Cycle of Inquiry - District Assessment
The District has been working extending the Bay Area School Reform Collabortive (BASRC) work across the District since 2003. The BASRC work uses a Cycle of Inquiry methodology to focus decision making based on data.
With the direction from Superintendent's vision and the increasing need to insure the District is focused on improving student achievement, the Assessment department developed its first plan of action based on Cycle of Inquiry in September, 2005. The ulitmate objective of using the process is to create a vibrant learning community that both value and promote learning improvement.
Increase achievement for all students while closing the achievement gap in English Language Arts and Mathematics between our lowest performing subgroups, African American and Hispanic students, and our highest performing subgroups, White and Asian.
(Based on 2005 California Standards Test data)
1. Student Achievement Problem
Based on 2005 CST and local assessments, only 57% of all students are proficient in ELA and 58% are proficient in Mathematics.
The achievement gap in ELA and Mathematics is between White/Asian students and the following groups:
- African American and Hispanic students
- EL students, especially Spanish speakers who are the lowest performing EL group and are re-designated at the lowest rate
- Students with disabilities
Even though all subgroups demonstrated increased achievement, the aggregate district achievement gap is unchanged:
- In ELA, the gap between African American and White students has remained constant at 38%.
- In Mathematics, the gap between African American and Asian students has remained constant at 44%.
When we look at the achievement gap by grade level groupings with continuously enrolled students, we do see some evidence of progress:
- In ELA, the gap between African American and White students in grades 2-7 who have been continuously enrolled for two or more years has decreased by 1%. Grades 2-11 decreased by 2%
- In Mathematics, the gap between African American and Asian students in grades 2-7 who have been continuously enrolled for two or more years has decreased by 1%. Grades 2-11 increased the gap by 1%
District Practice Problem A
- We do not have districtwide agreed upon elements of effective instruction supported by structures/processes to collect data around these practices to improve teaching and learning.
District Practice Problem B
- We do not have districtwide structures/processes in place to support adult learning communities focused on increasing achievement and closing the achievement gap.
Theory of Action
In order to achieve our over-arching goal, we will:
- Develop professional learning communities for teachers and administrators through professional development, sharing of practices, coaching and support.
- Agree on common key elements of effective teaching supported through professional development and coaching.
- Increase accountability for student performance results by defining performance targets and improving feedback loops.
- Continue to develop an equity lens to build a culturally competent organization.
District Question A:
Will the identification, observation, coaching and evaluation around common elements of effective teaching practices result in increased student performance for all student subgroups?
District Question B:
the District provides principals with training and support in observation, coaching, and evaluating teachers, will the effectiveness of principals increase in these skills at the site level?
District and Site Measurable Goals 2005-2006
GOAL 1: The District will increase the proficiency performance of all AUSD students in English Language Arts and Mathematics by 5% while increasing or maintaining the performance of any group performing at or above 90% proficient.
- AUSD will increase the District API by at least 16 points to reach the state marker of 800.
- The District will increase proficiency in each grade for ELA and Mathematics by 5%.
- All district subgroups will increase their percent proficient at least 5% in English Language Arts and Mathematics to meet Annual Measurable Objectives under NCLB.
- The District will increase the percentage of continuously enrolled English Language Learners who score proficient or above on the CST in ELA and Mathematics by at least 5%.
- The District will increase the performance of GATE students 3% in both ELA and Mathematics
GOAL 2: The District will close the achievement gap in English Language Arts and Mathematics for continuously enrolled students between our lowest performing subgroups, African American and Hispanic students, and our highest performing subgroups.
- The District will close the gap between the highest and lowest performing subgroups of continuously enrolled students* by at least 10% points in ELA and Mathematics.
- The District will decrease the number of continuously enrolled* African American and Hispanic students performing in the Far Below and Below Basic performance bands by 10% in ELA and Mathematics. (NET GAIN)
- The District will increase percent of continuously enrolled African American and Hispanic students who are proficient in ELA and Mathematics by at least 10%.
- The District will increase the percentage proficient of continuously enrolled African American and Hispanic GATE students 5%.
GOAL 3:The District will increase the number of students who graduate from high school and are eligible for college and/or career options.
- The California High School Exit Exam 1st time passage rate will increase to 90% in ELA and Mathematics.
- The California High School Exit Exam repeat attempt passage rate will increase by 25 % ELA and 20% in Mathematics.
- The District will increase the passage rate in ELA and Mathematics African American and Hispanic students on The California High School Exit Exam by 10%.
- The District will increase the percentage of students passing Geometry by the sophomore year 5%.
2003/04 School Single Plans for the Sites
2004/05 School Single Plans for the Sites
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Last modified: May 20, 2004
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