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Lum School Plan 2006/07Lum Elementary School was a K-5 school with an enrollment of 508 in 2006/07. 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 ComponentsWhat Did You Learn from 2005/06 Cycle of Inquiry?
On the CST ELA, 2nd grade decreased by 5.4%; 3rd GRADE INCREASED BY 12.1%; 4th grade increased by 1.5%; 5th grade decreased by 8.1%. On the Reading Comprehension, 2nd grade decreased by 3.4%; 3rd grade increased by 4.5%; 4th GRADE INCREASED BY 5.7%; 5th grade increased by 2.2%. On the Literary Response/Analysis, 2nd grade decreased by 5.7%; 3rd grade increased by 3.3%; 4th GRADE INCREASED BY 7.4%; 5th grade decreased by 9.5%. On the CST ELA, Target Students decreased by 2.1%. On the Reading Comprehension, Target Students increased by 5%. On the Literary Response/Analysis, Target Students decreased by 13.9% If you count each of these separate 15 statistical goals, Lum School achieved the target performance on three of them – achieving 20% success on the Single School Plan goals. Looking at the performance data through a few different lenses, three groups of students emerge who are more than 10 percentage points below the school ELA average (58.3% proficient): ELD (47.8%), SED (41.8%), and African American (38.65%). (Please see the fourth page of performance graphs.) The ELD population starts with above average proficiencies in second grade and decreases in proficiency rates continuously across grade levels. The SED group maintains a pretty consistent gap below the school average across grade levels. The African American group maintains a gap below the school average, and falls sharply below in fifth grade. The instructional strategies included in the plan were Tier II vocabulary instruction; HMR Universal Access twice a week; extra-classroom intervention programs which included SURF, I Can Read, Early Success, Soar to Success, SME, and group counseling; biweekly classroom assessments of target student progress, and regular meetings to review progress; and higher than average teacher contacts and responses for Target Students during classroom activities. (Since vocabulary instruction was highlighted in this plan, it is worth noting that on the Vocabulary subtest, 2nd grade increased 1%; 3rd grade increased 0.2%; 4th grade decreased 5.4%; and 5th grade decreased 7.1%.) Of the 19 (05-06) Target Students who were at Lum in 04-05, 21.1% (4 students) were proficient on the ELA in the spring of 2005. Of those proficient students, one moved to Advanced in 2006, two of them moved to Basic, and one moved to Below Basic. Altogether, of these 19 continuing students, 7 moved up, 8 stayed the same, and 4 moved down in profile on the 2006 ELA. Of the 28 Target Students (05-06), 10 were SED (Free/Reduced Lunch), 9 were ELD, and 12 were African American. All of the SED students were either ELD or African American. (7 out of 28 students (25%) were not from our lowest performing groups.) Though several individual students showed strong growth, the growth across the group of our target students was not consistent (as demonstrated on the 2006 ELA). Hispanic Target Students showed notable growth, which, in turn, impacted the achievement profile of the Hispanic students schoolwide. One unusual activity of the plan is the development of a home-school contract for each of the Target Students. This was the recommendation of the SSC. As a newcomer to the school, the current principal notes that it would seem to be a very powerful strategy. Fall 2006
Problem Statements Student Achievement Problems Lum students demonstrate a wide range of performance success. The average performance as measured by CST ELA shows improvement, year over year, but does not seem to have developed a schoolwide momentum that generates accelerated improvement for all students. One measure of this consistent pattern is the continued achievement gap for predicatable subgroups of students, i.e. English Language Learners, Socio-economically Disadvantaged students, and African-American students. Teacher Practice Problems Based on ongoing curricular assessment, teachers identify comprehension skills as a common area of weakness for Lum students. Teachers are seeking a pattern of strategies to use across curricular areas (with the whole class, and with struggling individual students) to reinforce comprehension skills. Student Achievement Questions What are the comprehension skills (at each grade level) which appear to be difficult for a significant number of students (33% of the class), and for the Target Students (2 students per class). As measured by: Ongoing classroom assessment provided through HMR. Teacher Practice Questions What pattern of instructional strategies at each grade level will improve student performance in reading, specifically on those subtests related to comprehension? As measured by: Grade level correlation of strategy implementation records to review of ongoing student assessment. Student Achievement Goals Schoolwide reading proficiency will improve by 5% at each grade, as measured by the CST ELA, and the Reading Comprehension subtest. Target Students will improve their reading proficiency by 10% schoolwide, as measured by the CST ELA, and the Reading Comprehension subtest. Teacher Practice Goals
Grade level planning for Step Up to Writing Grade level review of student assessment Grade level SST meetings regarding Target Student performance and support Training for teachers and intervention staff in SIPPS, to provide intervention support Longterm planning for schoolwide intervention design to efficiently serve the learning needs of all students Review of schoolwide systems for monitoring student performance Lum 2005/06 Single School Plans Lum 2004/05 Single School Plans Lum 2003/04 Single School Plans Lum
4 Year District API Base DataDefinitions 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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