westside intermediate school school improvement plan · • westside administration, staff and...

It is the policy of the Wicomico County Board of Education to provide equal educational and employment opportunities regardless of age, gender, race, color, religion, national origin, disability or sexual orientation.

BOARD OF EDUCATION OF WICOMICO COUNTY 2424 Northgate Drive

P.O. Box 1538

Salisbury, MD 21802-1538

Success - Every Student, Every Day

Westside Intermediate School

School Improvement Plan

2017-2018

June 2017

Westside Intermediate School SCHOOL IMPROVEMENT PLAN

2017-2018

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School Improvement Team Members: The 2017 - 2018 School Improvement Plan for Westside Intermediate School was developed and reviewed under the responsibility of the Instructional Leadership Team (ILT) during the 2016 – 2017 school year. At ILT meetings during the year, assessment results are continually reviewed and analyzed as they become available to ensure student needs are being met. The School Improvement Plan may be revised throughout the year as a result.

Instructional Leadership Team Membership Name Position

Beth Cox 2nd Grade Teacher

Julie Brown 3rd Grade Teacher

Stephanie Rockwell 4th Grade Teacher

Alexis Willing 5th Grade Teacher (Co-Chair)

Catherine Fowlkes Special Education Teacher

April Ferrell Special Areas (Co-Chair)

Beth Pistilli Guidance

Christian Soule Parent Representatives

Chris Nunzio Principal

Glenda Sinclair Assistant Principal

Bethany Keyser Math Professional Development Coach

Otto Jester Reading Professional Development Coach


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Table of Contents

Content Pages

Mission and Belief Statements 3

SIP Summary Narrative 4

Academic Data, Analysis, Strategies and Goals

• Literacy 5 - 12

• Mathematics 13 - 21

• Parent Involvement 22

• Science 23

Focus Area A Instruction and Student Learning 24 - 27

Focus Area B: Improve Student Attendance 28 - 29

Focus Area C School Structure: Improve school climate to ensure a safe, drug-free environment conducive to learning 30 - 31

Focus Area D: Family & Community Engagement: Increase parent and community involvement 32 – 34

Budget 35


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Mission Statement: The mission of Westside Intermediate School is to foster a caring and safe environment and to inspire and empower all students to communicate effectively and collaborate in order to compete as global citizens and independent problem solvers by integrating the study of science, technology, engineering, and math with our engaging curriculum. Belief Statements: We, the administration, staff and faculty of Westside Intermediate School believe the following:

• All students can learn.

• Each student will be challenged to reach his or her full potential.

• Each student will be challenged to become an independent thinker.

• The diversity of each individual, including his or her unique and innate characteristics, will be respected.

• Students will be exposed to a wide array of academic, technological, co-curricular, and extra-curricular experiences.

• Community-based values will be reinforced.

• Westside administration, staff and faculty welcome and encourage parental and community involvement.

• Continual reflection by the staff of Westside Intermediate School will occur to ensure the effective and efficient delivery of high quality education.

Values: (What is important to us?) COMPASSION - We will understand the circumstances and viewpoints of others INTEGRITY - We will stand up for what we believe RESPECT - We will believe in the inherent dignity of all people SERVICE - We will find positive ways to contribute to the broader community

Report Card: Our school’s official accountability report card may be accessed at www.mdreportcard.org.

Summary

http://www.mdreportcard.org/


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Westside Intermediate’s 3 Goal Areas for the 2017 – 2018 school year will be:

1. Improving comprehension standards through the identification of central theme /main idea.

2. Improving math skills in grade level domains specific to word problems.

3. Working to increase parent involvement.

For the school year of 2016- 2017, per interim assessment data, students showed an area of weakness in identifying the central theme of a reading passage. Teachers will use a variety of reading strategies to assist in progressing students closer to their grade level expectation or to attainment. Professional development will be provided by the reading coach using the book, Reading Nonfiction by Beers & Probst. New strategies and changes made in guided reading instruction will also be shown during reading PD, and will be a vital piece of the success of this goal. Teachers will continue to use the Comprehension tool kit, Flocabulary and other supplementary materials to reach the goal.

In math, the focus will be on the: Operations and Algebraic Thinking, Numbers and Operations- Base Ten, Numbers and Operations- Fractions domains. The strong foundation of these skills begins in the early development of math and then builds upon in later years. The ILT Team has found these skills to be a weakness throughout the grade levels. Small group remediation with teachers and assistants, Intervention Math Groups taught by Resource teachers, the use of effective educational technology, as well as math meetings, and math talk will be several strategies used to make gains in these domain areas. Another main focus in math instruction will be that of writing in response to math. The new EM9 Performance Tasks and Problem Solving lessons in the EM4 Math series will be two resources that teachers will utilize as they model and practice writing skills in the math classroom. We have set a goal to increase our domain proficiencies by 2% in each grade level.

The final schoolwide goal will place a concentrated emphasis on improving our parent involvement for school based events. The earlier a parental figure gets involved in a child's educational process, the more powerful the effects. We know the most effective form of parental involvement are those which engage parents in working directly with their child on learning activities, Children spend 70% of their time outside of school. With the help of office staff and classroom teachers, we will collect data next year to set a baseline of the parent involvement percentages and totals at our school. We have many opportunities for parents to help and be involved in their child’s education.


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Literacy Wicomico utilizes a number of data points to accurately inform instruction in reading at all levels. Incoming Kindergarten students are assessed for readiness using the Kindergarten Readiness Assessment (KRA), Kindergarten through grade 2 students are assessed for reading decoding skills, word recognition, reading fluency, comprehension, and writing in response to reading using the Benchmark Assessment System (BAS). Students in grades 2 through 5 are assessed for reading comprehension using the Reading Inventory (RI). Local assessments measuring student progress toward meeting the demands of the Maryland College and Career Ready Standards have been developed to more closely resemble the PARCC assessments. These assessments are critical in determining how students are progressing toward achieving proficiency on the PARCC assessment and in reducing achievement gaps. In 2014-15, reading labs were set up in all middle schools. These labs utilized four reading intervention programs: Wilson Reading System, Just Words, Read Naturally and Leveled Literacy Intervention. Students are placed in the different programs depending on need. At the High School level district assessments as well as State High School Assessments (HSA) and RI provide data on student proficiencies.

Performance Level

2014 - 2015 Results Level 1: Did not yet meet

expectations

Level 2: Partially met expectations

Level 3: Approached expectations

Level 4: Met expectations

Level 5: Exceeded

expectations

Assessment

Tested Count

%

%

%

%

%

English Language Arts / Literacy Grade 3 103 19.4 21.4 28.2 31.1 <= 5.0

English Language Arts / Literacy Grade 4 93 9.7 20.4 31.2 30.1 8.6


2015 - 2016 Results


English Language Arts / Literacy Grade 4 109 10.1 17.4 26.6 40.4 5.5


2016 - 2017 Results

English Language Arts / Literacy Grade 3




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RI.2 Standard

GRADE/IA 2016 – 2017 2017 – 2018 2018 – 2019 2019 - 2020

Grade 2 IA 2 68%

Grade 2 IA 3 60.7%

Grade 3 IA 2 21.2%

Grade 3 IA 3 66.9%

Grade 4 IA 2 64.7%

Grade 4 IA 3 58.5%

Grade 5 IA 2 64.9%

Grade 5 IA 3 66.7%

Grade 2 2016 – 2017 Interim Assessment Data

Interim Assessment Number of Students Below Proficient Proficient Advanced

1 99 78% 19% 3%

2 99 67% 21% 11%

3 99 41% 34% 23%

4 99 31% 51% 18%



1 96 72% 19% 4%

2 96 76% 17% 3%

3 96 54% 36% 9%


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1 97 61% 30% 6%

2 97 69% 26% 0%

3 97 73% 23% 3%



1 101 61% 35% 1%

2 101 52% 38% 6%

3 101 67% 23% 2%

Weighted Averages for Strands from the Each Grade Level’s Interim Assessment Westside Intermediate

Count School of Enrollment

Lag/Lead by Strand PARCC-Reading RI2

Weighted Average

2016-2017

Lag/Lead by Strand PARCC- Reading RI2

Weighted Average

2016-2017

Grades 2 - 4

Below Proficient

Proficient Advanced Grades 2 - 5

Below Proficient

Proficient Advanced

327 Westside 64% 23% 11% 416 44% 29% 25%


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WESTSIDE INTERMEDIATE SRI DATA SRI GRADE PROFIENCY REPORT

Performance Standard

2016 – 2017 2017 - 2018 2018 - 2019

# of students % of students # of students % of students # of students % of students

Below Basic 63 16%

Basic 99 25%

Proficient 146 37%

Advanced 82 21%

GRADE 2 SRI GRADE LEVEL PROFIENCY REPORT


2016 - 2017 2017 - 2018 2018 - 2019


Below Basic 16 16%

Basic 26 27%

Proficient 30 31%

Advanced 26 27%



2016 - 2017 2017 - 2018 2018 - 2019


Below Basic 19 20%

Basic 23 24%

Proficient 41 43%

Advanced 13 14%


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2016 - 2017 2017 - 2018 2018 - 2019


Below Basic 18 19%

Basic 17 18%

Proficient 39 41%

Advanced 21 22%



2016 – 2017 2017 - 2018 2018 - 2019


Below Basic 10 10%

Basic 33 33%

Proficient 36 41%

Advanced 22 22%


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Westside Intermediate Final BAS Alpha Levels 2015-2016

GRADE LEVEL

Number of Students

Does Not Meet Expectations Approaching Expectations Meets Expectations Exceeds Expectations

Grade 2 104 (17/104) 16% (12/104) 12% (12/104) 12% (63/104) 61%

Grade 3 107 (23/107) 21% (5/107) 5% (10/107) 9% (69/107) 64%

Grade 4 108 (24/108) 22% (5/108) 5% (6/108) 6% (73/108) 68%

Grade 5 87 (20/87) 23% (8/87) 9% (5/87) 6% (54/87) 62%

WIS 406 (84/406) 20% (30/406) 7% (33/406) 8% (259/406) 64%

*This chart is scored using the Fountas & Pinnell Instructional Level Expectation for Reading per Grade Level

Westside Intermediate Final BAS Alpha Levels 2016-2017

GRADE LEVEL

Number of Students

Does Not Meet Expectations Approaching Expectations Meets Expectations Exceeds Expectations

Grade 2 99 (9/99) 9% (1/99) 1% (10/99) 10% (79/99) 80%

Grade 3 97 (19/97) 19% (7/99) 7% (8/99) 8% (63/99) 63%

Grade 4

Grade 5 100 (18/100) 18% (6/100) 6% (12/100) 12% (64/100) 64%

WIS


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Strategy Goal 1:

Measureable Improvement Goal

Target Group(s) End of Year Goal Implementation Data Source Outcome Data Source

The ILT Team and grade level teams have identified standard RI.2, determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas as an area needing improvement across all grade levels. The above chart indicates specific percentages for each grade level on Interim Assessments, (which are the only IA’s that assess this standard). When students have a firm mastery of this standard, other reading skills improve.

All students in each grade level will be targeted.

Scores will improve by 3% on Interim Assessments 2 & 3.

Interim Assessment 2 & 3 scores from the 2016 -2017 school year will be used to compare with future Interim Assessment scores.

Interim Assessment 2 & 3 scores

Implementation Steps/Strategies/Professional Development Person(s) Responsible Time Line

• All teachers and assistants will continue to emphasize differentiated instruction by: utilizing flex groups, co-teaching with special and general education teachers, Fundations, utilizing special area teachers, Fundations, Read Naturally, Unique Learning, Leveled Literacy Intervention, Teddy Bear Press, Wilson, and early intervention groups and using flex grouping for enrichment as well as remediation on a daily basis.

Special Education Teachers Grade Level Reading Teachers Reading Intervention Teacher Media Specialist Special Education Assistants

September 2017 – April 2018

• Teachers will receive professional development in the area of guided reading from a professional reading consultant. The first day will consist of the consulant making observations in the reading classroom. The consultant will provide PD on day 2 and then model lessons on day 3. The teachers and consultant will meet again in the spring to discuss questions teachers may have and to discuss how guided reading is improving student growth.

Grade Level Reading Teachers Reading Intervention Teacher Media Specialist


• Teachers will have the opportunity to meet twice a year in vertical planning to discuss specific standards in which students are experiencing difficulty and to collaborate instructional strategies and lessons that will best meet the needs of students. This time will be given by the administration when they best feel it meets the professional development calendar.

Special Education Teachers Grade Level Reading Teachers Reading Intervention Teacher Media Specialist Special Education Assistants

Professional Development in August and January

• Teachers will implement Comprehension Toolkit strategies to support instruction across all content areas ongoing throughout the year such as anchor charts and recent non-fiction text.

Special Education Teachers Grade Level Reading Teachers Reading Intervention Teacher



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• Resource teachers along with reading intervention teachers will utilize the Response to Intervention model and identify at-risk students in the areas of comprehension, fluency, and phonics. Intervention groups are established according to the reading needs of each student. Specific programs are then implemented and groups are formed based on a variety of assessments, (Wilson Assessment of Decoding and Encoding (WADE), Fundations Initial Placement Packet, Alpha-Levels, BAS, Informal Reading Inventories (IRI), and Read Naturally Placement Packet).

Special Education Teachers Reading Intervention Teacher


• Teachers will increase the number of text dependent questions that require text evident responses to reading. Responses should take a variety of forms: oral, written, EBSRs (two part SRs with one part requiring the identification of text evidence to support response for other part), PCRs (prose constructed response). This type of questioning should occur quarterly or as needed with teacher created assessments.



• Teachers will continue to use in-class libraries in addition to current event magazines to meet the varied interest and instructional levels of all students as well as increase the amount of student silent reading during the instructional period daily.



Grade Level Quarterly Progress Results

Quarterly Progress Results


Final Progress Results

Grade 2

Grade 3

Grade 4

Grade 5


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Mathematics Conceptual understanding is critical for students to be able to use and apply mathematics learning outside of the classroom. Strategies and evidence based practices will continue to focus on this need. Although there will be different professional development at different levels, there is one initiative guiding all math teachers. This is the need to raise the level of questioning during instruction. Our focus will be to raise the level of student understanding through the use of higher level questions. The Elementary grades are focusing on number sense and reasoning through the use of Number Talks versus memorizing procedures. All lessons must promote the eight Math Practices as stated in MDCCRS. Interim Assessments are designed to assess conceptual understandings that stretch beyond basic computation. Teachers in grades 1-8, algebra 1, geometry and algebra 2 will integrate problems from the Promoting the Practices (P3) booklets that were prepared by the math professional development coaches. Teachers have received professional development on these high-level problems that push student thinking while developing perseverance and understandings.

PARCC Math 2016

Performance Level

Assessment Level 1: Did not yet meet

expectations

Level 2: Partially met expectations

Level 3: Approached expectations

Level 4: Met

expectations

Level 5: Exceeded

expectations

2014 – 2015 Results

Tested Count

%

%

%

%

%

Mathematics Grade 3 103 11.7 22.3 28.2 35 <= 5.0

Mathematics Grade 4 93 6.5 24.7 30.1 35.5 <= 5.0

Mathematics Grade 5 121 12.2 33.9 33.9 19 <= 5.0

2015 – 2016 Results

Mathematics Grade 3 110 5.5 18.2 29.1 41.8 5.5



2016 – 2017 Results

Mathematics Grade 3

Mathematics Grade 4

Mathematics Grade 5


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Math Interim Assessment Data



1 99 40% 19% 40%

2 99 20% 8% 71%

3 99 44% 23% 32%



1 90 41% 13% 41%

2 94 52% 13% 33%

3 96 56% 13% 31%



1 94 65% 13% 29%

2 94 48% 15% 33%

3 96 58% 15% 26%



1 98 43% 21% 34%

2 99 39% 14% 46%

3 97 59% 24% 13%


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Weighted Averages for Strands from the Each Grade Level’s Interim Assessment

Westside Intermediate


Lag/Lead by Strand PARCC- Math: Operations and Algebraic Thinking

Weighted Average

2016 - 2017

Grades 2 - 4

Below Proficient

Proficient Advanced

292 Westside 34% 32% 33%

Grade 2



Weighted Average

2016 - 2017

Below Proficient

Proficient Advanced

99 Westside 25% 32% 42%


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Weighted Averages for Strands from the Each Grade Level’s Interim Assessment

Grade 3



Weighted Average

2016 – 2017

Below Proficient

Proficient Advanced

96 Westside 34% 29% 36%

Grade 4



Weighted Average

2016 – 2017

Below Proficient

Proficient Advanced

97 Westside 42% 36% 21%

Grade 5

Count School of Enrollment Lag/Lead by Strand PARCC- Math: Numbers and Operations- Fractions

Weighted Average 2016 - 2017

Below Proficient

Proficient Advanced

101 Westside 40% 30% 29%


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GRADE 2 MATH GOAL

Measureable Improvement

Goal


Students in the 2nd grade achieved, 42% proficiency on the CCSS.Math.Content.2.OA.A.1 standard. Our goal for the 2017 – 2018 school year will be for the 2nd grade to achieve 56% for the end of the year Benchmark Results. Represent and solve problems involving addition and subtraction.

CCSS.Math.Content.2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

The entire

population of 2nd grade students

will be the target group.

Domain proficiencies will increase by 3% by

focusing on specific standards.

Students in Grade 2 are

administered 3 Benchmark Assessments from

November – May. Our implementation data source

will be results from the previous school year.

Results will be analyzed from the 3 Benchmark

Assessments for the current school year.

GRADE 3 MATH GOAL


Goal


Students in the 3rd grade achieved, 36% proficiency on the Domain of Operations and Algebraic Thinking. These results were compiled from the 3 county-wide Benchmark Assessments. Our goal for the 2017 – 2018 school year will be for the 3rd grade to increase this domain proficiency by 2% while focusing on the specific standard, CCSS.Math.Content.3.OA.C.7 (Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.)

The entire

population of 3rd grade students

will be the target group.







Results will be analyzed from the 3 Benchmark Assessments for the current school year.

http://www.corestandards.org/Math/Content/2/OA/A/1/



http://www.corestandards.org/Math/Content/3/OA/C/7/

http://www.corestandards.org/Math/Content/3/OA/C/7/


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GRADE 4 MATH GOAL


Goal


Students in the 4th grade achieved, 21% proficiency on the CCSS.Math.Content. 4.OA.A.3 standard. Our goal for the 2016 – 2017 school year will be for the 4th grade to achieve 31% for the end of the year Benchmark Results. CCSS.Math.Content. 4.OA.A.3

Solve multistep word problems posed with whole

numbers and having whole-number answers using

the four operations, including problems in which

remainders must be interpreted. Represent these

problems using equations with a letter standing for

the unknown quantity. Assess the reasonableness of

answers using mental computation and estimation

strategies including rounding.

The entire population of 4th grade students will be the target group.


focusing on specific standrds.








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GRADE 5 MATH GOAL


Goal


Students in the 5th grade achieved, 29% proficiency on the CCSS.Math.Content.4.NF.A.2 standard. Our goal for the 2017 – 2018 school year will be for the 5th grade to achieve 46% for the end of the year Benchmark Results. CCSS.Math.Content.5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

The entire population of 5th grade students will be the target group.









Implementation Steps/Strategies Person(s) Responsible Time Line

• Teachers will implement the Open Response and Reengagement Problem Solving Lessons which are included in each Unit of Everyday Mathematics.

Math Professional Development Coach, Special Education Teachers, and Classroom

teachers

August – November Training On-Going

• Open Response Problems be brought to PLCs for scoring and further discussion. Rubrics are included with these lessons as well as sample students’ responses.


teachers

On-Going

• Classroom teachers will implement math meetings and/or number talks on a daily basis for spiral review of skills.

Math Professional Development Coach, Special Education

On-Going

http://www.corestandards.org/Math/Content/4/NF/A/2/

http://www.corestandards.org/Math/Content/5/NF/A/2/


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Teachers, and Classroom teachers

• Students will receive small group remediation and practice for specific standards in which they are experiencing difficulty. This remediation could include, but will not be limited to: EM4 activity cards, EM4 games, EM4 on-line games with teachers and assistants, re-enforcement with manipulatives, etc.

Math Professional Development Coach, Special Education

Teachers, Classroom teachers, and Educational Assistants

On-Going

• The implementation of technology will be incorporated into the classroom for remediation, reinforcement, and enrichment, (websites, IPads, and EM4 On-line features).

Classroom teachers, and Educational Assistants

On-Going

• Teachers will place a concentrated focus on writing in response to mathematics. Writing pieces may include a response to models, diagrams, and graphs as well as word problems regarding common misconceptions in math. Teachers can utilize the ES9 Performance Based Tasks and/or Tackle the Tasks books.


teachers

On-Going

• Intervention Math Groups taught by Resource teachers

Grade 2





Grade 3





Grade 4






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Grade 5






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Measureable Improvement Goal

Target Group End of Year Goal Implementation Data Source Outcome Data Source

The 2017 – 2018 school year will serve as the baseline for our goal to improve parent involvement with school-based activities. Our goal is to have an average of 50% participation for various school functions.

Our target group for this goal will be parents and guardians of our Westside Intermediate students.

This will be our baseline year and once we have total attendance, we will set a goal for the following year. Our plan will be to increase the attendance totals by 2% each year.

The school will keep an attendance record for various events throughout the 2017 – 2018 school year. (See chart below)

Strategy 3: Implementation Steps/Strategies

Person(s) Responsible Time Line

Collect 2017 – 2018 parental attendance from school-based activities.

• PTA Meetings and PTA Sponsored After-school events

• American Educatin Week

• Field Trips (Chaperones)

• Grandparent’s Day

• Chorus, band, and strings concerts

Office personnel, administration, and classroom

teachers

August - May

Calculate the total percentage of parents connected to Class Dojo.

• A school-wide contest will be held in the month of September for the highest percentage of parents and quardians connected to Clas Dojo. The class with the highest percentage will earn an ice sundae party.

Office personnel, administration, and classroom

teachers

August - Septemebr

Collect parent PTA membership data.

• PTA membership drive

PTA officers August - May

Marking Term 1 Progress Results



Marking Term 4 Final Results


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GRADE 5 MSA Science – 2015 and 2016

GRADE 5 MSA Science

Year Count Below Proficient

Proficient Advanced

2015-2016 89 43.8% 50.6% 5.6%

2016-2017


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Focus Area A Instruction and Student Learning: Accelerate student learning

Action Step Time Line Person(s) Responsible

(Use titles, not names.)

A1 Utilize effective instructional strategies to meet the needs of diverse learners and improve learning.

• Staff will continue to emphasize differentiated instruction by: utilizing flex groups, co-teaching with special and general education teachers, Fundations, utilizing special education and special area teachers, Read Naturally, Unique Learning, Leveled Literacy Intervention, Wilson, early intervention groups and using flex grouping for enrichment as well as remediation on a daily basis.

• Staff will implement an afterschool First Lego League program.

• Arts Integration activities will occur in all grade levels several times per year for a school-wide with a culmninating Arts Integration Parade at the end of the year.

On-going

September - January

August - February

August - May

Administrators, Classroom teachers,

Resource teachers, Professional Development Coaches, and Assistants

A2 Examine student performance data (e.g., summative and formative assessment data, written work, portfolios, projects) collaboratively, utilizing the continuous improvement process

• One hour grade level planning meetings will be conducted weekly to analyze data and plan accordingly.

• Grade level teams will utilize Unify, (Math and Reading Interim Assessment Results, MI, RI, and BAS), and spreadsheets to track data.

• Student Support Teams will meet monthly to discuss important concerns regarding student performance as well as curriculum resources.

• Teachers will examine historical and current data to develop individual SLOs.

Quarterly

Weekly

Monthly

September 2017

Administrators, Classroom teachers, Resource teachers, and Professional

Development Coaches

A3 Utilize before, during and after reading strategies to meet the needs of diverse learners and improve learning in reading in all classes.

• Teachers will implement curriculmn documents in Moodle and the Comprehension Toolkit strategies to support instruction across all content areas ongoing throughout the year.

• Teachers will use Reinissance AR 360, Discovery Education, Book Flix, True Flix, SIRS, and Epic! to connect reading skills to informational text, and use graphic organizers across all content areas.

• Teachers will continue to use in-class libraries in addition to current event magazines to meet the varied interest and instructional levels of all students as well as increase the amount of student silent reading during the instructional period daily.

• Teachers will utilize complex text read-alouds daily to build vocabulary and background knowledge weekly and can be implemented in Science and Social Studies.

• Teachers will provide practice with protocols for speaking and listening on a daily basis with the goal of more student led discussions.

• Include Tier 2 vocabulary instruction weekly with words selected from texts identified by RELA teachers to make connections in subject areas as it applies. Flocabulary will be utilized as needed to implement Tier 2 vocabulary.

Daily

On-going

On-going

On-going

On-going

On-going

Weekly

Teachers, Special Education Teachers, Reading Intervention, and Educational

Assistants


2017-2018

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A3 Utilize before, during and after reading strategies to meet the needs of diverse learners and improve learning in reading in all classes.

• After reading nonfiction all content areas will allow for ample opportunities for a variety of writing in response to reading expository text.

• Teachers will incorporate daily writing with a balance of routine and formal writing opportunities. Written responses can take the form of notes, summaries, learning logs, writing to learn tasks, or the formal opportunities of opinion, informative/explanatory, or narrative writing.

• Resource teachers along with reading intervention teachers will utilize the Response to Intervention model and identify at-risk students in the areas of comprehension, fluency, and phonics. Intervention groups are developed according to the reading needs of each student. Specific programs are then implemented and groups are formed based on a variety of assessments, (Wilson Assessment of Decoding and Encoding (WADE), Fundations Initial Placement Packet, Alpha-Levels, BAS, Informal Reading Inventories (IRI), and Read Naturally Placement Packet).

On-going

On-going

On-going

A4 Develop classroom level assessments that mirror the content and structural demands of the Reading PARCC Assessment.

• After reading nonfiction all content areas will allow for ample opportunities for a variety of writing in response to reading expository text.

• Teachers will increase the number of text dependent questions that require text evident responses to reading. Responses should take a variety of forms: oral, written, EBSRs (two part SRs with one part requiring the identification of text evidence to support response for other part), PCRs (prose constructed response). This type of questioning should occur quarterly or as needed with teacher created assessments.

• Teachers will include close analytical reading, with text dependent questions through student reading of complex texts in grades 3-5 on a weekly basis.

• Teachers will implement the Reading Continuum Guide for students to process information with questions that will be beyond the text, within the text, and about the text.

Weekly

On-going

Weekly

On-going

Teachers, Special Education Teachers, Reading Intervention, and Educational

Assistants

A5 Utilize student learning data to accelerate student achievement in reading.

• Teachers will drive instructions based on formal and informal data, performance based tasks and effective instructional strategies.

• Teachers will monitor student progress through monthly running records with retelling for each student. Teachers will adjust student guided reading texts and group placement accordingly.

• All teachers will use data from Renissnace Learning AR 360, Reading Inventory, and Alpha Levels from Benchmark Assessment System (BAS – Grade 2 – Grade 5 Teachers) to encourage and motivate reading and to gather more information.

• Teachers will share ideas for acceleration/remediation during Grade Level Team Meetings.

On-going

Monthly

Quarterly

Weekly

Classroom Teachers, Special Education

Teachers, Reading Intervention, and Educational Assistants


2017-2018

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A6 Utilize strategies to teach problem solving, number sense and computation in an inquiry based format in order to meet the needs of diverse learners and improve learning in mathematics.

• All teachers and assistants will use ideas and strategies such as: EM4, AIMS Activities, illustrative mathematics, and collaborative problem solving.

• Teachers will be utilizing a Daily Math Meeting/Number Talks.

• Manipulatives will be used to build conceptual knowledge in real world problem solving situations.

• Our TAD teacher will continue to work with an enrichment group in which diverse learning styles will be addressed.

• The Destination Imagination Program, Westside Chess Club, and Lego League will continue to challenge students with various creative problem solving situations that will enhance the educational process. The DI Club, Westside Chess Club, and Lego league are extra-curricular activities optional to all students.

Daily

On-Going As needed

Once per cycle

On-Going

Classroom Teachers, Special Education Teachers, and Educational Assistants

A7 Develop classroom level assessments that mirror the content and structural demands of the Math PARCC Assessment.

• Teachers will utilize the ES9 Performance Based Tasks to reinforce skills and mirror PARCC aligned questions.

As needed

Classroom Teachers and Special Education Teachers

A8 Utilize student learning data to accelerate student achievement in math.

• Teachers will share ideas for acceleration/remediation during Grade Level Team Meetings.

• PLC’s will develop and implement strategies to address identified areas of need with collaboration and professional development.

Weekly

On-going

Administrators and Teachers

A9 Utilize technology to enhance student learning and increase proficiency with administrative tasks.

• Staff will expand instruction by utilizing technology which will include: IPads, document cameras, laptops, Light Raise Smart Boards, school and individual websites, Laptop Carts, classroom Wiki Spaces, ClassDojo, and classroom blogs.

• Teachers will increase proficiency by utilizing the following technology: Light Raise Smart Boards, Technology PD Coach, X2, Moodle, school and individual websites, Online IEP, Student Run TV Studio, Unify, Outlook, county provided on-line data bases, and Professional Development Courses.

• Information will be shared with teachers during faculty meetings, in-services, and grade level meetings.

On-going

On-going

As needed


Teachers, Assistants, Technology PD Coach

A10 Improve teachers’ expertise in the use of technology for administrative and instructional purposes.

• The Technology PD Coach, and other skilled staff members will provide training and mentoring in A9 areas to staff and individual teachers who need review or are new to county/school.

• Teachers will assist one another in gaining technology skills in common planning time and PLC’s.

Twice per year

As needed


Teachers, Educational Assistants, Technology PD Coach

A11 Provide on-going professional development opportunities for teachers.

• PLC meetings will include professional development with both math and reading professional development coaches.

As needed


Teachers, Math and Reading Professional Development Coaches


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Attendance Data (Please report data as shown in Aspen at the end of May):

We will increase (maintain) the percentage of student attendance to (at or above) 94%.)

Student Group: 2014-15 2015-16 2016-2017

All Students 94.66% 95.57% 95.67

American Indian/Alaskan Native 97.69% 97.35% 0

Asian 96.54% 96.07% 96.75

Black or African American 87.99% 96.05% 95.99

Hispanic/Latino of any race 77.6% 95.09% 95.36

Native Hawaiian/Other Pacific Islander 0 0 0

White 86.23% 95.55% 95.56

Two or more races 93.21% 94.53% 95.62

FARMS 86.57% 94.43% 94.78

Special Education 91.85% 94.42% 95.07

Limited English Proficient 89.29% 94.7% 96.22

Strengths: Westside Intermediate School met the county-wide goal of 94% overall and in all subgroups.

Areas of Need: At this time, there is no specific area of need. We aim to meet the 97% attendance goal.


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Focus Area B: Improve Student Attendance



B1 Review and analyze student attendance data.

• The ILT team, teachers and administration will review data during SST and ILT meetings.

• The Attendance Secretary and Home School Liaison will communicate with administration and teachers regarding student attendance.

Quarterly As needed

Administrators, Teachers, Attendance Secretary and

Home School Liaison

B2 Implement activities to encourage and recognize outstanding student attendance.

• Honor Day assemblies will be held quarterly to recognize students with three or less absences with no tardiness or early dismissals.

• Formal letters will be sent to parents when their child has met criteria for excessive absenteeism.

• Teachers and/or administrators will schedule conferences with students and parents to discuss attendance issues.

• The home-school liaison will contact parents regarding their child’s attendance.

• Arts Integration activities increase students attendance and participation.

• 4th and 5th grade students are offered the opportunity to participate in a Work-Out Wednesday program which focuses on teaching students skills for a variety of different sports.

Quarterly

As needed

As needed

As needed Quarterly Weekly

Administrators, Teachers, Attendance Secretary and

Home School Liaison

B3 The Mentoring Program and the Student Services Team will provide necessary support to ensure regular punctual attendance of identified students.

• The guidance counselor, student services team, and mentors will increase regular punctual attendance of identified students by providing encouragement to students, establishing positive personal relationships with individual students, monitoring and supporting in all academic areas and reinforcement of the importance of good attendance.

• The school will continue its partnership with the EPOCH program, a local mentoring and afterschool program, with classroom teachers collaborating with EPOCH staff members.

Quarterly

Administrators, Guidance Counselor, Teachers, and

Mentors


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Culture and Climate Student Behavior (Please report data as shown in Aspen at the end of May):

Opportunities for Improvement: Connect students and families with outside resources to help with social and behavioral issues.

2013-2014 2014-2015 2015-2016 2016-2017

Total Number of Referrals 61 57 15 36

Classroom Disruptions 8 9 4 5

Subgroup Data

African American 14 22 6 19

White 43 27 6 16

Asian 0 0 0 0

Hispanic 0 0 2 1

FARMS 39 40 14 19

Special Education 16 17 0 7


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Focus Area C School Structure: Improve school climate to ensure a safe, drug-free environment conducive to learning



C1 Maintain and implement the school’s Crisis Management Plan.

• Review and revise the Crisis Management Plan to ensure compliance with MSDE and local requirements.

• Review the Crisis Plan and safety drill procedures during faculty meetings.

• Conduct safety drills with students, (fire evacuation, civil defense, code red) as mandated.

• Conduct tabletop Crisis Drill and mock evacuation drill every year.

Yearly

On-going

Designated Staff

C2 Promote, implement, and evaluate employee wellness strategies throughout the school year.

• Designate staff members to serve as a school Wellness Coordinators who will act as a liaisons between the school and the county Wellness Coach and attend district level training activities.

• Promote new wellness initiatives from the county Wellness Program to school employees.

On-going

Designated Staff

C3 Review and analyze student behavior data.

• The school administration and the ILT team will identify areas of need using targeted student behavior data during the ILT meetings.

• The PBIS team will meet monthly to review the student behavior data and the effectiveness of the implementation of the school’s PBIS plan.

Quarterly

Monthly

Designated Staff

C4 Engage stakeholders in the recognition, promotion, and enhancement of student's strengths using the Developmental Assets

• Westside utilizes the Skills for Social Academic Success-- Second Step Teaching and Character Education materials to increase social skill awareness.

• Westside will implement monthly character education values and recognize students who display these values. Each month one student per class, in each grade level, will be recognized during lunch shifts as a member of the M&M Club and receive a M&M Character Certificate and bag of M&Ms. These students will also be recognized in the Mustang Messenger.

• School Wide Honor Day Assemblies (students will be recognized for their academic and behavioral achievements on a quarterly basis). Westside will continue to be a Positive Behavior Incentive School.

• Information concerning the PBIS program and the RIDE pledge will be distributed to parents in brochure format at the beginning of the school year.

• Staff can choose to volunteer to serve on the Student Services Team and provide encouragement and mentoring to targeted students.

Once per cycle

Monthly

Quarterly

August 2017

Quarterly

Designated Staff

M&M Club


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Focus Area C School Structure: Improve school climate to ensure a safe, drug-free environment conducive to learning



C5 Promote, implement, and evaluate student programs for wellness and positive social habits throughout the school year.

• 4th and 5th grade students are offered the opportunity to participate in a Work-Out Wednesday program which focuses on teaching students skills for a variety of different sports.

• Students at risk will be identified and recommended to attend the EPOCH Dream Center After-school Program. The program provides homework help, snacks, dinners, and social, emotional, and behavioral intervention strategies.

• The P.E. teachers in conjunction with the 5th grade teachers will nominate students quarterly to serve as School Safety Patrols.

On-going

Physical Education Teachers,

EPOCH Dream Center Volunteers, and Classroom Teachers


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Parent Involvement: The research is clear: family involvement, more than financial well-being, is a better predictor of a student’s academic and social success. Children whose families are involved in their learning display more positive attitudes toward school, behave better in and out of class, earn better grades, and are more apt to pursue higher learning. Westside Intermediate School is committed to working with all parents to ensure they have information about their child’s classes and have information about how they can support their child’s academic learning. Administrators and teachers are committed to nurturing and supporting family involvement in a variety of ways.

• In the fall of each school year – to kick off American Education Week - the Wicomico County Board of Education sponsors a family involvement conference for parents. This conference brings together the resources of the community and schools to benefit parents. Held on a Saturday, the conference covers a wide range of topics that are of interest to parents in supporting their child academically and socially. There are also topics that support strengthening families: how to buy a home, financial advice, etc. The conference is free, interpreters and childcare are provided; a light breakfast is served; businesses donate door prizes for attendees. Parents can register online, through a paper registration or on the day of the conference. Parents also serve on the organizing committee for the conference.

• In the spring of each school year, the Wicomico County Board of Education sponsors the Summer Engagement Expo & More to connect families with engaging summer activities in our community in which their child can be involved. Different community organizations that provide activities for children during the summer months set up a table and share information about their programs. To support parents, mini-sessions are held to discuss Career & Technology Education; Visual and Performing Arts; Dual Enrollment, Honors and AP classes and the new SAT. This event is held the first week of March, prior to middle and high school scheduling; therefore, guidance counselors from middle schools and high schools are available to answer questions parents and students have about scheduling for classes for the next school year.


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Event Attendance

Westside Intermediate School provides numerous occasions for family involvement throughout the school year. These opportunities fall into three different categories; including academic and general school participation, student performances and showcases and family fitness opportunities. Each of these categories contribute to the overall climate of the school community. Westside Intermediate’s mission is to provide opportunities for families to participate in every aspect of their child’s school career. These opportunities foster deeper relationships between the school, families, and the community, as well as creating an inviting environment that will contribute to higher student performance and improved attendance.

Academic and General School Participation Open House Back to School Night PTA Membership Parent Education Nights Class DOJO Members Transition Night American Education Week Field Trips Honor Day Assemblies PTA Family Events Student Performances and Showcases Winter Concert Spring Concert Strings Concert Variety Show Arts Integration Parade Family Fitness Opportunities Family Fitness Night Workout Wednesday Finale Field Day


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Focus Area D: Family & Community Engagement: Increase parent and community involvement



D1 Enhance parent communication and family involvement in the educational process.

• Classroom teachers and special area teachers will utilizie Class Dojo and agendas to build positive relationships and connections between parents/guardians, school staff, and students.

• All school personnel and PTA will encourage communication through the Mustang Messenger, School Messenger, ClassDojo, and school and classroom websites.

• Westside Intermediate will encourage parents, guardians, and grandparents to visit during multiple events throughout the year.

• A school-wide Arts Integration parade will take place in May to highlight grade level arts projects developed with a school theme.

All year-

At least 1 time per month, per student

Various times

throughout the year May

Classroom teachers and special area teachers

Administrators, Classroom teachers, Resource teachers, Guidance

Counselors, and parents

D2 Increase knowledge of the intermediate school curriculum for 2nd graders by having a Transition Night.

• A primary transition night will be held in the spring for parents of current first grade students enrolling into the intermediate school for the next school year in second grade.

• Hands-on activities that mirror student classroom experiences will be completed.

• Parents will share information about their student with teachers through creative ways (ie. 100 word story, fill-in-the blank about child’s hobbies, skill strengths and weaknesses, etc.)

• Parents will receive instructional materials to help their children succeed in reading and math at home.

Fall

Administrators, Classroom teachers,

Resource teachers, Guidance Counselors, and parents

D3 Strengthen parent understanding of marking term instructional goals during PTA meetings.

• Grade Level dialogues will provide an opportunity for parents to hear firsthand information from their grade level teacher about content being taught during a particular marking term. Parents will see materials being used and will get tips on how they can help their child at home.

2 times per year

Administrators, Classroom teachers

and parents

D4 Increase physical fitness awareness through a Family Fitness Night.

• Stations will be set up for students to demonstrate a physical fitness activity linked to instructional content in reading, math, science and social studies.

Winter

Physical Education Teachers and

parents

D5 Strengthen parent understanding of STEM.

• Each grade level will compete in a county-wide STEM challenge.

Spring

Classroom teachers and parents


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BUDGET #4: SCHOOL IMPROVEMENT BUDGET TO BE COMPLETED

HISTORICAL DATA Proposed

FY 2013 FY 2014 FY 2015 FY 2017 SIP Action

Key Object Account Description Actual Actual Actual Budget EXPLAIN in Detail Step

Wages

Teacher Hourly $800

Workout Wednesday before school Stipend for

Chris Okerblom, PE Teacher- 3 times a year for

8 weeks- 1 fall, 2 winter sessions and 1 spring

session will be held 32 hours x 24.00 = 768.00 B2, C5

Substitutes $800

ARTS Interegration 4- 1/2 day substitutes x 4

times/year A1, D1

Other Wages - EXPLAIN $644

Each teacher will be paid for 1 hour to work

afterschool on the development of their SLO. A2

$1000

Articulation Meetings: ½ day substitutes for

grades 2,3,4

Contracted Services $3600

Substitutes for BAS administration

(100 x 3 x 12) A2

Consultants $13,100

Guided Reading Professional Development

Day 1: Observation in the classroom

Day 2: PD with reading teachers

Day 3:Consulatnt Model lessons

Day 4: Spring follow-up A2, A3, A4

Other Contracted Svcs - EXPLAIN ( $6000) Consulant Fees

($5100)

Substitutes for teachers

(17 teachers, 3 days each)

Supplies ( $2000) PD Materials

Classroom Materials $225 M&M Club Certificates and M&M candies C4, C5

Technology Small Equipment $5000

Reinassance Learning AR 360

( pending board allocation), online application

and incentives A3,A5

Other Supplies - EXPLAIN

Other Charges

Seminars & Conferences

Food for Meetings

Fixed Charges ( 8% of wages)

Other - EXPLAIN


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Equipment (over $1,000)

Technology

Other Equipment - EXPLAIN

Transfers

Printing Services @ Print Shop

$

-

$

-

$

- $ 25,169

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