Iowa Support System for Schools and Districts in Need of Assistance
Diagnosis Worksheet – Westlake Middle School
Prioritized
Areas
From Audit
Standards and
Benchmarks –
Alignment and
Articulation for
Grades 6-8
Current Reality
Desired State
Gap Analysis
Root Cause(s)
 Grades 7 and 8 have
many of same
standards and
benchmarks
 Articulation between
grade levels has been
encouraged but is
inconsistent
 Teachers see no
connection between
ITBS and district
benchmark tests.
 No identification of
“mastery” level at any
grade level
 Teachers do not see
connection between
standards and
benchmarks and the
district essential
curriculum – no
alignment.
 Articulated and
aligned curriculum
with standards and
benchmarks
 Clear denotation of
“mastery” level for
each benchmark.
 Alignment of
standards and
benchmarks with
ITBS, district, and
classroom
assessments
 All teachers
consistently “teach”
to the standards and
benchmarks.
 Alignment and articulation
of standards and
benchmarks, curriculum,
instruction, and
assessment.
 Communication of
expectation that all
teachers teach to and
assess through the
standards and benchmarks
via a well aligned and
articulated curriculum
aligned to standards and
benchmarks.
 District has not
provided time to align
the standards and
benchmarks with
curriculum,
instructions, and
assessments.
 Building/District has
not mapped the
curriculum.
 Teachers do not meet
on a regular basis to
assure articulation
within each grade level
as well as between each
grade level.
 Teachers do not use a
consistent planning tool
to assure alignments.
 Principals do not
monitor
implementation of
curriculum.
Diagnosis: Completed Diagnosis Worksheet for Westlake Middle School
©2009
Theory of
Change and/or
If…Then
Statements
Solutions

Aligned
curriculum with
standards and
benchmarks


Curriculum map


Grade-level and
cross-grade-level
math meeting time
to assure
articulation.


Planning tool for
lessons that is
driven by
standards and
benchmarks.


Training of
principal in PDK
walkthroughs and
Instructional
Practices
Inventory (IPI).

If there is an aligned
curriculum with
standards and
benchmarks, teachers
will teach to those
standards and
benchmarks.
If there is a mapped
curriculum for math,
teachers will teach
based on the map and
students will not have
gaps or unintended
overlaps in their
learning of math.
If teachers meet on a
regular basis to
discuss math,
articulation and
achievement of the
curriculum will occur.
If there is a common
planning tool driven
by standards and
benchmarks, students
will experience a
standards-driven
curriculum.
If the principal is
trained in monitoring,
she will check
regularly for
implementation of the
math curriculum
Diagnosis - 236
Iowa Support System for Schools and Districts in Need of Assistance
Curriculum
 4 of 5 components of
math are in standards
but none refer to
“engagement” of
students
 Articulation between
grade levels has been
encouraged but is
inconsistent
 Curriculum that
provides for the
engagement of all
students in the 5
components of math
 Clear expectation
that all students
experience an
articulated
curriculum, with no
gaps or unintended
overlaps in the five
components.
 Add 5th component to
the curriculum
 “Engage” students in
math that includes all 5
components
 No process to assure
all five components are
in curriculum.
 No training of staff in
how to engage students
in 5 components of
math.
 Update curriculum
to include all 5
components
 Provide
professional
development for
staff on engaging
students in each of
the 5 components.
 Assure that lesson
plans allow for the
identification of
strategies that
engage students.
 Monitor the
engagement of
students using
Instructional
Practices Inventory
(IPI).
Diagnosis: Completed Diagnosis Worksheet for Westlake Middle School
©2009
 If teachers have a
curriculum with all 5
components, they will
teach all five
components.
 If teachers experience
professional
development on
strategies/tools to
engage students in the
5 components, they
will use them in the
classroom.
 If the lesson plan
format “forces” the
identification of
strategies/tools that
engage students, the
teachers will plan and
then implement those
strategies as they
teach.
 If the principal and
teachers monitor the
engagement of
students, the teachers
will provide engaging
learning opportunities.
 If students are engaged
in the 5 components of
math, they will learn
math better and have a
better attitude toward
it.
Diagnosis - 237
Iowa Support System for Schools and Districts in Need of Assistance
Instruction
 Impact of instructional
strategies used with
students is not known
by all.
 65% of teachers
determine
effectiveness of
instruction on a
daily/weekly basis
 72.5% of teachers
examine own practices
to see if they are
impacting learning
 All teachers know
how to reflect on
and assess the
impact of their
teaching on
students learning.
 All teachers
consistently
determine
effectiveness of
their teaching on a
daily basis.
 All teachers know
and use strategies
that highly impact
student learning.




Research/Evidencebased strategies used by
teachers in area of math.
Reflection on teaching
and learning occurs
daily and in consistent
manner by all teachers.
Professional
development for
effective use of math
strategies that impact
student learning.
Implementation of those
strategies in all
classrooms with
frequency and fidelity.




Lack of common
reflection tool
Lack of time for
reflection
Need for professional
development on
effective math
strategies.
Lack of monitoring
of math classrooms.
 Design and provide
a common reflection
tool
 Provide time for
teacher reflection
within the schedule
 Provide professional
development on
effective math
strategies that
impact student
learning
 Training of
principal in PDK
walkthroughs and
Instructional
Practices Inventory
Assessment
 65% of teachers
determine
effectiveness of
instruction on a
daily/weekly basis
 72.5% of teachers
examine own practices
to see if they are
impacting learning
 Except for algebra, no
alignment of grade 8
standards/grade-level
objectives with ITBS
(No check has been
completed on grades 6,
7, and 10)
 6-week benchmark
assessment for math is
used – 48-hour turn
around - but no
evidence teachers use
data to impact
 All teachers
determine
effectiveness of
instruction on a
daily/weekly basis.
 All teachers examine
their own practices
to see if they are
impacting learning.
 There is alignment
between the math
standards/gradelevel objectives with
ITBS at 6, 7, and 8th
grade and ITED at
10th grade.
 Teachers use the 6week benchmarks
assessment for math
with a 48 hour turn
around.
 Teachers are aware
 Teachers determine
effectiveness of
instruction on a
daily/weekly basis.
 Teachers examine their
practice to see impact on
learning.
 Alignment between math
standards/grade level
objectives with
ITBS/ITED.
 Use of 6-week benchmark
assessments for math
with a 48th hour turn
around time.
 Awareness of the content
of the assessment and
alignment of the
instruction to the
assessment.
 Alignment between the
benchmarks and district
Diagnosis: Completed Diagnosis Worksheet for Westlake Middle School
©2009




All teachers do not
believe that
determining the
effectiveness of
instruction on a
daily/week basis is
necessary to improve
student learning.
All teachers do not
believe that
examining their own
practices will impact
student learning.
Alignment between
the math
standards/grade-level
objectives with ITBS
has not been
completed for 6, 7,
and 8th grade and
ITED for 10th grade.
Teachers have not had
 District requires
documentation that
all teachers will
determine the
effectiveness of
instruction on a
daily/weekly basis.
 District expectation
that all teachers will
examine their own
practices to see if
they are impacting
student learning.
 Complete the
alignment of the
math
standards/grade
 If teachers have a
common reflection
tool, there will be
consistency in the data
collection process and
a common language to
discuss reflection on
instruction.
 If teachers are provided
time for reflection,
they will reflect upon
their instruction.
 If teachers experience
professional
development on
effective math
strategies, they will use
them in the classroom
and impact student
learning.
 If the principal is
trained in PDK
walkthroughs and
Instructional practices
Inventory, they will
monitor math
classrooms.
 If the district requires
documentation for all
teachers to determine
the effectiveness of
instruction on a
daily/weekly basis, the
teachers will determine
their effectiveness and
provide
documentation.
 If the district requires
documentation for all
teachers to examine
their own practices to
see if they are
impacting student
learning, student
learning will improve.
 If the alignment of the
math standards/grade
level objectives with
ITBS and ITED are
Diagnosis - 238
Iowa Support System for Schools and Districts in Need of Assistance
instruction.
 Teachers not aware of
content of assessment
in advance, so no
alignment with their
teaching.
 Teachers don’t know
whether to teach to
benchmark test or to
district essential
curriculum.
of the content of the
assessment in
advance and align
their instruction to
the assessment.
 There is clear
alignment between
the benchmark test
and the district
curriculum.
curriculum.


training in the use of
the benchmark
assessment data.
Teachers do not know
the content of the
benchmark
assessment prior to
the instruction.
The benchmark test
and the district
curriculum are not
aligned, so teacher do
not know which
content should be
taught.
level objective with
ITBS for 6, 7, and
8th grade and ITED
for 10th grade.
 Teachers will
receive training in
the use of the
benchmark
assessment data.
 Teachers will be
provided the content
of the benchmark
assessment.
 The benchmarks test
and the district
curriculum will be
aligned.
completed for 6, 7, 8,
and 10th grade, teachers
will provide instruction
linked to the
assessment.
 If the teachers have
training in the use of
the 6-week benchmark
assessment data, they
will use the data to
impact their
instruction.
 If teachers are provided
the content of the
assessment in advance,
they will align their
instruction to the
assessment.
 If the 6-week
benchmark test and the
district curriculum are
aligned, the instruction
will be focused.
Theory of Change:
Formative Assessment
Plan:
 Provide professional
development for staff
on:
 Difference between
assessment FOR and
OF learning
 Why the difference
is important
 Importance of
feedback
 Student motivation
and assessment
 Understanding and
implementing the
purpose of the
assessment
 Understanding and
implementing clear
targets.
 Assist students in
understanding the
purpose and expected
outcomes of
Diagnosis: Completed Diagnosis Worksheet for Westlake Middle School
©2009
Diagnosis - 239
Iowa Support System for Schools and Districts in Need of Assistance




Diagnosis: Completed Diagnosis Worksheet for Westlake Middle School
©2009
assessments for
learning (formative
assessments, e.g.,
impact on grade,
additional tutoring or
learning opportunities,
alternate strategies for
learning, acceleration
of learning
opportunities)
Assist board of
education and
parents/families in
understanding the
purpose, impact, and
expected outcome of
assessments for
learning (formative
assessments).
Provide professional
development for staff
members on
understanding and
implementing the
various targets:
knowledge, reasoning,
skills, product,
disposition.
Establish learning
teams that will provide
opportunities to:
 Think about
classroom
assessments;
 Learn and reflect on
new classroom
assessment
strategies;
 Shape the strategies
into applications;
 Practice by trying
out applications,
observing others,
drawing inferences,
and sharing
information;
 And problem solve
with team members.
Design assessments to
do what you want:
Diagnosis - 240
Iowa Support System for Schools and Districts in Need of Assistance






Diagnosis: Completed Diagnosis Worksheet for Westlake Middle School
©2009
 Assessment
methods
 Target-method
match
 Assessment
development cycle
In-depth learning
around different
assessment methods
 Selected response
 Extended written
response
 Performance
assessment
 Personal
communication as
assessment.
Create common
formative assessments
by grade level and
content area on
established learning
teams.
Pilot common
assessment per grade
level
Collaborative analysis
of data to adjust the
assessment if necessary
and to determine
instructional
implications and make
adjustments as
necessary.
Communicate
assessment results to
the Board of Education
and the community,
focusing on learning
(e.g., instructional
variety and
individualization, use
of assessment results in
instructional design)
Using assessment of
learning – Grading and
Reporting:
 Establishment/
revision of policy
Diagnosis - 241
Iowa Support System for Schools and Districts in Need of Assistance
Professional
Development
 Math district-level plan
is available (but
teachers don’t know
how it is developed)
 Embedded staff
development – focuses
on middle school
concept and student
achievement – during
common teaming
period.
 55% of teacher do not
know how often
teachers are asked for
input to select
professional
development
opportunities.
 67.5% of staff do not
know if professional
development is
designed to meet
specific student
learning goals.
 Implementation –
teachers are given
assignments; Essential
Strategies
Implementation Log
documents their
implementations as
well as a Study Team
Meeting Log . 65% of
teachers reported that
they receive not
construction feedback
 Teachers know how
the district-level
math plan was
developed, and the
plan is available to
them.
 Embedded staff
development that
focuses on the
middle school
concept, student
achievement, and
mathematics during
a common teaming
period. Teachers are
frequently asked to
provide input into
the design of
professional
development
opportunities.
 Staff clearly
understand the link
between professional
development and
specific student
learning goals.
 Implementation –
teachers receive
constructive
feedback on a timely
basis as a result of
the principal’s
ongoing monitoring
of the
implementation
 Teachers do not have
access to or know the
district-level math plan.
 Mathematics is not part of
the embedded staff
development.
 Lack of clarity around
professional development
expectations and
initiatives during a
common teaming period.
 Lack of teacher
participation in the design
of professional
development
opportunities and the link
to student learning goals.
 Teachers do not receive
constructive, timely
feedback.
Diagnosis: Completed Diagnosis Worksheet for Westlake Middle School
©2009
 The Iowa
Professional
Development Model
has not been fully
implemented into the
building or district.
 The implementation
of the Iowa
Professional
Development
Model, including
teachers
understanding of the
professional
development plan
(Designing the
Process for
Professional
Development), the
focus on
mathematics
(Selecting Content
and Providers), staff
participation
(Collaboration and
Implementation),
and the
understanding of a
clear link between
professional
development and
student learning
goals (Ongoing
Data Collection.
 Professional
development on use
of reporting policy
 Revision of report
card to reflect
standards and
benchmarks
 Pilot in elementary
and high school
grades
 Formalization in
elementary grade
levels and in
secondary
 If the building
implements selected
professional
development with
integrity, teachers will
have ownership in the
process and improve
instructional practice.
Diagnosis - 242
Iowa Support System for Schools and Districts in Need of Assistance
Leadership
Climate and
Culture
on implementation.
70% reported they do
not know if principal
even monitors
implementation.
 Many leadership teams
– Academy, Pupil
Services, and BEST
teams as well as BAT,
Faculty Advisory.
Teachers do not
receive clear
information from the
teams, especially lack
of information about
specific students.
Teachers see
communication as a
real problem.
 Data-driven leadership
– no formal use at this
time
 Average daily
attendance is 93% but
students spent 766
days in suspension –
with African American
students having the
highest percentage of
referrals.
 2003-2004 – 38 (20%)
7th graders missed 20+
days; 46 (25%) 8th
graders missed 20+
days.
process.
 A single leadership
team would focus on
student achievement
and implementation
data.
 Full implementation
of data-driven
leadership
 Due to the number of
leadership teams,
communication is
difficult and ineffective.
 No formal use of datadriven leadership at this
time.
 A lack of
cohesiveness and
focus among building
and district leadership
 The building and
district leadership
have not embraced the
concepts of datadriven leadership.
 Increase average
daily attendance and
reduce the number
of student days of
suspension,
particularly for
African-American
students
 Reduce the
percentage of
students who missed
20+ days of schools
 Average daily attendance
is less that the state
expectation of 98%.
 African American
students have a higher
rate of referrals for days
of suspension.
 A significant number of
students are missing over
20+ days of school per
year.
 Students may feel
disenfranchised from
the school system.
 Cultural competence
of teachers may be
lacking, particularly
as it pertains to the
African American
culture.
 Student attendance
may be diminished
due to a lack of a
significant adult in the
school setting.
Diagnosis: Completed Diagnosis Worksheet for Westlake Middle School
©2009
 Utilize the resources
of the Iowa
Statewide Support
System and the Area
Education Agency
to refocus efforts in
the area of
leadership.
 Conceptualize and
organize a
functional
leadership team
with specifics roles,
tasks, assignments,
and outcomes.
 Assure that effective
communication is
recognized as a key
factor in the success
of the building
action plan.
 Incorporate the
concept of datadriven leadership
into day-to-day
practices
 The creation of a
caring environment
and engaging
curriculum for
students.
 Professional
development
relative to cultural
competence for staff
members
 Develop and operate
a student mentoring
system that
encourages all
adults in the
building to
recognize the
importance of
connecting with
 If the leadership team
utilizes data
consistently and
effectively to make
system level decisions,
there should be an
improved focus on
professional
development, and
strategy
implementation.
 If students perceive the
efforts of the adults in
the school to provide a
caring environment and
engaging curriculum,
attendance will
increase.
Diagnosis - 243
Iowa Support System for Schools and Districts in Need of Assistance
External
Environment
Parent
Engagement
 Demographics of
students who
participated in the
ITBS: 32% IEP, 75%
Low SES, 27%
African American,
14% Hispanic, 50%
white, 6% Asian
 Mobility rate – highest
in the district 42%
 “Untapped resource” need to make parents
feel welcomed in
school; need to help
them see school is
there to support them.
 Reduce the
percentage of
students with IEPs.
 Enough common
practices and
instructional
programs district
wide to assure
students will feel
successful regardless
of building
placement.
 A collaborative
partnership between
school/home
 Appears to be a
significantly higher
number of IEP students in
this building compared to
state and national
averages
 Significantly higher rate
of mobility among
students in this middle
school compared to other
buildings in the district.
Parents feel disenfranchised
from their student’s learning
experience
Diagnosis: Completed Diagnosis Worksheet for Westlake Middle School
©2009
 Perception of
classroom teachers is
that students with
additional
instructional needs
should be placed in a
program rather than
be assisted through
regular classroom
instructional
 No district policy
exists to address the
importance of
keeping students in
their school of origin.
 A lack of established
school’s policies and
practices that
facilitate quality
parent involvement
 Lack of
understanding by
school staff of
parental/family
reluctance to
participate in the
school environment
 Parents translate their
own negative school
experiences to their
current role
 A lack of appropriate
opportunities for
parents to participate
in their student’s
academic success
students as
individuals.
 Assure that quality
instructional
strategies are
implemented that
benefit all students
including low SES
and all ethnic
groups.
 Provide professional
development in the
use of instructional
strategies that would
benefit students
regardless of socioeconomic or ethnic
status
 Develop district
policies that
facilitate keeping
students in building
of origin to reduce
intra-district
mobility.
 Adopt school
policies and
practices that
facilitate quality
parent involvement
 Provide professional
development to
assist school staff in
recognizing
strategies to connect
with parents
 Meet parents in
community
settings/neutral sites
to counter negative
parental experiences
 Develop
opportunities,
materials, and
 If we assure that quality
instructional strategies
are implemented that
benefit all students,
then all students would
be achieving at the
levels of proficiency.
 If the building provides
professional
development in the use
of instructional
strategies that would
benefit students
regardless of socioeconomic or ethnic
status, all students
would have equal
access to the
curriculum.
 If the district develops
policies that facilitate
the reduction of intradistrict mobility, the
mobility rate should
decline.
 If parents experience a
warm, welcoming
school environment,
they may become
willing partners in their
student’s school
experience.
 If parents have access
to appropriate materials
and opportunities to
assist their student, they
would be more
involved in their
student’s academic
success.
Diagnosis - 244
Iowa Support System for Schools and Districts in Need of Assistance
programs to assist
parents as they work
with their student
Other:
_________

Diagnosis: Completed Diagnosis Worksheet for Westlake Middle School

©2009


Diagnosis - 245