Encinal High School Plan 2005/06

Encinal High School was a 9-12 school with an enrollment of 1,116 in 2005/06. 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

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?

There are a significant number of students reading below grade level as measured by the CST in ELA and the results of the assessment data for placing students in literacy class.

The achivement gap can be seen between the White/non-Hispanic students and the rest of the school. For example, 63.8% of white students scored at or above proficient in 2004/05 which slightly down from the previous year when 67.3% scored at or above proficient. The African American students saw a gain between 2003/04 school year when 32.8% scored at or above proficient and 2004/05 when 40.5% score at or above proficient. However, the Hispanic students had a large decline when they went from 53.1% scoring at or above proficient to only 32.1% proficient or above in 200405.

Of the Asian students, 100% of thsoe scoring Far Below Basic are designated as English Learners which implies that the 57.1% proficient could be much higher. 73% of the Asian students scoring between Basic and Far Below Basic are designated English Learners and English Only students.

We continue to see large numbers of students who have great gaps in both their fluency and comprehension. While we have very few students who need the intensive intervention of REACH, we have many who cannot access the grade level curriculum. The achievement gap would appear to be stagnant to widening depending on the assessment. Although there was growth for the African American students, the current progress does yet catch up to where we were three years ago when 43.3% scored at or above proficient. The focus on our instructional practices must continue if we are to close the achievement gap. While we made our AMOs, the achievement gap is between 23.3 and 31.7 points.

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.

The school has expanded and refined the literacy program, it fails far short of meeting the needs of the identified students. We are serving students in three sectios of one period literacy courses and two sections of SDC students in REACH (3 period blocks). The literacy sections are predominantly serving the 9th grade with a few 10th grade and 1 SDC student mainstreamed.

Professional development to implement identified vocabulary strategies was provided and as a result, there is a systematic was to use "walk-throughs" for both staff and administration. This process has been developed but has only been used twice this year by the administration and not at all by the staff. The teaching of Tier 2 words is being used by many classrooms but a formal process for collecting the data such as Cycle of Inquiry is not being used at all. A small group of teachers participated in the walk through process. All departments participated by observing other teachers within their department. The process was led and facilitated by Carol Robie or Lauren Greenberg of CORE. Prior to the observations, the groups with a checklist of things on which to focus. After the walk throughs, there was a debrief of what teachers had seen in the classrooms. This opportunity allowed teachers to see different lessons and how vocabulary is taught differently within the same subject. Discussion around the consequences of not teaching vocabulary was surfaced.

Measures is being used by very few with most staff relying on the coaches and Assessment office to provide the information desired. There has not been a shift in the understanding of what Measures can do for the classroom teacher. There has been an increase in the number of administrative classroom visits and dialogue with a focus on student learning hads begun to increase although there is a long way to to and the formalization of the process has only just begun.

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

The fluency data collected indicates that the students who were literacy courses last year made strides in their CPWM. Of the 35 students who were there here for the Fall and Spring, 71% made gains in their fluency while 29% showed a decrease. 90% of those who had a loss in fluency were in one class.

Many of the students exited should have continued in literacy this year based on comprehension and as supported by their scoring of FBB and BB however, the exit was due to capacity given that there are only three sections in 2005-06 vs. the five sections in 2004-05 and we don't serve students past the 10th grade.

Therefore, the focus on these students has resulted in increased fluency which we know affects comprehension but falls short of the next steps necessary to close the achievement gap.

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

We have revised our problem statement based on the number of students we are serving this year and the number we are not who we know need literacy support.

The realization that we need to focus the work in order to do the job well has been realized and we are in the process of identifying what is needed and what is possible for the following year. To that end, we are prioritizing our work so that we do a few things well versus many things with mediocrity.

There will be a renewed focus on the 9th grade with a commitment to identify and work with ALL 9th graders for next year in a focused way with data collected to inform our next decisions. The master schedule will be driven by this work.

Fall 2005

1. What are your problem statements?

Student Achievement Problem Statement

Data indicates that our English Language and Hispanic students are our lowest performing subgroups. In addition, the data indicates that there is a 23 point difference between our African American students and the highest performing subgroup.

Teacher Practice Problem Statements

The identification and teaching of tier 2 words has been too inconsistent to measure, and school walk-throughs have not occurred frequently enough to use as a measurement tool. We have a school wide Cycle of Inquiry, but we've not using the process to inform our work.

2. What are your inquiry questions?

Student Achievement Questions

• To what degree are the identified sub groups being supported with research based content literacy strategies in all core content areas? These include: English, History. Math, and Science
• Are there sufficient numbers of literacy support clasess to accomodate all Far Below Basic and Below Basic students who are identified through multiple measures?

Teacher Practice Questions

• To what degree are literacy teachers adhering with fidelity to the adopted programs/strategies for courses with literacy students enrolled?
3. What are your measurable goals?

Student Achievement Goals

• Decrease the percentage of all students who score Far Below Basic, Below Basic, and Basic by at least 5% and increase the percentage proficient by at least 5%. This goal will be achieved by the subgroups of African American and Hispanic students.

Teacher Practice Goals

• All teachers will teach and use at least 2 agreed upon research validated literacy strategies on a daily/weekly basis.
4. What are your major strategies?

Major Strategies

• Identify and provide the reading interventions (curriculum/programs) necessary to address the needs of the students scoring Far Below Basic and Below Basic, .
• Determine and implement professional development that will the staff close the achievement gap for the above identified students.
• Develop and institute a process for monitoring the implementation of agreed upon research validated literacy strategies to be used in all classes.

Encinal 2004/05 Single School Plan

Encinal 2003/04 Single School Plan

Encinal High School

4 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.