WESTOVER ELEMENTARY SCHOOL
2013-2014
STUDENT AND STAFF
STAKEHOLDER FOCUS
As a result of our root cause analysis (RCA)
process, it was determined that our
students’ written responses to reading
should focus on analyzing multiple forms
and texts and media.
Summary of the RCA process and findings of
the RCA process included the analysis of the
following data:
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It was ascertained that 94 (68.2%)
of the 138 students in
Kindergarten to Grade 2 were
decoding and orally
comprehending texts at a much
higher level than they could
demonstrate via written
responses.
LEADERSHIP
The staff of Westover Elementary School is dedicated to ensuring academic
achievement, student growth, and gap reduction for all students in a safe and inviting
environment. Collaboration, monitoring and communication will occur through:
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Bimonthly Leadership Team Meetings
Weekly Grade Level Team Meetings
Monthly Faculty Meetings
PTA Meetings
 Newsletters and Connect-Ed to communicate goals, progress and expectations.
STRATEGIC PLANNING
As a result our root cause analysis, it was determined that we would focus our efforts on
decreasing the gap between all NCLB subgroups so that 100% of students in Grades 3, 4
and 5 will score proficient or advanced on the 2013-14 Reading MSA.
Goal: To increase the percentage of students who meet or exceed the 2013 Reading
AMO of 90.93% in the following subgroups:
READING
All – 2.3%
Hispanic – 4.1%
African American – 4.4%
Special Education: 5.6%
Limited English Proficiency: 8.3%
Free and Reduced Meals: 6.3%
ORGANIZATIONAL
PERFORMANCE RESULTS
In 2012-13, mClass reading scores
depreciated when compared to 2011-12
results.
44 of the 138 (31.8%) students in
Kindergarten to Grade 2 did not meet mClass
targets as a result of not demonstrating
proficiency in their written responses.
MEASUREMENTS, ANALYSIS
AND KNOWLEDGE
MANAGEMENT
Student Data Points:
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Pacing Charts
Report Card Grades
Standardized Tests
Classroom Observations
Student Writing Journals
Student Attendance
Accelerated Reader Quizzes
PROCESS MANAGEMENT
FACULTY AND STAFF FOCUS
Teachers and Leaders will need professional
development on:
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Curriculum 2.0
Close Reading
Text Dependent Questions
Rubrics (Expanded Scoring Rubric for
Analytic & Narrative Writing).
 Mindset Training
As a result of our root cause analysis, the following structures and processes are
implemented and monitored to meet students’ needs:
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Monitor weekly reading pacing charts.
Monitor Pyramid of Interventions for identified targeted students during
weekly grade level team meetings.
Use Soar to Success and Fast Track reading program to support below grade
level readers in Gr. 4 & 5.
Emphasize the writing process in Gr. K-5 with a focus on planning, revising, and
editing.
Implement Leveled Literacy Intervention (LLI) for below level readers in Gr. K, 1
and 3.
Reinforce writing responses to text in Gr. K-5
Teacher Data Points:
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Climate Surveys
Parent Conferences
EMT/IEP Meetings
Team Meetings
Leadership Team Meetings
Mentor/Mentee Survey