School Data - Contact Information School Continuous ... · PDF fileSchool Data - Contact Information Please enter your Rising Star leadership team members (Process Manager , Capacity

School Data - Contact Information

Please enter your Rising Star leadership team members (Process Manager , Capacity Builder(s) , and Improvement Team Member) contact information.

District Information

District Name: ROCKFORD SD 205 District Address: 501 7Th St

City/State/Zip: Rockford, IL, 61104 1242 RCDT Number: 041012050250000

Superintendent: Dr. Ehren Jarrett Superintendent Email:* [email protected]

District Phone: Ext: 8159663101 District Fax:

School Information

Name: WEST MIDDLE SCHOOL Address: 1900 N ROCKTON AVE

City/State/Zip: ROCKFORD, IL, 61103 4370 RCDTS Number: 041012050251001

Principal: Mike Francis Principal Email*: [email protected]

Phone: Ext: 815966-3200 Fax: 8159663216

Name Rising Star Team Role Phone Email Title/Position

Maceo Rainey School Principal (815) 966-320 [email protected]

Mike Francis School Principal Designee 815-966-3200 [email protected] Principal

Linda Schreiner School Process Manager 8159663200 [email protected] Other

Holly English School Improvement Team Member 815-966-3200 [email protected] Teacher

Brad Thornquist School Improvement Team Member 815-966-3200 [email protected] Teacher

Cynthia Conley School Improvement Team Member 815-966-3200 [email protected] Teacher

Lisa Mellentine School Improvement Team Member 815-966-3200 [email protected] Teacher

Diane Roman School Improvement Team Member 815-966-3200 [email protected] Teacher

Asiya Laskonis School Improvement Team Member 815-966-3200 [email protected] Teacher

George Cooper School Improvement Team Member 815-966-3200 [email protected] Teacher

Richla King School Improvement Team Member 815-966-3200 [email protected] Teacher

Lori Beach-Yates School Improvement Team Member 8159663200 [email protected] Teacher

Brian Rasmussen School Improvement Team Member 8159663200 [email protected] Teacher

West Middle School

4/29/2015 11:47:53 AM School Continuous Improvement Plan Page 1 of 81

© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.

School Data - Contact Information

Please enter your Rising Star leadership team members (Process Manager , Capacity Builder(s) , and Improvement Team Member) contact information.


District Name: ROCKFORD SD 205 District Address: 501 7Th St

City/State/Zip: Rockford, IL, 61104 1242 RCDT Number: 041012050250000

Superintendent: Dr. Ehren Jarrett Superintendent Email:* [email protected]

District Phone: Ext: 8159663101 District Fax:

School Information

Name: WEST MIDDLE SCHOOL Address: 1900 N ROCKTON AVE

City/State/Zip: ROCKFORD, IL, 61103 4370 RCDTS Number: 041012050251001

Principal: Mike Francis Principal Email*: [email protected]

Phone: Ext: 815966-3200 Fax: 8159663216

Name Rising Star Team Role Phone Email Title/Position

Maceo Rainey School Principal (815) 966-320 [email protected]

Mike Francis School Principal Designee 815-966-3200 [email protected] Principal

Linda Schreiner School Process Manager 8159663200 [email protected] Other

Holly English School Improvement Team Member 815-966-3200 [email protected] Teacher

Brad Thornquist School Improvement Team Member 815-966-3200 [email protected] Teacher

Cynthia Conley School Improvement Team Member 815-966-3200 [email protected] Teacher

Lisa Mellentine School Improvement Team Member 815-966-3200 [email protected] Teacher

Diane Roman School Improvement Team Member 815-966-3200 [email protected] Teacher

Asiya Laskonis School Improvement Team Member 815-966-3200 [email protected] Teacher

George Cooper School Improvement Team Member 815-966-3200 [email protected] Teacher

Richla King School Improvement Team Member 815-966-3200 [email protected] Teacher

Lori Beach-Yates School Improvement Team Member 8159663200 [email protected] Teacher

Brian Rasmussen School Improvement Team Member 8159663200 [email protected] Teacher

West Middle School



School Data - Report Card Analysis

Summary - What do the School Report Card data tell you about student performance in your school? If appropriate, the school will consider grade-level and subgroup performance.

Analysis - What areas of strength are indicated? What areas of weakness, if any, are indicated by these data? What factors are likely to have contributed to these results? Consider both

external and internal factors to the school that can be influenced or improved by the school.

The school Report Card data tells us that we have several students within the various subgroups that are not meeting or exceeding state benchmarkson the ISAT exam. Our population of Black,

Hispanic, White, and Low-Income students are performing around the 50 percentile range with more interventions that are in place to support student achievement The report card also tells us

that our school is experienceing high volumes of student mobility, which is a serious concern in regards to mobility and continuity with your students and families.

The data also informs us that over half of our teaching staff has less than 4 years of teaching experience inthe classroom. Furthermore, our teaching staff is relatively young and inexperienced

therefore, the teachng staff will require continuous professional development opportuntiies. In addition, our data reflects that we have an increase in the number of students that are living in

poverty.

An area of strength indicated in our school report card shows incremental growth in reading and math for our subgroup of students classified as low-income. There has been close to 5 % growth in

reading and math. Some of the internal factors that I feel contribute to this growth was the implementation of our Professional Learning Communities. Teachers are able to receive instant feedback

on student performance by way of common formative assessments provided to students. The formative assessments are aligned with the common core standards.

West Middle School



District Data — Local Assessments

Summary - What do the Local Assessment data tell you about student performance in your school?. If appropriate, the school will consider grade-level and subgroup performance.

Analysis - What areas of strength are indicated? What areas of weakness, if any, are indicated by these data? What factors are likely to have contributed to these results? Consider both

external and internal factors to the school that can be influenced or improved by the school.

The local assessment data indicates that a significant amount of our 6th, 7th, and 8th grade students are not meeting and exceeding State of Illinois academic benchmarks as defined by the ISAT in the

areas of reading and math for 2013. However, recent data also indicates that our school has demonstrated a considerable amount of improvement in reading and math scores over the last year.

Furthermore, the increased test scores in the areas of reading and math is closely connected to the intervention and tutorial services that our school offers tos tudents that are exhbiting high

volumes of academic and social difficulty. Some of the academic interventions include, but not limited to: before school tutoring, afetr school tutoring withthe YMCA, Mandatory Lunch Tutoring during

the instructional day, and after school math enrichment.

In addition, our school has implemented a process of common formative and summative assessments that are designed to supply teachers with immediate feedback on the academic standards that

every student per grade level must master. The common formative assessments are aligned to the common core standards and the data results are intended to be rigorous enough to prepare

students for the upcomiing ISAT in the spring.

An area of strength that has been indicated from our local assessment data highlights the fact that our population of low income students have increased their reading and math proficiency on last

year's ISAT exam. In addition, the increase of student achievement among our low income subgroup of students has been steadily increasing from the past 2 years. An area of weakness that has been

identified is the increase of the student mobility rate fromthe past couple of years. However, much of the mobility related issues are relegated to matters in which our school and District have no

control over.

Possible factors that contribute to the strengths of our school's performance are directly connected to our ability to sustain our leadership. Our Prinicpal has been in place for the past 2 years which

sybolizes continuity and stability. Prior to that, Principal Rainey was the 7th Principal at West Middle School in the past 5-6 year time period. Furthermore, there has been little stability in leadership

at West Middle School over the years. In addition, having the ability to sustain the leadership team has brought continuity and sustainable process and procedures that are beneficial to the academic

success of students and for the managment and organization of the staff. The issue of high mobility rates at West Middle School are closely related to the high volumes of children and families that live

in poverty throughout the Rockford region. Homelessness and unstable living conditions has had a tremendous impact on student mobility.

West Middle School



Indicator Analysis — Leadership

CII7 All staff interactions in all meetings (staff, problem solving, committees, planning, conferences, etc.) and in the instructional setting reflect a "Culture of Candor" and a

climate of trust, respect and collaboration that is focused on norms and adult social and emotional competencies. (2337) CL

Level of Development or Implementation for this Indicator. Partial Development/Implementation

Index: 3 (Priority Score x Opportunity Score)

Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)

Opportunity Score: 1 (3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes

in current policy and budget conditions)

Current level of development or implementation: 5/5/14: Currently, West staff is required to meet as PLC groups: we no longer meet as whole staff (as the Staff Meetings are

optional).

IA14 The district/school recruits, trains, supports, and places personnel to competently address the problems of schools in need of improvement. (1130)

Title I Expectations: A schoolwide program must ensure instruction by highly qualified teachers and provide ongoing professional development. ELL,SP,HQT,SW




Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in

current policy and budget conditions)

Current level of development or implementation:

October 22, 2013: Reassessed indicator Professional development is currently being offered regularly at the district level.

Professional development is also offered at the building level on the fourth Thursday of each month in the library. The PLC

Leaders will take a quick head count at the first November PLC Meeting to get an understanding of how many teachers have

taken advantage of the summer/school-year District PD offerings or other educational enrichment opportunities (webinars,

graduate classes, etc.) SIP Team will promote Professional Development opportunities monthly to staff. December 8, 2014

Reassessed Indicator Professional development is currently offered regularly at the district level (optional). Professional

development is now being offered at one of our two PLC meetings related to SMART goals and SMART training. So far this year. PD

has centered on Greatest Area of Need, and color-coded student identification. Scheduled PD sessions are in close reading and

coaching styles.

ID01 A team structure is officially incorporated into the school improvement plan and school governance policy. (1012)

Title I Expectations: Conduct a comprehensive needs assessment. SS,SD,SW







Reassessed Indicator: 12/8/2014 The team structure has been officially incorporated into the SIP and school governance

policy. We are in the early phases of incorporating team structures across all areas. The team structure is an integral part of

the school improvement plan. We are working on approppriate governance for all teams. 10-8-13 Reassessed indicator.

West's SIP Team consists of representatives from all content areas and electives. The PTO president will be asked to be the

parent representative on the Team. Agendas and minutes are in Rising Start. Minutes are sent

ID02 All teams have written statements of purpose and guidelines for their operation. (1013)

Title I Expectations: Conduct a comprehensive needs assessment - Clarify the Vision for Reform. SW

Level of Development or Implementation for this

Indicator. Full Implementation

Evidence that this indicator has been fully and

effectively implemented:

February 11, 2014:A binder is available for norms and minutes and agendas for each team. Indicator reassessed: 1/26/2015 The PLC

teams have set norms and procedures for the school year 2014-2015. This is evidenced by the minutes that each team produces and is

kept in the binder in the front office.

ID06 The principal maintains a file of the agendas, work products, and minutes of all teams. (1017) SS




effectively implemented: 10-8-13 Reassessed indicator. Principal keep agendas and minutes for all building meetings in a folder in the office.

ID07

A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an

hour each meeting). (1018)

Title I Expectations: Include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement

of individual students and the overall instructional program.

SS,SW







Currently the Principal and Leadership Team members meet on a regular basis to monitor student achievement and review

school wide interventions. We will begin meeting biweekly using a predetermined schedule. 10-8-13 Reassessed indicator. A

meeting schedule is in place. The team meets the 2nd & 4th Tuesday of the month for an hour each meeting. Agendas and

minutes are kept in Rising Star. Indicator reassessed: 1/26/2015 The Administrative team meets once a month (principal and

APs)and the Leadership Team meets once a month (principal, administration and team leads).

ID08 The Leadership Team serves as a conduit of communication to the faculty and staff. (1019) SS





10-8-13 Reassessed indicator. Minutes from SIP meeting are sent to all staff members. The content area representative shares with

their PLC teams. Minutes of meetings are in Rising Star.

ID10

The school’s Leadership Team regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school

improvement and professional development needs. (1021)

Title I Expectations: Conduct a comprehensive needs assessment - Creating the School Profile.

SS,SW







Our school is currently in the early developmental phases of implementing scheduled School Improvement Plan meetings that

will incorporate various forms of school wide data to monitor student achievement. In addition, we are in the arly phases of

using the school wide data to develop school wide targeted interventions for students, who are not meeting academic

benchmarks. The aforementioned developmental processes will also assist in creating and driving professional dvelopment

opportunities for teachers and administration. Currently, we are in the early stages of this development cycle, which will

drive teacher/administrator professional development opportunities. 10-8-13 Reassessed indicator. The team has just begun

looking at data through PLC meetings. Team agrees on what data needs to be collected, but are still collecting and therefore

have not looked at it to help drive classroom instruction. 12/8/2014 Reassessed indicator The scheduled meeting dates for

the leadership teams have been formalized. The Administrative Team (Principal and assistant principals) meet bi-weekly. The

Leadership Team (Principal, assistant principals, MEL, REL) meet once per month. The SIP team (includes members from

aforementioned teams) meets twice per month. The scheduled meeting time can be found on the published school calendar.

Through our PLC process, the school teams are actively looking at all data to inform instruction toward achieving SMART

goals.

IE06 The principal keeps a focus on instructional improvement and student learning outcomes. (1027) SP,SD







Currently, Principal has incorporated the use of the Math and Reading Specialist to provide instructional assessment data

that is used to drive interventions and enrichment opportunities for students. Some of the data that the Reading and Math

Specialist are haring with the Principal include, but not limited to: -DEA Testing -Star Testing -SRI Testing October 22, 2013:

Indicator Reassessment Walk-throughs are connected to the Danielson model of evaluation in which principal uses informal

observations and conversations to provide feed-back and support to teachers. Currently, informal observations have been

done at this time. Assistant principals and Principal Rainey have handed out the 'Teacher of the Month' awards to recognize

observed effective teaching practices.

IE07 The principal monitors curriculum and classroom instruction regularly. (1028) SP





Currently, the Principal conducts random classroom visits on an informal and formal basis to inspect teaching and learning. In addition,

Principal attends PLC meetings to monitor staff instructional methods and interventions. In addition, the Prinicpal is building an

artifact binder of teacher lead curriculum projects and interventions. October 22, 2013; Indicator reassessed. PlCs visits will continue

and the Principal will continue to build artifact binder.

IE08 The principal spends at least 50% of his/her time working directly with teachers to improve instruction, including classroom observations. (1029) SC







5/20/14: Administrators are sharing information as it becomes available to them. Much of their time is spent in student

management and their time working within the classrooms is therefore limited. There is always at least one or more

administrator in the building at all times.

IE09 The principal challenges, supports and monitors the correction of unsound teaching practices based on evidence. (1030) SC






Current level of development or implementation: 5/20/14; West Middle School administrators follow the Danielson model of evaluation. Teachers submit lesson plans on a

weekly basis so that administrators can follow what is taking place in the classroom.

West Middle School











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West Middle School



Indicator Analysis — Curriculum

CL17 Professional development for teachers is determined by data (including classroom observations and review of lesson plans) that demonstrate teachers' attention to

academic, social, emotional, and behavioral expectations and standards. (2339) SD






Current level of development or implementation: 5/20/14- PLC discussions generate ideas for professional development.

IF05 Professional development for teachers includes self-assessment related to indicators of effective teaching and classroom management. (1039) SC,CL







5/6/14: The self-assessment reflection occurs in our PLC content area meetings when we address the four curriculum

questions: what do we want them to know?; how do we know when they know it?; how do we address it if they don't know it

(remediation)?; and, what do we do if they do know it (enrichment)?

IF08

Professional development for the whole faculty includes assessment of strengths and areas in need of improvement from classroom observations of indicators of effective

teaching. (1042)

Title I Expectations: A schoolwide program must ensure instruction by highly qualified teachers and provide ongoing professional development.

SP,SW







Currently, we do not a consistent, accurate evaluation tool that assess the teacher strength's / needs for professional

development. 11/12/2013 Indicator Assessed Currently, there have not been any formal building professional development

offered. There is professional development offered from the district. The team recommends that the PLC leaders take

suggestions for professional development from their groups to the administrators. 12/8/2014 Indicator reassessed Optional

professional development is offered through the district on an on-going basis. At the building level, professional development

sessions have been held on SIP days and also on mandatory PLC days. These PD sessions have included: areas of greatest need

(GAN), and, color coded student identification. Other planned PD sessions include: close reading, and coaching styles. This is

a continuing process based on staff needs.

West Middle School



CL17 Professional development for teachers is determined by data (including classroom observations and review of lesson plans) that demonstrate teachers' attention to







Current level of development or implementation: 5/20/14- PLC discussions generate ideas for professional development.

IF05 Professional development for teachers includes self-assessment related to indicators of effective teaching and classroom management. (1039) SC,CL







5/6/14: The self-assessment reflection occurs in our PLC content area meetings when we address the four curriculum

questions: what do we want them to know?; how do we know when they know it?; how do we address it if they don't know it

(remediation)?; and, what do we do if they do know it (enrichment)?

IF08

Professional development for the whole faculty includes assessment of strengths and areas in need of improvement from classroom observations of indicators of effective

teaching. (1042)


SP,SW







Currently, we do not a consistent, accurate evaluation tool that assess the teacher strength's / needs for professional

development. 11/12/2013 Indicator Assessed Currently, there have not been any formal building professional development

offered. There is professional development offered from the district. The team recommends that the PLC leaders take

suggestions for professional development from their groups to the administrators. 12/8/2014 Indicator reassessed Optional

professional development is offered through the district on an on-going basis. At the building level, professional development

sessions have been held on SIP days and also on mandatory PLC days. These PD sessions have included: areas of greatest need

(GAN), and, color coded student identification. Other planned PD sessions include: close reading, and coaching styles. This is

a continuing process based on staff needs.

West Middle School



Indicator Analysis – Instruction

IIA01 Instructional Teams develop standards-aligned units of instruction for each subject and grade level. (1045) SC,SP,ELL







Currently, instructional teams have have developed standards that are aligned to various units of instruction for each grade

level and course content area. This has been completed by way of working in PLC's to create common formative assessments.

The PLC teams are in the early stages of development which leaves room for improvement over time. 11/12/2013 Indicator

Assessed Teachers are directed by curriculum guides. When necessary, teachers provide appropriate adaptations for

students.

West Middle School



Indicator Analysis — Assessment

IIC01 Units of instruction include specific learning activities aligned to objectives. (1083) SC,SS





10-8-13 Reassessed indicator. Teachers follow distict guidelines. Supplemental materials are used in Reading and Math. The evidence

used consist of lesson plans, Sip Day activities, professional development days and administrative evaluations.

IIC03 Materials for standards-aligned learning activities are well-organized, labeled, and stored for convenient use by teachers. (1085) SC,ELL






Current level of development or implementation: 4/8/2014: Curriculum maps are available. Each subject area has either a MEL, REL or curriculum AP. Differentiated reading

materials are available.

IIIA01 All teachers are guided by a document that aligns standards, curriculum, instruction, and assessment. (1063) SC,SS





10/9/13 Reassessed Indicator: Teachers are using District provided teacher guides and texts as well as, using supplemental materials.

Teachers use common core standards and PLC's to stay aligned within their content areas. The evidence used to assess this indicator

are lesson plans and PLC minutes.

IIIA02 All teachers develop weekly lesson plans based on aligned units of instruction. (1064) SC,CL





5/6/14: Teachers turn in weekly lesson plans. There is a scope and sequence for all areas of instruction. PLCs discuss progress toward

achieving instructional goals and objectives.

IIIA06 All teachers test frequently using a variety of evaluation methods and maintain a record of the results. (1068) SP,ELL







Teachers are recieving support and professional development to incorporate various evaluation methods as well as recording

and maintaining the various data. 11/12/2013 Indicator Assessed Teachers follow the assessment calendar. Formal and

informal assessments are conducted on an ongoing basis. Grades are kept in the district's gradebook.

IIIA07

All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.

(1069)

Title I Expectations: Effective, timely additional assistance provided to students experiencing difficulty.

SP,RTI,ELL,SW







12/17/2014 Indicator Reassessed There is a planned, whole-staff professional development(January 22, 2015) led by the REL for

close-reading and color-coded writing. This and other professional development opportunities are included to address the

differentiated instruction indicator. Our school must improve upon our ability to have teachers differentiate assignments in

response to individual student performance on pre-tests and other forms of assessments. This is usually accomplished through

conducting common formative assessments. 11/12/2013 Indicator Assessed Some teachers are differentiating assignments.The

team suggests that professional development be offered at the building level to provide guidance and direction in this area.

IIIA35 Students are engaged and on task. (1161) SP







Currently, student engagement is not at a level that correlates to high volumes of teaching and learning. Furthermore,

assessment data concludes that high percentage of our students require some sort of Tier I or Tier 2 academic intervention.

Teachers are recieving on-going professional development and training to promote engaging students within the classroom.

11/12/2013 Indicator Assessed Positive studentengagement is improving. The team suggests that professional development

be offered to increase authentic engagement. The team also suggests that the staff is provided opportunities to exchange

best practices.

IIIC12 All teachers engage all students (e.g., encourage silent students to participate). (1109) SP,ELL







During the teaching and learning phase, it is required through the Danielson Framework that teachers in our building actively

engage students in the learning process. Furtehrmore, it is expected that all students are engaged in learning in all classes.

11/12/2013 Indicator assessed Positive student engagement has increased. A variety of teaching modalities are being used.

TL1 All teachers demonstrate in their lesson plans the content knowledge necessary to challenge and motivate students to high levels of learning. (2332) SC






Current level of development or implementation: 5/20/14- Teachers submit lesson plans weekly for administrative review. Teachers are evaluated by administrators based on

the Danielson model.

TL2

All teachers establish in their lesson plans and explicitly define to students high and realistic academic, physical, social, emotional, and behavioral expectations for their

learning so that they know what is needed for them to achieve at proficient levels. (2331)

Title I Expectations: Plans for assisting preschool students in the successful transition from early childhood programs to local elementary schoolwide programs.

CL,SW







12/17/2014 Lesson plans are being monitored by administration to make certain that all aspects of each student's academic,

physical, social , emotional, and behavioral expectations are being met. Review of lesson plan format was presented at the

November staff meeting and at the December PAC meeting. February 11, 2014: Expectations are posted in classrooms. PBIS

posters are visible in classrooms and throughout the school. The school vision is also posted in classrooms. The first 15

minutes of the 1st hour (the advisory period) is used to focus on school-wide expectations.

TL9 All teachers incorporate the use of technology in their classrooms when it enhances instruction and builds 21st Century Learning Skills. (2335) SC






Current level of development or implementation: 5/20/14- Every classrooms have a SMART Board, a laptop, and a computer for daily use. All teachers have access to Discovery

Education, online databases, iPADs, and the computer labs.

West Middle School











































IIIA07


(1069)


SP,RTI,ELL,SW

























best practices.



















TL2




CL,SW




















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IIIA07


(1069)


SP,RTI,ELL,SW

























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IIIA07


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West Middle School



Indicator Analysis – Professional Development

IIB01 Units of instruction include pre-/post-tests to assess student mastery of standards-based objectives. (1048) SC






Current level of development or implementation: 5/20/14- Staff struggles with the time constraints due to the large number of testing (SRI, DEA, PARCC, ISAT, STAR, CFA,

CWA,DBQs, etc.)

IIB03 Unit pre-test and post-test results are reviewed by the Instructional Team. (1050) SC






Current level of development or implementation: 5/20/14- Review of the results are done within the PLCs.

IIB04 Teachers differentiate instruction based on assessment results to provide support for some students and enhanced learning opportunities for others. (1051) RTI,ELL






Current level of development or implementation: 3/11/2014-Currently addressing the interventions for lower performing students, while understanding that differentiating

instruction is a requirement for ALL students in ALL classes.

IID02 The school tests each student at least 3 times each year to determine progress toward standards-based objectives. (1054) SC




effectively implemented: 5/20/14- The following tests are given: DEA, SRI, ISAT, STAR, CFA, CWA, DBQs.

IID03 Teachers receive timely reports of results from standardized and objectives-based tests. (1055) SC






Current level of development or implementation: 5/20/14- Some test come back in a timely manner, such as DEA and SRI, but state testing results usually appear the following

year.

IID04 The school maintains a central database that includes each student’s test scores, placement information, demographic information, attendance, behavior indicators,

and other variables useful to teachers. (1116) SS,ELL





10-9-13 Reassessed Indicator E-school and Performance Plus are used as the data base for collecting student test scores, placement

information, IEP's, demographic information, and attendance. In addition, Guidacen Counselors keep secured file cabinets with

importnt student academic and social data.

IID06 Yearly learning goals are set for the school by the Leadership Team, utilizing student learning data. (1057) SS,SD







We have not formally set yearly learning goals. We currently have various opportunties for staff to review academic data to

make instructional decisions. However, the data could be more cohesive and have a central idea as to where staff members

can recieve data from. In addition, we are in the early phases of assigning a point person for distributing data to staff

members. 10-8-13 Reassessed indicator. Providing students with reading interventions that will increase reading proficiency.

This comes from data that many of our students are reading below grade level. 5th grade ISAT, 6th,7th & 8th grade DEA, SRI

and teacher observation are used. Student progress monitoring scores from Read 180, tutoring, SOAR, Caught, and AMP are

the building's evidence. This indicator is at full implementation as of 10-8-13.

IID07 The Leadership Team monitors school-level student learning data. (1058) SC,SS,SD







The leadership Team is not yet fluidly monitoring school-level student learning data. Our Professional Learning Community

initiatives are a work in progress and our staff and administration have gone through several training sessions intended to

assist with the implementation phase. Utilizing data continues to be an area of support that is needed. Furthermore, it is

important that we develop a needs assessment for all PLC leaders as well as, communicating the role of the Professional

Development Liason to West Middle School staff members. In addition, we are in the process of creating a schedule of Tier 1

and Tier 2 meetings in which a structured process for analyzing data will be created. 10/9/13 Reassessed Indicator: We are

continuing with the goals that we set from the previous school year.

IID08 Instructional Teams review student learning data (academic, physical, social, emotional, behavioral) to assess and make decisions about curriculum and instructional

strategies. (1059) SC,SP







Currently, the Student Services Department are meeting to discuss social and emotional support for students on a case by

case basis. The Student Support Team are developing intervention strategies to progress monitor the students that are not

demonstrating academic success. 11/12/2013 Indicator Assessed Currently, PLCs are reviewing student learning data.

However, due to the high number of students in need of social and emotional support, there is a strain on the current

personnel.

IID09 Instructional Teams use student learning data to plan instruction. (1060) SC,CL





All testing done throughout the year (DEA, SRI, STAR, CFA,CWA, DBQs, etc.) provide the basis for planning student placement and

instruction, and is reviewed and updated through the year. 5/20/14: All testing done throughout the year provides the basis for

planning student placement and instruction, and is revised and updated through the year.

IID10 Instructional Teams use student learning data to identify students in need of instructional support or enhancement. (1061) RTI,CL







3/11/2014- Currently doing a good job of identifying students in need of additional help, but there is concern that more is

needed to be done for those students needing enhancements and enrichments. As for behavior, both positive and negative

behaviors are addressed through the appropriate systems.

IID11

Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag" students in need of

intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives).

(1062)


SW







12/17/2014 Student services and building administration are using various data points (data dashboard, grades, attendence,

behavior)for intervention supports and possible Tier III referral. Tier II support evidence: lunch-time tutoring, YMCA

program (am and PM)to begin 1/2015, February 11, 2014: Performance test scores are looked at, along with teacher input to

determine intervention needs. Student status is discussed within PLCs and with REL and MEL. Mandatory lunch tutoring is in

place for students with failing grades. Initial reading placements are re-evaluated at semester for moving students (REL,

MEL, PLC , teachers, Mrs. Jackson). Leveled literature circles are used based on student readability levels. Rubrics are used

for student projects. Formative and summative assessment are in place to gauge student understanding

West Middle School










CWA,DBQs, etc.)




























year.


















































personnel.



















IID11



(1062)


SW














West Middle School










CWA,DBQs, etc.)




























year.


















































personnel.



















IID11



(1062)


SW














West Middle School










CWA,DBQs, etc.)




























year.


















































personnel.



















IID11



(1062)


SW














West Middle School










CWA,DBQs, etc.)




























year.


















































personnel.



















IID11



(1062)


SW














West Middle School



Indicator Analysis – Community and Family

CL6 School Leadership and primary caregivers engage in regular communication to provide mutual supports and guidance between home and school for all aspects of student

learning. (2341) SC






Current level of development or implementation: 5/20/14- Progress reports, report cards, district website, auto-dialer calls, quarterly newsletters are all communication

vehicles from school to home. Administrators make calls home to students' families.

IIIB06 All teachers systematically report to primary caregivers the student’s mastery of specific standards-based objectives. (1097)

Title I Expectations: The plan must articulate strategies to increase parental involvement. SC,SP,ELL,SW





12/17/2014 Additionally: Honor Roll Recognition for students and parents in regards to academic performance; through performance-

based presentations (plays, dance, etc.) parental involvement is encouraged; 8th grade promotion ceremony. February 11, 2014:

Teachers systematically report to primary caregivers the student's mastery of specific standards-based objective in the following way: *

phone calls * parent teacher conferences * progress reports * school/parent compact * parent portal * newsletter * parent bulletin board *

availability of pamphlets (informational, social service, school- oriented, etc.) in the office and the library * assignment notebooks *

report cards

IVA03 The school's Compact outlines the responsibilities/expectations of teachers, primary caregivers, and students. (1113) SP







Currently, the school's compact and expectations has been addressed with students and parents during back to school

orientations, student-parent conferences, and reinstatement meetings. In addiiton, the school's compact can been found

within the student planner for the 2012-2013 school year. 11/12/2013 Indicator Assessed The school compact will be mailed

homeand posted on the parent portal. The school's ROBO caller will be utilized to inform parents.

IVD01 The school's Compact is annually distributed to teachers, school personnel, primary caregivers, and students. (1114) SP







The school's compact has been distributed to teachers, school personnel, primary caregivers, and students has been

executed. However, the school looks for various opportunities to continue the ongoing conversation with parents and

community members in regards to expectations. 11/20/2013 The school compact will be mailed home and posted on the

Parent Portal. The school's ROBO caller will be utilized to inform parents. parents are given the form, but may not follow

through.

IVD02 The "ongoing conversation" between school personnel and primary caregivers is candid, supportive, and flows in both directions. (1115) SP







Currently, the ongoing conversation with school officials is a intricate part of the day to day operations for our school.

Parents are frequently called upon to collaborate with school officials to engage upon the problem solving process. Our goal is

to discover new ways to engage more primary caregivers in bilateral conversations. 11/12/2013 Indicator Assessed

Continue as stated above.

IVD03 The school regularly and clearly communicates with primary caregivers about its expectations of them and the importance of the "curriculum of the home." (1155) SC,SP







The school is undergoing continuous efforts to engage the community and primary caregivers of school wide rules and

expectations for partnerships with caregivers through the various school wide events that our school sponsors. Howevr,

issues concerning the home curriculum must be addressed and analyzed in a more detailed fashion. 11/12/2013 Indicator

Assessed Family engagement and communication: -Doughnuts with dads -IEP Meetings -Phone calls home -Recognition nights -

Literacy Nights -Quarterly Newsletters -Parent teacher conferences -Open House -PTO

West Middle School




learning. (2341) SC



















report cards























through.
























West Middle School




learning. (2341) SC



















report cards























through.
























West Middle School



Indicator Analysis — Conditions for Learning

CL1

The school's Learning Support System includes academic, physical, social, emotional, and behavioral programming based on school-wide, targeted group and individualized

needs. (2343)

Title I Expectations: The school coordinates and integrates Federal, State and local services and programs as much as possible to ensure the schoolwide programming

needs are met.

RTI,SW







12/17/2014 Staff is working with student support personnel to provide a wide-range of assistance. Staff was presented a list

of support service personnel at last staff meeting (12/14), and there are plans to introduce support staff to teachers.

Rockford Health Systems has been added as an additional community partner. February 11, 2014: The school coordinates local

services and programs in the following ways: *RTI tiers *Winnebago County Health Department * Clergy - boys groups at each

grade level * Adults academy * YMCA * Rockford Ice Hogs

CL10 The school culture promotes and supports the academic, physical, social, emotional, and behavioral skill development and engagement of students . (2351)






Current level of development or implementation: 5/6/14: The following is currently provided: Best of West; Honor Roll Rec Nights; Principal's Scholar; all athletic games; ISAT

Rec Night; student-based clubs and organizations; only NJHS; CAPA; YMCA; counselors, etc.

CL11 The school culture promotes and supports the physical, social, emotional, and behavioral health of all school personnel. (2352)






Current level of development or implementation: 5/6/14: The Sunshine team provides social and emotional support through flowers, lunches and treats. Benefits provides

counseling, health clubs, legal advice, and access to behavioral health.

CL12 All school personnel work effectively and equitably with racially, culturally, linguistically, and economically diverse students. (2353)






Current level of development or implementation: 5/6/14: Professional development is provided for us to work effectively and equitably with our student population. PBIS is

used to help all students become better citizens.

CL2

School Leadership identifies and allocates/reallocates resources needed for Learning Supports' implementation. (2344)


needs are met.

SW







12/17/2014 Beginning 1/2015, AM and PM tutoring will be offered through coordination of our community partner, the YMCA.

Qualifying students will be identified by Data Dashboard, counselor recommendation, and discipline data. Students and

families have been informed of the retention component at West: social promotion has ended. February 12, 2014: School

leadership identifies and allocates resources in the following ways: Ongoing coordination and discussions with PLCs,

Leadership Team, SIP Team, support staff (Social Worker, librarian, REL, MEL, counselors, etc.),paraprofessionals, Title I

tutors, PBIS team, parents and guardians,community input.

CL3 School Leadership monitors and evaluates the implementation of Learning Supports' programming through an on-going data collection system. (2345) SD,RTI







3/11/2014- Currently monitoring students with the following: check-in, check-out sheets, mandatory parent conferences,

student goal sheets, monthly house meetings As for academic moitoring: assessments; pyramid of intervention (five

students); Performance Plus; student climate dashboard

CL4 All school personnel actively model and foster a positive school environment where students feel valued and are challenged to be engaged and grow cognitively. (2346)







5/6/14: School personnel are given feedback during evaluations and opportunities for growth are provided through

professional development. Illinois 5 Essential Survey also provides school climate feedback. The ROE also sponsored a school

climate survey.

CL5 School Leadership actively models and fosters a positive school environment where staff members feel valued and are challenged to be engaged and grow professionally.

(2347)






Current level of development or implementation: 5/6/14: Administration recognizes "Staff Member of the Month." Opportunities for professional development are shared via

email. Building Committee and Principal's Advisory Council are available for staff concerns.

CL7 The environment of the school (physical, social, emotional, and behavioral) is safe, welcoming, and conducive to learning. (2348) SS





10/9/13 Reassessed indicator: Students are also recieving social emotional support from members of the Student Support Team

(Psychologist, Nurse, Social Worker, Police Liasion and Speech Pathologist). Teachers and administrators greet students in the hallway

and on campus upon student arrival to campus. In addition, there is a collaboration between West Middle School and Rockford Health

Sytems to supply physical support. Our school wide PBIS initiatives are currently in place. (PBIS House Meetings, Warror Bucks, End of

Year Celebrations).

CL8 The school culture supports teachers in practicing effective and responsive instruction to meet individual student needs. (2349) RTI







3/11/2014-The PLC meetings allow the teachers to reflect and examine on instruction. The PLCs also offer an opportunity to

share classroom management strategies, as well. SIP days,Institute Days, modeling and assistance by MEL and REL help

support teachers. Other opportunities that need to be encouraged are: using planning periods to observe other classrooms.

CL9

All teachers invite valid and reliable Learning Supports identified by their school leadership into their classrooms including but not limited to programs/strategies, co-

teaching opportunities, and consultation. (2350)

Title I Expectations: Identify and implement Schoolwide Reform Strategies that provide opportunities for all children to meet the State's proficient and advanced levels

of student academic achievement.

SW







12/17/2014 Co -teaching classrooms continue. Our REL and MELs continue to support teachers and student instruction by

daily working within the classrooms. On-going professional development helps teachers be aware of supports available to

them. February 11, 2014: Co-taught classrooms currently exist. PLC meetings have been developed and are meeting

regularly. PBIS has grown and is now breaking into smaller groups. Recognition nights are in place.

West Middle School



CL1


needs. (2343)


needs are met.

RTI,SW




































CL2



needs are met.

SW
































climate survey.


(2347)

















Year Celebrations).











CL9





SW











West Middle School



CL1


needs. (2343)


needs are met.

RTI,SW




































CL2



needs are met.

SW
































climate survey.


(2347)

















Year Celebrations).











CL9





SW











West Middle School



CL1


needs. (2343)


needs are met.

RTI,SW




































CL2



needs are met.

SW
































climate survey.


(2347)

















Year Celebrations).











CL9





SW











West Middle School



CL1


needs. (2343)


needs are met.

RTI,SW




































CL2



needs are met.

SW
































climate survey.


(2347)

















Year Celebrations).











CL9





SW










regularly. PBIS has grown and is now breaking into smaller groups. Recognition nights are in place. West Middle School



Create Plan — Leadership

CII7 All staff interactions in all meetings (staff, problem solving, committees, planning, conferences, etc.) and in the instructional setting will reflect a "Culture of Candor" and a

climate of trust, respect and collaboration that will be focused on norms and adult social and emotional competencies. (2337) CL

Level of Development Partial Development/Implementation

1 Assigned to

2 How it will look when fully implemented in the District:

3 Date by which the description above will be a reality:

4 Tasks

There are no tasks created for this Objective

IA14 The district/school will recruit, train, support, and place personnel to competently address the problems of schools in need of improvement. (1130)



1 Assigned to



4 Activities through the 2015 calendar year addressing the RTTT3 Expectations.

Year 1 - Through June 30, 2012 [District Scope of Work Activities]

Year 2 - July 1, 2012 through June 30, 2013 [District Scope of Work Activities]


5 Tasks


West Middle School



IA14 The district/school will recruit, train, support, and place personnel to competently address the problems of schools in need of improvement. (1130)



1 Assigned to



4 Activities through the 2015 calendar year addressing the RTTT3 Expectations.

Year 1 - Through June 30, 2012 [District Scope of Work Activities]



5 Tasks


ID01 A team structure will be officially incorporated into the school improvement plan and school governance policy. (1012)



1 Assigned to



4 Tasks


ID07

A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff will meet regularly (twice a month or more for an hour

each meeting). (1018)

Title I Expectations: Include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of

individual students and the overall instructional program.

SS,SW


1 Assigned to



4 Tasks


West Middle School



ID07

A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff will meet regularly (twice a month or more for an hour

each meeting). (1018)

Title I Expectations: Include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of

individual students and the overall instructional program.

SS,SW


1 Assigned to



4 Tasks


ID10

The school’s Leadership Team will regularly look at school performance data and aggregated classroom observation data and use that data to make decisions about school



SS,SW


1 Assigned to Mike Francis


The Leadership Team will have bi-weekly meetings schedule through the end of the year. The Leadership Team will

consist of the Principal, Assistant Principals, and Curriculum Heads. All meetings will have an agenda,

minutes, schedule, and action items. Information obtained will be communicated through line-item agenda items at

staff meetings, emails, and SIP Days. The data derived will be analyzed to drive instruction, professional

development, and school wide improvement.

3 Date by which the description above will be a reality: 08/31/2015

4 Tasks

1

Bi-monthly Leadership Team meetings will be held to review the Dashboard Data: attendance and referrals. Leadership meetings will also review district assessments as they occur.

Assigned to School Leadership Team Start Date 03/23/2015 End Date 06/05/2015 Timeline

Budget & Funding Sources($)

District Title I Title II-D Title III State Funds Grant Funds Other Funds Total

0 1000 0 0 0 0 0 1000

2

Data gathered from these meetings will be presented to teachers monthly via staff meetings, the PLCs and a monthly email to staff.




0 0 0 0 0 0 0 0

3

The gathered Leadership Team data will be used to inform and drive professional development for staff.

Assigned to Administration Start Date 03/23/2015 End Date 06/05/2015 Timeline



0 0 0 0 0 0 0 0

West Middle School



ID10

The school’s Leadership Team will regularly look at school performance data and aggregated classroom observation data and use that data to make decisions about school



SS,SW




The Leadership Team will have bi-weekly meetings schedule through the end of the year. The Leadership Team will

consist of the Principal, Assistant Principals, and Curriculum Heads. All meetings will have an agenda,

minutes, schedule, and action items. Information obtained will be communicated through line-item agenda items at

staff meetings, emails, and SIP Days. The data derived will be analyzed to drive instruction, professional

development, and school wide improvement.


4 Tasks

1

Bi-monthly Leadership Team meetings will be held to review the Dashboard Data: attendance and referrals. Leadership meetings will also review district assessments as they occur.




0 1000 0 0 0 0 0 1000

2

Data gathered from these meetings will be presented to teachers monthly via staff meetings, the PLCs and a monthly email to staff.




0 0 0 0 0 0 0 0

3

The gathered Leadership Team data will be used to inform and drive professional development for staff.




0 0 0 0 0 0 0 0

IE06 The principal will keep a focus on instructional improvement and student learning outcomes. (1027) SP,SD


1 Assigned to



4 Tasks


IE08 The principal will spend at least 50% of his/her time working directly with teachers to improve instruction, including classroom observations. (1029) SC


1 Assigned to



4 Tasks


West Middle School



IE08 The principal will spend at least 50% of his/her time working directly with teachers to improve instruction, including classroom observations. (1029) SC


1 Assigned to



4 Tasks


IE09 The principal will challenge and monitor unsound teaching practices and support the correction of them. (1030) SC


1 Assigned to



4 Tasks


West Middle School



Create Plan — Professional Development

CL17 Professional development for teachers will be determined by data (including classroom observations and review of lesson plans) that demonstrate teachers' attention to



1 Assigned to



4 Tasks


IF05 Professional development for teachers will include self-assessment related to indicators of effective teaching and classroom management. (1039) SC,CL


1 Assigned to



4 Tasks


West Middle School



IF08

Professional development for the whole faculty will include assessment of strengths and areas in need of improvement from classroom observations of indicators of effective

teaching. (1042)


SP,SW




Administration input: Classroom observations by the principal and/or assistant principals are

conducted and analyzed by the School Leadership Team to identify strengths and areas of need

for improvement across the staff, which are used to plan school-wide staff development.

Anonymous data collected from regular walkthroughs is used to further drive professional

development. Staff input: A professional needs assessment survey, given twice per year, will

determine staff perceived areas of need.


4 Tasks

1

Investigate and develop a form that will allow compilation of domain component evaluation score trends across the building.




0 0 0 0 0 0 0 0

2

Investigate and develop a tally sheet for building walkthroughs.




0 0 0 0 0 0 0 0

3

Investigate and develop a professional development needs survey to be completed by staff to assess perceived gaps in professional development.

Assigned to Linda Schreiner Start Date 03/23/2015 End Date 03/25/2015 Timeline



0 0 0 0 0 0 0 0

4

Data compiled from the domain component evaluation scores, the walkthrough tallies, and the staff needs assessment will be used to determine the initial 2015-2016 professional

development offerings in this building.




0 0 0 0 0 0 0 0

West Middle School



IF08

Professional development for the whole faculty will include assessment of strengths and areas in need of improvement from classroom observations of indicators of effective

teaching. (1042)


SP,SW




Administration input: Classroom observations by the principal and/or assistant principals are

conducted and analyzed by the School Leadership Team to identify strengths and areas of need

for improvement across the staff, which are used to plan school-wide staff development.

Anonymous data collected from regular walkthroughs is used to further drive professional

development. Staff input: A professional needs assessment survey, given twice per year, will

determine staff perceived areas of need.


4 Tasks

1

Investigate and develop a form that will allow compilation of domain component evaluation score trends across the building.




0 0 0 0 0 0 0 0

2

Investigate and develop a tally sheet for building walkthroughs.




0 0 0 0 0 0 0 0

3

Investigate and develop a professional development needs survey to be completed by staff to assess perceived gaps in professional development.

Assigned to Linda Schreiner Start Date 03/23/2015 End Date 03/25/2015 Timeline



0 0 0 0 0 0 0 0

4

Data compiled from the domain component evaluation scores, the walkthrough tallies, and the staff needs assessment will be used to determine the initial 2015-2016 professional

development offerings in this building.




0 0 0 0 0 0 0 0

West Middle School



Create Plan — Aligned Instruction-Curriculum

IIA01 Instructional Teams will develop standards-aligned units of instruction for each subject and grade level. (1045) SC,SP,ELL


1 Assigned to



4 Tasks


West Middle School



Create Plan — Instruction

IIC03 Materials for standards-aligned learning activities will be well-organized, labeled, and stored for convenient use by teachers. (1085) SC,ELL


1 Assigned to



4 Tasks


IIIA06 All teachers will test frequently using a variety of evaluation methods and maintain a record of the results. (1068) SP,ELL


1 Assigned to



4 Tasks


West Middle School



IIIA07 All teachers will differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment. (1069)

Title I Expectations: Effective, timely additional assistance provided to students experiencing difficulty. SP,RTI,ELL,SW


1 Assigned to



4 Tasks


IIIA35 Students will be engaged and on task. (1161) SP


1 Assigned to Maceo Rainey


Students will be on task and engaged in the follow manner:

*variety of groupings

*questioning

*all risk taker

*reciprocal taching

*peer sharing

*stating and understanding objective of the lesson

*student led lessons and discussions

*peer tutoring

*differentiated lessons to met all needs


4 Tasks

1

Teachers will post, relay, and review the day's objective.

Assigned to Maceo Rainey Start Date 11/26/2013 End Date 12/20/2013 Timeline



0 0 0 0 0 0 0 0

2

Mr. Rainey will present/model a culturally relevant lesson at the December 12th optional staff meeting.




0 0 0 0 0 0 0 0

West Middle School



IIIA35 Students will be engaged and on task. (1161) SP




Students will be on task and engaged in the follow manner:

*variety of groupings

*questioning

*all risk taker

*reciprocal taching

*peer sharing

*stating and understanding objective of the lesson

*student led lessons and discussions

*peer tutoring

*differentiated lessons to met all needs


4 Tasks

1

Teachers will post, relay, and review the day's objective.




0 0 0 0 0 0 0 0

2

Mr. Rainey will present/model a culturally relevant lesson at the December 12th optional staff meeting.




0 0 0 0 0 0 0 0

IIIC12 All teachers will engage all students (e.g., encourage silent students to participate). (1109) SP,ELL


1 Assigned to Lori Beach-Yates

2 How it will look when fully implemented in the District: Teachers will provide differentiated instruction and materials to ensure that all students are engaged and on task.


4 Tasks

1

1. The PLCs will discuss and reflect on ELL students' struggles with language and its impact on learning and understanding. This discussion will be reflected in the PLCs minutes.

Assigned to Lori Beach-Yates Start Date 05/01/2014 End Date 05/01/2014 Timeline



0 0 0 0 0 0 0 0

West Middle School



TL1 All teachers will demonstrate in their lesson plans the content knowledge necessary to challenge and motivate students to high levels of learning. (2332) SC


1 Assigned to



4 Tasks


TL2

All teachers will establish in their lesson plans and will explicitly define to students high and realistic academic, physical, social, emotional, and behavioral expectations for their



CL,SW


1 Assigned to



4 Tasks


West Middle School



TL9 All teachers will incorporate the use of technology in their classrooms when it enhances instruction and builds 21st Century Learning Skills. (2335) SC


1 Assigned to



4 Tasks


West Middle School



Create Plan — Assessment

IIB01 Units of instruction will include pre-/post-tests to assess student mastery of standards-based objectives. (1048) SC


1 Assigned to



4 Tasks


IIB03 Unit pre-test and post-test results will be reviewed by the Instructional Team. (1050) SC


1 Assigned to



4 Tasks


West Middle School



IIB04 Teachers will differentiate instruction based on assessment results to provide support for some students and enhanced learning opportunities for others. (1051) RTI,ELL



2 How it will look when fully implemented in the District: Delete this task


4 Tasks


IID03 Teachers will receive timely reports of results from standardized and objectives-based tests. (1055) SC


1 Assigned to



4 Tasks


IID06 Yearly learning goals will be set for the school by the Leadership Team, utilizing student learning data. (1057) SS,SD


1 Assigned to


Current information will be collected, analyzed and a flow chart completed. Entire West staff will have been made

aware of the flow chart information. The leadership Team will use that data to establish and communicate yearly

learning goals.


4 Tasks

1

A cohesive leadership team will be formed with defined roles.




0 1000 0 0 0 0 0 1000

2

Clarify/define what data is necessary to set yearly learning goals.




0 0 0 0 0 0 0 0

3

Prioritized data will be analyzed and shared with staff.




0 0 0 0 0 0 0 0

4

The Leadership team and associated roles will be communicated to the rest of the school.




0 0 0 0 0 0 0 0

5

The yearly determined goals will become recurring agenda items at PLC meetings and monthly Staff Meeting.

Assigned to Start Date 08/01/2013 End Date 06/01/2014 Timeline



0 0 0 0 0 0 0 0

6

PLC's will create steps or intervention plans in line with yearly goals.




0 0 0 0 0 0 0 0

West Middle School





1 Assigned to




learning goals.


4 Tasks

1





0 1000 0 0 0 0 0 1000

2





0 0 0 0 0 0 0 0

3





0 0 0 0 0 0 0 0

4





0 0 0 0 0 0 0 0

5





0 0 0 0 0 0 0 0

6





0 0 0 0 0 0 0 0

West Middle School





1 Assigned to




learning goals.


4 Tasks

1





0 1000 0 0 0 0 0 1000

2





0 0 0 0 0 0 0 0

3





0 0 0 0 0 0 0 0

4





0 0 0 0 0 0 0 0

5





0 0 0 0 0 0 0 0

6





0 0 0 0 0 0 0 0

IID07 The Leadership Team will monitor school-level student learning data. (1058) SC,SS,SD


1 Assigned to

2 How it will look when fully implemented in the District: The West Leadership Team will monitor chosen data and use that data to provide support and direction to PLC

leaders. School level learning data will be efficiently reviewed using an organized structure.


4 Tasks

1

Set structured time to meet for 1 hour/week for all PLC’s




0 500 0 0 0 0 0 500

2

Ensure that all members of the Tier 1 Team have access to necessary data




0 0 0 0 0 0 0 0

3

Set a schedule for Tier 1 meetings through end of the school year.




0 0 0 0 0 0 0 0

4

Establish a structured process for Tier 2 Meetings




0 0 0 0 0 0 0 0

5

Releveant student level data will be selected for review by the Leadership Team




0 0 0 0 0 0 0 0

West Middle School



IID07 The Leadership Team will monitor school-level student learning data. (1058) SC,SS,SD


1 Assigned to

2 How it will look when fully implemented in the District: The West Leadership Team will monitor chosen data and use that data to provide support and direction to PLC

leaders. School level learning data will be efficiently reviewed using an organized structure.


4 Tasks

1

Set structured time to meet for 1 hour/week for all PLC’s




0 500 0 0 0 0 0 500

2

Ensure that all members of the Tier 1 Team have access to necessary data




0 0 0 0 0 0 0 0

3

Set a schedule for Tier 1 meetings through end of the school year.




0 0 0 0 0 0 0 0

4

Establish a structured process for Tier 2 Meetings




0 0 0 0 0 0 0 0

5

Releveant student level data will be selected for review by the Leadership Team




0 0 0 0 0 0 0 0

IID08 Instructional Teams will review student learning data (academic, physical, social, emotional, behavioral) to assess and make decisions about curriculum and instructional



1 Assigned to



4 Tasks


West Middle School



IID08 Instructional Teams will review student learning data (academic, physical, social, emotional, behavioral) to assess and make decisions about curriculum and instructional



1 Assigned to



4 Tasks


IID10 Instructional Teams will use student learning data to identify students in need of instructional support or enhancement. (1061) RTI,CL




1. All students involved in literature circles, reading books at their success level, and completing projects based

activities

2. Increase in district-wide student assessments

3. Instruction will be based on data from the assessments and teacher reflection on results

4. Reduction in number of students receiving Tier II services


4 Tasks

1

1.Have each PLC develop 3 project based learning activities to share with the school community. This task will be presented and initially discussed at the March 20, 2014 PLC

meeting.




0 0 0 0 0 0 0 0

2

Each teacher will submit an enhancement activity that they are using in their classroom for their top performing students. This will be submitted to the PLC leader by April 11, 2014.




0 0 0 0 0 0 0 0

West Middle School



IID11

Instructional Teams will review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag" students in need of

intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives). (1062)


SW




Students will be provided with the opportunity to receive extra help via before school and after school tutoring.

Students will also be assigned (per results of data) to lunch tutoring. Students will be placed in the appropriate

reading and math intervention classes (using data and district placement guidelines).


4 Tasks

1

The Instructional Teams (content PLCs) will quarterly review the results of unit pre-/post tests to determine placements or exiting of a reading intervention program and/or math

foundation class.

Assigned to PLC Content Leader Start Date 03/23/2015 End Date 06/05/2015 Timeline



0 0 0 0 0 0 0 0

2

The Instructional Teams (content PLCs) will monthly review the results of pre-/post tests to determine tutoring needs.

Assigned to PLC Content Leader Start Date 03/23/2015 End Date 06/05/2015 Timeline



0 0 0 0 0 0 0 0

West Middle School



Create Plan — Periodic Assessment

CL6 School Leadership and primary caregivers will engage in regular communication to provide mutual supports and guidance between home and school for all aspects of student

learning. (2341) SC


1 Assigned to



4 Tasks


IVA03 The school's Compact will outline the responsibilities/expectations of teachers, primary caregivers, and students. (1113) SP


1 Assigned to



4 Tasks


West Middle School



IVD01 The school's Compact will be annually distributed to teachers, school personnel, primary caregivers, and students. (1114) SP


1 Assigned to



4 Tasks


IVD02 The "ongoing conversation" between school personnel and primary caregivers will be candid, supportive, and flow in both directions. (1115) SP


1 Assigned to



4 Tasks


IVD03 The school will regularly and clearly communicate with primary caregivers about its expectations of them and the importance of the "curriculum of the home." (1155) SC,SP




Parents will be informed about school and everyday events by the school. Parents access Parent Portal regularly for

relevant student data. Parents are communicating back to the school with concerns, updated addresses and phone

numbers.


4 Tasks

1

Find out the capabilities of the Parent Portal and talk with Chris Taskey about particulars.

Assigned to Asiya Laskonis Start Date 11/26/2013 End Date 12/20/2013 Timeline



0 0 0 0 0 0 0 0

West Middle School



IVD03 The school will regularly and clearly communicate with primary caregivers about its expectations of them and the importance of the "curriculum of the home." (1155) SC,SP




Parents will be informed about school and everyday events by the school. Parents access Parent Portal regularly for

relevant student data. Parents are communicating back to the school with concerns, updated addresses and phone

numbers.


4 Tasks

1

Find out the capabilities of the Parent Portal and talk with Chris Taskey about particulars.

Assigned to Asiya Laskonis Start Date 11/26/2013 End Date 12/20/2013 Timeline



0 0 0 0 0 0 0 0

West Middle School



Create Plan — Community and Family Engagement

CL1

The school's Learning Support System will include academic, physical, social, emotional, and behavioral programming based on school-wide, targeted group and individualized

needs. (2343)

Title I Expectations: The school coordinates and integrates Federal, State and local services and programs as much as possible to ensure the schoolwide programming needs are

met.

RTI,SW


1 Assigned to



4 Tasks


CL10 The school culture will promote and support the academic, physical, social, emotional, and behavioral skill development and engagement of students . (2351)


1 Assigned to



4 Tasks


West Middle School



CL11 The school culture will promote and support the physical, social, emotional, and behavioral health of all school personnel. (2352)


1 Assigned to



4 Tasks


CL12 All school personnel will work effectively and equitably with racially, culturally, linguistically, and economically diverse students. (2353)


1 Assigned to



4 Tasks


CL2

School Leadership will identify and allocate/reallocate resources needed for Learning Supports' implementation. (2344)


met.

SW


1 Assigned to



4 Tasks


West Middle School



CL2

School Leadership will identify and allocate/reallocate resources needed for Learning Supports' implementation. (2344)


met.

SW


1 Assigned to



4 Tasks


CL3 School Leadership will monitor and evaluate the implementation of Learning Supports' programming through an on-going data collection system. (2345) SD,RTI


1 Assigned to



4 Tasks


CL4 All school personnel will actively model and foster a positive school environment where students feel valued and are challenged to be engaged and grow cognitively. (2346)


1 Assigned to



4 Tasks


West Middle School



CL4 All school personnel will actively model and foster a positive school environment where students feel valued and are challenged to be engaged and grow cognitively. (2346)


1 Assigned to



4 Tasks


CL5 School Leadership will actively model and foster a positive school environment where staff members feel valued and are challenged to be engaged and grow professionally. (2347)


1 Assigned to



4 Tasks


CL8 The school culture will support teachers in practicing effective and responsive instruction to meet individual student needs. (2349) RTI


1 Assigned to



4 Tasks


CL9

All teachers will invite valid and reliable Learning Supports identified by their school leadership into their classrooms including but not limited to programs/strategies, co-teaching

opportunities, and consultation. (2350)

Title I Expectations: Identify and implement Schoolwide Reform Strategies that provide opportunities for all children to meet the State's proficient and advanced levels of

student academic achievement.

SW


1 Assigned to



4 Tasks


West Middle School



CL9

All teachers will invite valid and reliable Learning Supports identified by their school leadership into their classrooms including but not limited to programs/strategies, co-teaching

opportunities, and consultation. (2350)

Title I Expectations: Identify and implement Schoolwide Reform Strategies that provide opportunities for all children to meet the State's proficient and advanced levels of

student academic achievement.

SW


1 Assigned to



4 Tasks


West Middle School



Action Plan - Monitoring Process

Tasks

Key

CodeObjectives

Indicator

TypeAssigned to Target date Tasks

% Tasks

Completed

Objective

Status

ID10 The school’s Leadership Team will regularly look at school performance data and aggregated classroom

observation data and use that data to make decisions about school improvement and professional

development needs. (1021)


SS,SW Mike Francis 08/31/2015 3 0%

Task ID Task Description Comments Assigned to Completed

1 Bi-monthly Leadership Team meetings will be held to review the

Dashboard Data: attendance and referrals. Leadership meetings will

also review district assessments as they occur.

The meeting schedule has been created and dispersed to appropriate

personnel

School Leadership Team

2 Data gathered from these meetings will be presented to teachers

monthly via staff meetings, the PLCs and a monthly email to staff.

Completition date has been changed due to Leadership Team not

being able to meet


3 The gathered Leadership Team data will be used to inform and drive

professional development for staff.

Completition date has been changed due to Leadership Team not

being able to meet

Administration

Tasks

Key

CodeObjectives

Indicator


% Tasks

Completed

Objective

Status

IF08 Professional development for the whole faculty will include assessment of strengths and areas in need of

improvement from classroom observations of indicators of effective teaching. (1042)

Title I Expectations: A schoolwide program must ensure instruction by highly qualified teachers and

provide ongoing professional development.

SP,SW Mike Francis 08/31/2015 4 0%


1 Investigate and develop a form that will allow compilation of domain

component evaluation score trends across the building.

Administration

2 Investigate and develop a tally sheet for building walkthroughs. Administration

3 Investigate and develop a professional development needs survey to

be completed by staff to assess perceived gaps in professional

development.

Linda Schreiner

4 Data compiled from the domain component evaluation scores, the

walkthrough tallies, and the staff needs assessment will be used to

determine the initial 2015-2016 professional development offerings in

this building.


West Middle School



Tasks

Key

CodeObjectives

Indicator


% Tasks

Completed

Objective

Status

IF08 Professional development for the whole faculty will include assessment of strengths and areas in need of

improvement from classroom observations of indicators of effective teaching. (1042)

Title I Expectations: A schoolwide program must ensure instruction by highly qualified teachers and

provide ongoing professional development.

SP,SW Mike Francis 08/31/2015 4 0%


1 Investigate and develop a form that will allow compilation of domain

component evaluation score trends across the building.

Administration

2 Investigate and develop a tally sheet for building walkthroughs. Administration

3 Investigate and develop a professional development needs survey to

be completed by staff to assess perceived gaps in professional

development.

Linda Schreiner

4 Data compiled from the domain component evaluation scores, the

walkthrough tallies, and the staff needs assessment will be used to

determine the initial 2015-2016 professional development offerings in

this building.


Tasks

Key

CodeObjectives

Indicator


% Tasks

Completed

Objective

Status

IIB04 Teachers will differentiate instruction based on assessment results to provide support for some students

and enhanced learning opportunities for others. (1051)

RTI,ELL Maceo Rainey 04/08/2014 0



Tasks

Key

CodeObjectives

Indicator


% Tasks

Completed

Objective

Status

IID06 Yearly learning goals will be set for the school by the Leadership Team, utilizing student learning data.

(1057)

SS,SD 03/01/2013 6 16.67%


1 A cohesive leadership team will be formed with defined roles. Completition date has been changed due to Leadership Team not

being able to meet

Maceo Rainey 05/01/2013

2 Clarify/define what data is necessary to set yearly learning goals. Maceo Rainey

3 Prioritized data will be analyzed and shared with staff. Maceo Rainey

4 The Leadership team and associated roles will be communicated to

the rest of the school.

Maceo Rainey

5 The yearly determined goals will become recurring agenda items at

PLC meetings and monthly Staff Meeting.

6 PLC's will create steps or intervention plans in line with yearly goals.

West Middle School



Tasks

Key

CodeObjectives

Indicator


% Tasks

Completed

Objective

Status

IID06 Yearly learning goals will be set for the school by the Leadership Team, utilizing student learning data.

(1057)

SS,SD 03/01/2013 6 16.67%


1 A cohesive leadership team will be formed with defined roles. Completition date has been changed due to Leadership Team not

being able to meet


2 Clarify/define what data is necessary to set yearly learning goals. Maceo Rainey

3 Prioritized data will be analyzed and shared with staff. Maceo Rainey

4 The Leadership team and associated roles will be communicated to

the rest of the school.

Maceo Rainey

5 The yearly determined goals will become recurring agenda items at

PLC meetings and monthly Staff Meeting.

6 PLC's will create steps or intervention plans in line with yearly goals.

Tasks

Key

CodeObjectives

Indicator


% Tasks

Completed

Objective

Status

IID07 The Leadership Team will monitor school-level student learning data. (1058) SC,SS,SD 04/03/2013 5 0%


1 Set structured time to meet for 1 hour/week for all PLC’s

2 Ensure that all members of the Tier 1 Team have access to necessary

data

3 Set a schedule for Tier 1 meetings through end of the school year.

4 Establish a structured process for Tier 2 Meetings Lori Beach-Yates

5 Releveant student level data will be selected for review by the

Leadership Team

Maceo Rainey

West Middle School



Tasks

Key

CodeObjectives

Indicator


% Tasks

Completed

Objective

Status

IID10 Instructional Teams will use student learning data to identify students in need of instructional support or

enhancement. (1061)

RTI,CL Maceo Rainey 06/12/2015 2 0%


1 1.Have each PLC develop 3 project based learning activities to share

with the school community. This task will be presented and initially

discussed at the March 20, 2014 PLC meeting.

2 Each teacher will submit an enhancement activity that they are

using in their classroom for their top performing students. This will

be submitted to the PLC leader by April 11, 2014.

Tasks

Key

CodeObjectives

Indicator


% Tasks

Completed

Objective

Status

IID11 Instructional Teams will review the results of unit pre-/post-tests to make decisions about the curriculum

and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring

or extra help and students needing enhanced learning opportunities because of their early mastery of

objectives). (1062)


SW Mike Francis 06/05/2015 2 0%


1 The Instructional Teams (content PLCs) will quarterly review the

results of unit pre-/post tests to determine placements or exiting of

a reading intervention program and/or math foundation class.

PLC Content Leader

2 The Instructional Teams (content PLCs) will monthly review the

results of pre-/post tests to determine tutoring needs.

PLC Content Leader

West Middle School



Tasks

Key

CodeObjectives

Indicator


% Tasks

Completed

Objective

Status

IID11 Instructional Teams will review the results of unit pre-/post-tests to make decisions about the curriculum

and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring

or extra help and students needing enhanced learning opportunities because of their early mastery of

objectives). (1062)


SW Mike Francis 06/05/2015 2 0%


1 The Instructional Teams (content PLCs) will quarterly review the

results of unit pre-/post tests to determine placements or exiting of

a reading intervention program and/or math foundation class.

PLC Content Leader

2 The Instructional Teams (content PLCs) will monthly review the

results of pre-/post tests to determine tutoring needs.

PLC Content Leader

Tasks

Key

CodeObjectives

Indicator


% Tasks

Completed

Objective

Status

IIIA35 Students will be engaged and on task. (1161) SP Maceo Rainey 06/06/2014 2 50%


1 Teachers will post, relay, and review the day's objective. Maceo Rainey

2 Mr. Rainey will present/model a culturally relevant lesson at the

December 12th optional staff meeting.

Mr. Rainey presented the lesson at the Institute Day on January 17,

2014.


Tasks

Key

CodeObjectives

Indicator


% Tasks

Completed

Objective

Status

IIIC12 All teachers will engage all students (e.g., encourage silent students to participate). (1109) SP,ELL Lori Beach-Yates 06/05/2015 1 0%


1 1. The PLCs will discuss and reflect on ELL students' struggles with

language and its impact on learning and understanding. This

discussion will be reflected in the PLCs minutes.

Lori Beach-Yates

West Middle School



Tasks

Key

CodeObjectives

Indicator


% Tasks

Completed

Objective

Status

IVD03 The school will regularly and clearly communicate with primary caregivers about its expectations of them

and the importance of the "curriculum of the home." (1155)

SC,SP Maceo Rainey 06/06/2014 1 100%


1 Find out the capabilities of the Parent Portal and talk with Chris

Taskey about particulars.

Ms. Laskonis spoke with Chris Taskey on December 20, 2013. Mr.

Taskey said he will look into West's access to the parent portal and

get back to West.

Asiya Laskonis 12/20/2013

Report Card Data Overview

Percent (%) of Students Meeting and Exceeding State Standards - ISAT/PSAE

ACCESS Results

IAA Results

% Meets+Exceeds Trends (These are school level results. Subgroups with fewer than 10 students will not be reported.)

2009 2010 2011 2012 2013 2014

Reading - ISAT Results

SubGroups 45 40.3 43.8 49.3 30.4 30.5

White 64.2 53.9 58.7 63.9 38 38.8

Black 33.8 34.5 39.6 46.2 21.8 18

Hispanic/Latino 72.4 58.2 64.8 63.5 - 40.6

Asian 54.5 0 - 13 - -

American Indian or Alaska Native - - - - 58.8 -

Two or More Races 78.6 28.6 - - 33.3 50

LEP 14.3 11.4 33.3 10.8 - -

Students with Disabilities 14.1 6.6 11.5 17.5 3.9 3.4

Low Income 43.3 39.1 43.1 48.6 29.2 28.8

Native Hawaiian/Pacific Islander - - - - 39.1 -

Mathematics - ISAT Results

SubGroups 44.4 48.9 50.2 50.1 25.2 28.4

White 66.7 70.9 66.3 68.6 36.8 38.8

Black 34.2 41 45.9 47.1 14.4 16.1

Hispanic/Latino 72.4 71.2 67.9 49.2 - 38.3

Asian 28 26.3 22.2 21.7 - -


Two or More Races 28.6 46.2 - - 26.3 38.9

LEP 18.4 25.8 43.1 19.4 - -

Students with Disabilities 13.3 9.2 19.5 24 4 6.1

Low Income 42 47.8 49.2 49.2 23.8 27

Native Hawaiian/Pacific Islander - - - - 25 -

No students tested for ACCESS in Grade K

No students tested for ACCESS in Grade 1











No students tested for ACCESS in Grade12

West Middle School





ACCESS Results

IAA Results


2009 2010 2011 2012 2013 2014


SubGroups 45 40.3 43.8 49.3 30.4 30.5

White 64.2 53.9 58.7 63.9 38 38.8

Black 33.8 34.5 39.6 46.2 21.8 18

Hispanic/Latino 72.4 58.2 64.8 63.5 - 40.6

Asian 54.5 0 - 13 - -


Two or More Races 78.6 28.6 - - 33.3 50

LEP 14.3 11.4 33.3 10.8 - -


Low Income 43.3 39.1 43.1 48.6 29.2 28.8



SubGroups 44.4 48.9 50.2 50.1 25.2 28.4

White 66.7 70.9 66.3 68.6 36.8 38.8

Black 34.2 41 45.9 47.1 14.4 16.1

Hispanic/Latino 72.4 71.2 67.9 49.2 - 38.3

Asian 28 26.3 22.2 21.7 - -


Two or More Races 28.6 46.2 - - 26.3 38.9

LEP 18.4 25.8 43.1 19.4 - -


Low Income 42 47.8 49.2 49.2 23.8 27















West Middle School





ACCESS Results

IAA Results


2009 2010 2011 2012 2013 2014


SubGroups 45 40.3 43.8 49.3 30.4 30.5

White 64.2 53.9 58.7 63.9 38 38.8

Black 33.8 34.5 39.6 46.2 21.8 18

Hispanic/Latino 72.4 58.2 64.8 63.5 - 40.6

Asian 54.5 0 - 13 - -


Two or More Races 78.6 28.6 - - 33.3 50

LEP 14.3 11.4 33.3 10.8 - -


Low Income 43.3 39.1 43.1 48.6 29.2 28.8



SubGroups 44.4 48.9 50.2 50.1 25.2 28.4

White 66.7 70.9 66.3 68.6 36.8 38.8

Black 34.2 41 45.9 47.1 14.4 16.1

Hispanic/Latino 72.4 71.2 67.9 49.2 - 38.3

Asian 28 26.3 22.2 21.7 - -


Two or More Races 28.6 46.2 - - 26.3 38.9

LEP 18.4 25.8 43.1 19.4 - -


Low Income 42 47.8 49.2 49.2 23.8 27















West Middle School



Assessment Data Reading


2009 2010 2011 2012 2013 2014

Grade 6

SubGroups 38.8 41.1 47.8 49.4 33.9 33.3

White 57.9 65.7 61.1 58.7 37.5 46.8

Black 30.6 33.6 44.9 45.7 25.2 18.8

Hispanic/Latino 77.8 55 64.7 63.6 - 40.4

Asian - - - 13.6 - -


Two or More Races - 28.6 - - - 44.4

LEP 0 - 30 11.1 - -

Students with Disabilities 5.6 5 7.4 16 0 2

Low Income 38.6 39.9 47.1 49.8 32.9 30.8

Native Hawaiian/Pacific Islander - - - - - -

Grade 7

SubGroups 44.2 32.1 37.6 44.4 29.9 29.9

White 61.9 33.3 59.4 62.7 40.8 38.5

Black 35.4 27.6 32.1 39.3 20.5 17.5

Hispanic/Latino 63.6 63.6 56.2 61.9 - 34.8

Asian - 0 - 9.1 - -

American Indian or Alaska Native - - - - - -

Two or More Races - - - - - -

LEP - 5.9 17.6 11.8 - -

Students with Disabilities 11.5 3 13 16 6.7 3.3

Low Income 41.3 31.2 37 42.6 28.3 28.4


Grade 8

SubGroups 53.2 47.5 45.6 54.6 27.3 27.5

White 72.1 57.5 54.2 74.4 35.8 30

Black 36.3 42.4 41.1 54.4 20.4 17.5

Hispanic/Latino 77.8 56 71.4 65 - 50

Asian 54.5 - - 16 - -


Two or More Races 78.6 - - - 33.3 62.5

LEP 33.3 16.7 50 9.4 - -

Students with Disabilities 26.7 13 14.3 22.7 3.4 5.4

Low Income 51.2 46 44.8 53.6 26.4 26.9


West Middle School



Assessment Data Reading


2009 2010 2011 2012 2013 2014

Grade 6

SubGroups 38.8 41.1 47.8 49.4 33.9 33.3

White 57.9 65.7 61.1 58.7 37.5 46.8

Black 30.6 33.6 44.9 45.7 25.2 18.8

Hispanic/Latino 77.8 55 64.7 63.6 - 40.4

Asian - - - 13.6 - -



LEP 0 - 30 11.1 - -


Low Income 38.6 39.9 47.1 49.8 32.9 30.8


Grade 7

SubGroups 44.2 32.1 37.6 44.4 29.9 29.9

White 61.9 33.3 59.4 62.7 40.8 38.5

Black 35.4 27.6 32.1 39.3 20.5 17.5

Hispanic/Latino 63.6 63.6 56.2 61.9 - 34.8

Asian - 0 - 9.1 - -



LEP - 5.9 17.6 11.8 - -

Students with Disabilities 11.5 3 13 16 6.7 3.3

Low Income 41.3 31.2 37 42.6 28.3 28.4


Grade 8

SubGroups 53.2 47.5 45.6 54.6 27.3 27.5

White 72.1 57.5 54.2 74.4 35.8 30

Black 36.3 42.4 41.1 54.4 20.4 17.5

Hispanic/Latino 77.8 56 71.4 65 - 50

Asian 54.5 - - 16 - -


Two or More Races 78.6 - - - 33.3 62.5

LEP 33.3 16.7 50 9.4 - -

Students with Disabilities 26.7 13 14.3 22.7 3.4 5.4

Low Income 51.2 46 44.8 53.6 26.4 26.9


West Middle School



Assessment Data Mathematics


2009 2010 2011 2012 2013 2014

Grade 6

SubGroups 44.4 53.4 50.8 53.8 34.8 32.9

White 61.5 72.2 63.9 69.3 44.4 45.6

Black 36.6 48.7 48.3 48.4 23.1 21.5

Hispanic/Latino 88.9 73.7 82.4 59.1 - 40.4

Asian 14.3 - 7.7 22.7 - -



LEP 9.1 16.7 39.3 18.5 - -


Low Income 42.5 52.7 50.5 53.7 32.6 30.8


Grade 7

SubGroups 49 48 51.7 48.4 22.5 26.1

White 70.5 66.7 71.9 72.5 34.1 35.9

Black 41.3 40.3 47.7 44.1 10 12.2

Hispanic/Latino 63.6 77.3 60 42.9 - 37.8

Asian - 26.3 16.7 27.3 - -



LEP 7.7 37 28.6 26.5 - -

Students with Disabilities 11.5 12.1 18.2 29.2 6.7 0

Low Income 46.1 47.4 50.9 45.8 21.8 24.2


Grade 8

SubGroups 39.4 45.5 48.1 46.9 18.1 24.9

White 67.4 72.5 62.5 62.8 27.9 34.3

Black 22 34.2 41.9 48.5 11.9 13.4

Hispanic/Latino 66.7 64 61.9 45 - 35.5

Asian 45.5 - 45.5 16 - -


Two or More Races 28.6 - - - 26.3 50

LEP 42.9 19 60.9 12.5 - -


Low Income 36.7 43.5 46.3 47 16.9 24.9


West Middle School



Assessment Data Mathematics


2009 2010 2011 2012 2013 2014

Grade 6

SubGroups 44.4 53.4 50.8 53.8 34.8 32.9

White 61.5 72.2 63.9 69.3 44.4 45.6

Black 36.6 48.7 48.3 48.4 23.1 21.5

Hispanic/Latino 88.9 73.7 82.4 59.1 - 40.4

Asian 14.3 - 7.7 22.7 - -



LEP 9.1 16.7 39.3 18.5 - -


Low Income 42.5 52.7 50.5 53.7 32.6 30.8


Grade 7

SubGroups 49 48 51.7 48.4 22.5 26.1

White 70.5 66.7 71.9 72.5 34.1 35.9

Black 41.3 40.3 47.7 44.1 10 12.2

Hispanic/Latino 63.6 77.3 60 42.9 - 37.8

Asian - 26.3 16.7 27.3 - -



LEP 7.7 37 28.6 26.5 - -

Students with Disabilities 11.5 12.1 18.2 29.2 6.7 0

Low Income 46.1 47.4 50.9 45.8 21.8 24.2


Grade 8

SubGroups 39.4 45.5 48.1 46.9 18.1 24.9

White 67.4 72.5 62.5 62.8 27.9 34.3

Black 22 34.2 41.9 48.5 11.9 13.4

Hispanic/Latino 66.7 64 61.9 45 - 35.5

Asian 45.5 - 45.5 16 - -


Two or More Races 28.6 - - - 26.3 50

LEP 42.9 19 60.9 12.5 - -


Low Income 36.7 43.5 46.3 47 16.9 24.9


West Middle School



School Information

Note: Hyphens in the table indicate that data is not relevant for your plan.


2007 2008 2009 2010 2011 2012 2013 2014

Attendance Rate (%) 92.5 91.1 89.6 89.4 90.0 91.7 89.4 93.1

Truancy Rate (%) 5.5 6.1 5.7 7.2 31.0 2.1 7.7 5.2

Mobility Rate (%) 10.4 28.5 13.6 15.2 44.7 24.1 19.2 22.3

HS Graduation Rate, if applicable (%) - - - - - - - -

HS Dropout Rate, if applicable (%) - - - - - - - -

School Population (#) 829 995 629 647 575 684 786 874

Low Income (%) 57.7 66.3 91.6 91.5 95.7 93.9 92.1 89.4

Limited English Proficient(LEP)(%) 7.6 7.5 7.8 8.8 10.1 12.0 2.3 1.4

Students with Disabilities (%) - - - 14.7 16.7 16.2 17.4 18.0

White, non-Hispanic (%) 43.4 35.3 21.0 18.7 16.5 24.3 27.7 29.7

Black, non-Hispanic (%) 37.5 44.2 59.6 60.1 64.0 51.3 49.1 44.9

Hispanic (%) 8.6 9.5 9.1 10.0 10.1 11.4 15.3 16.2

Asian (%) 7.0 6.0 4.9 5.9 6.3 8.8 1.4 1.0

American Indian (%) 0.2 0.2 0.6 0.3 0.5 0.0 0.1 0.2

Two or More Races (%) 3.3 4.7 4.8 4.9 2.6 4.2 6.4 7.9

Native Hawiian/Pacific Islander (%) - - - - 0.0 0.0 0.0 0.0

West Middle School



Student Race/Ethnicity

West Middle School



Educational Environment

West Middle School




West Middle School




West Middle School



Enrollment Trends

West Middle School



Enrollment Trends

West Middle School



Educator Data

West Middle School



Educator Data

West Middle School



Educator Data

West Middle School



2014 AYP Report

Report cannot be generated.

West Middle School



Documents

School Data - Contact Information School Continuous ... · PDF fileSchool Data - Contact Information Please enter your Rising Star leadership team members (Process Manager , Capacity