Paden School Plan 2005/06

Paden Elementary School was a K-8 school with an enrollment of 389 in 2005/06 that used Lifelong Guidelines and Lifeskills. To review Paden's state Academic Performance Index scores since 2000 click here.

Single School Plan Components

What Did You Learn from 2004/05 Cycle of Inquiry?

1. Looking at your data what general trends do you see? What does the data tell us about how the focus group did? How much progress did they make? How does this compare to growth of other subgroups? Is the student achievement gap closing?

African American target students made a gain from Fall - 22% proficient (9 students) to 58.3% (12 students) Hispanic students from Fall - 0% proficient (6 students) to 71% proficient. This data was from fluency scores entered into Measures.

Annual Measurable Objectives (AMO) CST ELA proficiency for African American students 03-04 16.6% to 04-05 22.2%; for Hispanic students 03-04 25% to 04-05 47.6% proficient. This is not matched scores data.

We could look at the CST subtests for vocabulary and reading comprehension to if it can tell us anything about vocabulary skills. At fifth grade last year, 10 0f 14 targeted students were not proficient in vocabulary.

2. What evidence/data do you have regarding the level of implementation of the teacher/instructional practice and/or schoolwide practice that you planned in your last Cycle of Inquiry? Include information about what was not implemented as well as what was implemented.

Teacher are using data but we are setting up grade level cycles of inquiry around HMR data to change instructional practice?

We collected data on the strategies in the reading programs in addition to the HMR reading strategies we were teaching but not on the student usage of these strategies. It would have been good to collect data on if students retained the words and meanings that they were being taught.

3. What evidence do you have that your focus on these students has positively impacted their learning?
4. Is there anything else you learned in examining your data that will inform your revised problem statement?

The staff raised some very good questions:

1. What is the missing part of comprehension if not fluency?
2. Are we able to move any group out of purple folders (intervention) folders?
3. Are any things we are doing with our targeted students coutner productive?
4. What is the role of economics in our targeted population?
5. What impact do after school programs have onhelp students improve?
6. Are our targeted students on a par with the general population with regard to attendance and mobiblity issues?

Fall 2005

1. What are your problem statements?

Language Arts Problem Statement

Althouhg most of our students are above grade level in reading based on Annual Measurable Objectives, there continues to be an achievement gap between th 63% who are at grade level and those students idnentified as at risk by a purple folder.

Hispanic and Afro American are still disproptionately represented in the targeted population. These groups repesent a small but growing population in the school. The AMO data shows our Hispanic population made siginficant growth from 25% in 2004-04 to 47% proficient. Using data shows CST matched scores revealed: Of the 22 Hispanic students, 6 increased at least one level, 14 showed no change, and only 2 decreased one or more levels.

The AMO data for Afro American population showed only a six percentage point increase from 16% to 22%. The deeper look was even more disturbing, for 17 matched CST scores, 4 increased, 7 showed no change and 6 decreased one or more levels.

The data also showed that 55% of our targeted students are economically disadvantaged as measured by free and reduced lunch.

We have focused our efforts for the past two years on fluency. While we have made significant improvements in fluency rates of our targeted students, this has not transferred to teh same improvement in reading comprehesion as measured by CST subtests. Our deeper conversation have led us to focus on Tier II vocabulary to determine if this strategy will increase reading comprehension for our targeted students.

Math Problem Statement

Our Hispanic students increased 4% from 29% proficient to 33%. Of 22 students, 6 increased one level, 12 showed no change, and 4 decreased one level or more.

Our Afro American students increased 26% from 11% proficient to 37%. Of 17 students, 5 increased one level, 9 showed no change, and 3 decreased one level or more.

In analyzing the data we discovered that number sense is still the math concept that prevents our students from reaching grade level proficiency.

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2. What are your inquiry questions?

Student Achievement Questions - Language Arts

• Are focal students learning their Tier II vocabulary words that we are explicitly teaching?

Student Achievement Questions- Math

• If students are explicitly taught number sense strategies will this increase math number sense in our targeted students?

Teacher Practice Questions - Language Arts

• If teachers implemented Isabel Beck 5 step instructional strategies for a minimum of 10 minutes a day on Tier II vocabulary, will this result in a broader vocabulary and improved reading comprehension, particularily for our targeted students?

Teacher Practice Questions - Math

• If teachers are trained in and use Calendar Math at least 10 minutes per day, will this increase number sense for our targeted students?
3. What are your measurable goals?

Student Achievement Goals - Language Arts

• Ten percent more students, including African American and Hispanic students, will be reading at grade level, as measured by the CST portion of the STAR test in alignment with the Annual Measurable Objectives for NCLB.
• 80% of targeted students will make growth in thier ability to understand vocabulary and academic words as measured by HMR assessments.

Student Achievement Goals - Math

• Ten percent more African American and Hispanic students, will be at grade level in math, as measured by the CST portion of the STAR test in alignment with the Annual Measurable Objectives for NCLB.

Teacher Practice Goals

• Teachers will continue to build thier skills in accessing data in Measures and use it to inform reading instruction.
• Teachers will implement the 10 minutes of Isabel Beck 5 step strategies.
• Classroom assessment of Tier II vocabulary acquisition will be determined by grade level.
4. What are your major strategies for Language Arts?
1. Continue Grade Level Study Team (GLST) and Collaboration time to identify students who are not achieving, whay they are not achieving, align instruction with idenified skill gaps and evaluate effectiveness of instruction. Share findings across grade levels.
2. Provide support for teachers to fully implement Houghton Mifflin Reading, and Prentice Hall reading programs and to support vocabulary development using Isabel Beck 5 step strategies.
3. Incorporate the nine body-brain instructional elements in curriculum development and instruction. They are: absence of threat, meaningful content, enriched environment, adequate time, immediate feedback, movement, choices, collaboration, and mastery/application.
5. What are your major strategies for Math?
1. Calendar Math and training will be avaiable to all teachers K-6.
2. Utilize and structure explicit math instruction which incorporates best practices and a differeniation of instruction model supporting number sense: warm up, mental math, stumper, lesson/follow/up, needs baseed independent practice, or small group instruction.

Paden 2004/05 Single School Plan

Paden 2003/04 Single School Plan

Paden

4 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: May 13, 2004

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.