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Otis School Plan 2006/07Otis Elementary School was a K-5 school with an enrollment of 388 in 2006/07. To review Otis' 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?
Otis students have made significant gains over the past several years. Individual grades vary, with a trend of decreasing gains with increasing grade level, particularly in ELA. Progress in ELA is slightly better than in math (tables 1 and 2). API shows an increase of 93 points over six years, with a jump of 29 points from 2005 to 2006 (table 3). The demographic data clearly shows performance gaps in three areas (table 4): 1. Economic Status - Students that are not economically disadvantaged perform significantly better than those who are. 2. Gender – Females perform better than males. 3. Ethnicity – Students of Asian and Caucasian ethnicity perform significantly better than students of African and Latino ethnicity. Otis’ 05-06 SSP target group was socio-economically disadvantaged students. While this groups API increased 43 points, the gap that existed in the 2005 test data did not change appreciably in 2006. Movement of students from one performance level to another was also analyzed (Table 5). The state categorizes students into five performance levels: Far Below Basic, Below Basic, Basic, Proficient and Advanced. The data indicates that of all students who increased one or more levels, most came from the groups that were below grade level. This suggests that we are effective in supporting below grade level students. On the other hand, most students who decreased in performance one or more levels came from the students who were performing at or above grade level. This suggests that high performing students are not being challenged and, as a result, are slipping in their performance. Performance on various sub skills in ELA was analyzed by grade level, and overall for the school, using the HMR California Summative End of Year assessments. The target area for the 05-06 SSP was Vocabulary. While data base limitations do not provide a comparison to the previous year, the data clearly show that vocabulary has the overall highest above grade level performance of any sub skill (84%; 92% if 5th grade is not factored in). This suggests that the strategy of focusing more instruction on vocabulary was effective. The area of lowest percent proficiency was Writing Strategies. From faculty discussions of the data it is clear that we need to create a Single School Plan that maintains our efforts to improve academic vocabulary, addresses the need to improve writing, and implements support for high achieving students and improve support for the lowest achieving students. Fall 2006
Problem Statements Student Achievement Problems Of all ELA standards, Writing Strategies shows the lowest percentage of students that are proficient. Above grade level performing students are not challenged enough and are disproportionately decreasing in performance. Below grade students are pulled out for intervention and miss core content instruction, which they are responsible for on Theme Skills and CA Summative tests. Teacher Practice Problems The HMR ELA curriculum is not well developed in the teaching of writing. Teachers find it extremely difficult to differentiate instruction to meet the diverse academic needs in their classrooms. The HMR ELA curriculum pacing and content is not easily accessible for the lowest performing students and not challenging enough for the highest performing students. Scheduling pull-outs by RSP, and Small Skills Groups can be challenging. Student Achievement Questions Will Schoolwide implementation of direct writing instruction improve student performance in writing strategies? Will a Learning Community support model address the diverse academic needs, particularly at the highest and lowest performance levels? Teacher Practice Questions What strategies can teachers use to integrate writing instruction with the HMR ELA program? How could teachers implement a structured intervention model that addresses the needs of a broad range of student performance? Student Achievement Goals Students will improve their writing strategies proficiency scores by 10%, including improvement from all significant subgroups. Measurement will be made from the HMR CA Summative Tests and the CST ELA results in the spring of 2007. For students participating in the Learning Community pilot program, the achievement gap between students in demographic categories of Economic Status, Gender, and Ethnicity, will decrease by 10%, as measured by percent proficient on the 2007 CST ELA. Teacher Practice Goals All teachers will implement the same writing instructional strategies with their classes on a bi-weekly basis. Measurement will be by teacher grade level meeting reports and student work sharing and teacher survey on consistency of implementation. A group of teachers will pilot a Learning Community support model. Results of the pilot will be reported monthly at faculty meetings, with a summary discussion, and decision to implement schoolwide, in the spring. What are the targeted strategies you are going to use to meet your student achievement & teacher practice goals? Direct instruction of Tier 2 vocabulary words by all grade levels. Implementation of Step Up To Writing across all grade levels. Pilot an ExCel-based Learning Community support structure. Otis 2005/06 Single School Plan Otis 2004/05 Single School Plan Otis 2003/04 Single School Plan Otis
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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