SINGLE PLAN
FOR STUDENT ACHIEVEMENT
Date of this revision: May 2003
This is a
plan of actions to be taken to raise the academic performance of students and
improve the school's educational program.
For additional information on school programs and how you may become
involved, please contact the following person:
Contact Person: Anakarita
Allen
Position: Principal
Telephone Number: 510-652-7137
Address: 1070 41st Street
E-mail address: aallen@emeryusd.k12.ca.us
Emery Unified School District
The District Governing Board
approved this revision of the School Plan on ____________
School Vision and Mission
The vision of Anna Yates
Elementary is to provide a rigorous instructional program that develops the
whole child in a safe and nurturing environment in partnership with home,
school, and community.
School Profile
Anna
Yates Elementary is nestled in a residential area of Emeryville, California.
Emeryville is a small urban city located between Oakland and Berkeley at the
foot of the San Francisco/ Oakland Bay Bridge and is diverse in culture and
economics. Growth and development during the past 20 years has transformed
Emeryville from an industrial city to a modern center of commerce. The residential
population has grown significantly, as the housing stock has increased and more
families have chosen to make Emeryville their home. As of the 2000 census,
there were nearly 6,900 residents in Emeryville, of which 893, or 13%, were
under the age of 20. In addition, there are many youth from neighboring
communities who attend Emery schools and participate in Emeryville programs.
In
January 2002, the Emery Unified School District sought funding to undertake a
comprehensive restructuring of its K-12 educational programs through the Math,
Science and Technology Initiative (MSTI). MSTI is a focus to guide the redesign
and integration of all educational programs so that students are proficient, or
better, in core academic subjects and have many choices in postsecondary
education and other endeavors.
Anna Yates expects
approximately 420 students in grades K-6 for the 2003-04 school year. The
majority of the students are African American, with significant Latino and
Asian populations. Approximately 10% of the students receive English as a
Second Language (ESL) services; and 20% receive Special Education services.
All students K-6 receive
technology instruction and attend computer lab at least once a week. Beginning
in 2003-04 students will participate in extra-curricular activities through
Wednesday clubs. The instructional materials provided for students in grades
K-5 are the Open Court Reading Series and Math Coach. The instructional
materials provided for students in grad 6 are Timeless Voices, Timeless Themes
and Concepts and Skills. Students in grades 4-6 will have the
opportunity to participate in the musical instrumental program, student
council, and Operation Hope (a financial literacy program).
All students 1-6, including
Kindergarten, will receive 54,000 minutes of instruction.
School Accountability Report Card
The School Accountability
Report Card will be available in September 2003.
The
following statements characterize educational practice at this school:
NEEDS:
-Science curriculum for grades 4-5
- Social Studies textbooks for 5th grade
-Reference materials for all grades
NEEDS:
Science and reference materials for all grades
NEEDS:
Individual professional development plans teachers
NEEDS:
-Computer or technology based intervention
-Intervention services for students who do not qualify for
RSP, ESL, or Speech, and are performing below grade
level
NEEDS: Computer based assessments
-Healthy Start After school Program (Tutoring and Homework clubs)
-Emeryville Recreational Department (Homework Club)
-Golden Gate Library Homework Club
-School Success Team (SST)
-Emeryville Education Foundation
NEEDS:
-Access to a school counselor or psychologist for all
students
-Planning time for teachers
-Limited time for teacher student interaction one-on-one
-Limited parent involvement
-Student attendance
-Facilities
-Furniture
10. Limitations of the current program to enable
Underperforming students to meet standards:
-Science curriculum is very limited
-Student teacher ratio is high in the upper grades
-Poor attendance by individual students
-Not enough planning time for teachers
-Textbooks are not allowed to go home with students in some classrooms.
-Not having enough textbooks per student.
Student
performance data summaries were obtained online at the California Department of
Education web site at http://www.cde.ca.gov/ and http://data1.cde.ca.gov/dataquest.
Academic Performance
Index (API) School Report
The API is
a system for ranking schools statewide according to results of student
performance based on the Student Testing and Reporting System (STAR). The
ranking includes ten deciles, decile one being the lowest.
|
|
Number |
|
|
2002 |
|
|
|
Star 2000 |
Included |
2002 |
2002 |
Similar |
2002-2003 |
2003 |
|
Percent |
in the |
API |
Statewide |
Schools |
Growth |
API |
|
Tested |
2002 API |
(Base) |
Rank |
Rank |
Target |
Target |
|
|
276 |
664 |
4 |
6 |
7 |
671 |
|
|
Number |
|
|
|
|
|
|
of Pupils |
|
2002 |
2002-2003 |
2003 |
|
|
Included in |
Numerically |
Subgroup |
Growth |
API |
|
Student Groups |
2000 API |
Significant |
API Base |
Target |
Target |
|
African
American, not Hispanic |
195 |
Yes |
650 |
6 |
656 |
|
American
Indian or Alaska Native |
4 |
No |
|
|
|
|
Asian |
34 |
No |
|
|
|
|
Filipino |
1 |
No |
|
|
|
|
Hispanic
or Latino |
29 |
No |
|
|
|
|
Pacific
Islander |
1 |
No |
|
|
|
|
White
not Hispanic |
4 |
No |
|
|
|
|
Economically Disadvantaged |
184 |
No |
640 |
6 |
646 |
STUDENT PERFORMANCE DATA SUMMARY (continued)
|
School Demographic Characteristics |
|
|
Data
listed below are from the October CBEDS data collection, Stanford 9 test and
the STAR Apportionment Information Report |
|
|
Ethnic/Racial (Stanford 9) |
Parent
Education Level (Stanford 9) 90% responded |
|
African American not Hispanic 71% |
Not
high school graduate 5% |
|
American Indian or Alaska Native 0% |
High
school graduate 23% |
|
Asian 9% |
Some
college 41% |
|
Filipino 1% |
College
graduate 25% |
|
Hispanic or Latino 11% |
Graduate
school 6% |
|
Pacific Islander 1% |
Average Parent Education
Level (Stanford 9) 3.04 |
|
White not Hispanic 3%
Participants in Free or Reduced Price Lunch 66% English Language Learners (Stanford
9) 5% Multi-track year-round
school? (CBEDS) No |
Average Class Size (CBEDS)
|
|
Enrollment in grades 2-11 on first day of testing 313 Number of Students Excused from Testing 35 |
|
|
School Mobility (Stanford 9) 14% |
Number of Students Tested 303 |
Conclusions
from Student Performance Data:
2nd In reading, students who scored below the 50th%ile has increased by 15%. In math, students who scored below the 50th%ile increased by 24%.
3rd In reading, students who scored below the 50th%ile has increased by 9%. However, in math, students who scored below the 50th%ile improved by 21%.
4th Students scoring below the 50th%ile has increased by 13% in reading. In math, students scoring below the 50th%ile improved by 11%.
5th In reading, students who scored below the 50th%ile has increased by 4%. In math, students who scored below the 50th%ile increased by 21%.
CA Standards(2002)
2nd 62% of the students are basic or above in Language Arts. In math 52% are basic or above.
3rd 59% of the students are basic or above in Language Arts. In math 76% are basic or above.
4th 77% of the students are basic or above in Language Arts. In math 83% are basic or above.
5th 57% of the students are basic or above in Language Arts and 27% are basic and above.
Anna Yates has not made its API target for the past two years. Similar school’s rank has decreased from 9 to 6.
Conclusions
from Parent, Teacher and Student Input:
The
content of this school plan is aligned with school goals for improving student
achievement. School goals are based
upon an analysis of verifiable state data, including the Academic Performance
Index and the English Language Development Test, and include local measures of
pupil achievement. The school site council analyzed available data on the
academic performance of all students.
The council will continue to seek, obtain and consider the input of the
school community. Based upon this analysis, loop design teams (K-1st; 2nd-3rd;
4th-6th grades) established the following performance improvement goals
(academic, learning environment, parental environment). The council will
continue to review and evaluate all goals.
GOALS for Improving
Student Achievement will be reviewed and evaluated by the School Site
Council. The council has analyzed and identified specific actions that will
help the overall improvement of student achievement that includes all
students.
|
||||
|
Description of Specific Actions to
Improve Educational Practice |
Implementers/ Timeline |
Related Expenditures |
Estimated Cost |
Funding Source |
|
Alignment
of instruction with content standards: · Grade level collaboration with academic coaches. (Math, Reading/ Language Arts,
Science, Social Studies, Technology, Art) |
Teachers,
Coaches, Art District Coordinator, Science Site Coordinator February – March 2002 |
Roving
Substitutes; PE instructor for classroom
coverage during teacher planning and collaboration Science, art, and PE
curriculums are needed |
TBD (To
be determined) |
MSTI |
|
Improvement
of instructional strategies and materials: · Grade Level Coaching (Mathematics, Reading/ Language Arts) · Teacher coaching (Technology) · Critical Friends – (Cross grade collaboration K-6) · Peer Coaching/ Observations · Professional Development Workshops |
Academic
coaches, site coordinators (art, science, technology); site administrator;
teachers On-going |
Art,
science, technology, and research/ reference materials; PE equipment. June ‘03 – October ‘03 |
TBD |
Title I,
SIP |
|
Extended
learning time:
| ||||