Longfellow School Plan 2004/05

Longfellow Elementary School was a K-5 school with an enrollment of 225 in 2004/05. To review Longfellow'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?

Student Achievement Problem Statements

• Afro-American and Latino students continue to be our low performing groups.
• The weakest area within the California Standardized Testing (CST): English/Language Arts (ELA) and California Summative Test are reading comprehension, writing and vocabulary.
• Uper grade students perform consistently lower on the CST/ELA.
• Even though 90% of the first graders are proficient in all but three areas of the Early Literacy Survey (ELS) we haven't anlayzed the connection between proficiency at the first grade and proficiency at the upper gardes.
• Behavior (identified in our 2003-04 Problem Statement) improved among our focal students, but we did not have adequate data to determine the connection between behavior and academic performance.

Teacher Practice Problem Statements

• Teacher practice in analyzing data is not strong, nor consistent. Structures, protocol and frequency need to be established and held to.
• Teacher practice, related to student behavior, has been inconsistent throughout the school. There is a need for more structure and consistency.
2. What are your inquiry questions?

Student Achievement Questions

• Are the Afro-American and Latino students who are currently scoring "Basic" on the Spring '04 CST/ELA showing growth in comprehension in the Integrated Theme Tests and California Summative Test?
• What is the correlation between Rigby Running Records Assessment and the California Summative Test in comprehension for the targeted students?

Teacher Practice Questions

• To what degree are all teachers implementing flexible groups based on data, during Universal Access to address the needs of our targeted students: Afro American and Latino students in scoring "Basic"?
3. What are your measurable goals?

Student Achievement Goals

• Of the targeted students, 80% will demonstrate an increase of over one grade level in reading comprehension, as measure by Rigby Running Records Assessment and will score 80% or higher on the California Summative Test in the Winter and Spring.
• There will a decrease in the number of "pink" behavior slips, as measured by trimester, principal's log of referrals, and an increase in "Happy Gram" referrals to the Principal.

Teacher Practice Goals

• Classroom teachers will use fliexible grouping tio implement strategies to address literacy needs based upon examination data.
• 1005 of teachers will fully implement the "Positive Discipline" program as measured by log of a minimum of weekly classroom meetings, classroom agenda, implementing buddy teachers for classroom infractions, decrease in the number of "pink" behavior slips, principal's log of office referrals.
4. What are your major strategies?
• Provide additional support for students who are in need of more intensive interventions.
• Continue to implement Positive Discipline.
• Parental Involvement
• Provide support to teaching in using data to differentiate instrucion in the classroom.

Longfellow 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.