Henry Haight School Plan 2005/06

Henry Haight Elementary School was a K-5 school with an enrollment of 475 in 2005/06. To review Henry Haight'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?

Our Hispanic student population increased, and we dropped .4 on our Annual Yearly Progress on the Annual Measurable Objectives expectations. Th number of Filipino students remained consistent. Although our percent proficient decreasedm when looking at matched Filipino students's scores, 9 student increased by at least one level and oly only 4 decreased. 25% more African American students were proficient in 2005 that had been in 2004. Overall, we were successful in moving students from Far Below Basic and Below Basic to Basic, and 9% more students moved to proficient. Now we are working to close the acheivement gap further in the Basic subgroup by moving those students to proficient, and we recognize that we have a substanial intervention program in place that will continue.

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 last cycle of inquiry was focused on implementing grade level cycle of inquiry. It was not specific in which strategies we would use school wide. In Spring 2005, the decision was made to study the Mosaic of Thought.

100% of our teacher have studied and are beginning to implement Mosaic of Thought and Tier 2 vocabulary development strategies. Each of these strategies contributes to increasing comprehension. Schoolwide practices include daily vocabulary building, peer coaching and training, push in and pull out Title 1 and ELL programs at all grade levels, a variety of after school intervention programs, district professioanl development, Grade Level Study Teams, weekly grade level collaboration and a variety of grade level differentiated practices.

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

See question one. Students also exhibit positive attitudes toward learning, and we have noticed an increase in positive social interaction. We have a positive increase on the state and federal tests. We are seeing positive movemnt in closing the achievement gap according to data reflected on the AMO. Parent feedback is positive and involvement in school wide initiatives is increasing.

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

Our major learning revolves around the issues of equity and rigor. When our focus is on a specific group, their achievement increases. We have realized that we need support, training and collaboration that expands our understanding of what equity and rigor looks like in the classroom. Teachers at Henry Haight must find and implement common practices that benefit the school community as a whole and a variety of cultural groups. We have discovered that common language and practice benefits staff, students, and the community. Deprivatizing individual classroom practices makes the school more accountable to student learning and progress.

Fall 2005

1. What is your problem statement?

Student Achievement Problem Statement

• Last year we exceeded our goal by moving 11% of student propulation to the Proficient level in English Language Arts on the CST. Our targeted groups were Afro American (who increased by 25%) students and English Language Learners (who increased by 7%). This year we will continue our focus on these subgroups and will add Hispanic/Latino and Filipno students as our new targeted subgroups. We continue to have a disproportionate number of students withing these subgroups scoring at the Basic level.

  These students are strugling with reading comprehension and vocabulary development. We currently have extensive phonics interventions in place. A large percentage of students can decode but do not comprehend what they are reading. We are working as a staff to build common language and consistency in reading strategy and vocabulary development instruction.

2. What are your inquiry questions?

Student Achievement Questions

• Are our targeted students able to apply the Mosaic of Thought strategies we are teaching as measured by our current district assessments and comprehensive assessment we will develop?
• Are our focal students able to retain the Tier 2 vocabulary words that we are teaching as measured by site developed assessment tools?

Teacher Practice Questions

• Are we consistently implementing the school wide Mosaic of Thought and Tier 2 vocabulary strategies?
• What measures will we use to accurately assess improvement in reading comprehension and vocabulary development?
• Are all classrooms exhibiting rigorous and equitable teaching practices?
3. What are your measurable goals?

Student Achievement Goals

• 50% of the 81 students at the Basic level of Language Arts proficiency will move to the Proficienct level. Note, our targeted subgroups make up __ of the 81 students at Basic.

Teacher Practice Goals

• All teachers will model and implement Mosaic of Thought reading strategies frequently enough for the students to be able to use them.
4. What are your major strategies?
• Create a multiple measures assessment plan for measuring progress in reading comprehension and vocabulary development.
• Continue school wide implementation of the seven comprehension strategies in Mosaic of Thought and Tier 2 vocabulary development.
• Provide professional development for teachers to support them to create rigorous and equitable learning environment.

Haight 2004/05 Single School Plan

Haight 2003/04 Single School Plan

Haight

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: March 2, 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.