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Island High School Plan 2006/07Island High School was a 9-12 continuation school with an enrollment of 185 in 2005/06. 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 ComponentsWhat Did You Learn from 2005/06 Cycle of Inquiry?
At the beginning of this year, Island had only 65 students not yet passing the CAHSEE, down from 102 students at this time last year. However these data may not truly be comparable as last year more students had been placed at IHS be the beginning of the year. Of these non-passing students, just less than half had taken and failed the exam and just more than half had never taken the CAHSEE. We examined subtest data among those students who had taken and failed the exam to try to pinpoint which skills individual students lacked. Data from other standardized tests (CST, CELDT) were examined when no CAHSEE subtest data was on record. In many cases, no relevant student data was available, because student had been absent during all testing opportunities or because student was a recent transfer from out of district with incomplete records. As with last year’s data, several clear patterns were visible. In the math CAHSEE, the lowest scoring subtests in order were Algebra, Probability, and to a lesser extent, Geometry. In English/Language Arts the lowest scoring subtests were generally the Reading Comprehension and the Writing Application. In the English/Language Arts area, since last year we have learned that the Writing Application segment of the exam is less rigorous that we had previously believed and have scaled back instruction oriented to this exam segment because it is not correlated to increased writing skill as seen in the classroom. . However, reading comprehension weakness on the CAHSEE remains highly correlated to reading comprehension problems in day to day learning, so we have concentrated efforts of increasing effectiveness of interventions in that area. In the math area, we have also learned things since last year: the single biggest predictor of a student’s success on the CAHSEE math is their successful completion of a rigorous Algebra class. Thus first priority is to ensure that all student s who haven’t passed the CAHSEE Math are enrolled in Algebra. Second priority, is to increase the quality of the Algebra instruction available. Finally, extra intervention programs seem to be needed only for those students who have managed to pass algebra without learning it’s content. Last year’s SSP states “In both Math and E/LA our theory of action is that broad spectrum “spray and pray” intervention classes do not work; the only effective intervention is that which uses assessment to identify specific skill gaps and then provide targeted instruction aimed at filling that specific skill gap. All data gathered are being used to identify needs, place students, and assess student progress in intervention courses.” Addressing the needs of our target students is In last year’s cycle of inquiry, Island ran an orientation class for all students at the start of the year. During orientation, all students were given a battery of Literacy and Numeracy tests designed to supplement the spotty standardized assessment data available when students arrive at island. The class was implemented and the data was collected. However no further use was made of the data, either for placement in classes or differentiation of instruction. Last year, all students were given literacy assessments in their orientation class. This process was managed and the information compiled and analyzed by the principal. This year, in response to the reassignment of the principal to two schools and the growing SIM expertise of one IHS teacher, a one period literacy coordinator position was created. This person did skilled assessment off all CAHSEE E/LA non-pas students. In Math, our goal was to enroll all students who have not yet completed Algebra in Algebra or Transitions to Algebra class. Students needing additional support will be enrolled in a one period SME-based math lab. Technical impediments have prevented this from taking place to date. At the beginning of last year, 102 students had not passed the CAHSEE. At the end of last year, only 6 students received certificates of achievement, meaning that they had completed their coursework requirements, but were still unable to pass the exam. Outside of CAHSEE data, the quality on classroom-based assessments varied wildly in the different intervention sections. There is significant evidence of growth in reading comprehension, with the average student in a comprehension intervention making more than a year’s growth in half a year. Similarly, students who were unable to pass a pre-test on probability and/or geometry at the beginning of their intervention were able to do so at the end. The most obvious learning from this year’s data is how much time and dedication is required to collect it completely and then to utilize the data collected. This year our dedicated Literacy Coordinator assessed 100% of target students, tracking down absentees and filling in gaps. Thus all students were placed, and all mid-year arrivals (a very large group at Island) have been assessed and are ready for mid-year placement. On the flip side, no students have had assessments in math, beyond screening their pass/fail status and checking their course histories, simply because no one has been in charge of the problem. This will have to change. Similarly, we have retained the same conceptual framework from providing interventions in English/Language Arts, but have new tools that reflect a major commitment to professional development on the part of both the school and several staff members. In Math, we have undertaken a different framework, but lack adequate curriculum, staff, and management to properly address student needs. How we will solve that is the stuff of our revised problem statement. Fall 2006
Problem Statements Student Achievement Problems Many students arrive at Island without having passed the CAHSEE. Of those students, some have not passed because they have not attempted the test, but others lack the academic skills measured. Among those students lacking the skills to pass, the school has little information about their specific skill gaps. There is a need to identify their individual skill gaps through assessment and fill those gaps with instruction targeted to their needs. Focus group: Students not yet passing the CAHSEE. High leverage Area of Academic Focus: Identifying skill gaps of focus group students and providing highly effective, targeted instruction to fill the identified gaps. Teacher Practice Problems Teachers at Island lack knowledge of effective intervention strategies, appropriate and identified instructional materials, and scheduled teaching time to provide intervention for students lacking the skills to pass the CAHSEE. Student Achievement Questions Among the students not passing the CAHSEE E/LA, what literacy skills are lacking? For each individual focus student, are they lacking skills in decoding, fluency, comprehension, and/or writing? As measured by: CAHSEE E/LA overall and subtest scores, GRADE Reading Assessment) and a CAHSEE writing sample (CAHSEE released prompt and/or commercial test prep prompt). Among the students not passing the CAHSEE Math, what mathematical skills are lacking? For each individual focus student, are they lacking skills in Algebra, Functions, Number Sense, Geometry, and/or Probability? As measured by: CAHSEE Math overall and subtest scores, AUSD Algebra midterm and final exams, and commercial CAHSEE test prep sample exams. Teacher Practice Questions How can this data be systematically gathered, analyzed, and used to place students in intervention classes targeted to their specific skill gaps? What curricula and strategies will meet the identified needs? As measured by: All CAHSEE E/LA non-pass students will be assessed in literacy using multiple measures and the screened for placement using GRADE if necessary. All CAHSEE Math non-pass students will be assessed in math using multiple measures and course histories. They will then be placed in intervention classes using SME or the Numeracy Project based on individual need. Clear entrance and exit criteria for each intervention class will be determined by teachers in consultation with intervention team. Student Achievement Goals Focal students will pass the CAHSEE. For focal l students still unable to pass the CAHSEE… …using matched scores, students will increase their CAHSEE subtest score on the subtest(s) which measures the skill taught in their intervention course by a greater amount than they increase their overall CAHSEE score. … or, students will make greater than one year of progress in the target skill for each six weeks of intervention course as measured by course specific assessments (Assessments are outlined on the intervention flowchart.) Teacher Practice Goals All incoming students attending the majority of days will be screened, assessed and have placement plan created within three weeks of beginning at Island High. At least 50% of classroom teachers (5 of 11) will be trained in and implement one targeted intervention course during the 2006-07 school year (as evidenced in the master schedule). Teachers will gather agreed upon summative assessment from all intervention class students in attendance during the last week of the class. Continue Leadership Team Formative assessment of students Develop intervention courses Place students in interventions Assess success of ongoing interventions Island 2005/06 Single School Plan Island 2004/05 Single School Plan
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