Woodstock School Plan 2004/05

Woodstock Elementary School was a K-5 school with an enrollment of 226 in 2004/05. To review Woodstock'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

Fall 2004

1. What are your problem statements?

Problem Statement

Our greatest concern in the area of achievement continues to be the gap between African American students and other subgroups. This gap has grown somewhat smaller over the last four years but still remains significant. African American students more than doubled their proficient rate on the English Language Arts STAR test (from 12.5% to 25.8%). African American students raised their rates of fluency from 44% to 56% over the 03-04 school year.

The majority of African American students fall in the Basic category of acheivement on the STAR test. In fact, 40% to 50% of each grade level on the STAR ELA score Basic. Approximately of the Basic students score Proficient in literacy response, vocabulary and written conventions. 30% to 40% of the Basic students score Below Basic or lower in the areas of reading comprehension and writing strategies. Half of the students scoring as fluent at the end of the year also scored Basic on the STAR. The fluent Basic student included English Language Learners, especially African American native speakers.

Teachers in grades K-5 are implementing Houghton Mifflin Reading, and each grade level is focusing on the challenges of using Universal Access as a vehicle for meeting target student needs. Implementation of vocabulary rubric varies among grade levels.

Efforts to address problems with attendance have not been effective to date.

2. What are your inquiry questions?

Student Achievement Questions

• Are targeted students increasing proficiency on independent grade level reading tasks, as shown by Houghton Mifflin Reading formative tests and on STAR end-of-the-year test.
• Are targeted students continuing to increase fluency rates in order to have 75% of the targeted students fluent by end-of-year measures?>

Teacher Practice Questions

• To what extent are we explicitly teaching reading comprehension strategies to our struggling African American students using the Houghton Mifflin Reading program? What support do teachers need?
• To what extentare teachers implementing agreed-upon vocabulary and fluency strategies in order to build grade-level fluency?
3. What are your measurable goals?

Student Achievement Goals

• 80% of target students at the strategic level will reach grade level standards on reading assessments by the spring assessments.
• The CST-ELA scores will reflect a schoolwide growth of 10% in proficient students, and African American students will show greater than 10% growth in proficiency. Grades 4 and 5 will also show greater than 10% growth in profiency.

Teacher Practice Goals

• Teachers will show gains in consistetly implementing the Houghton Mifflin Reading program to serve targeted students, through universal access, as measured by teachers walkthroughs.
• Teachers will show improvement in implementing vocabulary strategies as measured by the Vocabulary Teaching Rubric, based on self assessment and coach feedback.
• Teachers will adjust time spent on repeat reading strategies to support students in meeting fluency norms.
• The administration will have policies and/or practices in place by March 2005 that are decreasing truancy among target students.
4. What are your major strategies?
1. Improve collection, organization and use of diagnostic data to guide instruction. Support teachers to access their data in Measures.
2. Provide professional development in explicit teaching of reading comprehension strategies.
3. Continue Strategic Instruction Model (SIM) focusing on lesson plan format, unit organizer, PENS (writing) DISSECT (decoding) and LINCS (vocabualry).
4. Provide training, caoching and time for collaboration to implement the Houghton Mifflin Reading program in grades 3-5 and improve implementation at grades K-2. A special focus will be given to reading comprehension strategies for targeted students.
5. Continue to work with the Local Collaborative to build site capacity in assessment, inquiry, and literacy.
6. Identify and implement structures and processess to decrease truancy.

Woodstock 2003/04 Single School Plan

3 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: March 3, 2005

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.