Westwood Elementary
School Improvement Plan
2014-15
IMPROVEMENT GOALS
What is the SMART student
learning goal, PLC team goal, or
general school improvement
goal you intend to accomplish?
IMPROVEMENT
ACTIVITY
What initiatives or activities will
occur to accomplish this goal?
TIMELINE
When will this
activity begin and
end?
WHO IS
RESPONSIBLE?
Who will provide the
leadership for this
activity?
EVIDENCE OF EFFECTIVENESS
What ongoing
FORMATIVE or SUMMATIVE
evidence will be gathered to
show this activity is making a
difference in student
learning?
PROFESSIONAL
DEVELOPMENT AND SUPPORT
How will staff acquire the
necessary skills and attitudes to
implement this activity?

DRA assessments Fall and
Spring. K-3rd grade and
students in 4th and 5th
that are below grade
level.

Literacy Coach

Curriculum: Making Meaning,
EIR, Language for Learning,
Book rooms.
Aims web reading
assessments for all
students in 4th and 5th
grades. Aims web
progress monitoring
assessments for all 4th
and 5th grade students
that are borderline or
below grade level in
reading.

Assessment materials: AIMS
web, DRA, progress
monitoring, Fontas and Pinell

Friday afternoon PLC

Grade level seminar, one time
a month
What are the existing and/or new
resources that will be used to
accomplish this activity?
READING
Proficiency Goals:

Improve instructional
practices and intervention
in reading in order to
increase or maintain
student achievement in
reading as measured by the
DRA.
Tier 1 instruction:

Implement the five
components of reading
instruction with an
emphasis on read aloud, to
increase reading
engagement and small
group guided reading to
meet individual needs.

Implement “Making
Meaning” at K-5 grade
levels.
Tier 2 instruction:

Implement “Language for
Learning” in Kindergarten
for all students that
demonstrate need. All
Kindergartners will be
screened.

Implement “Language for
Learning” in 1st – 3rd grade
for students that
demonstrate need.

K-2: Utilize EIR (Early
Intervention in Reading ) to
support small group guided
reading instruction in their
September 2014June 2015

Principal and
leadership team.

Literacy Support
Teacher

LAP teacher and
Para-educator

Classroom
teachers

ELD staff

Specialists

Para-educators


“Language for Learning”
assessments.
regular classroom for all
students below grade level.

K-5: all students not
meeting grade level
standards will receive
reading intervention in
addition to their classroom
instruction.
Tier 3 Instruction:

Our student success team
will consider other options,
including; a third daily
reading intervention, a
different reading program
for our students that are
more than one year behind
in reading and have not
demonstrated sufficient
growth over time.

Kindergarten:
Spring DRA/Report cards:
80%

Implement “Wild Reading”
strategies to increase
student engagement.
o Celebrate “Wild
Reading”
accomplishments at
spirit assemblies
Kindergarten:

Teachers meet with parents
of struggling students early
in the year to enlist their
help and communicate
goals.

Implement higher level
questioning strategies
(knowledge,
comprehension, application,
analysis, synthesis and
evaluation).

Sight word practice and
concepts of print through
the use of wall stories.
September/October
September – June
September - June

Kindergarten
teachers

Parent/teacher
communication calendars

Kindergarten
assessments
First grade:
Spring DRA/Report cards:
80%

Second grade:
 Spring DRA/Report cards:
80%
Third Grade:

Spring DRA, Report cards
and SBAC: 71%
 Stretch goal: 80%
Fourth grade:

Spring DRA, Report cards
and SBAC: 85%
 Stretch goal: 90%
Fifth grade:

Spring DRA, Report cards
and SBAC: 80%
 Stretch goal: 90%
First grade:

Meet more frequently with
groups that are borderline
or below in reading.

Enlist parent support for at
home reading

Implement McCracken
spelling for reading and
writing support
Second grade:

Clearly communicate
targets and success criteria
for full group lessons
including, “Making
Meaning” and group
instruction.
Third grade:

Small group intervention for
all kids below/borderline,
utilizing audio/visual books

Focus on an author each
month
Fourth grade:

Students will be actively
engaged in a “just right”
book of their choice.

Book talks that give
students opportunities to
share reading life and
receive recommendations
for future books to read.

Focus on authors
Fifth Grade:

All students are expected to
read at least 2 novels per
month at their just right
level.

Students will listen and
respond to Teacher Read
Alouds covering several
different genres to
encourage students to try
new authors.
September – June

First grade
teachers

Parents
September - June

Progress monitoring

Collect student selfassessment and
reflections in a variety of
ways:
sticky notes
o thumb signals
o graphs
o clip chart
o flipcharts

Reading assessments,
book reviews.
September - June
September - June
September - June

Fourth grade
teachers and
students
IMPROVEMENT GOALS
What is the SMART student
learning goal, PLC team goal, or
general school improvement
goal you intend to accomplish?
IMPROVEMENT
ACTIVITY
What initiatives or activities will
occur to accomplish this goal?
TIMELINE
When will this
activity begin and
end?
WHO IS
RESPONSIBLE?
Who will provide the
leadership for this
activity?
EVIDENCE OF
EFFECTIVENESS
What ongoing
FORMATIVE or SUMMATIVE
evidence will be gathered to
show this activity is making a
difference in student
learning?
PROFESSIONAL
DEVELOPMENT AND SUPPORT
How will staff acquire the
necessary skills and attitudes to
implement this activity?
What are the existing and/or new
resources that will be used to
accomplish this activity?
WRITING
Proficiency Goals:
Improve instructional
practices in writing to
increase student
performance by one level or
one year’s growth from the
September pre-test to the
third unit post-test in all
grade levels.

Focus:

Tier One Instruction
Units of Study:

Implemented K-5th grade
according to the district
pacing calendar.
September 2014
Pre-assessment

K-5th grade
teachers

June 2015
Post-assessment

Principal and
leadership team


Literacy Support
Teacher


McCracken Spelling:

Implement K-3rd grade
Kindergarten:

Targeted small group
writing mini lessons, as
needed

Fluid targeted goals for
each child

Name practice daily,
graduating to daily
manuscript ABC practice.
First Grade:

Connect “Making Meaning”
with writing, utilizing print
features that students can
use in their own writing.

Share writing goals with
parents and enlist their
September - June

Kindergarten
teachers
September - June

First grade
teachers

Parents
Performance
Assessments from
“Writing Pathways”
Pre and post assessments
for each of 3 units.
Daily student work.
Notes from
teacher/student writing
conferences.

District spring writing
assessment.

SBAC-ELA PT

Curriculum: Unit of Student
Implement K-5

Literacy Support Teacher
o Model lessons
o Conferring with teachers
o Planning with teachers

PLC time planning, scoring
and discussing writing.

Pacing Guide

Grade level seminars
support
Second Grade:

Clearly communicate
targets and success
criterial during all group
instruction.
Third Grade:

“Boot-camp” lessons to fill
in the gaps and helps
students be more
successful with the Units of
Study.
Fourth Grade:

“Boot-camp” lessons to fill
in the gaps and helps
students be more
successful with the Units of
Study.

Spelling and editing
practice
Fifth Grade:

CBA writing prompts
September - June

Second grade
teachers
September - June

Third grade
teachers
September - June

Fourth grade
teachers
September - June

Fifth grade
teachers

Collect student selfassessments and
reflections in a variety of
ways.
IMPROVEMENT GOALS
What is the SMART student learning goal,
PLC team goal, or general school
improvement goal you intend to
accomplish?
IMPROVEMENT
ACTIVITY
What initiatives or activities
will occur to accomplish
this goal?
TIMELINE
When will this
activity begin and
end?
WHO IS
RESPONSIBLE?
Who will provide the
leadership for this
activity?
EVIDENCE OF
EFFECTIVENESS
What ongoing
FORMATIVE or SUMMATIVE
evidence will be gathered
to show this activity is
making a difference in
student learning?
PROFESSIONAL
DEVELOPMENT AND SUPPORT
How will staff acquire the
necessary skills and attitudes
to implement this activity?

Math Expressions curriculum
What are the existing and/or
new resources that will be
used to accomplish this
activity?
MATH
Proficiency Goals:

Improve instructional practices and
intervention in math in order to
increase or maintain student
achievement as measured by the
District fluency assessments, report
cards and SBAC.
Kindergarten:

Spring report cards: 80% proficient
First grade:

Spring report cards: 80% proficient

Spring fluency: 90%
Second grade:

Spring report cards: 80% proficient

Spring fluency: 90%
Tier One Instruction:

Implement Math
Expressions curriculum
K-5 according to the
district pacing
calendar.

September – June

K-5th grade teachers

Principal and
leadership team
ME unit tests,
formative assessments,
district assessments in
fluency and standards.
Grade level meetings
PLC time
Include learning
targets and success
criteria in daily lessons,
with checks for
understanding.

Math fluency practice.
Kindergarten:

Small group math
instruction in leveled
groups to differentiate
math instruction
First Grade:

Provide math
enrichment for
students meeting or
exceeding grade level
standards.
Second Grade:

Clearly communicate
targets and success
criterial during all
group instruction.
District pacing guide
September – June

Kindergarten
teachers
September - June

First grade teachers
September - June

Second grade
teachers

Collect student selfassessments and
reflections in a variety
of ways.
Third grade:

Spring report cards: 80% proficient

Spring fluency: 75%
Fourth grade:

Spring report cards: 75% proficient

Spring fluency: 75%
Fifth grade:

Spring report cards: 70% proficient

Spring fluency: 75%
Third Grade:

Fluency practice using
reflex math program

Daily math timings

Daily “anytime”
problems

Student weekly goals
with self-assessment
Fourth Grade:

Daily math timings

District problem
solving
Fifth Grade:

Daily multiplication
timings

Pair strong students
with struggling
students
September - June

Third grade
teachers
September - June

Fourth grade
teachers
September - June

Fifth grade teachers

Reflex progress
assessments

Fluency assessments

Student goals

Friday math quiz
covering learning
targets from Monday
through Thursday.