Lum School Plan 2004/05

Lum Elementary School was a K-5 school with an enrollment of 488 in 2004/05. To review Lum'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

• Our under-performing subgroups continue to perform below the school average in math and English Languauge Arts as measured by percent proficient on Californis Standards Tests. For our African American and disabled students the gap is widening.
• In spite of great progress over the last two years, reading comprehension remains somewhat weak at 4th and 5th grades, as measured by percent proficient on the comprehension subtest (literacy response and analysis and reading comprehension) of the English Language Arts portion of the California Standards Tests.

Teacher Practice Problem Statements

• Our educational practices and programs have not enabled our under-performing student to reach the school average. In some instances, our educational practices have not decreased the achievement gap between white and Asian students and students of color.
• Our educational practices and programs have bought about improvements in reading comprehension at the 4th and 5th grade levels. However, our practices have not enabled a majority of our 4th and 5th grade students to do as well as our 2nd and 3rd graders, as measured by the comprehension subtest (literacy response and analysis and reading comprehension) of the English Language Arts portion of the California Standards Tests.
2. What are your inquiry questions?

Student Achievement Questions

• How can we improve or enhance teacher practices and intervention progams to enable our under-performing K-5 students, epsecially our lowest performing ones (Afro American and disabled students) meet or exceed the Annual Measurable Objectives?
• Once areas of need have identified for targeted students, what strategies and programs are most effective in helping these students reach proficiency?

Teacher Practice Questions

• What does research show to be effective teacher practices for improving student performance, especially that of under-performing subgroups, in the classroom and on standardized assessments? How do we incorporate these into the classroom?
• How effective are our intervention programs for improving student performance in the classroom and on standardized assessments?
• How can Hoghton Mifflin Reading be used effectively to raise student's proficiency level in reading comprehension?
3. What are your measurable goals?

Student Achievement Goals

• The scores of our underachieving subgroups (Afro Americans, Socio Economic Disadvantaged, disabled, Hispanic) will meet or exceed their Annual Measurable Objectives.
• On the spring 2005 STAR test, 4th and 5th grade literacy response analysis and reading comprehension scores will increase by at least 4 percentage points in each area.

Teacher Practice Goals

• Working under the assumption that the Houghton Mifflin Reading Language Arts program and the math text and pacing guides are effective teaching tools, student progress will be monitored through adopted Language Arts assessments and, yet to be developed, math assessments and the STAR exams.
• In addition, teachers in each classroom will identify two at-risk students, ideally from under-performing subgroups. Teachers will follow the progress of these students to gauge success of education programs, intervention programs and teaching strategies.
• Two students in each 4th and 5th grade classroom, who are strategic level according to Houghton Mifflin Reading assessments and basic level on CST, will be identified. Ideally, these students will be from an under-performing subgroup. Teachers will implement instructional practices to move these students to the benchmark and proficient levels respectively.
• Parents of every targeted student will sign a contract which acknowledges/confirms their commitment to supporting their child's education. If parents refuse to sign, students will not be designated as target students. Teachers and principal will monitor parent involvement. Measureable goals for parents will be specified in the contract.
4. What are your major strategies?
1. Teachers will identify two low performing students per classroom, ideally ones who fall into at-risk subgroups. Teachers will document the intervention programs in which they are participating and the teaching strategies being employed. Student academic progress will be tracked.
2. Staff will research and implement teaching strategies that have proven effective with under-performing students. Targeted students will be used to track effectiveness of these strategies.
3. Maintain and enhance current intervention programs including creating programs to meet needs of struggling students from all grade levels, especially from under-performing subgroups.
4. We will continue to implement our "good attendance" incentive program.
5. Maintain and possibly enchance social-emotional support for low performing lower Socio Economic Disadvantaged students.

Lum 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.