Lincoln School Plan 2004/05

Lincoln Middle School was a 6-8 school with an enrollment of 879 in 2004/05. To review Lincoln'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

Fall 2004

1. What are your problem statements?

Assumptions that we are working from include:

• We are above 800 and our targets are one point growth
• We will not close the achievement gap at the state’s minimum rate
• We were 815 in 2003 and a 3/9, 835 in 2004 and a 3/9, other high achieving schools are also moving up
• We will need to address students in both math and language arts in order to move to a 10/10
• We will need to address students at both ends of advanced, proficient, basic and far below basic
• We have high performing teachers in both areas of math and language arts that are willing to address continual improvement
• We have high district support with math coaching, literacy development and ELL development

Over-arching Problem Statement:

• What curriculum and skills do all of our students need in order to demonstrate improved academic skills on state and district assessments?
• Do our math and language arts teachers have a common understanding of curriculum and delivery necessary to improve academic skills on state and district assessments for all students?
2. What are your inquiry questions?

Student Achievement Questions

• Are the students below the 50% as identified in the California Standards Test receiving interventions demonstrating improvements as measure by mulitple measures?
• Are the students that are identified as English Language Learners (ELL) or that are redesignated from the ELL program into mainstream classes, demonstrating improvement as measured by multiple measures?
• Are students of excpetionally high math abilities (GATE/Advanced) receiving direct instruction that will prepare them to participate in math classes delivering curriculum above the State Standard for math?
• Are students identified as proficient by California Standards Tests and district multiple measures also demonstrating class work acheivement at or above a 2.0 GPA?
• Are students that are identified as Socio Economically Disadavantaged demonstrating comparable improvement in academic profiency, as measured by the California Standards Test, as other students?

Teacher Practice Questions

• Do teachers delivering intervention classes have ac oommon understanding of the curriculum available to support student academic success including REACH, High Point, TEAACH and the use of the computer-based program Success Maker?
• Do teachers have a common understanding of what implementation looks like in 6 Trait Writing classrooms?
• Do all teachers have a common understanding of what implementation of the Prentice Hall standards based curriculum in language arts looks like?
• Do all teachers consistently use SDAIE strategies for second language learners and learners scoring below proficient on California Standards Tests?
• Do teachers have a common undertanding of how to differentiate materials for the advanced learners, strategic learners, intensive learners, ELL learners and redesignated ELL learners?
• Do math teachers have a common understanding of what curriculum will be delivered to prepare students for advanced work above state standards for each grade level 6-8?
• Do teachers have access and skill in Measures, in order to use data to direct instruction?
3. What are your measurable goals?

Student Achievement Goals

• Of the students below the 50% as identified on the 2004 California Standards Test receiving interventions, 20% will increase to Proficient or Advanced on the 2005 California Standards Test. Mid-year tests in language arts and math will demonstrate improvement as measured by: Success Maker reports, Prentice Hall assessments, District and site math assessments and REACH assessments.
• Of the English Language Learners and redesignated English Language Learners, 51 are currently identified as not proficient as measured by the CAT/6 language arts test. By 2005 CAT/6 50% of the "at risk" redesignated will be identified as proficient. By June, 2005 95% of the ELL students will have demonstrated growth of one-year on the High Point assessment as compared to their entering testing level.
• By June, 2005 advanced 6th grade math students who demonstrate academic achievement above the state standards for their grade level will be placed in Alegbra in 7th grade.
• By June, 2005 advanced 7th grade math students who demonstrate academic achievement in Algebra I will be placed in Geometry in 8th grade.
• By June, 2005 98% of all students identified as proficient by California Standards Tests and district multiple measures will also demonstrate class work achievement at or above a 2.0 GPA.

Teacher Practice Goals

• Success Maker Training - Two new intervetion teachers will be instructing three academic strategies classes for the 2004-05 school year. The second intervention teacher is new this year as of September 2004. Both intervention teachers will be trained in Success Maker by December, 2004 using site staff. On-going support will be available through June, 2005.
• REACH Training - Two teachers will be trained to instuct REACH core classes for students qualifying for the program by Prentice Hall assessments, Aims Web and REACH assessments. Training will be provided for any teacher taking over the REACH Core classes during the year.
• Literacy Coach - One period a day will be dedicated to a literacy coach that will be trained in coaching techniques for secondary literacy. The coach will support both REACH classes and general education classes in effective literacy strategies as well as testing students that may qualify for the REACH program. One additional assistant will supprt testing for any new students during the spring.
• 6 Trait Rubric - Round one training of all language arts teachers for 6 Trait Writing was completed in October 2003. Language Arts teachers will develop a rubric of observable activities present in 6 Trait Writing classrooms by March, 2005.
• Language Arts Implementation - Round one of all language teachers in Prentice Hall curriculum was completed by December, 2003. A plan of implementation will be developed by the language arts department in conjunction with the district curriculum and assessment staff by September 2005 including ELL support materials and identification of essential standards at each grade level.
• Advanced Math class implementation - Teachers will continue working with district consultant Phil Gonsalves to develop delivery of curriculum that will continue to develop advanced students for 7th grade Algebra and by September, 2005 geometry in the eighth grade.
• Teachers will give direct instruction on test taking techniques and use STAR testing format as appropriate as reported by teacher survey during a staff meeting by March, 2005.
• Differentiated Instruction - Teachers will participate in developing a common definition of differentiated instruction in conjunction with site administration and district staff members including GATE advisor, curriculum director and assessment coordinator, site literacy coach and grade level teams by June, 2005.
4. What are your major strategies?
• Continue to schedule students into teams at grade level to coordinate instruction, develop intervention plans, ensure communications with home and to motivate students.
• Continue to implementation of Prentice Hall curriculum in grades 6-8.
• Continue implementation of 6 Trait Writing.
• Support English Language Learners and Redesignated ELL learners with appropriate curriculum and highly qualified teachers.
• Advanced students as determined by the district matrix, will receive direct instruction to prepare them for an advanced math course to begin in fall 2004 to meet the Algebra I requirements of the State of California.
• In Fall 2005 a geometry class meetig high school academic requirements will be offered on site.

Lincoln 2003/04 Single School Plan

3 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: 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.