Wood School Plan 2006/07

Wood Middle School was a 6-8 school with an enrollment of 696 in 2006/07. To review Wood'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 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?

Our 2006 Accountability Growth Report shows that Wood School students performed well. Our actual API growth was 21 points greater than out target. We met our target growth both schoolwide and in our Comparable Improvement category. All of our subgroups also met the growth targets. We also met all federal growth targets for our AYP.

AUSD assessment data gave us significant information. CST 2006 data shows that in ELA 52% of our 6th graders, 55% of our 7th graders, and 41% of our 8th graders are proficient/advanced. All grades show improvement from 2005. In Math 44% of our 6th graders, 52% of our 7th graders, and 12% of our 8th graders are proficient/advanced. Only the 7th grade improved over 2005 scores. In Algebra I 37% of our 8th graders are proficient/advanced. In Geometry 69% of our students are proficient/advanced. All of our students score below the district average percentages for proficiency.

For our focus groups in ELA: 2006 CST matched results show that of 31 African American students scoring Basic in 2005, 7 (23%) moved to Proficient, 17 (55%) stayed at Basic, 6 (19%) fell to Below Basic, and 1 (3%) fell to Far Below Basic. Of 36 Hispanic students at Basic in 2005, 10 (28%) moved to Proficient, 22 (61%) remained at Basic, and 4 (11%) fell to Below Basic.

For our focus groups in Math: 2006 CST matched results show that of 22 African American students scoring Basic in 2005, 3 (14%) moved to Proficient, 12 (55%) remained at Basic, 6 (27%) fell to Below Basic, and 1 (5%) fell to Far Below Basic. Of 29 Hispanic students scoring Basic, 4 (14%) moved to Proficient, 16 (55%) remained at Basic, and 9 (31%) fell to Below Basic.

Comparing the ELA data from our focus groups to other subgroups, 31% of our Asian students and 35% of our White students scoring Basic in 2005 moved to Proficient or Advanced in 2006. Comparing the Math data from our focus groups to other subgroups, 37% of our Asian students and 25% of our White students scoring Basic in 2005 moved to Proficient or Advanced in 2006.

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.

Returning staff participated in a survey of implementation of the major strategies and their related activities from the 2005-06 Single School Plan. 22 members completed the survey, which is summarized below:

Vocabulary Development: 78% of staff incorporated vocabulary across the curriculum either somewhat or fully.

Establishing Purpose: 77% of staff created and reviewed purpose questions either somewhat or fully. 59% of staff posted and reviewed purpose questions daily either somewhat or fully.

Key Concepts: 50% of staff implemented the use of graphic organizers either somewhat or fully.

3. What evidence do you have that your focus on these students has positively impacted their learning?

In 2004-05 33% of our 6th grade Hispanic students scored at or above proficient on CST-ELA (Word Analysis and Vocabulary). In 2005-06 when vocabulary strategies were implemented in classrooms, 36.7% of our 6th grade Hispanic students scored at or above proficient. In 2004-05 9.5% of our 6th grade African American students scored at or above proficient on CST-ELA (Word Analysis and Vocabulary) In 2005-06 when vocabulary strategies were implemented in classrooms, 33.3% of our 6th grade African American students scored at or above proficient.

4. Is there anything else you learned in examining your data that will inform your revised problem statement?

Our staff believes that there are more variables that need to be explored such as attendance data, suspension data, etc. We also feel that we need to make sure we continue to support students scoring Below Basic and Far Below Basic. There also needs to be more of a schoolwide effort to fully implement whatever strategies are chosen for 2006-07.

Fall 2006

1. What are your problem statements?

Problem Statements

Student Achievement Problems

Of the 700 students at Wood Middle School, there are 36 African American and 40 Hispanic students scoring BASIC and BELOW BASIC in English Language Arts and 50African American and 47Hispanic students scoring BASIC and BELOW BASIC in Math who have no targeted support systems in place to help them be academically successful.

Teacher Practice Problems

The staff needs to develop and use a variety of Best Practice strategies to enhance and support content area and academic vocabulary development for our targeted students.

2. What are your inquiry questions?

Student Achievement Questions

What are the specific skill sets that are lacking for African American and Hispanic strategic students who are scoring at BASIC and BELOW BASIC in English Language Arts and Math?

Teacher Practice Questions

What Best Practices Strategies can be consistently utilized school wide to address the needs of our African American and Hispanic strategic students scoring BASIC and BELOW BASIC in English Language Arts and Math?

3. What are your measurable goals?

Student Achievement Goals

Of the targeted African American and Hispanic students scoring BASIC and BELOW BASIC in ELA, we will have a net total of 35% move up at least one level.

Of the targeted African American and Hispanic students scoring BASIC and BELOW BASIC in Math, we will have a net total of 35% move up at least one level.

As measured by: The CST subtests and District Multiple Measures.

Teacher Practice Goals

In addition to implementing vocabulary development across the curriculum, teachers will implement one additional Content Literacy Strategy that will be used across disciplines.

4. What are your major strategies?

VOCABULARY DEVELOPMENT

ESTABLISHING PURPOSE

Wood 2005/06 Single School Plan

Wood 2004/05 Single School Plan

Wood 2003/04 Single School Plan

Wood

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.

Single School Plan Home

TOP

Send mail to mikemcmahonausd@yahoo.com with questions or comments about this web site.
Last modified: February 8, 2007

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.