Westside Elementary School
Westside Elementary SchoolSIP PROGRESS MONITORING MEETINGOctober 30, 2019October 22, 2018
SIP PROGRESS MONITORING OVERVIEWPurpose:The purpose of the SIP Progress Monitoring meetings is to analyze school data to: determine alignment of strategies, action steps, and professional development within the SIP monitor progress of the action steps and professional development towards meeting the SIP goal(s)Who to Invite: School Leadership TeamDistrict LiaisonSchool PsychologistBehavioral SpecialistSocial WorkerArea SuperintendentMaterials: (make copies for all participants) SIP Progress Monitoring GuideSchoolwide Improvement PlanTimeline:WINDOWFOCUSJuly – Aug.School Leadership Team MeetingAnalyze 2018-2019 data and develop 2019-2020 SchoolwideImprovement PlanOct. 14th – Nov. 15thSIP Progress Monitoring MeetingAnalyze first quarter data to identify strengths and needs ofimprovement. Problem solve and create next steps with team.Westside Elementary -Oct. 30thJan. 13th – Feb. 3rdWestside Elementary -TBDSIP Mid-Year Review MeetingAnalyze first semester data to identify strengths and needs ofimprovement. Problem solve and create next steps with team andcomplete Mid-Year report in CIMS.2
MEETING AGENDAResourceProcessesSIP Part IViReadyWelcome Introductions Purpose, Agenda, & NormsSchool Information Mission and VisionNeeds Assessment/Analysis School Grade Component Grade Level Data Subgroup Data ESSA Data Data ReflectionPlanning for Improvement Area Focus #1 Area Focus #2 Area Focus #3 Additional SchoolwideImprovement Priorities (optional)Title I RequirementsELA & MathEduphoriaScience Data – SMTSIP Part ISIP Part IISIP Part IIIFOCUSSchool Course Grade ReportSchool Discipline ReportSchool Attendance ReportFacilitatorApprox.TimeMr. Copeland3 min.Mr. Copeland1 min.Mr. Copeland10 min.Mrs. Glenn-Dixon30 min.Mr. Copeland5 min.Ms. SchwabMs. Harvard20 minMrs. Glenn-Dixon2 min.Mrs. Glenn-Dixon5 min.Ms. SimmonsMrs. Joiner5 min.Ms. Deese5 min.Mrs. Glenn-Dixon1 min.Mr. Copeland30 min.Mr. Copeland1 minEWS reportSchool-baseddocumentSIP ProgressMonitoring GuideProfessional Development CalendarPlan of ActionReflect and Close3
2019-2020 Schoolwide Improvement Plan: (print from CIMS)Part I: School InformationPart II: Needs Assessment/Analysis Share highlights of your data School Improvement Plan pages 7-16Discuss your Data Reflection questionsSee next page4
Notes:5
Part III: Planning for ImprovementArea of Focus #1: Math Lowest Quartile - Our needs assessment analysis revealed that only 15% of thestudents in our lowest quartile made learning gains in math, which was below the District average.Area of Focus #1 Guiding Questions1. Why is this an Area of Focus?The percentage of students in the Math Lowest Quartile making learning gains was lower than the districtand state average.2. How does the data support your Rationale?District Average: 43%State Average: 51%School Average: 15%3. How will implementation of the Evidence-based Strategy achieve the Measurable Outcome?The implementation of Teacher-led Small Group Instruction will provide differentiated support to studentsin the Math Lowest Quartile.4. Actions Steps Progress:a. What has been completed? Review Math Lowest Quartile Data to create the master schedule, focusing on the proper placementof students for Interventions, ESE, and ESOL support in Math.Administer Math I-Ready Diagnostic Assessments to establish baseline data.Utilize the Math Instructional component of iReady.Conduct PLCs for Math data chats that are focused on reviewing student groupings and planning forindividualized teachers and interventions.Utilize Coaching Cycles to support teachers in implementing effective core and small groupinstruction.Monitor the effectiveness of small group instruction through ongoing Administrative Walk-throughs,feedback, and Learning Walks with coaches and teachers during core and small group instruction.Utilize research-based resources, district provided supports and professional learning, andProfessional Learning support not provided by the district to support effective small group instructionwith fidelity.Learning Sciences International Leadership and Faculty Coaching and Professional Learning.b. What are next steps? Continue to implement our action steps and make adjustments as needed.c. What needs to be revised? Revise the level support provided to identified teachers, based on VSET observations andCoaching Feedback. Increase level of support from the Elementary Math Specialist and Resourcesd. How are the action steps being monitored?The action steps are being monitored through Weekly Leadership Meetings, VSET Walk-thrus,and Coaching Feedback.6
Part III: Planning for ImprovementArea of Focus #2: ELA Proficiency - Our needs assessment analysis revealed that only 38% of our studentsmet proficiency in ELA. The percentage of students meeting proficiency in ELA was below the District and Stateaverage.Area of Focus #2 Guiding Questions1. Why is this an Area of Focus?The percentage of students demonstrating proficiency in ELA was lower than the district and state average.2. How the data support your Rationale?District Average: 56%State Average: 57%School Average: 38%3. How will implementation of the Evidence-based Strategy achieve the Measurable Outcome?The implementation of Teacher-led Small Group Instruction will provide differentiated support to allstudents in ELA.4. Actions Steps Progress:a. What has been completed? Utilize research-based resources, district support and professional learning, and Professional Learning support not provided by the district to support effective core instruction in ELAUtilize district support to assist with proper implementation of new Wonders ELA program.Review ELA Proficiency Data to finalize the master schedule, focusing on the proper placement ofstudents for Interventions, ESE, and ESOL support.Administer ELA I-Ready Diagnostic to establish baseline data.Conduct PLCs for ELA data chats focused on reviewing student groupings and planning for individualizedinstruction.Create Coaching Cycles to support Teacher Growth in small group instruction.Monitor the effectiveness of small group instruction through ongoing Administrative Walk-throughs,feedback, and Learning Walks with coaches and teachers during core and small group instruction.Learning Sciences International Leadership and Faculty Coaching and Professional Learning.b. What are next steps?Continue to implement our action steps and make adjustments as needed.c. What needs to be revised?Revise the level support provided to identified teachers, based on VSET observations and CoachingFeedback.d. How are the action steps being monitored?The action steps are being monitored through Weekly Leadership Meetings, VSET Walk-thrus, andCoaching Feedback.7
Part III: Planning for ImprovementArea of Focus #3: Math Learning Gains - Our needs assessment analysis revealed that only 34% of ourstudents made learning gains in math. The percentage of students making learning gains in math was belowthe District and State average.Area of Focus #3 Guiding Questions1. Why is this an Area of Focus?The percentage of students in making Math Learning Gains was lower than the district and state average.2. How the data support your Rationale?District Average: 56%State Average: 58%School Average: 45%3. How will implementation of the Evidence-based Strategy achieve the Measurable Outcome?The implementation of Teacher-led Small Group Instruction will provide differentiated support to allstudents in Math.4. Actions Steps Progress:a. What has been completed? Review Math Lowest Quartile Data to create the master schedule, focusing on the proper placement of students for Interventions, ESE, and ESOL support in Math.Administer Math I-Ready Diagnostic Assessments to establish baseline data.Utilize the Math Instructional component of iReady.Conduct PLCs for Math data chats that are focused on reviewing student groupings and planning forindividualized teachers and interventions.Utilize Coaching Cycles to support teachers in implementing effective core and small groupinstruction.Monitor the effectiveness of small group instruction through ongoing Administrative Walk-throughs,feedback, and Learning Walks with coaches and teachers during core and small group instruction.Utilize research-based resources, district support and professional learning, and Professional Learningsupport not provided by the district to support effective small group instruction with fidelity.Learning Sciences International Leadership and Faculty Coaching and Professional Learning.b. What are next steps?Continue to implement our action steps and make adjustments as needed.c. What needs to be revised?Revise the level support provided to identified teachers, based on VSET observations and CoachingFeedback.d. How are the action steps being monitored?The action steps are being monitored through Weekly Leadership Meetings, VSET Walk-thrus, andCoaching Feedback.8
Part IV: Title I Requirements (Title I Schools Only) Review the Title I Questions from your SIPNotes:9
iReady ELA:Guiding Questions:1. What does the data indicate by school and grade level?By School:School-wide 85% of students in all grade levels for ELA are in Tier II or Tier III.(Tier II is at 50% and Tier III is at 35%)114 students did not get assessed, 102 of which are in KG. KG was not to assess for Diagnostic 1.Therefore, 12 students in 1st – 5th grades were not assessed for Ready ELA Diagnostic 1.By Grade Level:1st Grade – Tier 1 (5%), Tier II (68%), Tier III (27%)2nd Grade – Tier 1 (5%), Tier II (65%), Tier III (30%)3rd Grade – Tier 1 (26%), Tier II (25%), Tier III (49%)4th Grade – Tier 1 (22%), Tier II (56%), Tier III (22%)5th Grade - Tier 1 (16%), Tier II (36%), Tier III (48%)2. Have the letters been sent home notifying the parents of substantial deficiencies as required in Section1008.25, F.S., (Tier 3 students)? Yes, letters went home with report cards on 10/29/2019.3. What interventions are in place to assist students at each Tier?Tier ITier IIstSIPPSExtension1Extension Rev, & Extension2nd ChallengerdComprehension strategies with on-gradeSIPPS Extension Review, Extension,3Tier IIISIPPS Beginning4thlevel Books and Common Lit PassagesiReady Tools for InstructionChallenge & Ready ReadingReady Reading and iReady Tools forInstructionReady Reading and iReady Tools forInstruction5thiReady Tools for InstructionReady Reading and iReady Tools forInstructionReady Reading and iReady Tools forInstructionSIPPS Beginning, Extension RevSIPPS Extension Review, Extension,ChallengeSIPPS Extension Plus& Ready ReadingReady Reading4. How are you monitoring progress at each Tier? SIPPS Placement tests and weekly Formatives10
iReady Math:Guiding Questions:1. What does the data indicate by school and grade level?By School:School-wide 93% of students in all grade levels for Math are in Tier II or Tier III.(Tier II is at 53% and Tier III is at 40%)117 students did not get assessed, 102 of which are in KG. KG was not to assess for Diagnostic 1.Therefor 15 students in 1st – 5th grades were not assessed for Ready Math Diagnostic 1.By Grade Level:1st Grade – Tier 1 (1%), Tier II (57%), Tier III (42%)2nd Grade – Tier 1 (2%), Tier II (59%), Tier III (39%)3rd Grade – Tier 1 (5%), Tier II (47%), Tier III (49%)4th Grade – Tier 1 (12%), Tier II (55%), Tier III (33%)5th Grade - Tier 1 (1%), Tier II (57%), Tier III (42%)2. What interventions are in place to assist students at each Tier?Levels of support are increased based on the severity of the needs of students, which includes moreadult Intervention.Tier ITier IITier IIIHomeroom TeacherIntervention TeachersIntervention Teachers Pearson Envision1stIntervention Kitnd2 3rd4th5thZearnMFASiReady – Tools forInstruction MFASiReady – Tools forInstruction Pearson Envision Intervention KitZearn3. How are you monitoring progress at each Tier? Math PST4 – Homeroom and Intervention Teachers aredocumenting and monitoring. Weekly Formatives and Summative Assessments11
Science Data-SMT: (Located in Eduphoria)Guiding Questions:1. Is there a disparity in subgroup performance?There is no huge disparity.2. What is your plan for 5th grade remediation of the 3rd and 4th grade standards (Fair Game)?Our 5th grade is departmentalized, and the Fair Game standards are being focused on daily. Question of the day starts the each 5th grade class which is review of a 3rd or 4th grade standardThe Coach Books as a true intervention piece.Closer to the assessment, SMT 2 data and sit with Becki Lucas and come up with a plan for remediation.Used the 3rd and 4th grade common experiments with the 5th graders to review.12
Student Course Grade Report: (Not Available on Focus until SIP Mid-year Meeting)Guiding Questions:1. What does the data indicate for each grade level?2. Does the data indicate a disparity between teacher awarded grades and achievement data?3. What is the plan to align curriculum, instruction, and assessment?13
Discipline Data: (FOCUS REPORTS) Go to menu bar on the left or top and select Discipline - Category BreakdownFrom the top dropdown menu please select the following reports to use during your discussiono Locationo Primary Offense Codeo Resultant Action14
Guiding Questions:1. Are the majority of referrals written attributed to unique offenders, if so, what will be implemented toaddress the unique offenders?Most of the referrals are written attributed to unique offenders. YTD, we have 89 students receivingreferrals and a total of 177 referrals.The following has been implemented to address the unique offenders: Mentoring program Behavior incentives Check in/Check outs completed by the Behavior Specialist Behavior interventions tracked through the PST process Small groups conducted by the School Counselor2. What is the plan to decrease referrals written?The plan to decrease the number of referrals written includes: PBIS Classroom Behavior and Intervention Tracking Form Westside’s Life of a Referral Eagle School Store and Eagle Bucks Individual classroom management systems/incentives Quarterly Field Day Celebrations Monitoring and Implementation of Interventions through PST-B.3. How are you monitoring progress?Referrals – Behavior Leadership Meetings, Monitoring using the PST4/Individualized BehaviorMonitoring, Parent ConferenceESE – FBAs, ESE Behavior Specialist15
Attendance Data: (FOCUS REPORTS)Go to menu bar on the left or top and select Attendance then the following reports: Average Daily Attendance (ADA) Average Daily Attendance (ADA) District Summary Perfect/Excessive Attendance (as of October 11, 2019)Perfect Attendance29 studentsExcessive Attendance5 days – 148 students10 days – 41 students15 days – 13 students20 or more days – 3 students16
Guiding Questions:1. What is your (ADA) average daily attendance? 94.58%2. How does this compare to the district (click on District Summary in Focus)?District - 94.88%3. How many of your students have missed 5, 10, or 15 days? Have you followed theappropriate district procedures? How many students have been absent 10% or more ofthe time (click on Excessive Absences at the top of the report, then Threshold for the #)?5 days – 148 students10 days – 41 students15 days – 13 students20 or more days – 3 students4. What is your plan to improve attendance? Parent Conferences PST Process Attendance Contracts Home Visits Officer Debbie – 100% Class Attendance (2 classes weekly) Officer Debbie - Tardy Board in the Parent Loop Guidance - Monthly Incentive for Individual Perfect Attendance - October 2019 - Autumn WalkThrough17
Early Warning System:Guiding Questions:1. Using the EWS report, do you note specific trends by risk factor (e.g. suspensions, ELA/Math coursefailure, Grade levels).GradeNumber of Studentsw/ 2 or more danceSuspensions2. As per House Bill 7069, have the parents of students on the EWS been contacted (documented onPST2) and appropriate interventions been implemented (documented on PST 4)?Parents of students in Tier III have been contacted and interventions have been or are being implemented toaddress concerns with attendance and behavior.18
2019-2020 Professional Learning Calendar: (insert school professional learning plan)Guiding Questions:1. After reviewing the data, does the Professional Learning Plan align to the Areas of Focus in your SIP? Ifnot, what adjustments need to be made? Yes2. How are you monitoring the implementations in classrooms?Through coaching cycles and VSET Walk-throughs.19
WESTSIDE’S PLAN OF ACTIONArea(s) of LINEHow will you monitor the Plan of Action?Meeting Date: October 30, 2019Plan of ActionMonitoring Plan(Who, How, When?)
1st SIPPS Extension SIPPS Beginning 2nd Challenge Extension Rev, & Extension SIPPS Beginning, Extension Rev 3rd SIPPS Extension Review, Extension, SIPPS Extension Review, Extension, Comprehension strategies with on-grade level Books and Common Lit Passages Challenge & Ready Reading Challen
Stephen K. Hayt Elementary School Helen M. Hefferan Elementary School Charles R. Henderson Elementary School Patrick Henry Elementary School Charles N. Holden Elementary School Charles Evans Hughes Elementary School Washington Irving Elementary School Scott Joplin Elementary School Jordan Community School Joseph Jungman Elementary School
Coltrane-Webb Elementary School Cone Elementary School Cox Mill High School Creedmoor Elementary School . Creswell Elementary School D. F. Walker Elementary School Dixon Elementary School Drexel Elementary School East Albemarle Elementary School East Arcadia Elementary School East Robeson Primary
1 . Westside Elementary Student/Parent Handbook . 2019-2020 . Westside Elementary 555 Grand Street . Powell, WY 82435 . 307-764-6184
Oak Park Elementary School Henry C. Cowherd Middle School C. I. Johnson Elementary School John Gates Elementary School L.D. Brady Elementary School Mabel O'Donnell Elem. School Rose E. Krug Elementary School W.S. Beaupre Elementary School Aurora West USD 129 Freeman Elementary School Greenman Elementary
Atascocita Springs Elementary Elementary School Bear Branch Elementary Elementary School Deerwood Elementary Elementary School Eagle Springs Elementary Elementary School Elm Grove Elementary El
Stewart Middle Magnet School Stowers Elementary School Tampa Bay Blvd. Elementary School Tampa Palms Elementary School Tinker K-8 School Town & Country Elementary School Turner/Bartels K-8 School Valrico Elementary School Walden Lake Elementary School Walker Middle Magnet School
Berea Lutheran Church & School Cedar Park Elementary School Convent of the Visitation ISD 917 (Adjacent to DCTC) Rosemount Elementary School Faithful Shepherd Scott Highlands Middle School Salem Hills Elementary School Hastings Middle School Vista View Elementary Echo Park Elementary School Northview Elementary School Eagan High School
high, john c riley elementary, kate sullivan elementary, killearn lakes elementary, lawton m chiles senior high, lcsb facilities, maintenance & construction compound, leon senior high, lewis m lively technical . bond elementary school, buck lake elementary, canopy oaks elementary, chaires elementary, chaires elementary pre-kindergarten .
