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Island High School Plan 2004/05

Island High School was a 9-12 continuation school with an enrollment of 194 in 2004/05.

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?

    2. Problem Statement

    Many students arrive at Island High with a poor record of performance and very low motivation to succeed in or out of the classroom. They quite often bring a track record of negative and disruptive behaviors that make it difficult for them to succeed in a classroom environment.

    Student Achievement Problem Statement

    Students are often sent to Island High at seemingly random times of the year, making cohesive efforts to establish a positive campus culture difficult.

    Teacher Practice Problem Statements

    Teachers at Island High often have students with disruptive and negative behaviors entering the school at many different times during the school year.

  2. What are your inquiry questions?

    3. Student Achievement Questions

    • Can a calmer campus environment results in increased student performance?

    Teacher Practice Questions

    • With our orientation/homeroom class up and running, how can we improve our campus culture so that our students are bette able to learn in a calm environment, with fewer distractions and negative student bahaviors?

  3. What are your measurable goals?

    4. Student Achievement Goals

    • By adding conflict resolution, bullying and life skills curriculum to our orientation/homeroom classes, we hope to improve our campus culture and student bahavior. This will help our students improve their credit completion rate and graduation rate, as well as lower the number of suspensions.

    Teacher Practice Goals

    • All staff will take part in development and implementation of conflict resolution, bullying and life skills curriculum. Teachers will gather anecdotal evidence to assess the effectiveness of the programs. Hard evidence will include improved grades, attendance, credit completion rate, lower suspension rate and ultimately, improved graduation rate.

  4. What are your major strategies?

    5. Major Strategies

    • Staff development time and weekly teacher collaboration devoted to improving assessments, and creating life skills, bullying and conflict resolution curriculum for use in our orientation/homeroom classes.

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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.