fluency classes. This year we were unable to address all the identified literacy needs due to resource allocations. Although our data and training suggests that need to have two-hour block of time to teach literacy and English for intensive intervention students, we still have not figured out how this into the master schedule.

Teacher Practice Problem Statements

We have a great deal of work to do in changing th culture of the school so that teachers take responsibility for using literacy strategies that help strategic intervention students access text. Staff needs support in learning and implementing these strategies to access subject area text. We also need to develop structures to support teacher collaboration and inquiry as well as support the consistency of on-going assessment. The use of the Cycle of Inquiry at the classroom or department level is still in the beginnng stages of implementation.

2. What are your inquiry questions?

Student Achievement Questions

• Are literacy class students, especially target students, making a minimum of 1.5 years growth in fluency based on Oral Reading Fluency assessments given three times per year?
• Are focal students in grades 9 and 100 who are not in literacy classes learning identified literacy strategies and demonstrating increased comprehension of content area text as measured by department/course assessments?

Teacher Practice Questions

• To what extent are literacy class teachers implementing the agreed upon literacy programs designed to meet the specific identified skill gaps?
• To what extent are core content teachers explicitly teaching vocabulary development, "Talk to the Text", and "Think Aloud" strategies as determined by walk throughs and self assessment data?
3. What are your measurable goals?

Student Achievement Goals

• All literacy class students will gain an average of at least 1.5 years of growth in oral fluency as measured by EdFormation Oral Fluency passages. Target groups will also gain at least 1.5 years growth in a year.

Teacher Practice Goals

• Literacy class teachers will implement the programs with fidelity based on coaching feedback.
• Core subject teachers with students in CST-ELA 1 and 2 will identify focal students and will implement vocabulary, "Talk to the Text", and "Think Aloud" strategies at least weekly.
• Sixty percent of all core teachers will share evidence of focal student progress and ideas for implementation of strategies with department and/or grade level colleagues.
4. What are your major strategies?

Major Strategies

• Expand and implement with fidelity the literacy program to address the skill gaps of students identified as needing decoding and fluency intervention.
• Provide professional development to implement identified literacy strategies )vocabulary, fluency, "Talk to the Text", and "Think Aloud") that will improve access to core subject texts, especially for identified students.
• Work with the local collaborative to share effective teacher practices in the areas of fluency, vocabulary, inquiry and the implementation of MEASURES.
• Increase the number of administrative classroom visits and follow-up academic dialogues that are focused on increasing student learning.

Encinal 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 8, 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.