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 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?

After a dramatic one-time spike in student test scores in 2005-2006, all student groups, except Asians, decreased in ELA scores. In Math, African American, Asian, Filipino, EL, and students with disabilities decreased in score, while other groups increased. Yet each student group met (and surpassed) the AMO required for 2006-2007 academic year.

What does the data tell us about how the focus group did? EL students and SED students were the focus group for the 2006-2007. In ELA and Math, there was an increase for Hispanic students and for SED students, there was a decrease in ELA and an increase in Math.

There are still a significant number of students in all student groups, who remain not proficient in ELA and Math. Overall, there was an increase in the number of students in grade 2 who scored not proficient in both ELA and Math. In addition, writing in grade 4 and science in grade 4 are areas needing to be targeted for all student groups who failed to score at the proficiency level and above.

While gains are being made in all student groups in meeting the school and district AMO, there is still a significant academic achievement gap between our “non-significant subgroups”, particularly our African American and Filipino students, students with disability and or “significant subgroup” of Hispanic students to that of our Asian and White student counterparts. There exist over 30 percentage point gap between these student groups.

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.

Through walk-through observations, teachers are engaged in the agreed upon strategies needed to increase student achievement in all groups. These strategies include Mosaic of Thought (MOT) comprehension strategies and Step-Up-To-Writing strategies across grade levels and across the curriculum. These instructional strategies are designed to increase teachers’ capacity to continually address students’ needs specific to ELA skills needed for student success across the curriculum. In addition, teachers are supported by several pull-out intervention/prevention programs (Title 1 Lab, RSP, ELD) during grade-level Universal Access time, and through teacher coaching of targeted grade-level focus activities and strategies based on current benchmark assessment results. Grade-level collaborations and cross-grade level collaborations allow for the sharing of best practices and the critical examination of benchmark assessments allow for teachers to continually adjust their use of effective strategies. With the adoption of the HMR reading program, students’ scores have been constantly increasing in ELA. However, some students groups continue to lag in academic gains.

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

While all student groups have met their 2006-2007 AMO’s, there is still a significant gap in the achievement of some student groups and their White and Asian counterparts. The groups with the most significant gap in achievement are our African American students and students with disabilities. Hispanic and EL students have made significant gains, but also lag in achievement with their White and Asian counterparts.

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

There has been a shift in student enrollment of various populations. This shift has included an increase in the number of our Asian students who are English Learner and we have various ethnic groups of students acquiring Academic English. Students continue in need for ELA, writing, and Math strategies that address their diverse academic, social, and emotional needs.

Fall 2007

1. What are your problem statements?

Problem Statements

Student Achievement Problems

Henry Haight attracts a wide and diverse student body of young learners. This diversity includes students of various ethnicities, socioeconomic status, and social and learning challenges. In 2007, Haight had an overall school Academic Performance Index (API) score of 821. Overall, Haight exceeds the state’s threshold of 800. However, not all students are gaining equally nor are they sustaining yearly academic gains and/or growth.

Our challenge remains to assist all of our students, who have only achieved the levels of basic, below basic, and far below basic, to reach the levels of proficient and advance, particularly in English/Language Arts, Math and to sustain this level of achievement throughout their schooling. Further data analysis reveals that our Fourth grade Writing proficiency levels and our Fifth Grade Science proficiency levels average at or below basic for our majority of all students.

The challenge remains to maintain and sustain those students scoring at the proficient and advanced levels of achievement and to reduce and/or eliminate the number of students scoring less than proficient.

Therefore we must:

• Close or eliminate the overall academic achievement gap between our significant and non-significant groups of students
• Eliminate students scoring in the basic and below basic categories in all test areas
• Sustain the academic gains of students scoring at the proficient level or above
• Provide “non-academic” supports for students needed for student success

Teacher Practice Problems

The California State Department of Education has mandated that our statistically significant group of students (Latino/Hispanic, EL’s and SED)) and our “non-significant” groups of students (African American, Filipino, and Students with Disabilities), improve by reducing or eliminating students scoring less than proficient in both ELA, Math, Writing and Science. The student group that holds the highest percentage of students scoring basic and below and not reaching the proficient and advance levels of academic achievement, are our Students with Disabilities, African American, Hispanic students. This is requiring us to consistently implement and integrate appropriate strategies for ELL’s along with strategies for students to acquire Academic English and students needing effective Mainstreaming integration.

Teachers are engaged in practices that yield high levels of student engagement. However, there continues to be a need for professional development and coaching for teaching diverse students that further support teachers’ better utilization and implementation of our school-wide and grade-level agreed upon high-leverage instructional strategies and practices.

Opportunities for focused grade-level collaborations need to continue, as well as opportunities for teachers, to further deepen their skills and abilities that address the academic, as well as the social and emotional needs of our diverse student population.

2. What are your inquiry questions?

Student Achievement Questions

What instructional strategies and support services do all students, particularly our African American, Hispanic, and Students with Disabilities, need in order to achieve the status of proficient and advanced in standardized test and to maintain and sustain adequate growth to eliminate the academic achievement gap particularly in ELA and Math?

Teacher Practice Questions

What instructional strategies and practices do teachers need to continue to use regularly (and with consistency) that advances all students, particularly our “students at risk of not achieving academic proficiency and advanced academic levels, in ELA and Math?

3. What are your measurable goals?

We will continue to reduce the number of students scoring at the basic level and below by 20 percentage points in ELA and Math. This will subsequently increase the number of students scoring proficient and advanced. Particular attention will be given to our non-significant groups of students. This will be measured by our standardized test scores.

We will continue to move all students, particularly our “at-risk students, to achieve grade-level status and above in all benchmark assessments for HMR and Math, culminating in proficient and advanced status in CST results.

We will continue to have all students, particularly our at-risk students, score proficient and advanced in writing and science as measured by standardized test scores.

Teachers will consistently implement our agreed upon high-leverage instructional strategies (MOT, SIOP,etc.) and utilize our agreed upon tools (Step-up-to-Writing, etc.) across the curriculum. Meeting regularly, teachers will ensure program alignment to the standards and student needs.

To achieve and/or maintain rigor, teachers will use benchmark assessments results, teacher observations, and collaborative discussions to measure goal attainments.

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.