school improvement plan
Updated
7/31/09
WYOMING DEPARTMENT OF EDUCATION
SCHOOL IMPROVEMENT PLAN Date: October 11, 2009 SCHOOL: PRINCIPAL: DISTRICT CONTACT FOR THIS SCHOOL:
Westridge Elementary School
DISTRICT:
Richard Edwards Dr. Ron Kalicki
Title I School-Wide Program?
YES
NO X
Title I Targeted Assistance Program?
YES
NO X
Non-Title I School
YES X
NO
SCHOOL IMPROVEMENT STATUS: CONSEQUENCES IMPLEMENTED: (Check all that apply)
Sweetwater County School District #1
PRINCIPAL PHONE:
307‐352‐3250
PRINCIPAL EMAIL:
CONTACT PHONE:
307‐352‐1225
CONTACT EMAIL:
[email protected] [email protected]
IF “YES” TO TITLE I Current School Title I Allocation Amount Amount allocated for Professional Development (at least 10%)
YEAR 1 X
YEAR 2
YEAR 3
YEAR 4
YEAR 5
YEAR 6
Holding Status
OPTIONAL (Not in Improvement Status)
Restructure Planning
Restructure Implementation
X School Improvement Plan
School Choice
Supplemental Services
Corrective Action
For more information see LEA and School Improvement: Non-Regulatory Guidance, July 21, 2006, at http://www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc FOR QUESTIONS REGARDING SCHOOL IMPROVEMENT PLAN CONTACT: DISTRICT SUPPORT AND COORDINATION TEAM Educational Quality and Accountability Unit 2020 Grand Avenue, Suite 500 Laramie, WY 82070 [email protected] (307) 777-5376
Send an electronic copy of your completed school improvement plan AND Attachments to [email protected] Send the Original, Signed Copy of ASSURANCES to DSCT at the address above. Only the assurances need to be mailed!
Westridge Elementary School, Page 1
SCHOOL IMPROVEMENT PLANNING TEAM ADMINISTRATORS (Name) Richard Edwards
TEACHERS (Name)
Position Principal
Content Area/Grade Level (If applicable) K-4 principal
Position
Content Area/Grade Level
Role/Responsibility for School Improvement Plan Facilitate team in examining data and developing plan
Role/Responsibility for School Improvement Plan
Ann Geike
Certified Teacher
Interventionist
Examine data and contribute to plan development and review
Robbie Hansen
Certified Teacher
3rd Grade
Examine data and contribute to plan development and review
Angie Neilson
Certified Teacher
Special Services
Examine data and contribute to plan development and review
Heidi Olson
Certified Teacher
2nd Grade
Examine data and contribute to plan development and review
Deanne Schmidtberger
Certified Teacher
1st Grade
Examine data and contribute to plan development and review
Andrea Tate
Certified Teacher
3rd Grade
Examine data and contribute to plan development and review
Interventionist
Examine data and contribute to plan development and review
NCA-SIT Chair Kathy Walton
Certified Teacher Achievement Monitoring Process Chair
OTHER STAFF (Name)
Position
Content Area/Grade Level (If applicable)
Role/Responsibility for School Improvement Plan
Barb Wonnacott
Instructional Paraprofessional
3rd Grade
Examine data and contribute to plan development and review
Koral Shook
Counselor
K-4, Behavior and Social Skills
Examine data and contribute to plan development and review
Westridge Elementary School, Page 2
PARENTS/STUDENTS (Name)
Position
Content Area/Grade Level (If applicable)
Role/Responsibility for School Improvement Plan
Kacie Turner
Parent
1st Grade
Examine data and contribute to plan development
Ann McMartin
Parent
4th Grade
Examine data and contribute to plan development
Terri Nations
Community Member
PEN Coordinator
Examine data and contribute to plan development
OTHERS (Name) Bob Bryant
Position Consultant
Content Area/Grade Level (If applicable) WDE
Role/Responsibility for School Improvement Plan Trains school district staff on SIP/DIP toolkit
Please complete the following: 1. Describe the Peer Review process that the school used to review and approve this School Improvement Plan. A peer review process was completed on Friday, October 16th for each of the School Improvement Plans and the District Improvement Plan. The peer reviewers included administrators, teachers, paraprofessionals, parents, and community members. Each plan was reviewed twice and evaluated using the State Scoring Rubric. Time was provided for review teams to share feedback with each planning team. Planning teams were given time to reflect on the feedback and determine improvement to be made on their plans. 2. Describe why you believe the School’s prior plans have not succeeded in improving student achievement for each subgroup not meeting AYP. We believe strategies for implementation were not powerful enough and that the monitoring processes were neither timely enough nor as robust as necessary. Westridge School, along with SSD#1, has adopted new curriculum each year for the last four years. The implementation of these new text materials in reading and writing has required time to adjust and make language arts instruction systematic. Collaborative work in Professional Learning Communities (PLCs), pacing and alignment of common assessments is still being established and implemented. Additional staff development is needed for PLCs. More consistent and frequent common assessment and data review is needed. Intervention instruction was not based on enough data and research‐based practices. Interventions with students needing extra support, such as students on an IEP, were not given enough priority in scheduling to be effective. Writing instruction needs strengthening and improvement for all students, including those with an IEP. 3. Describe the process used to notify all parents of the School’s status: Parents were notified in a variety of ways. The school district provided a newspaper press release, a district newsletter, and board presentation included information on each school’s status. Additionally, the school principal announced AYP results and status at back‐to‐school night, at a Fall PTO meeting, on our school website, and in the school newsletter.
4. What opportunities do parents have to be involved in the school improvement planning process? Parents have been involved in the formulation of the School and District Improvement plans over the course of 4 meetings. Parents also had opportunities to give input Westridge Elementary School, Page 3
at a Parent Teacher Organization meeting and via the school website. Parents were invited to participate in the school improvement planning team at a PTO meeting and on the school website.
5. How are you helping parents build capacity to provide their students strategies to improve performance in Literacy and Mathematics? District parent nights have focused on literacy and mathematics, the core materials adopted include on‐line resources for parents. Westridge held a family book and literacy night in the past year and will host both a math and a literacy night during this upcoming school year. At Westridge, Parent/Teacher conferences were held early this year in order to provide parents with assessment for learning information and to help them understand early how to better support students with literacy and mathematics. Classroom newsletters regularly include information for parents regarding math strategies. 6. Describe the professional development opportunities made available for teachers, principals and paraprofessionals (if appropriate pupil service personnel, parents, other staff) to enable all children in the school to meet Wyoming student academic achievement standards? The following professional development opportunities have been available to staff in each school in the district: Quantum Learning, Write Tools Training, Write Source Training, Common Assessment Training, Professional Learning Communities Training, PEBC Reading Comprehension Training, Assessment for Learning, Add+Vantage Math, Math Recovery Training, Accelerated Reading Training, Nystrom Social Studies Training (K‐4), MacMillan Music Training (K‐6), Foss Science Training (K‐6), MacMillan Health Education Training (K‐9), Bully‐Proofing Training. Westridge staff members, both certified and classified, are currently involved in Write Tools trainings and receiving instructional coaching throughout the 2009‐2010 school year. Staff members from Westridge have also attended trainings in professional learning communities, common formative assessment, and assessment for learning. 7. Describe scientifically-based activities which occur before or after the school day, during the summer, and during an extension of the school year that were provided to improve student achievement. Summer school is provided to students, including students with IEPs, using scientifically‐based reading, writing, and mathematics curriculum. Students are assessed both before and following summer school using the Measures of Academic Progress (MAP) assessment from Northwest Evaluation Association. 8. Describe and/or attach a description of a formal mentoring program that is in place where continuing experienced teachers are paired with newly assigned teachers. Every teacher new to the Sweetwater County School District #1 with less than three years of experience will be assigned a Teacher Assistance Program (TAP) mentor. The building administrator and/or program director will select the mentor teacher from a list provided by the Human Resources Director. Mentor selection will be site or program specific whenever possible. Mentors will be trained to use a variety of peer assistance techniques. Mentors will conduct conferences and three classroom observations with beginning teachers before December. Contact will continue on a weekly basis throughout the first year. The mentor will document a maximum of 60 contact hours over the school year with 40 of these hours occurring during the first semester. Monthly program hours, observations, and conversations will be included in these 60 hours of contact. Mentor logs will be sent to a Teacher Assistance Program (TAP) Co‐Director for approval. A mentor may be asked to discuss a deficiency of contact hours with a Teacher Assistance Program (TAP) Co‐Director or the Human Resource Director. A new mentor could be assigned, if the mentor fails or neglects their commitment to the Teacher Assistance Program (TAP). Teacher Assistance Program (TAP) direction of up to 35 hours will be provided to experienced teachers at their request and with the recommendation of their building administrator or program director to facilitate their growth and development. The assistance provided is recognized to be a supplement to the existing opportunities for staff development directed toward teacher improvement. 9. What Technical Assistance will the District provide your school in implementing this improvement plan? The district organized the Peer Review and will provide the resources, including professional development, to implement the improvement plan. The district will provide instructional coaches to work with Westridge staff members, as well as continued staff development opportunities. Through the district, staff members continue to study Westridge Elementary School, Page 4
and refine understanding of state standards and learning targets through curriculum mapping.
10. What Technical Assistance will the WDE provide your school in implementing this improvement plan? A time will be established to meet with WDE consultant, Bob Bryant, to review the materials in the Toolkit being provided to the district. WDE was invited to be a part of our Peer Review process. NOTE: If additional documentation is included as evidence to support your responses, please reference it in the
response and include with submittal. school name.
Please replace in Footer area with your
Westridge Elementary School, Page 5
Wyoming NCA Data Analysis Summary #1 What are the implications of your student assessment data? (Including PAWS and any local assessments) School students continue to show strength in mathematics. While PAWS and local assessments show a slight decrease in 2009 as compared with 2008, 75% of our students demonstrated proficiency in Mathematics and problem solving, exceeding state mathematics proficiency targets for Adequate Yearly Progress (AYP). Westridge also met AYP targets for student participation. However, Westridge Elementary students did not meet Adequate Yearly Progress in language arts overall, or in the subgroup of students on an IEP. Mathematics Data: • PAWS math: Overall math scores for 3rd and 4th graders decreased 4% from 79% proficient in 2008 to 75% in 2009 • NWEA MAP: Overall math RIT scores show 49.9% of Westridge 3rd and 4th graders met growth targets from fall 2008 to spring 2009 • AIMSweb Math Computation scores: 15% of Westridge students demonstrate well above average computations skills, 13% above average, 52% average, 10% below average, and 10% well below average Language Arts Data: • PAWS language arts: scores increased 2% from 43% proficient in 2008, to 45% proficient in 2009. Writing scores were significantly lower than reading scores. 50% of Westridge 3rd and 4th graders were proficient in reading in 2009 based on PAWS, while only 34% were proficient in writing. Overall 18.10% of Westridge students on Individualized Education Plans (IEPs) demonstrated proficiency in language arts. • NWEA MAP: 39.5% of 3rd and 4th graders met growth targets in reading, while 48.1% met language usage growth goals. • DIBELS: 55% of Westridge 3rd and 4th graders demonstrate established oral reading fluency, 21% emerging oral reading fluency, and 24% are deficient in oral reading fluency; 78% of Westridge 3rd and 4th graders demonstrate established reading retell skill, while 17% demonstrate emerging and 5% deficient We recognize as a school the need to adjust our instruction to meet learning needs and learning targets. Improvement in language arts, particularly in writing is necessary. As a school we need to improve performance with implementation of common formative assessments and the use of data to inform and shape instruction. Specific, targeted interventions need to be implemented with students who demonstrate a need for extra learning support.
Westridge Elementary School, Page 6
Wyoming NCA Data Analysis Summary #2 What actions have you taken in response to this data? In response to this data, staff at Westridge have taken actions towards school improvement. Westridge school improvement goals include: 1. All students will improve writing skills, demonstrating 60% proficiency on 2010 PAWS writing and common assessments. 2. All students will improve reading comprehension proficiency by 15%. 3. Students in the targeted IEP subgroup will improve language arts proficiency by 20%. Westridge School staff will continue to implement a collaborative work model for our school teams and professional learning community. As a professional learning community, we have begun a process of vertical collaboration to align writing instruction throughout the school. As collaborative teams we continue to review learning targets, and identify key curriculum units to support learning to standards. We have created or made use of existing assessments for common formative assessment to guide instruction and student learning. We have participated in further professional development for professional learning communities (PLC) in the past year and will further involve staff in PLC development through the 2009-2010 year. A team of teachers from Westridge has attended trainings in writing Common Formative Assessments, while another team has attended training in Assessment for Learning. These staff members brought this information back to collaborative teams at Westridge for wider professional development and growth within the staff. Our collaborative teams are developing common assessments to monitor student growth. This year time has been set aside in the school day for each grade to engage in flooding-style targeted interventions. Teaching teams are learning to make effective use of data to determine student learning needs and design interventions to meet those needs. Westridge Elementary School staff have begun an intense process of professional development in writing. Teachers will take part in writing professional development over three full days during the school year. Teachers engage in ongoing collaborative support within their PLC teams on best practices in writing. Teachers will also receive coaching support in writing instruction from our writing trainers and district instructional coaching staff. Building instructional efforts and professional development will continue to focus on using best practices with district implemented, researchbased curriculum in writing, reading, and mathematics. Professional development will also be guided towards using Assessment For Learning to improve student motivation and achievement, as well as to inform mid-course corrections, interventions, and enrichments.
Westridge Elementary School, Page 7
Wyoming Action Plan ** To Add Rows, Go to the Last (Bottom Right) Cell in this table and Press “TAB” Key **
Goal:
1. All students will improve reading comprehension proficiency by 15%. 2. Students on an IEP will improve reading comprehension proficiency by 20%.
Essence of the Goal:
To provide all students with improved reading comprehension skills and practices.
Support Data Used in Selecting Goal: 1. 2. 3. 4. 5.
PAWS 2009 and 2008 MAP DIBELS DORA Common Assessments
Assessments Used to Measure Goal:
Research Used in Selection of Intervention 1. Zimmerman and Keene. Mosaic of Thought 2. Zimmerman and Hutchins. Seven Keys to Comprehension 3. Harvey. Strategies That Work 4. DuFour, DuFour, Eaker, Whatever it takes 5. Black and Wiliam, “Inside the Black Box”
1. 2. 3. 4. 5.
PAWS 2010 MAP DIBELS DORA Common Assessments
Intervention #1: All students will improve reading comprehension skills
Action Steps to Implement Intervention
Persons Responsible
Timeline Start
1. Continue to implement research‐based reading program (Harcourt Trophies)
Mr. Edwards, Teachers,
September 2009
2. Train students in using thinking and comprehension strategies reading.
Mr. Edwards, Teachers,
September 2009
Resources
Staff Development
Complete June 2010
Instructional Coaches, SSD#1 resources
Collaboration
June 2010
Curriculum Materials, Instructional coaches, PD 360
Thinking strategies, Collaboration
Westridge Elementary School, Page 8
4. Use common formative assessments to assess student learning progress, adjust instruction, provide assessment for learning, and determine needed interventions.
Mr. Edwards, Teachers, instructional coaches Mr. Edwards, Teachers, instructional coaches
5. Provide interventions to students in phonics, phonemic awareness, and reading fluency as supports for reading comprehension.
Mr. Edwards, Teachers, instructional aides
September 2009
June 2010
Compass/Odyssey, Headsprouts, Read Naturally, Small intervention groups
6. Plan interventions and enrichment for individual students through collaborative teams.
Mr. Edwards, Teachers, instructional coaches
September 2009
June 2010
Collaborative teams, Instructional Coaches, Alternative schedule
Collaboration, PD 360, Professional Learning Community
7. Identify at‐risk students for summer school program (K‐4)
Mr. Edwards, Teachers,
March 2009
June 2010
WDE Summer School Grant
Collaboration, Assessment for Learning
3. Use collaborative professional learning communities to enhance instruction practices and data analysis.
September 2009
June 2010
Collaborative teams, Instructional Coaches, Alternative schedule
Collaboration, Professional Learning Community
September 2009
June 2010
Collaborative teams, Instructional Coaches, common assessments
Collaboration, Common Assessments, Assessment for Learning Instructional Coaches, District Curriculum Staff, Consultants
Intervention #2: Students in targeted subgroup of IEP students will improve reading skills 20%
Action Steps to Implement Intervention 1. All steps above from Intervention #1 will especially benefit at‐risk students
2. Use of Wilson Reading and Harcourt Intervention materials to support IEP learners
Persons Responsible Principal, special services teachers, instructional coaches Principal, special services teachers, and instructional coaches
Timeline Start
Resources
Staff Development
Complete
September 2009
June 2010
As stated above
As stated above
September 2009
June 2010
Additional reading materials, district support
Training from district special services department and instructional coaches
Westridge Elementary School, Page 9
Wyoming Action Plan ** To Add Rows, Go to the Last (Bottom Right) Cell in this table and Press “TAB” Key **
Goal:
1. All students will improve writing skills so that 60% of Westridge students demonstrate proficiency on 2010 PAWS writing. 2. Students on an IEP will improve writing proficiency by 20%.
Essence of the Goal:
To provide all students with writing skills necessary to write for a variety of purposes.
Support Data Used in Selecting Goal:
Research Used in Selection of Intervention
1. PAWS 2009 and 2008 2. Common Assessments 3. MAP
1. Greiner, Alice. Strategies That Make an Immediate Difference in the Classroom 2. Culham, Ruth. 6 + 1 Traits of Writing. 3. Graves, Donald. Writing: Teachers and Children at Work. 4. DuFour, DuFour, Eaker, Whatever it takes 5. Black and Wiliam, “Inside the Black Box”
Assessments Used to Measure Goal: 1. PAWS 2010 2. Common Assessments 3. MAP
Intervention #1: All students will improve writing skills
Action Steps to Implement Intervention 1. Train educator staff using Write Tools from Alice Greiner.
Persons Responsible
Timeline Start
Mr. Edwards, teachers, district curriculum office, August 2009 instructional coaches
Staff Development
Resources
Complete June 2010
Write Tools materials, instructional coaches, collaborative teams
Write Tools 101 training, Write Tools for primary grades, Write Tools personal narrative training, Write Tools coaching
Westridge Elementary School, Page 10
Intervention #1: All students will improve writing skills
Action Steps to Implement Intervention
Persons Responsible
Timeline Start
Resources
Staff Development
Complete
2. Continue to implement research‐based writing program (Write Source) so that its use becomes systemic
Mr. Edwards, Teachers, Interventionists
August 2009
June 2010
Write Source materials, instructional coaches
Write Source professional development, collaboration
3. Train students in using 6+1 Traits strategies
Teachers
September 2009
June 2010
Write Source materials
Six Traits training, coaching support
October 2009
June 2010
State Writing Standards, District Curriculum Maps, Vertical Collaboration K‐4, Grade Write Source, Collaborative level collaboration Teams, WDE Released Items
September 2009
June 2010
Collaborative teams, Instructional Coaches, Alternative schedule
Collaboration, Professional Learning Community
September 2009
June 2010
Collaborative teams, Instructional Facilitators, Alternative schedule
Collaboration, Professional Learning Community, Common Assessments, Assessment for Learning
Instructional Coaches, District Curriculum Staff
4. Vertical collaboration among all staff K‐4, including specialists, to determine necessary vertical alignment of writing instruction. 5. Use collaborative professional learning communities to enhance instruction practices and data analysis.
Mr. Edwards, Teachers, Interventionists Mr. Edwards, Teachers, instructional coaches
6. Create and administer writing common Mr. Edwards, assessments K‐4 to assess student learning progress, adjust instruction, provide assessment Teachers, Interventionists for learning, and determine needed interventions. 7. Provide interventions and enrichments to students
Mr. Edwards, September Teachers, 2009 instructional aides
June 2010
Compass/Odyssey, Headsprouts, Read Naturally, Small intervention groups
8. Train students to decipher writing prompts.
Mr. Edwards, Teachers, Interventionists
September 2009
June 2010
Write Source, Instructional Write Source Professional coaches, Collaborative Development, Collaboration Teams, WDE Released Items
9. Identify at risk students for summer school program (K‐4)
Mr. Edwards, Teachers, Interventionists
March 2010
June 2010
WDE Summer School Grant
Collaboration, Assessment for Learning
Westridge Elementary School, Page 11
Intervention #2: Students in targeted subgroup of IEP students will improve 20%
Action Steps to Implement Intervention
1. All steps above from Intervention #1
2. Train teachers in use of Step Up to Writing
3. Use of Step Up to Writing materials and instruction to support writing learning for students with IEPs
Persons Responsible Principal, special services teachers, instructional coaches, and district special services dept. Principal, special services teachers, and instructional coaches Principal, special services teachers, and instructional coaches
Timeline Start
Resources
Staff Development
Complete
September 2009
June 2010
As stated above
As stated above
September 2009
June 2010
Step Up to Writing materials
Training from principal and instructional coaches
September 2009
June 2010
Step Up to Writing materials
Training from principal and instructional coaches
Westridge Elementary School, Page 12
WYOMING DEPARTMENT OF EDUCATION
SCHOOL IMPROVEMENT PLAN Date: October 11, 2009 SCHOOL: PRINCIPAL: DISTRICT CONTACT FOR THIS SCHOOL:
Westridge Elementary School
DISTRICT:
Richard Edwards Dr. Ron Kalicki
Title I School-Wide Program?
YES
NO X
Title I Targeted Assistance Program?
YES
NO X
Non-Title I School
YES X
NO
SCHOOL IMPROVEMENT STATUS: CONSEQUENCES IMPLEMENTED: (Check all that apply)
Sweetwater County School District #1
PRINCIPAL PHONE:
307‐352‐3250
PRINCIPAL EMAIL:
CONTACT PHONE:
307‐352‐1225
CONTACT EMAIL:
[email protected] [email protected]
IF “YES” TO TITLE I Current School Title I Allocation Amount Amount allocated for Professional Development (at least 10%)
YEAR 1 X
YEAR 2
YEAR 3
YEAR 4
YEAR 5
YEAR 6
Holding Status
OPTIONAL (Not in Improvement Status)
Restructure Planning
Restructure Implementation
X School Improvement Plan
School Choice
Supplemental Services
Corrective Action
For more information see LEA and School Improvement: Non-Regulatory Guidance, July 21, 2006, at http://www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc FOR QUESTIONS REGARDING SCHOOL IMPROVEMENT PLAN CONTACT: DISTRICT SUPPORT AND COORDINATION TEAM Educational Quality and Accountability Unit 2020 Grand Avenue, Suite 500 Laramie, WY 82070 [email protected] (307) 777-5376
Send an electronic copy of your completed school improvement plan AND Attachments to [email protected] Send the Original, Signed Copy of ASSURANCES to DSCT at the address above. Only the assurances need to be mailed!
Westridge Elementary School, Page 1
SCHOOL IMPROVEMENT PLANNING TEAM ADMINISTRATORS (Name) Richard Edwards
TEACHERS (Name)
Position Principal
Content Area/Grade Level (If applicable) K-4 principal
Position
Content Area/Grade Level
Role/Responsibility for School Improvement Plan Facilitate team in examining data and developing plan
Role/Responsibility for School Improvement Plan
Ann Geike
Certified Teacher
Interventionist
Examine data and contribute to plan development and review
Robbie Hansen
Certified Teacher
3rd Grade
Examine data and contribute to plan development and review
Angie Neilson
Certified Teacher
Special Services
Examine data and contribute to plan development and review
Heidi Olson
Certified Teacher
2nd Grade
Examine data and contribute to plan development and review
Deanne Schmidtberger
Certified Teacher
1st Grade
Examine data and contribute to plan development and review
Andrea Tate
Certified Teacher
3rd Grade
Examine data and contribute to plan development and review
Interventionist
Examine data and contribute to plan development and review
NCA-SIT Chair Kathy Walton
Certified Teacher Achievement Monitoring Process Chair
OTHER STAFF (Name)
Position
Content Area/Grade Level (If applicable)
Role/Responsibility for School Improvement Plan
Barb Wonnacott
Instructional Paraprofessional
3rd Grade
Examine data and contribute to plan development and review
Koral Shook
Counselor
K-4, Behavior and Social Skills
Examine data and contribute to plan development and review
Westridge Elementary School, Page 2
PARENTS/STUDENTS (Name)
Position
Content Area/Grade Level (If applicable)
Role/Responsibility for School Improvement Plan
Kacie Turner
Parent
1st Grade
Examine data and contribute to plan development
Ann McMartin
Parent
4th Grade
Examine data and contribute to plan development
Terri Nations
Community Member
PEN Coordinator
Examine data and contribute to plan development
OTHERS (Name) Bob Bryant
Position Consultant
Content Area/Grade Level (If applicable) WDE
Role/Responsibility for School Improvement Plan Trains school district staff on SIP/DIP toolkit
Please complete the following: 1. Describe the Peer Review process that the school used to review and approve this School Improvement Plan. A peer review process was completed on Friday, October 16th for each of the School Improvement Plans and the District Improvement Plan. The peer reviewers included administrators, teachers, paraprofessionals, parents, and community members. Each plan was reviewed twice and evaluated using the State Scoring Rubric. Time was provided for review teams to share feedback with each planning team. Planning teams were given time to reflect on the feedback and determine improvement to be made on their plans. 2. Describe why you believe the School’s prior plans have not succeeded in improving student achievement for each subgroup not meeting AYP. We believe strategies for implementation were not powerful enough and that the monitoring processes were neither timely enough nor as robust as necessary. Westridge School, along with SSD#1, has adopted new curriculum each year for the last four years. The implementation of these new text materials in reading and writing has required time to adjust and make language arts instruction systematic. Collaborative work in Professional Learning Communities (PLCs), pacing and alignment of common assessments is still being established and implemented. Additional staff development is needed for PLCs. More consistent and frequent common assessment and data review is needed. Intervention instruction was not based on enough data and research‐based practices. Interventions with students needing extra support, such as students on an IEP, were not given enough priority in scheduling to be effective. Writing instruction needs strengthening and improvement for all students, including those with an IEP. 3. Describe the process used to notify all parents of the School’s status: Parents were notified in a variety of ways. The school district provided a newspaper press release, a district newsletter, and board presentation included information on each school’s status. Additionally, the school principal announced AYP results and status at back‐to‐school night, at a Fall PTO meeting, on our school website, and in the school newsletter.
4. What opportunities do parents have to be involved in the school improvement planning process? Parents have been involved in the formulation of the School and District Improvement plans over the course of 4 meetings. Parents also had opportunities to give input Westridge Elementary School, Page 3
at a Parent Teacher Organization meeting and via the school website. Parents were invited to participate in the school improvement planning team at a PTO meeting and on the school website.
5. How are you helping parents build capacity to provide their students strategies to improve performance in Literacy and Mathematics? District parent nights have focused on literacy and mathematics, the core materials adopted include on‐line resources for parents. Westridge held a family book and literacy night in the past year and will host both a math and a literacy night during this upcoming school year. At Westridge, Parent/Teacher conferences were held early this year in order to provide parents with assessment for learning information and to help them understand early how to better support students with literacy and mathematics. Classroom newsletters regularly include information for parents regarding math strategies. 6. Describe the professional development opportunities made available for teachers, principals and paraprofessionals (if appropriate pupil service personnel, parents, other staff) to enable all children in the school to meet Wyoming student academic achievement standards? The following professional development opportunities have been available to staff in each school in the district: Quantum Learning, Write Tools Training, Write Source Training, Common Assessment Training, Professional Learning Communities Training, PEBC Reading Comprehension Training, Assessment for Learning, Add+Vantage Math, Math Recovery Training, Accelerated Reading Training, Nystrom Social Studies Training (K‐4), MacMillan Music Training (K‐6), Foss Science Training (K‐6), MacMillan Health Education Training (K‐9), Bully‐Proofing Training. Westridge staff members, both certified and classified, are currently involved in Write Tools trainings and receiving instructional coaching throughout the 2009‐2010 school year. Staff members from Westridge have also attended trainings in professional learning communities, common formative assessment, and assessment for learning. 7. Describe scientifically-based activities which occur before or after the school day, during the summer, and during an extension of the school year that were provided to improve student achievement. Summer school is provided to students, including students with IEPs, using scientifically‐based reading, writing, and mathematics curriculum. Students are assessed both before and following summer school using the Measures of Academic Progress (MAP) assessment from Northwest Evaluation Association. 8. Describe and/or attach a description of a formal mentoring program that is in place where continuing experienced teachers are paired with newly assigned teachers. Every teacher new to the Sweetwater County School District #1 with less than three years of experience will be assigned a Teacher Assistance Program (TAP) mentor. The building administrator and/or program director will select the mentor teacher from a list provided by the Human Resources Director. Mentor selection will be site or program specific whenever possible. Mentors will be trained to use a variety of peer assistance techniques. Mentors will conduct conferences and three classroom observations with beginning teachers before December. Contact will continue on a weekly basis throughout the first year. The mentor will document a maximum of 60 contact hours over the school year with 40 of these hours occurring during the first semester. Monthly program hours, observations, and conversations will be included in these 60 hours of contact. Mentor logs will be sent to a Teacher Assistance Program (TAP) Co‐Director for approval. A mentor may be asked to discuss a deficiency of contact hours with a Teacher Assistance Program (TAP) Co‐Director or the Human Resource Director. A new mentor could be assigned, if the mentor fails or neglects their commitment to the Teacher Assistance Program (TAP). Teacher Assistance Program (TAP) direction of up to 35 hours will be provided to experienced teachers at their request and with the recommendation of their building administrator or program director to facilitate their growth and development. The assistance provided is recognized to be a supplement to the existing opportunities for staff development directed toward teacher improvement. 9. What Technical Assistance will the District provide your school in implementing this improvement plan? The district organized the Peer Review and will provide the resources, including professional development, to implement the improvement plan. The district will provide instructional coaches to work with Westridge staff members, as well as continued staff development opportunities. Through the district, staff members continue to study Westridge Elementary School, Page 4
and refine understanding of state standards and learning targets through curriculum mapping.
10. What Technical Assistance will the WDE provide your school in implementing this improvement plan? A time will be established to meet with WDE consultant, Bob Bryant, to review the materials in the Toolkit being provided to the district. WDE was invited to be a part of our Peer Review process. NOTE: If additional documentation is included as evidence to support your responses, please reference it in the
response and include with submittal. school name.
Please replace in Footer area with your
Westridge Elementary School, Page 5
Wyoming NCA Data Analysis Summary #1 What are the implications of your student assessment data? (Including PAWS and any local assessments) School students continue to show strength in mathematics. While PAWS and local assessments show a slight decrease in 2009 as compared with 2008, 75% of our students demonstrated proficiency in Mathematics and problem solving, exceeding state mathematics proficiency targets for Adequate Yearly Progress (AYP). Westridge also met AYP targets for student participation. However, Westridge Elementary students did not meet Adequate Yearly Progress in language arts overall, or in the subgroup of students on an IEP. Mathematics Data: • PAWS math: Overall math scores for 3rd and 4th graders decreased 4% from 79% proficient in 2008 to 75% in 2009 • NWEA MAP: Overall math RIT scores show 49.9% of Westridge 3rd and 4th graders met growth targets from fall 2008 to spring 2009 • AIMSweb Math Computation scores: 15% of Westridge students demonstrate well above average computations skills, 13% above average, 52% average, 10% below average, and 10% well below average Language Arts Data: • PAWS language arts: scores increased 2% from 43% proficient in 2008, to 45% proficient in 2009. Writing scores were significantly lower than reading scores. 50% of Westridge 3rd and 4th graders were proficient in reading in 2009 based on PAWS, while only 34% were proficient in writing. Overall 18.10% of Westridge students on Individualized Education Plans (IEPs) demonstrated proficiency in language arts. • NWEA MAP: 39.5% of 3rd and 4th graders met growth targets in reading, while 48.1% met language usage growth goals. • DIBELS: 55% of Westridge 3rd and 4th graders demonstrate established oral reading fluency, 21% emerging oral reading fluency, and 24% are deficient in oral reading fluency; 78% of Westridge 3rd and 4th graders demonstrate established reading retell skill, while 17% demonstrate emerging and 5% deficient We recognize as a school the need to adjust our instruction to meet learning needs and learning targets. Improvement in language arts, particularly in writing is necessary. As a school we need to improve performance with implementation of common formative assessments and the use of data to inform and shape instruction. Specific, targeted interventions need to be implemented with students who demonstrate a need for extra learning support.
Westridge Elementary School, Page 6
Wyoming NCA Data Analysis Summary #2 What actions have you taken in response to this data? In response to this data, staff at Westridge have taken actions towards school improvement. Westridge school improvement goals include: 1. All students will improve writing skills, demonstrating 60% proficiency on 2010 PAWS writing and common assessments. 2. All students will improve reading comprehension proficiency by 15%. 3. Students in the targeted IEP subgroup will improve language arts proficiency by 20%. Westridge School staff will continue to implement a collaborative work model for our school teams and professional learning community. As a professional learning community, we have begun a process of vertical collaboration to align writing instruction throughout the school. As collaborative teams we continue to review learning targets, and identify key curriculum units to support learning to standards. We have created or made use of existing assessments for common formative assessment to guide instruction and student learning. We have participated in further professional development for professional learning communities (PLC) in the past year and will further involve staff in PLC development through the 2009-2010 year. A team of teachers from Westridge has attended trainings in writing Common Formative Assessments, while another team has attended training in Assessment for Learning. These staff members brought this information back to collaborative teams at Westridge for wider professional development and growth within the staff. Our collaborative teams are developing common assessments to monitor student growth. This year time has been set aside in the school day for each grade to engage in flooding-style targeted interventions. Teaching teams are learning to make effective use of data to determine student learning needs and design interventions to meet those needs. Westridge Elementary School staff have begun an intense process of professional development in writing. Teachers will take part in writing professional development over three full days during the school year. Teachers engage in ongoing collaborative support within their PLC teams on best practices in writing. Teachers will also receive coaching support in writing instruction from our writing trainers and district instructional coaching staff. Building instructional efforts and professional development will continue to focus on using best practices with district implemented, researchbased curriculum in writing, reading, and mathematics. Professional development will also be guided towards using Assessment For Learning to improve student motivation and achievement, as well as to inform mid-course corrections, interventions, and enrichments.
Westridge Elementary School, Page 7
Wyoming Action Plan ** To Add Rows, Go to the Last (Bottom Right) Cell in this table and Press “TAB” Key **
Goal:
1. All students will improve reading comprehension proficiency by 15%. 2. Students on an IEP will improve reading comprehension proficiency by 20%.
Essence of the Goal:
To provide all students with improved reading comprehension skills and practices.
Support Data Used in Selecting Goal: 1. 2. 3. 4. 5.
PAWS 2009 and 2008 MAP DIBELS DORA Common Assessments
Assessments Used to Measure Goal:
Research Used in Selection of Intervention 1. Zimmerman and Keene. Mosaic of Thought 2. Zimmerman and Hutchins. Seven Keys to Comprehension 3. Harvey. Strategies That Work 4. DuFour, DuFour, Eaker, Whatever it takes 5. Black and Wiliam, “Inside the Black Box”
1. 2. 3. 4. 5.
PAWS 2010 MAP DIBELS DORA Common Assessments
Intervention #1: All students will improve reading comprehension skills
Action Steps to Implement Intervention
Persons Responsible
Timeline Start
1. Continue to implement research‐based reading program (Harcourt Trophies)
Mr. Edwards, Teachers,
September 2009
2. Train students in using thinking and comprehension strategies reading.
Mr. Edwards, Teachers,
September 2009
Resources
Staff Development
Complete June 2010
Instructional Coaches, SSD#1 resources
Collaboration
June 2010
Curriculum Materials, Instructional coaches, PD 360
Thinking strategies, Collaboration
Westridge Elementary School, Page 8
4. Use common formative assessments to assess student learning progress, adjust instruction, provide assessment for learning, and determine needed interventions.
Mr. Edwards, Teachers, instructional coaches Mr. Edwards, Teachers, instructional coaches
5. Provide interventions to students in phonics, phonemic awareness, and reading fluency as supports for reading comprehension.
Mr. Edwards, Teachers, instructional aides
September 2009
June 2010
Compass/Odyssey, Headsprouts, Read Naturally, Small intervention groups
6. Plan interventions and enrichment for individual students through collaborative teams.
Mr. Edwards, Teachers, instructional coaches
September 2009
June 2010
Collaborative teams, Instructional Coaches, Alternative schedule
Collaboration, PD 360, Professional Learning Community
7. Identify at‐risk students for summer school program (K‐4)
Mr. Edwards, Teachers,
March 2009
June 2010
WDE Summer School Grant
Collaboration, Assessment for Learning
3. Use collaborative professional learning communities to enhance instruction practices and data analysis.
September 2009
June 2010
Collaborative teams, Instructional Coaches, Alternative schedule
Collaboration, Professional Learning Community
September 2009
June 2010
Collaborative teams, Instructional Coaches, common assessments
Collaboration, Common Assessments, Assessment for Learning Instructional Coaches, District Curriculum Staff, Consultants
Intervention #2: Students in targeted subgroup of IEP students will improve reading skills 20%
Action Steps to Implement Intervention 1. All steps above from Intervention #1 will especially benefit at‐risk students
2. Use of Wilson Reading and Harcourt Intervention materials to support IEP learners
Persons Responsible Principal, special services teachers, instructional coaches Principal, special services teachers, and instructional coaches
Timeline Start
Resources
Staff Development
Complete
September 2009
June 2010
As stated above
As stated above
September 2009
June 2010
Additional reading materials, district support
Training from district special services department and instructional coaches
Westridge Elementary School, Page 9
Wyoming Action Plan ** To Add Rows, Go to the Last (Bottom Right) Cell in this table and Press “TAB” Key **
Goal:
1. All students will improve writing skills so that 60% of Westridge students demonstrate proficiency on 2010 PAWS writing. 2. Students on an IEP will improve writing proficiency by 20%.
Essence of the Goal:
To provide all students with writing skills necessary to write for a variety of purposes.
Support Data Used in Selecting Goal:
Research Used in Selection of Intervention
1. PAWS 2009 and 2008 2. Common Assessments 3. MAP
1. Greiner, Alice. Strategies That Make an Immediate Difference in the Classroom 2. Culham, Ruth. 6 + 1 Traits of Writing. 3. Graves, Donald. Writing: Teachers and Children at Work. 4. DuFour, DuFour, Eaker, Whatever it takes 5. Black and Wiliam, “Inside the Black Box”
Assessments Used to Measure Goal: 1. PAWS 2010 2. Common Assessments 3. MAP
Intervention #1: All students will improve writing skills
Action Steps to Implement Intervention 1. Train educator staff using Write Tools from Alice Greiner.
Persons Responsible
Timeline Start
Mr. Edwards, teachers, district curriculum office, August 2009 instructional coaches
Staff Development
Resources
Complete June 2010
Write Tools materials, instructional coaches, collaborative teams
Write Tools 101 training, Write Tools for primary grades, Write Tools personal narrative training, Write Tools coaching
Westridge Elementary School, Page 10
Intervention #1: All students will improve writing skills
Action Steps to Implement Intervention
Persons Responsible
Timeline Start
Resources
Staff Development
Complete
2. Continue to implement research‐based writing program (Write Source) so that its use becomes systemic
Mr. Edwards, Teachers, Interventionists
August 2009
June 2010
Write Source materials, instructional coaches
Write Source professional development, collaboration
3. Train students in using 6+1 Traits strategies
Teachers
September 2009
June 2010
Write Source materials
Six Traits training, coaching support
October 2009
June 2010
State Writing Standards, District Curriculum Maps, Vertical Collaboration K‐4, Grade Write Source, Collaborative level collaboration Teams, WDE Released Items
September 2009
June 2010
Collaborative teams, Instructional Coaches, Alternative schedule
Collaboration, Professional Learning Community
September 2009
June 2010
Collaborative teams, Instructional Facilitators, Alternative schedule
Collaboration, Professional Learning Community, Common Assessments, Assessment for Learning
Instructional Coaches, District Curriculum Staff
4. Vertical collaboration among all staff K‐4, including specialists, to determine necessary vertical alignment of writing instruction. 5. Use collaborative professional learning communities to enhance instruction practices and data analysis.
Mr. Edwards, Teachers, Interventionists Mr. Edwards, Teachers, instructional coaches
6. Create and administer writing common Mr. Edwards, assessments K‐4 to assess student learning progress, adjust instruction, provide assessment Teachers, Interventionists for learning, and determine needed interventions. 7. Provide interventions and enrichments to students
Mr. Edwards, September Teachers, 2009 instructional aides
June 2010
Compass/Odyssey, Headsprouts, Read Naturally, Small intervention groups
8. Train students to decipher writing prompts.
Mr. Edwards, Teachers, Interventionists
September 2009
June 2010
Write Source, Instructional Write Source Professional coaches, Collaborative Development, Collaboration Teams, WDE Released Items
9. Identify at risk students for summer school program (K‐4)
Mr. Edwards, Teachers, Interventionists
March 2010
June 2010
WDE Summer School Grant
Collaboration, Assessment for Learning
Westridge Elementary School, Page 11
Intervention #2: Students in targeted subgroup of IEP students will improve 20%
Action Steps to Implement Intervention
1. All steps above from Intervention #1
2. Train teachers in use of Step Up to Writing
3. Use of Step Up to Writing materials and instruction to support writing learning for students with IEPs
Persons Responsible Principal, special services teachers, instructional coaches, and district special services dept. Principal, special services teachers, and instructional coaches Principal, special services teachers, and instructional coaches
Timeline Start
Resources
Staff Development
Complete
September 2009
June 2010
As stated above
As stated above
September 2009
June 2010
Step Up to Writing materials
Training from principal and instructional coaches
September 2009
June 2010
Step Up to Writing materials
Training from principal and instructional coaches
Westridge Elementary School, Page 12
