Paden School Plan 2006/07

Paden Elementary School was a K-8 school with an enrollment of 370 in 2006/07 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 2005/06 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?
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.
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?

Fall 2006

1. What are your problem statements?

Problem Statements

Student Achievement Problems

Language Arts Problem statement: Although most of our students are at or above grade level in reading based on our Annual Measurable Objectives data, 35% of our students are not yet proficient. We know that these students come from a cross section of ethnic groups but are predominantly African American, Hispanic, and Filipino. Also, they are disproportionately low income, based on eligibility for free and/or reduced lunch. In the past, we have targeted both African American and Hispanic subgroups because they were the two lowest performing subgroups according to our CST data. Since 2004, our Annual Measurable Objective data has shown both of these subgroups have performed above the necessary AMO percentage points in order to close the achievement gap in Language Arts. However, in analyzing our current CST English Language Arts Matched Score Movement Chart data, we discovered that many non-proficient students have stayed in the basic quintile for a year or sometimes more. For this reason, we want to expand the target group to include all children in the basic quintile. This quintile represents a large number of our African American, Hispanic, Filipino, and socio-economically disadvantaged (SED) students. By targeting this group, we feel we can further our work towards closing the achievement gap. Over the past three years, we have focused our efforts on various components of the reading process. We worked with reading fluency and vocabulary development separately. In focusing on these reading skills in isolation, we have not seen an increase in overall reading comprehension. While we are not abandoning the teaching of these skills, our deeper conversations have led us to focus on specific questioning strategies. We hypothesize that our basic quintile students will move closer to or become proficient by increasing their ability to understand and answer questions correctly both orally and in writing Math Problem statement: Although our single school plan focus is primarily on reading, our data shows that there is a similar achievement gap in the area of math. In the past, we have targeted both African American and Hispanic students. Both of the groups have made gains in mathematics according to our school AMO charts and are moving closer to our highest performing subgroups. We want to expand the target group to include all students in the basic quintile. The basic quintile represents a disproportionate number African American, Hispanic, Filipino, and socio-economically disadvantaged (SED) students. By targeting this group, we can further our work towards raising all children to a proficient level. By analyzing our school-wide CST results and grade level math programs, we discovered that number sense is still the mathematical concept that prevents our targeted students from reaching grade level proficiency. It is especially problematic for students to correctly answer number sense questions when they are embedded in reading passages. Our efforts will focus on improving student proficiencies in this area to subsequently increase overall math achievement. Number sense refers to a person’s ability to feel at home with numbers. Students with number sense have intuitive ideas about the magnitude of numbers and their relationships, can compare quantities, and are able to make sensible estimates with numbers. They have number fluency in understanding and manipulation, have attained automaticity in computation, and can extrapolate quantities embedded within word problems.
2. What are your inquiry questions?

Student Achievement Questions

How do students’ responses to specific teacher questioning strategies demonstrate their general understanding and subsequent reading comprehension? If students are explicitly taught number sense strategies, will this increase number sense in our targeted students?

Teacher Practice Questions

If teachers use specific questioning strategies, how will this affect the reading comprehension of the basic quintile students? 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

• Ten percent more students, including the target students, will be reading at grade level, as measured by the CST reading comprehension subtest of the STAR test in alignment with the Annual Measurable Objectives for NCLB. • The target group (basic quintile) will answer HMR and group discussion questions independently with 80% accuracy. • Teachers will continue to build their skills in accessing their data in Measures and use it to inform reading instruction. • Ten percent more students, especially in the basic quintile 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 and all available District math assessments.

Teacher Practice Goals

4. What are your major strategies?
1. In order to develop authentic critical thinking skills, students will be given opportunities to discuss questions and demonstrate their understanding of them orally as well as in writing. 2. Continue to utilize collaboration and staff meeting time to identify students in the target area who have difficulty understanding and answering questions. 3. Teachers will determine and implement a cycle of inquiry based on effective and appropriate questioning strategies using HMR reading/assessment materials and incorporating Bloom’s Taxonomy of questions: knowledge, comprehension, application, analysis, synthesis, and evaluation into student discussion groups. 4. Provide peer observation support for teachers to align the teaching of questioning strategies in Kindergarten to 5th grade. 5. 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. . Calendar Math and training will be available to all teachers K-5. 2. Utilize and structure explicit math instruction which incorporates best practices and supports a differentiation of instruction model supporting number sense: warm-up, mental math, stumper, lesson/follow-up, needs based independent practice, or small group instruction. a) Support instruction in number sense through supplemental resources, e.g., Math Their Way, math manipulatives, Marilyn Burns, Arithmetwists, Marcy Cook, MathSteps, ACCLAIM, TouchMath.

Paden 2005/06 Single School Plan

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.