• Oakland Aviation Hight School
  • Oakland Aviation Hight School

Instructional Program Overview

Academic Standards

Literacy Program

Brain Compatible Education Model

Character Development

Below Grade Level Support

Advisory Program Description

 

The foundation of the OAHS instructional program is composed of five non-negotiables:

  1. Strong focus on student achievement
  2. Clear curricular focus on literacy and numeracy
  3. Frequent assessment and multiple chances for students to show improvement
  4. Emphasis on writing in all academic areas
  5. External scoring of student work and program efficacy

STRONG FOCUS ON ACHIEVEMENT

Student and staff achievement is celebrated and publicized in the school and community. High academic achievement is rewarded with high praise. Students who are not able to meet academic standards are supported to reach higher levels of achievement.

Standards, benchmarks and objectives are clearly stated, and examples of high, medium and low quality work are made available to students before they begin a task. Individual student performance is evaluated against exemplars.


FOCUS ON LITERACY AND NUMERACY

Research on 90/90/90 schools shows that schools that focus curricular choices on mathematics, language arts and writing increase test scores in all subject areas. At OAHS this same principle of "less is more" is regularly applied and communicated.


FREQUENT ASSESSMENT AND MULTIPLE OPPORTUNITIES TO SHOW IMPROVEMENT

Students who do poorly on assessments are given multiple opportunities to succeed. At OAHS learning is the goal, not grading. Our program focuses on teaching students how to self-assess, self-monitor and self-correct. Central to these behaviors is the ability to be metacognitive in regards to one’s own learning and environment.


EMPHASIS ON WRITING ACROSS THE CURRICULUM

In all courses students will be required not only to write, but also to publish their work in class journals, magazines and at the Western Aerospace Museum. There is a single rubric for writing at OAHS (based on the Six-Traits model). However, because the demands of competent writing in mathematics, science, English LA, history and physical education differ, each content area will have an additional rubric focused on the audience and form for each writing assignment.


EXTERNAL SCORING OF STUDENT WORK

External scoring has three levels at OAHS: 1) Inter-department; 2) Peer and community; 3) City and state. In inter-department scoring, for example, teachers from the English Language Arts department will score work done by students in their math classes. This allows the school to develop a common assessment practice. It also contributes to helping teachers know their students well. Peer and community scoring happens on a regular basis in classes, and ritualistically during portfolio exhibitions. Peers, family members, teachers and board members score student exhibitions twice each semester. City and State scoring occurs mainly around standardized testing, but eventually will include the development of teams from different schools who will score student work and collaborate to strengthen teaching and learning beyond OAHS.

Student Personal Learning Plans are created and monitored by the student, a family member, the Advisor and one other adult of the student’s choice. Together this team will assess student progress, and advocate for appropriate supports to increase performance.