Woodstock School Plan 2005/06

Woodstock Elementary School was a K-5 school with an enrollment of 209 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 2005

1. What are your problem statements?

Problem Statement

While Afro-American students showed significant growth in ELA/STAR testing with a 92 point API increase, 68% of the Afro American students remain below proficiency. Additionally 73% of the strategic students reached fluency in the Winter but that dropped to 53% by the Spring.

In the 04/05 school year, ELL students became a significant subgroup. While the percentage of proficient students increased slightly from 15.9% to 16.4%, they did not meet the requirement of 24.4%.

An analysis of STAR ELA test data indicates that an additional 16% of the ELL students were High Basic. High Basic ELL students have siginficant difficulty with reading comprehension, vocabulary and questions that require processing negative and/or exceptions. High basic English speaking students show strength in literacy response and vocabulary, by they have difffcultly with reading comprehension, writing strategies and writing conventions. The last two subtests have a high number of questions that require students to process negatives and exceptions.

The perfect attendance program implemented by PTA helped improve attendance, but we have not developed adequate interventions for students with chronic excused absences.

2. What are your inquiry questions?

Student Achievement Questions

• Are targeted students increasing proficiency on independent grade level reading comprehension tasks, particularily those requiring the processing of negatives and exceptioins, as shown by Houghton Mifflin Reading formative tests and on STAR end-of-the-year test.
• Are targeted students continuing to maintain fluency rates in through the end of the school year?>

Teacher Practice Questions

• Are teachers implementing agreed-upon, explicit, metacognitive and SDAIE strategies for processing, reading comprehension tasks in HMR and other curricular areas? What supports do they need?
• Are teachers regularly using independent produced student work to monitor on-going agreed-upon vocabulary and fluency strategies to build proficiency in grade-level reading comprehension?
3. What are your measurable goals?

Student Achievement Goals

• African American students will reach 40% proficiency in CST/ELA on the STAR tests.
• 50% of the current strategic students (Basic) will reach proficiency on HMR independent assessments.
• 70% of the target students will reach grade-level fluency and will maintain that fluency through the end of the year.

Teacher Practice Goals

• Teachers will implement agreed upon strategies at least 3 times per week as measured by literacy coach and principal observation.
• Teachers will show improvement in implementing vocabulary strategies as measured by the Vocabulary Teaching Rubric, based on self assessment and coach feedback.
• Teachers will collaboratively examine independent student work in reading comprehension and fluency on a monthly basis in order to provide elaborated corrective feedback.
4. What are your major strategies?
1. Continue to support teachers use of Measures to monitor student progress.
2. Using monthly collaboration sessions, grade-level teams will use HMR and other curricular materials to find focus material for teaching metacognitive applications of reading comprehension strategies.
3. Using monthly collaboration sessions, teachers will examine independent student work in reading comprehension and fluency in order to modify instructional and plan elaborated corrective feedback to students.
4. Using monthly collaboration sessions, teachers will examine instructional opportunities, such as Universal Access, to implement agreed strategies at least 3 times a week.
5. Peer visitations will be used to assist teachers in coordinating instructional practices across grades and the school.
6. Continue Strategic Instruction Model (SIM) focusing on lesson plan format, unit organizer, PENS (writing) DISSECT (decoding) and PIARATES (test taking).
7. Administration will continue attendance incentive program.

Woodstock 2003/04 Single School Plan

Woodstock

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: 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.