Henry Haight School Plan 2006/07

Henry Haight Elementary School was a K-5 school with an enrollment of 443 in 2006/07. 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 2005/06 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?

Students are making significant gains in reaching proficient and/or advanced levels of performance. However, there are a significant number of students who remain not proficient in ELA and Math. In addition, writing and science instruction are areas that need to be targeted and taught to grade level and above standards and specification.

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.

Teachers are engaged in effective practices which yield high levels of student engagement. However, inconsistencies (adhering to the core curriculum program) exist within some grade levels in adhering to the implementation of the district’s core curriculum and pacing schedule. Teachers and students are supported by several intervention programs and coaching in order to address student needs. Grade-level collaboration allows for exchange of best practices and the evaluation of those practices. Benchmark assessment results directly link strategy implementation to test results.

This year marks the fourth year in the district’s adoption of the HM Reading program and our scores reflect marked improvements for students who have had the program since grades 1 and 2. Supplementary to this, our school adopted, incorporated and fully implemented school-wide comprehension strategies from Mosaic of Thought across grade levels and across the curriculum. These factors contributed to the significant gains made by students.

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

English Learners and African American students have made significant growth in the past several years. However, work needs to be done on maintaining individual student growth at the proficient and advanced levels from year to year.

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

Comprehension question strategies in the Mosaic of Thought has impacted teacher effectiveness and student achievement.

Fall 2006

1. What are your problem statements?

Problem Statements

Student Achievement Problems

Henry Haight is home to a wide and diverse student body of young learners. Overall significant academic gains were made, however, not all students are gaining equally, particularly our Hispanic/Latino students.

There is a need to decrease the number of students scoring below proficiency levels of achievement, particularly in our Latino/Hispanic groups of student learners. In addition, we need to reduce the number of students scoring in the basic levels of performance and maintain those students scoring at the proficient and advanced levels.

The data presents key findings from the 2005-2006 CST data. Overall, our academic achievement gains have resulted in a 46 point gain in our API. However, our English Learners have the lowest percentage of students scoring at the proficiency level than any other group of students in ELA, while our African American students have the lowest percentage of students scoring below the proficiency level in Math. Yet both groups have 30+ percentage less students scoring proficient/advanced than their white counterparts.

Teacher Practice Problems

Teachers are engaged in effective practices which yield high levels of student engagement. However, inconsistencies (adhering consistently to the core curriculum program) exist within some grade levels in adhering to the implementation of the district’s core curriculum and pacing schedule. Teachers and students are supported by several intervention programs and coaching in order to address. Grade-level collaborations allows for exchange of best practices and the evaluation of those practices. Benchmark assessment results directly link strategy implementation to test results.

2. What are your inquiry questions?

Student Achievement Questions

What instructional strategies do all learners need daily, particularly our English Learners, to become/remain proficient and advanced in academic performance across the curriculum?

As measured by:

Standardized test results, benchmark assessments, teacher observations (multiple-measures), and parent feedback.

Teacher Practice Questions

What instructional strategies do all teachers need to consistently implement across the curriculum to advance students, particularly our English Learners, to proficient and advance levels of performance?

As measured by:

Teachers will consistently implement our agreed upon major high-leverage strategies (i.e. Step Up To Writing, Mosaic of Thought, SIIPS, etc.) across the curriculum and meet regularly in grade level teams to ensure program alignment with district programs. This will be measured via observations and teacher feedback survey.

3. What are your measurable goals?

Student Achievement Goals

We will reduce the number of students scoring at the basic level and below by 20 percentage points in ELA and Math which will subsequently increase the number of students scoring proficient and advanced.

We will progressively reduce the number of students scoring below basic in our grade level benchmark assessments.

Teacher Practice Goals

Teachers will consistently implement our agreed upon high-leverage strategies across the curriculum and meet regularly in grade level teams to ensure program alignment to district’s programs as measured by benchmark assessment results, observations, lesson plans, and grade level collaboration notes.

4. What are your major strategies?

Differentiated instructional strategies and scaffolding strategies in ELA and Math.

Targeted student support and instructional opportunities;

Increase Parent participation and involvement

Haight 2005/06 Single School Plan

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.