Region ­ County ­ District Code – School Code 06 ­ 016 ­ 0925 ­ 02­1001

SCHOOL IMPROVEMENT PLAN

For Westchester Middle School

2015 ­ 2016

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Illinois State Board of Education Federal Grants and Programs Division

School Improvement Plan

Cover Sheet School and District Information

1. REGION­COUNTY­DISTRICT­TYPE CODE: 06­16­0925­02­1001______ 2. DISTRICT NAME / NUMBER: WESTCHESTER SD 92½ __ 3. PRINCIPAL: MICHAEL J. DZIALLO 4. SCHOOL NAME: WESTCHESTER MIDDLE SCHOOLL 5. SCHOOL ADDRESS: 1620 NORFOLK

WESTCHESTER, IL 60154

6. GRADE LEVELS OF THE SCHOOL: 6TH ­ 8TH 7. YEARS COVERED BY THE PLAN: 2014 ­ 2016_ 8. CONTACT PERSON: GREGORY W. LEBAN 9. PHONE NUMBER: 708­450­2735 10. EMAIL ADDRESS: GLEBAN@SD925.ORG 11. Title I _X___ Non­Title I _____

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Westchester School District 92½ Vision Statement

Westchester Public Schools, District 92½, will provide all students with a well-rounded education empowering them to become the next generation of critical thinkers who will lead their communities.

Westchester School District 92½ Mission Statement

Westchester Public Schools, District 92½, will apply inquiry­based strategies within the curriculum and foster a culturally responsive, caring and safe environment that addresses the instructional needs of all students while developing leadership skills and opportunities.

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1.0 Performance Targets 1.1 AYP INFORMATION FROM THE SCHOOL REPORT CARD The state no longer provides AYP information on the school report card. This is the link for the WMS school report is http://illinoisreportcard.com/School.aspx?schoolId=060160925021001

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2.0 School Information Westchester Public Schools District 92 ½ ­ Westchester Middle School

2.1 Basic Information School Year 2013­2014

School Year 2014­2015

School Year 2015­2016

Attendance rate (%) 96 96

Truancy rate (%) 0 Truants 72 Male 57 Female 1 Chronic Truant

Mobility rate (%) 4 7.2%

Expulsion rate (%) 0 0

Retention rate, if applicable (%) 0 0

HS graduation rate, if applicable (%) N/A N/A N/A

HS dropout rate, if applicable (%) N/A N/A N/A

Teachers working out­of­field (#)* N/A N/A

Paraprofessionals in Title I funded programs and/or schools designated as school wide with less than 2 years of training and/or education degree (#)

0 0 0

School wide Population (#) 386 410

Economically disadvantaged (%) 24.6% 36%

Limited English proficient (LEP) (%) 3.6% 3%

Students with disabilities (%) 12.2 12%

White, non­Hispanic (%) 34.2 34.9%

Black, non­Hispanic (%) 26.9 31%

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Hispanic (%) 34.2 30.7%

Native American or Alaskan Native(%) .5 0.2%

Asian/Pacific Islander (%) 1.8 1%

Multi­racial/ethnic 2.3 2.2%

* “Out­of­field” means that a teacher is teaching a class for which he or she has no certification, academic major, or endorsement with sufficient credit hours in the content area taught. 2.2 SCHOOL CHARACTERISTICS (completed by WMS SILT) What makes WMS unique?

Students have the ability to take Spanish, Choral Music, General Music, Instrumental Music, Art, Home Economics, Creative Thinking, and Research and Tech as part of their electives rotation.

Students can participated in Band (Jazz, Concert, Symphonic) and Chorus (Choral Music class, Chamber Ensemble, Show Choir), and Musical

Staff has the ability to be part of committees (technology, scheduling, PBIS, SILT, Joint/PERA) in assisting with the decision making for the school or the district.

Fine Arts Fest, Literacy Night, Family Science Night (event occurs every other year) Watch D.O.G.S. Program (new for 2014­2015 school year) Charity Games ­ yearly in March Hot Lunch every day (New lunch program 2014­2015 school year) Washington DC Educational Tour, Springfield, Outdoor Ed. 20 minute daily enrichment period each day (2015­2016 school year) Veteran’s Day Assembly Warrior Pride Award Inquiry Based Learning Culturally Responsive Learning LBS 1 at each level SAIG ­ Social Academic Instructional Groups Interventionists for Reading and Math Students have the ability to be part of clubs (intramurals, art club, knitting club, cheer and dance team, ELL club, extra innings, honor

society, student council, West 40 speech and drama club, and year book club)

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2.3 COMMUNITY CHARACTERISTICS (Principals)

Westchester is a village in Cook County, Illinois, United States. It is a western suburb of Chicago. The population was 16,718 at the 2010 census.[1] The current Village President is Sam D. Pulia. As of the census[6] of 2000, there were 16,824 people, 7,015 households, and 4,924 families residing in the village. The population density was 5,265.2 people per square mile (2,029.9/km²). There were 7,123 housing units at an average density of 2,229.2 per square mile (859.4/km²). The racial makeup of the village was 86.15% White, 7.20% African American, 0.07% Native American, 3.44% Asian, 0.01% Pacific Islander, 1.99% from other races, and 1.15% from two or more races. Hispanic or Latino of any race were 5.68% of the population. The top five ancestries reported in Westchester as of the 2000 census were Italian (20.9%), German (19.9%), Irish (17.1%), Polish (15.0%) and Czech (8.7%).[7]

There were 7,015 households out of which 22.8% had children under the age of 18 living with them, 58.3% were married couples living together, 9.2% had a female householder with no husband present, and 29.8% were non­families. 26.5% of all households were made up of individuals and 15.0% had someone living alone who was 65 years of age or older. The average household size was 2.38 and the average family size was 2.88. SOURCE: Wikipedia/Village of Westchester Website

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3.0 Data Collection and Information

3.1 STATE ASSESSMENT DATA: ILLINOIS STANDARDS ACHIEVEMENT TEST (ISAT)

ISAT READING 14 MEETS/EXCEEDS

READING 15 MEETS/EXCEEDS

READING 16 MEETS/EXCEEDS

Groups Gr 6 Gr 7 Gr 8 Gr

6 Gr 7

Gr 8

Gr 6

Gr 7

Gr 8

Total

144 129 119

Economically disadvantaged

58% 64% 51%

LEP

­ ­ ­

Students w/disabilities

27% 19% 46%

White, Non­Hispanic

79% 88% 85%

Black, Non­Hispanic

56% 68% 51%

American Indian or Alaskan Native

­ ­ ­

Asian or Pacific Islander

­ ­ ­

Hispanic

65% 69% 61%

Multi­racial/ ethnic

­ ­

ISAT MATHEMATICS 14

MEETS/EXCEEDS MATHEMATICS 15 MEETS/EXCEEDS

MATHEMATICS 16 MEETS/EXCEEDS

Groups Gr 6 Gr 7 Gr 8 G

r 6

Gr 7

Gr 8

Gr 6

Gr 7

Gr 8

Total

148 130 126

Economically disadvantaged

44% 45% 26%

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LEP

­ ­ ­

Students w/disabilities

18% 6% 0%

White, Non­Hispanic

66% 81% 58%

Black, Non­Hispanic

44% 53% 27%

American Indian or Alaskan Native

­ ­ ­

Asian or Pacific Islander

­ ­ ­

Hispanic

58% 59% 41%

Multi­racial/ ethnic

­ ­ ­

Note: ISAT is no longer administered and has been replaced by PARCC. Data for PARCC is expected in the Fall of 2015.

3.2 LOCAL ASSESSMENT DATA: NWEA Measures of Academic Progress (MAP) (Insert MAP scores ­ Spring data) 6th Grade Reading NWEA Spring Mean ( 216.4) Overall Mean 216 Median 220 Literature Mean 218.3 Median 219 Informational Text Mean 216.3 Median 217 Vocabulary Mean 215.9 Median 216 6th Grade Math NWEA Spring Mean (225.6) Overall Mean 219.3 Median 221 Algebraic Thinking Mean 218.9 Median 219 Real and Complex Number Systems Mean 220.4 Median 222 Geometry Mean 219.9 Median 221 Statistics and Probability Mean 218 Median 221

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7th Grade Reading NWEA Spring Mean (219.7) Overall Mean 222.8 Median 223 Literature Mean 223.2 Median 224 Informational Text Mean 221.2 Median 222 Vocabulary Mean 223.1 Median 223 7th Grade Math NWEA Spring Mean (230.5) Overall Mean 227.8 Median 228 Algebraic Thinking Mean 228.6 Median 229 Real and Complex Number Systems Mean 227.5 Median 227 Geometry Mean 227.9 Median 228 Statistics and Probability Mean 227.5 Median 228 8th Grade Reading NWEA Spring Mean (222.4) Overall Mean 227 Median 230 Literature Mean 226.5 Median 228 Informational Text Mean 226.9 Median 230 Vocabulary Mean 227.5 Median 230 8th Grade Math NWEA Spring Mean (234.5) Overall Mean 234.7 Median 237 Algebraic Thinking Mean 236.6 Median 240 Real and Complex Number Systems Mean 237.7 Median 235 Geometry Mean 233.9 Median 235 Statistics and Probability Mean 235.9 Median 239

3.2 LOCAL ASSESSMENT DATA: Fountas & Pinnell (This assessment is beginning this school year. The data will be entered once it is collected.) 6th Grade

20 Intervention students had an average growth of 3.2 levels (Fall to Spring) 4 Intervention students exited had an average growth of 5.5 levels 48 students who scored below the 75th percentile on MAP had an average growth of 2.4 levels (Fall to Spring) 4 SCCC students had an average growth of 3.5 levels (Fall to Spring)

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7th Grade

33 Intervention students had an average growth of 2.2 levels (Fall to Spring) 10 Intervention students exited had an average growth of 1.8 levels 48 students who scored below the 75th percentile on MAP had an average growth of 2.8 levels (Fall to Spring) 5 SCCC students had an average growth of 2.2 levels (Fall to Spring)

8th Grade

25 Intervention students had an average growth of 4.1 levels (Fall to Spring) 6 Intervention students exited had an average growth of 4.6 levels 25 students who scored below the 75th percentile on MAP had an average growth of 3.5 levels (Fall to Spring) 8 SCCC students had an average growth of 3.1 levels (Fall to Spring)

3.2 LOCAL ASSESSMENT DATA: (Aimsweb/Other assessments that are utilized by the individual schools) 6th Grade (Aimsweb)

Of the 20 Intervention students, 12 students had fluency benchmark scores for both Fall and Spring. Of these 12 students, 11 students made growth from Fall to Spring (92 %).

7th Grade (Aimsweb)

Of the 33 Intervention students, 12 students had fluency benchmark scores for both Fall and Spring. Of these 12 students, 11 students made growth from Fall to Spring (92 %).

8th Grade (Aimsweb)

Of the 25 Intervention students, 18 students had fluency benchmark scores for both Fall and Spring. Of these 18 students, 18 students made growth from Fall to Spring (100 %).

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INSTRUCTIONAL EFFECTIVENESS CHART Westchester District 92 ½: SPRING Benchmark Data

Grade: 6th School Year: 2014­2015 Benchmark Assessment: NWEA

Reading Tier # of Students # Proficient % Proficient

1 (All students who took the benchmark assessment in the

spring.)

115

67

58.3%

2 (All students who received a Tier 2 intervention at some point during the year. Students with an IEP and/or receiving Tier 3 interventions are also included in the total number of students

if they received a Tier 2 intervention.)

20

2

10%

3 (All students who received a Tier 3 intervention with a

specialist at some point during the year. Students with an IEP who receive services in a resource setting are also included in

the total number of students. Students with an IEP who receive services in a self­contained setting are not included in

the total number of students.)

3

0

0%

Tier # of Students # Growth Target

% Growth Target

2 19 10 53%

3 3 2 66.7%

NWEA Spring Normed Mean: 216.4 Median RIT for Tier 2 intervention group: 204

Median RIT for Grade Level: 220 Median RIT for Tier 3 intervention group: 200

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Math Tier # of Students # Proficient % Proficient

1 115 56 48.7%

2 20 0 0

3 ­ ­ ­

Tier # of Students # Growth Target

% Growth Target

2 19 10 53%

3 ­ ­ ­

NWEA Spring Normed Mean: 225.6 Median RIT for Tier 2 intervention group: 204

Median RIT for Grade Level: 221 Median RIT for Tier 3 intervention group: NONE

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INSTRUCTIONAL EFFECTIVENESS CHART Westchester District 92 ½: SPRING Benchmark Data

Grade: 7th School Year: 2014­2015 Benchmark Assessment: NWEA

Reading Tier # of Students # Proficient % Proficient

1 (All students who took the benchmark assessment in the

spring.)

141

105

74.5%

2 (All students who received a Tier 2 intervention at some point during the year. Students with an IEP and/or receiving Tier 3 interventions are also included in the total number of students

if they received a Tier 2 intervention.)

34

13

38.2

3 (All students who received a Tier 3 intervention with a

specialist at some point during the year. Students with an IEP who receive services in a resource setting are also included in

the total number of students. Students with an IEP who receive services in a self­contained setting are not included in

the total number of students.)

­

­

­

Tier # of Students # Growth Target

% Growth Target

2 34 22 64.7%

3 ­ ­ ­

NWEA Spring Normed Mean: 219.7 Median RIT for Tier 2 intervention group: 216

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Median RIT for Grade Level: 223 Median RIT for Tier 3 intervention group: NONE

Math Tier # of Students # Proficient % Proficient

1 141 83 58.9%

2 28 3 10.7%

3 ­ ­ ­

Tier # of Students # Growth Target

% Growth Target

2 28 18 53.6%

3 ­ ­ ­

NWEA Spring Normed Mean: 230.5 Median RIT for Tier 2 intervention group: 216

Median RIT for Grade Level: 228 Median RIT for Tier 3 intervention group: NONE

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INSTRUCTIONAL EFFECTIVENESS CHART Westchester District 92 ½: SPRING Benchmark Data

Grade: 8th School Year: 2014­2015 Benchmark Assessment: NWEA

Reading Tier # of Students # Proficient % Proficient

1 (All students who took the benchmark assessment in the spring.)

127

90

70.9%

2 (All students who received a Tier 2 intervention at some point during the year. Students with an IEP and/or receiving Tier 3 interventions are also included in the total number of students if

they received a Tier 2 intervention.)

25

9

36%

3 (All students who received a Tier 3 intervention with a specialist at some point during the year. Students with an IEP who receive

services in a resource setting are also included in the total number of students. Students with an IEP who receive services in a self­contained setting are not included in the total number of

students.)

3

0

0%

Tier # of Students # Growth Target

% Growth Target

2 25 17 68%

3 3 1 33.3%

NWEA Spring Normed Mean: 222.4 Median RIT for Tier 2 intervention group: 220

Median RIT for Grade Level: 230 Median RIT for Tier 3 intervention group: 206

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Math Tier # of Students # Proficient % Proficient

1 127 83 65.4%

2 20 2 10%

3 ­ ­ ­

Tier # of Students # Growth Target

% Growth Target

2 20 12 60%

3 ­ ­ ­

NWEA Spring Normed Mean: 234.5 Median RIT for Tier 2 intervention group: 223

Median RIT for Grade Level: 237 Median RIT for Tier 3 intervention group: NONE 3.3 EDUCATOR DATA (Obtained from School Report Card) Present educator qualifications, professional growth, and other data, such as degrees, certificates, advanced certificates, attendance rate, longevity, professional awards, professional development, study groups, and information from the local professional development council (LPDC) regarding individual professional development plans.

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Educator Characteristics and Qualifications School District State Total Full Time Teachers (FTE) 37 77 130,066 Average Teacher Experience (in years) 15.7 N/A N/A Bachelor’s Degree (%) 2.7% 32.2% 41.2% Master’s Degree or higher (%) 97.3% 67.8% 58.2% White, non­Hispanic Teachers (FTE) (%) 89.2% 92.2% 83.6% Black, non­Hispanic Teachers (FTE) (%) 0% 1.3% 6.6% Amer Indian / Alaskan Native Teachers (FTE) (%) 2.7% 0% 0.2% Asian or Pacific Islander Teachers (FTE) (%) 0% 0% 0.1% Hispanic Teachers (FTE) (%) 8.1% 3.9% 3.6% Male Teachers (FTE) (%) 24.3% 15.6% 22.9% Female Teachers (FTE) (%) 75.7% 84.4% 77.1%

Total teachers (FTE)

1­5 years experience

6­10 years experience

11­15 years experience 16+ years experience

# % 100

10.8%

16.2%

32.4%

40.5%

% attendance rate

for teachers # requesting workshop attendance

# pursuing advanced degrees

27 4

Total # paraprofessionals

# paraprofessionals with associate’s

degrees

# paraprofessionals with at least 2

years of post­secondary

study

# paraprofessionals certified through other assessment options

3

0

3

0

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3.4 PROFESSIONAL DEVELOPMENT DATA: LEARNING TEAM SURVEY 1(to be completed at a later date. PLTs: October/May, survey to be completed by Stephanie. Survey and survey results will be added when complete) Evidence: Professional Learning Team Survey Data ­ This survey was completed by staff. The questions are listed prior to the data. Rating Related to Meeting ­ 1 (less often) to 4 (most often) Rating Describing your Feelings of the Meeting Related to Productivity

1 2 3 4

6th grade 0.00% 0.00% 16.67% 83.33%

7th grade 20.00% 0.00% 20.00% 60.00%

8th grade 0.00% 0.00% 50.00% 50.00%

Arts & Tech

0.00% 11.11% 22.22% 66.67%

Rating Describing Your Feelings of the Meeting Related to Task­Oriented

1 2 3 4

6th grade 0.00% 0.00% 16.67% 83.33%

7th grade 0.00% 20.00% 20.00% 60.00%

8th grade 0.00% 0.00% 0.00% 100%

Arts & Tech

0.00% 11.11% 55.56% 33.33%

1

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Rating Describing Your Feelings of the Meeting Related to Well Facilitated

1 2 3 4

6th grade 0.00% 0.00% 0.00% 100%

7th grade 20.0% 0.00% 20.00% 80.00%

8th grade 0.00% 0.00% 0.00% 100%

Arts & Tech

0.00% 0.00% 0.00% 100%

Rating Describing Your Feelings of the Meeting Related to Compatible Group Members

1 2 3 4

6th grade 0.00% 0.00% 0.00% 100%

7th grade 20.0% 0.00% 40.00% 40.00%

8th grade 0.00% 0.00% 0.00% 100%

Arts & Tech

11.11% 11.11%

22.22% 55.56%

Rating Describing Your Feelings of the Meeting Related to Honest Communication

1 2 3 4

6th grade 0.00% 0.00% 16.67% 83.33%

7th grade 20.0% 0.00% 40.00% 40.00%

8th grade 0.00% 0.00% 0.00% 100%

Arts & Tech

0.00% 0.00% 22.22% 77.78%

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Rating Describing to What Extent the Following Benefits Were Gained from Participating on a PLT: 1 (not much benefit) to 4 (great deal of benefit) New knowledge about teaching and learning

1 2 3 4

6th grade 0.00% 0.00% 33.33% 66.67

7th grade 0.00% 40.00% 40.00% 20.00%

8th grade 0.00% 25.00% 50.00% 25.00%

Arts & Tech

0.00% 33.33% 44.44% 22.22%

New insights about how to reach certain students

1 2 3 4

6th grade 16.67% 0.00% 16.67% 66.67%

7th grade 0.00% 20.00% 20.00% 60.00%

8th grade 0.00% 0.00% 25.00% 75.00%

Arts & Tech

0.00% 22.22% 11.11% 66.67%

New ideas about how to improve the way you teach

1 2 3 4

6th grade 0.00% 16.67% 33.33% 50.00%

7th grade 0.00% 40.00% 60.00% 00.00%

8th grade 0.00% 0.00% 75.00% 25.00%

Arts & Tech

0.00% 33.33% 22.22% 44.44%

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New perspectives on your strengths and weaknesses in teaching

1 2 3 4

6th grade 16.67% 0.00% 50.00% 33.33%

7th grade 0.00% 40.00% 60.00% 00.00%

8th grade 0.00% 0.00% 50.00% 50.00%

Arts & Tech

0.00% 33.33% 33.33% 33.33%

A new outlet for expressing and sharing frustrations, concerns, problems with teaching

1 2 3 4

6th grade 0.00% 0.00% 33.33% 66.67%

7th grade 0.00% 40.00% 0.00% 60.00%

8th grade 0.00% 0.00% 0.00% 100%

Arts & Tech

0.00% 11.11% 33.33% 55.56%

Greater confidence in using a wider range of instructional and assessment methods

1 2 3 4

6th grade 0.00% 16.67% 50.00% 33.33%

7th grade 0.00% 20.00% 80.00% 00.00%

8th grade 0.00% 25.00% 0.00% 75.00%

Arts & Tech

0.00% 33.33% 33.33% 33.33%

22

A stronger sense of connection or support from other teachers

1 2 3 4

6th grade 0.00% 16.67% 0.00% 83.33%

7th grade 0.00% 20.00% 20.00% 60.00%

8th grade 0.00% 0.00% 0.00% 100%

Arts & Tech

0.00% 11.11% 22.22% 66.67%

A greater sense of yourself as a professional

1 2 3 4

6th grade 0.00% 16.67% 16.67% 66.67%

7th grade 0.00% 20.00% 60.00% 20.00%

8th grade 0.00% 0.00% 0.00% 100%

Arts & Tech

0.00% 22.22% 44.44% 33.33%

Rating in regard to your selected team focus, how successful has your PLT been with the following activities: With regard to your selected team focus, how successful has your group been with each activity listed her: How successful has your PLT been with… Scale 1 (not at all successful) to 4 (extremely successful). Analyzing and Discussing Student Needs

1 2 3 4

6th grade 0.00% 0.00% 50.00% 50.00%

7th grade 0.00% 0.00% 20.00% 80.00%

8th grade 0.00% 0.00% 25.00% 75.00%

Arts & Tech

0.00% 11.11% 11.11% 77.78%

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Reading research and studying successful strategies for addressing student needs, and discussing applications of what we have read/studied

1 2 3 4

6th grade 33.33% 16.67% 33.33% 16.67%

7th grade 0.00% 20.00% 60.00% 20.00%

8th grade 25.00% 50.00% 0.00% 25.00%

Arts & Tech

44.44% 33.33% 22.22% 0.00%

Discussing similarities and differences in teachers' approaches and beliefs about teaching

1 2 3 4

6th grade 0.00% 16.67% 33.33% 50.00%

7th grade 20.00% 0.00% 60.00% 20.00%

8th grade 0.00% 25.00% 25.00% 50.00%

Arts & Tech

22.22% 33.33% 44.44% 0.00%

Investigating programs, strategies and materials that might help motivate students

1 2 3 4

6th grade 16.67% 16.67% 33.33% 33.33%

7th grade 0.00% 60.00% 0.00% 40.00%

8th grade 25.00% 25.00% 0.00% 50.00%

Arts & Tech

33.33% 44.44% 22.22% 0.00%

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Designing new materials, lessons or assessments for students

1 2 3 4

6th grade 0.00% 0.00% 66.67% 33.33%

7th grade 20.00% 40.00% 40.00% 0.00%

8th grade 25.00% 25.00% 0.00% 50.00%

Arts & Tech

33.33% 55.56% 11.11% 0.00%

Trying out new techniques, materials, approaches in teaching and assessing students

1 2 3 4

6th grade 0.00% 0.00% 66.67% 33.33%

7th grade 20.00% 40.00% 40.00% 0.00%

8th grade 0.00% 25.00% 50.00% 0.00%

Arts & Tech

33.33% 33.33% 33.33% 0.00%

Sharing successful strategies you currently use

1 2 3 4

6th grade 0.00% 0.00% 50.00% 50.00%

7th grade 20.00% 20.00% 40.00% 20.00%

8th grade 0.00% 0.00% 0.00% 100%

Arts & Tech

11.11% 11.11% 55.56% 22.22%

25

Assessing and sharing results of new approaches to teaching with the learning team

1 2 3 4

6th grade 0.00% 33.33% 33.33% 33.33%

7th grade 20.00% 40.00% 40.00% 0.00%

8th grade 25.00% 25.00% 25.00% 25.00%

Arts & Tech

22.22% 44.44% 33.33% 0.00%

Average assessment of the following activities supporting teacher & growth development in terms of whether they were practiced effectively at the school before the PLTs began: Scale 1 (not very effectively practiced) to 4 (very effectively practiced) before the learning teams. Teachers talked to each other about how they taught and the results they got

1 2 3 4

6th grade 16.67% 0.00% 50.00% 33.33

7th grade 0.00% 20.00% 60.00% 20.00%

8th grade 0.00% 75.00% 25.00% 00.00%

Arts & Tech

11.11% 22.22% 55.56% 11.11%

Teachers learned from each other by watching each other teach

1 2 3 4

6th grade 16.67% 16.67% 50.00% 16.67%

7th grade 20.00% 60.00% 20.00% 0.00%

8th grade 100% 0.00% 0.00% 0.00%

Arts & Tech

66.67% 22.22% 0.00% 11.11%

26

Teachers designed lessons, assessments or units together

1 2 3 4

6th grade 0.00% 16.67% 66.67% 16.67%

7th grade 0.00% 40.00% 20.00% 40.00%

8th grade 25.00% 75.00% 0.00% 0.00%

Arts & Tech

22.22% 44.44% 22.22% 11.11%

Teachers critiqued lessons, assessments or units for each other

1 2 3 4

6th grade 16.67% 16.67% 50.00 16.67%

7th grade 0.00% 60.00% 20.00% 20.00%

8th grade 100% 0.00% 0.00% 0.00%

Arts & Tech

66.67% 22.22% 0.00% 11.11%

Teachers reviewed the curriculum across grade levels in a particular subject

1 2 3 4

6th grade 0.00% 0.00% 83.33% 16.67%

7th grade 0.00% 60.00% 20.00% 20.00%

8th grade 25.00% 50.00% 25.00% 50.00%

Arts & Tech

22.22% 66.67% 0.00% 11.11%

27

Teachers developed interdisciplinary strategies to increase student interest and learning

1 2 3 4

6th grade 0.00% 0.00% 83.33% 16.67%

7th grade 0.00% 60.00% 20.00% 20.00%

8th grade 25.00% 75.00% 0.00% 0.00%

Arts & Tech

0.00% 88.89% 0.00% 11.11%

Teachers shared articles and other professional resources and read and discussed books

1 2 3 4

6th grade 0.00% 50.00% 33.33% 16.67%

7th grade 0.00% 40.00% 0.00% 60.00%

8th grade 75.00% 0.00% 25.00% 0.00%

Arts & Tech

22.22% 55.56% 11.11% 11.11%

Teachers asked each other for advice and help with particular students and topics

1 2 3 4

6th grade 0.00% 0.00% 50.00% 50.00%

7th grade 0.00% 0.00% 60.00% 40.00%

8th grade 0.00% 75.00% 0.00% 25.00%

Arts & Tech

0.00% 55.56% 22.22% 22.22%

28

Teachers visited other schools to examine instructional approaches in other settings

1 2 3 4

6th grade 66.67 0.00% 16.67% 16.67%

7th grade 60.00% 40.00% 0.00% 0.00%

8th grade 100.00% 0.00% 0.00% 0.00%

Arts & Tech

77.78% 11.11% 0.00% 11.11%

Teachers worked together to examine student classroom tests and other student work samples to better understand student strengths and weaknesses

1 2 3 4

6th grade 0.00% 33.00% 50.00% 16.67%

7th grade 20.00% 20.00% 20.00% 40.00%

8th grade 50.00% 50.00% 0.00% 0.00%

Arts & Tech

44.44% 44.44% 0.00% 11.11%

Teachers provided moral support and encouragement to each other in trying new ideas

1 2 3 4

6th grade 0.00% 0.00% 16.67% 83.33%

7th grade 0.00% 20.00% 20.00% 60.00%

8th grade 0.00% 75.00% 0.00% 25.00%

Arts & Tech

11.11% 33.33% 22.22% 33.33%

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Teachers helped each other implement ideas from workshops they attended

1 2 3 4

6th grade 0.00% 0.00% 83.33% 16.67%

7th grade 0.00% 60.00% 20.00% 20.00%

8th grade 25.00% 75.00% 0.00% 0.00%

Arts & Tech

11.11% 55.56% 11.11% 22.22%

Average level of agreement with each of the following statements based on experiences so far with the PLT. I think my participation on the PLT: Scale 1 (not very effectively practiced) to 4 (very effectively practiced) before the learning teams. Improves my overall teaching effectiveness

1 2 3 4

6th grade 0.00% 0.00% 16.67% 83.33%

7th grade 0.00% 20.00% 40.00% 40.00%

8th grade 0.00% 0.00% 25.00% 75.00%

Arts & Tech

22.22% 22.22% 44.44% 11.11%

Improves my skills in helping students learn

1 2 3 4

6th grade 0.00% 0.00% 33.33% 66.67%

7th grade 0.00% 20.00% 40.00% 40.00%

8th grade 0.00% 0.00% 25.00% 75.00%

Arts & Tech

22.22% 22.22% 44.44% 11.11%

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Changes my perceptions about some students' learning abilities

1 2 3 4

6th grade 16.67% 0.00% 16.67% 66.67%

7th grade 0.00% 20.00% 40.00% 0.00%

8th grade 0.00% 0.00% 0.00% 100%

Arts & Tech

11.11% 11.11% 55.55% 22.22%

Increases my understanding of how to motivate students to work harder

1 2 3 4

6th grade 16.67% 0.00% 16.67% 66.67%

7th grade 0.00% 20.00% 60.00% 20.00%

8th grade 0.00% 0.00% 25.00% 75.00%

Arts & Tech

11.11% 11.11% 55.56% 22.22%

Significantly changes how I teach

1 2 3 4

6th grade 0.00% 33.33% 33.33% 33.33%

7th grade 0.00% 60.00% 40.00% 0.00%

8th grade 0.00% 0.00% 75.00% 25.00%

Arts & Tech

33.33% 33.33% 22.22% 11.11%

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Significantly changes how I work with other teachers

1 2 3 4

6th grade 0.00% 33.33% 33.33% 33.33%

7th grade 0.00% 60.00% 40.00% 0.00%

8th grade 0.00% 0.00% 75.00% 25.00%

Arts & Tech

33.33% 33.33% 22.22% 11.11%

Indicate your level of agreement with each of the following statements. Scale: 1 (strongly disagree) to 4 (strongly agree). I am enthusiastic about my participation on a PLT

1 2 3 4

6th grade 0.00% 0.00% 33.33% 66.67%

7th grade 20.00% 0.00% 40.00% 40.00%

8th grade 0.00% 0.00% 0.00% 100.00%

Arts & Tech

11.11% 44.44% 11.11% 33.33%

I feel a lot of stress during the workday

1 2 3 4

6th grade 0.00% 16.67% 50.00% 33.33%

7th grade 0.00% 0.00% 40.00% 60.00%

8th grade 0.00% 0.00% 50.00% 50.00%

Arts & Tech

11.11% 44.44% 11.11% 33.33%

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I need more time for PLT participation

1 2 3 4

6th grade 0.00% 16.67% 33.33% 50.00%

7th grade 0.00% 60.00% 20.00% 20.00%

8th grade 0.00% 25.00% 50.00% 25.00%

Arts & Tech

0.00% 22.22% 11.11% 66.67%

I am satisfied with my work environment here

1 2 3 4

6th grade 16.67% 33.33% 33.33% 16.67%

7th grade 0.00% 60.00% 40.00% 60.00%

8th grade 0.00% 0.00% 75.00% 25.00%

Arts & Tech

0.00% 22.22% 44.44% 33.33%

I am excited by my students' accomplishments this year

1 2 3 4

6th grade 0.00% 0.00% 83.33% 16.67%

7th grade 0.00% 40.00% 60.00% 0.00%

8th grade 0.00% 0.00% 50.00% 50.00%

Arts & Tech

0.00% 11.11% 44.44% 44.44%

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Student motivation is a major problem here

1 2 3 4

6th grade 0.00% 33.33% 50.00% 16.67%

7th grade 0.00% 40.00% 40.00% 20.00%

8th grade 25.00% 25.00% 25.00% 25.00%

Arts & Tech

11.11% 55.56% 11.11% 22.22%

Teachers here tend to do their own thing in the classroom with little coordination

1 2 3 4

6th grade 50.00% 16.67% 16.67% 16.67%

7th grade 40.00% 40.00% 20.00% 0.00%

8th grade 50.00% 50.00% 0.00% 0.00%

Arts & Tech

33.33% 33.33% 33.33% 0.00%

I often feel unsure of my teaching

1 2 3 4

6th grade 33.33% 0.00% 33.33% 33.33%

7th grade 40.00% 20.00% 40.00% 0.00%

8th grade 75.00% 25.00% 0.00% 0.00%

Arts & Tech

100% 0.00% 0.00% 0.00%

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Teachers here get along well

1 2 3 4

6th grade 0.00% 0.00% 33.33% 66.67%

7th grade 0.00% 00.00% 40.00% 60.00%

8th grade 0.00% 00.00% 0.00% 100.00%

Arts & Tech

100% 0.00% 0.00% 0.00%

What, if any, are the positive impacts of these meetings on you personally? Many collaboration I think our team has always worked well together. I feel like it was mostly a title change. I get new ideas from my colleagues regularly. Being part of a supportive team that problem solves. These meeting help me grow as an effective teacher. They also make me more aware of how students function in different classroom environments. It helps me to gain insight about student needs. It also makes me focus more on doing my part to help the students grow. Collegial support shared information Team time is the best way to support each other in all aspects of teaching. Not only can a teacher get support with curriculum, but critical support is given to help manage all students and extra work requirements. Discussing Student Concerns Relying on the same people for support, ideas, feedback and reflection over the years creates a "home base" for me in all things relative to my career. It is impossible to see living without the time budgeted for all the many issues related to students in 8th grade, and there is a wonderful camaraderie. I know who to ask for what, how valuable my own experience is, and the input is critical for student growth, coordination of experiences for students, home contact, special ed, and many other areas. Sharing student concerns, ideas for helping ,motivate students who are struggling, brainstorm ideas for projects Having the opportunity to sit down with other teachers discussing student concerns I chance to professionally dialogue with teachers. Information and communication from the team leader is excellent. Get to meet with the other teachers once a week and discuss items on the agenda. What, if any, are the negative impacts or concerns you have had with the PLT meetings? We don't have enough time to cover all issues/concerns. We don't get co­plan time, Not enough time (once per week...maybe) and no cross­grade level opportunities not enough time to meet Meeting only once a week limits our team in moving forward. Misinformation regarding the impact on other classes and student groupings regarding the new music classes. We meet once a week. This can often be rescheduled but we do our best. Some none We often have plans of things we would like to accomplish but often our original plans get put on hold because there are so many additional tasks that we are now be required to do during team. None There are so many responsibilities that are placed on PLTs that sometimes we don't have the time to collaborate on units, assessments, or observe each other. Sometimes, there is not enough time. Time is always an issue. Staying focused is an issue sometimes. None not enough time n/a Truly, none. Of the teachers on your PLT, how many do you think believe the PLT approach has significant potential to help teachers improve students’ motivation and performance? Six of Seven all Not much has changed how our team has functioned. We have always worked well together and have accomplished a lot. What has changed is the things that we are being asked to accomplish during team time that we used to do during in service days. Because we have to do them during team we are having to skip things

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that we usually did. most I don't see much difference between PLT and just grade level team. It's just semantics. All of them believe in the approach. I don't believe this is a fair quetion to ask. All most all of us most All 100% all of us Not sure all some 5 70 If given the time, all of us In your opinion, what percent of your students have benefited from your PLT participation? Same as before 80% A percent would not be data based at this time. All of the students have benefited from our PLT because the students are all of are students. I think all students benefit from this because it gives us an opportunity to talk about students in a thorough manner. 100% most 100 don't know 3.5 PARENT/FAMILY INVOLVEMENT DATA Inquiry Based learning Survey ­ This survey was completed by all stakeholders of Westchester School District 92½ (students, parents, staff, administrators and Board of Education Members). The purpose of the survey was to identify potential themes for inquiry­based projects that are important to our community as a whole. Evidence:

1. If you could solve any problem in school what would it be? Parent/Admin/Staff/Board Member Response Administrator Engaging the reluctant learner in the learning process in order to ensure high academic achievement and success is a very real problem our teachers face daily. If students are highly engaged in learning, their understanding and mastery of difficult concepts will be achieved. In order for this level of engagement to occur students and teachers must bond. Therefore, culturally responsive teaching and learning must drive instruction. Board of Education Member Students respecting people­­their peers, teachers and others in authority. Healthy respect leads to better behavior and a better learning environment. Parent A more obvious chain of command and communication for parent concerns. (e.g. who do I call with concerns about behavior versus academics versus everyday problems). Parent It would be that every student gets the chance to experience a equal opportunity in learning. Parent I would solve the problem of having more time with my child in school. Parent Reduce the energy use for the school. Parent To beautify the grounds Parent bullying Parent I would like for the class sizes to be smaller. Parent None Parent smaller classroom sizes, give students more one on one interaction with the teacher Parent I am pretty happy and satisfied with my experience so far in this District. My children have been given support where they need it and I have wonderful communication with the teachers. Parent Bullying Parent Better enrichment activities Parent The lack of real interest of the principal (Ms Henkels) in addressing certain teachers lack of interest on the development of the children. She is too much of a hypocrite Parent The low testing scores.

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Parent Reduce the student teacher ratio. Parent Bullying Parent Bullying Parent The lack of gifted education in District 92 1/2. Parent More resources available for struggling students Parent Overcrowding of classrooms Parent Smaller class sizes. Parent Ther"es no problem. Parent I don't know of any problems with the school. Parent I don't know of any problems other than a strong plan for days called off of school Parent Cooperative Learning as a way to transform social and racial relations Parent Bullying. Parent Smaller number of students in classrooms Parent The air conditioning. Parent Not enough technology to support learning. Not enough teachers to support learning. Parent to have the children that require AIDES or IEP's (additional help) GET THE HELP THEY NEED instead of them disrupting the classes and teachers Parent All day preschool Parent Teacher to student ratio Parent Smaller class sizes. Full day kindergarten would have been nice, and after­school care (that we could pay for) would also be great with a community that has a lot of dual­income families. Parent Offer foreign language to younger grades. Offer learning opportunities during summer months for middle school. Require community service from all grade levels Parent I have to say I'm pretty happy with everything. I did have an issue last year in first grade with the Common Core Math. That seemed like it was a lot more work than needed. Parent Bullying Parent Bullying Parent Bullying Parent Bullying Parent Solve classroom size problem. Parent Communication gaps and website. Parent Bullying Parent Helping parents motivate and excite children to learn. Parent The problem kids Parent The kids at the schools who are always the same ones to cause problems Parent My daughter is in first grade and I've enjoyed everyone at the school thus far. All the activities and interaction from ALL of the staff/faculty has been wonderful. I'm glad she is at WPS. Parent Smaller class sizes Parent More time to eat at lunch for the little kids Parent Bullying among students Parent I would like to see more opportunities for students to be involved after school besides sports. I have two middle school children and they would love to be involved in different clubs after school. The district website needs to be updated more often or perhaps more user friendly! Parent Teachers actually teaching all the material we need to know for the test. ( they don't teach all the material for the test) Parent Funding. That there would be sufficient funds to provide the students with everything they could possibly want in school (laptops issued to all students, more opportunities for art and music, PE every day)

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Parent Convert Proviso West to a college prep school. Parent AC/Heating Parent Smaller class size for adequate individualized attention. Middle school use of social media and distracted learning Parent Bullying Parent Allow kids to correlate the skills they are learning in school with real life experience and job skills Parent I get very angry when the WMS kids get silent lunch. Since these kids don't have recess anymore, lunch is the only time they have to blow off steam. Silent lunch because someone misbehaves is a punishment for everyone & is not acceptable. Parent Large class sizes Parent Communication home to the parents. Timing and inconsistencies of delivery of information to the parents has been frustrating. This survey is a perfect example. The first I heard of the ability to take this survey was today.. 4/7/15.. With that note, we were advised that the survey expires on 4/7/15. I am actually too late to submit, but trying anyway. This is a problem that happens time and time again. I am advised that things are "on the website" after I ask about it.. .. but that almost feels like "its in the mail". Many times I go to the website to find information that doesn't exist or is outdated. Plus .. I have to "know" that something is on the website in order to trigger that I should go visit it. As for things coming home in folders.. WIS lags far behind WPS. I receive many items (announcement for library poem, basketball sign­up, lunch changes, WPTC events etc) AFTER their expiration date or start date.. I realize that many children are given an opportunity to be "mail clerks" for classrooms.. but if they aren't being monitored for timely delivery of certain documents it does the parent or the offering organization no good. I am fully behind giving children in this age group more responsibility to carry these messages and others like it home.. but those messages can be come jumbled or lost often times at detriment to the children.. who would otherwise participate or act upon these events. In another form.. extracurricular events at the school, their availability, start times, commitments, etc have been poorly communicated. In most cases we only found out about these activities after they had started or from word of mouth from another parent that had been informed in some way.. These should be a clearly defined and outlined at the beginning of the school year so that parents can evaluate the commitments, cost, days of impact, effort expected etc and compare that against other extra curricular opportunities that exist. Parent Na Parent Both of my children have had a Wonderful Experience with the Westchester Schools. One child being in 8th grade the other in 2nd grade as of 2015, and the teachers and staff have been great. The only thing I would change is the technology the children use with their phones and computer. There are too many issues with children and feelings getting hurt. Some issues have been taken too far and not enough consequences have been done to address the parents and the concerns. Children need to talk more and not use their fingers and computers. Parent Smaller class sizes Parent Both of my children have had a Wonderful Experience with the Westchester Schools. One child being in 8th grade the other in 2nd grade as of 2015, and the teachers and staff have been great. The only thing I would change is the technology the children use with their phones and computers. There are too many issues with children and feelings getting hurt. Some issues have been taken too far and not enough consequences have been done to address the parents and the concerns. Children need to talk more and not use their fingers and computers. Parent Time. Longer breaks, specifically to have a snack. My kid can't be the only one who pays less attention the further from lunch he gets! Parent Improve achievement. Stress academics and improve test scores on state assessments. Our District is below other western suburb Districts. Parent The children are not getting enough physical activity. Physical Education should be required for all grades a minimum of four days a week. Physical activity breaks in the academic day allow the children to relieve stress and return to class with a renewed focus. Developing early habits for exercise and coordination promotes good health and confidence. Parent The school system, the comparing of children Parent Stop senseless spending so that our Arts Team & Teachers won't be in jeopardy again. Parent Large class sizes. Parent Class Size Parent Offering foreign language classes for students beginning in 1st Grade Parent Parents having a more active role in their children learning. Teaching kids how to recognize bullying and the real reason why it's done. Parent Anything that I can help with and make the learning process better Parent Lack of creative instruction/standardized tests Parent student lead parent teacher conferences

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Parent Figure out a way to have before and after school care. Too many parents have to work in this community and many kids are left on their own. Also, the schools spend too much time cramming for state testing. The school year becomes a full­time study program. Parent That the school's funding would be enough to offer each student a superior education including a comfortable class size and all choices available of subjects (ie language choices) possible. This would include a more competitive teacher salary schedule and more classrooms. Parent Student services, create enrichment/challenge program Parent To provide necessary resources/equipment for each and every student. Parent Mostly infrastructure issues, but I believe they are on the docket. I would also love to see less paper coming home. Save the trees and all that...Finally, I would love to see the kids stressing less about the testing, testing, testing going on. They are spending far too much time preparing for tests instead of, you know, learning....sigh....not a WMS issue, but a national one, I'm afraid. Parent Get full time media specialists back into the school libraries. Increase student access to the school library. Strong school libraries build strong students. Parent Reduce class size in primary grades Staff Member Fewer incentives, more time for basics. Let the teachers teach. Staff Member outside lights at WPS Staff Member increase respect Staff Member Hiring a certified teacher to cover enrichment for students outside of the classroom teacher. Staff Member parent involvement at home Staff Member less testing Staff Member Accurate and clear communication between administrators. Staff Member Student responsibility for their work Staff Member Disrespect of others Staff Member Bullying Staff Member Fighting among students because students don't talk to one another to get the problem fixed right away. Staff Member More bathrooms. Staff Member Remove Common Core from the curriculum and the massive amounts of testing of our students. Staff Member Money! The school needs to spend more money on technology and not take laptops from classroom that rely on them for small group and individual student learning. How can teachers differentiate when they are given no materials?! Staff Member I would have more time to TEACH instead of being pulled out for meetings, shortened classes for PrimeTime, students gone for band, excessive incentives, and schedule interruptions. It has gotten OUT of control and there needs to be a refocus on TEACHING for TEACHERS. There is rarely if ever a week in which we see all classes Monday ­ Friday. The half days are part of the problem also in my opinion. Staff Member I would limit the number of state mandates and initiatives to which we have to comply with. There is now little time left for teaching, let alone planning. Staff Member Leadership Staff Member working out schedules so that students do not miss specials during testing times. Staff Member difficulty with technology being available during testing periods Staff Member I would work to include and hold parents accountable for the education of their children. Staff Member vandalism and theft Staff Member Any school problem is taken care of well by the school teams. Staff Member I would love if our teaching schedule and time with students was not so interrupted. This year especially, I feel like we have missed so much teaching time and it has been difficult to keep a consistent routine. Staff Member eliminate all the assessments Staff Member This is a very vague question. Achievement gap? Student motivation? Teacher & administrator retention? Staff Member Longer recess with more cooperative learning opportunities Staff Member Increasing achievement in all students.

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Staff Member I'd solve the problem of students being unkind or uncaring towards each other, as well as rigid thinking and status quo. Staff Member Achievement Gap and many more...This question is too vague. Why one problem here and the next question, but problems for the other two? Staff Member I think it would be making sure students felt comfortable to share with peers or adults something that is bothering them such as bullying or initiating when they need help with something. Staff Member Respect Staff Member I would find a way to provide more funding for student activities. Staff Member I would reduce the amount of assessments and reports, which takes a significant amount of time away from working with students. Staff Member If I could solve any problem in school it would be low self­esteem amongst students. I have observed students lack of effort because they feel that they cannot succeed. Students close their options and opportunities for a more enriched future. Staff Member Full day Kindergarten programs Staff Member How to help students who are significantly lower academically and functionally (due to poor attention and executive function skills) develop their math, reading and writing skills without grouping them all into one large section, as they are not getting the attention or modeling that they need. Staff Member Update and have more availability of technology for our students. Staff Member I would redesign areas of school to meet the needs of all students. Staff Member I would restructure study hall so that students who are failing and need extra help. A possible option would be to have one free study (for those who are passing) and another be a "study" study hall for those who are failing. Homework would be sent to the study hall teacher. Staff Member lunchroom and recess behaviors Staff Member How can we get recycling back for paper? Is it possible to reduce our waste in the cafeteria? How students resolve problems or conflicts that come up with their friends in school before they turn into bigger problems? How can we maintain a regular schedule of specials during PARCC and other testing? How can I learn more about my peers with special needs and interact more fully with them? Staff Member Communication between administrators and teachers. Staff Member More time to support students with social emotional needs. Student

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2. If you could solve any problem in Westchester what would it be?

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Administrator Parents not supporting teachers. Administrator As a community Westchester embraces its history and in some instances holds on to a by­gone era. How can Westchester become a progressive visionary community that embraces differences and more importantly finds pride in those differences. Board of Education Member Lack of understanding about what a great community this is: 1. location to area attractions (shopping malls, restaurants, museums, etc) 2. easy access to TWO major expressways; 3. safe, clean community 4. very good schools (public & private) 5. relatively low taxes Parent My house flooding every heavy rain. Parent More places that kids can play in for free. Parent I would love to solve the problem of all day kindergarten. Parent To get Westchester off the power grid through solar and wind energy Parent All day kindergarten Parent bullying Parent I would like for the school to have after school tutoring program. Parent None Parent none Parent The parking arrangement at WPS. Parent Better High school Parent The high school Parent Certain Police officers are extremely rude and unprofessional Parent The vast amount of foreclosures. Parent A better public high school Parent Flooding Parent Flooding Parent Bring more family­friendly businesses to town. Book stores, coffee shops, family restaurants, etc. Parent More choices for public high schools Parent Raising the greatschools rating of SD92.5 from a 5 or 6 to a solid 8. Parent Our own high school, or overall different arrangement. Parent None Parent I don't know any problems. Parent THE HIGH SCHOOL SITUATION!!!! There is NO good and appropriate choice for our children!! Parent Expose more children to arts that reflect a variety of cultures like the Oak Park Arts District. Bully Training for Park District Supervisors, Counselors and students Parent Taxes. Parent its own high school Parent New streets. Parent Westchester is just fine. Parent oh my goodness...really! A public High School for Westchester Residents so we don't have to go broke by sending to private high schools or move Parent Less rickets and red light cameras Parent Flooding Parent Less complaining and more people willing to roll up their sleeves to solve problems! Parent Village board should partner with proviso township high school district rather than ignore it. Work with the district and support change, then residents might view it differently. Parent The FLOODING Parent Poor high school choices Parent Poor high school choices Parent Poor high school choices Parent Poor high school choices

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Parent Solve flooding propensity problems. Parent Better public high school options. Parent Making the streets smoother. Bringing in better restaurants. Landscaping the area's on both sides of Mannheim Rd by the train bridge. Parent Dining and shopping options as well as a productive public high school. Parent I would solve the problem of low test scores Parent Low overall test scores Parent Make the principal stay, I hear she is leaving and that's very disappointing. She early has an amazing spirit and love for the children. Parent Better schools with smaller class sizes Parent Better public high school for all residents Parent The "in crowd" vs. "those who are not in the 'in crowd." Parent Westchester needs a viable high school that meets and exceeds state standards. The village of Westchester, school district and other entities should help the citizens to fight for a viable high school at the state level. Parent Create more activities for kids, keep the Bellwood kids out. Parent The high school problem. I, like most residents wish there was a quality, highly rated public high school option. My family has been wrestling with the decision of moving or pursuing a private option for high school and my oldest child is only in third grade. Parent Have a stronger focus on the business growth in our community. I truly believe Westchester can become a oak park type of town if we really focus on this major social gap...development is very crucial. Parent Crime/Clean up of streets/flooding Parent Better high school options. Improved property values. Less foreclosures. Parent I'd like it to be the safest community Parent Bring the elderly and youth together to better understand and appreciate each other, and have youth learn from and help out older citizens and neighbors Parent The High School situation. Parent The changing ethnic population Parent Westchester needs a better high school choice. The Public school systems that provide Pre­K­8 is wonderful. We love the teachers and the resources and the effort that is being put together to provide a high level of education, awareness, and safety for our children and we would love to see that continue into the high school. The current option is not a "bad" option but it is not necessarily optimal and we think Westchester should have an optimal offer available, without using all of our personal college savings to fund it. Parent Street lights Parent Westchester has been a great place to grow up and live in. Just seeing the change of Westchester, being a lifelong resident, has sometimes been good and bad. I wish we had a good public high school for our kids and the parents would get together to send everyone there. Parent Better Public High School for our students. Parent Westchester has been a great place to grow up and live in. Just seeing the change of Westchester, being a lifelong resident, has sometimes been good and bad. I wish we had a good public high school for our kids and the parents would get together to send everyone there. Parent Our flooding issues. Parent Bridge the learning gap within our District. Parent High school is rated very poorly versus other area high schools such as RB and LT. Parent IDK Parent Stop the senseless complaining of people, most of who never step up to volunteer or help make the changes they're complaining about. Parent Better high school Parent High School Parent Having a different HS for our children to go to other than Proviso West Parent Flooding.

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Parent volunteer to help the staff Parent The lack of quality high schools choices. Parent lack of good quality public high school Parent Too many kids after the age of 12 have nothing to do in Westchester­­especially in the summer. Hanging out at the park with no structured programs is dangerous now. The park district should have more available for these kids after school and during the summer. Another thing that needs an overhaul are the restaurants and entertainment in Westchester. This town is super boring. I would try to make it so that Westchester is more attractive to Westchester residents and outsiders in order to bring in more revenue. Parent Wasteful spending of tax dollars would be eliminated. Parent Flooding issues Parent Another public school option. Parent I'd love a real downtown.... Parent Give the businesses along Mannheim & 22nd a facelift. Unified signage, flower boxes, anything! Parent Better high school education Staff Member More parent involvement with students at home in reading, writing, and math Staff Member getting tax money from the buildings at the corner of wolf Staff Member improve shopping area Staff Member Getting the parents involved and aligned with the teachers ­ especially the parents of lower achieving students. Staff Member community­building amongst everyone Staff Member I don't know. Staff Member Rumor mongering Staff Member Student Absences Staff Member The need for more money for Westchester Schools Staff Member Poverty Staff Member More parent involvement among the community and school. Staff Member Better playgrounds. Staff Member That parents would not feel they have to move out of Westchester because of the high schools in the area. Staff Member I wish Westchester students went to a better highschool. Staff Member The School Board would know much more information directly from teachers rather than filtered through some administrators... Staff Member I would work on communication between the school board and the teaching staff. Neither knows what the other is doing. Staff Member Leadership Staff Member having children connected to the senior citizens and understanding the importance of their community and neighborhood. Staff Member flooding issues Staff Member I would like to see more businesses in Westchester. Staff Member After school programming (park district?) for elementary school age students. All programs were cut except open gym. Parenting classes. Staff Member Sorry, I don't know enough about the day­to­day workings of the village to comment. Staff Member I don't know of any. Staff Member all students attend the same high school Staff Member Floods Staff Member Conservation of natural resources by living greener Staff Member Making sure students have access to quality education and programs. Staff Member I'd stop the problem of flooding in Westchester. Staff Member Unemployment or shrinking middle class and many more... Staff Member I think having the community come together as a whole for more events and interacting so it is not secluded.

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Staff Member Financial hardship Staff Member I would like to find more places for our students to hang out safely after school. Staff Member I would decrease class sizes at the k­2 grade level or provide a classroom aide for classes over 25 per class. I would provide a self­contained or transitional program for Kindergarten students. I would offer full­day Kindergarten. Staff Member If I could solve any problem in Westchester it would be more community and parent support. Students need to see more active positive participation for their school. Staff Member Better care of the playgrounds and equipment Staff Member Students at the middle school age need more activities to get involved in after school and in the summer to keep them active and supervised. Staff Member For families to have financial security. Staff Member Rebuild storm sewers Staff Member Based on student's comments it appears that flooding is an issue, so I would say better drainage system. Staff Member more businesses in school tax­base Staff Member What activities can be planned to get to know people in my community better? How can I end homelessness? How can I help end hunger? Staff Member To have recycling again. Staff Member More support with students after school for working parents. Student

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3. If you could solve any problem in the USA what would it be? Administrator School days should be longer and teachers should be paid more. Administrator How do we continue to be the land of opportunity for future generations? How do we address equity, not equality, among all? How do we as citizens of this great nation "establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity" (United States Constitution) in the 21st century. Board of Education Member Crime­­which is related to the respect of people (and property) stated above as well as education. Parent Economy and financial well­being Parent Racism Parent I would solve the racist problem there is. I would love to help out the poor and the sick there are hardly no funds for medicine for all. Parent To live a sustainable lifestyle. Parent For everyone to be accepted Parent bullying Parent Stop gun violence. Stop gang activity. Stop racism. Parent Peace

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Parent remove common core from ALL schools Parent Harming the innocent Parent Poverty Parent Hunger Parent Crime and poverty Parent The rampant racism. Parent Improve education Parent Violence, teen car accidents Parent Discrimination Parent That the conservative minority stop dictating their beliefs to the country. Parent Racism Parent Eliminate school shootings Parent Get back to manufacturing products. Parent Crime, tax Parent Better support for education and teachers. Parent just to be able to live together Parent Parenting Skill classes for new parents that teaches them how to prepare their child for school (reading, number sense, soft skills, etc.) Day Care (with a measurable common core curriculum) for everyone Increase graduation rates in cities like Chicago (Undroppable Campaign) Parent Obama. Parent Child hunger Parent Police killing innocent people. Parent Republicans are a problem for this country. Parent unemployment Parent Ecomony, national debt Parent Crime and hunger Parent Water shortages. Parent Extend high school another year and incorporate internship and service into the last year. Higher pay for those in education and social service industries, pay athletes and celebrities less Parent Raising of taxes and health insurance. Everything keeps getting more expensive but yet in the work force you don't get compensated for it. Still get the same 1% raise and some month's my husband and I can barely pay all the bills Parent Poor engagement Parent Poor engagement as citizens Parent Poor engagement as citizens Parent Poor engagement as citizens Parent Solve homelessness problem in our country. Parent Hunger, racism and less ignorance regarding local and world affairs. Parent The problem of too much sexualization and violence on the TV and in movies. Much of our social problems can be traced to this. The unfair funding of schools. Suburban schools generally receive more property tax. Affluent suburbs receive more. Kids in the inner city don't get the same quality of education as kids in the suburbs. Parent Health care and medical costs. Parent People who live off of welfare Parent People who live off of welfare Parent I wish we could lower college costs so more young adults can afford to go.

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Parent More affordable higher education Parent Lower crime Parent Racism Parent n/a Parent Anti­ terrorism Parent End political rhetoric. That the far left and far right could finally figure out a way to meet somewhere in the middle to make smart decisions instead of worrying about getting re­elected. Parent Get rid of a Republic and Democratic parties get rid of all the old politicians that have made a career in not making changes for our young Americans. Maybe cutting their pensions and have them rely on Social Security benefits will make them think about Growth, and not about themselves! Parent Crime Parent Stop the inflation of medication costs so medications are more affordable and better coverage by insurance. Parent Equality for every citizen no matter what race, religion or social status. Parent The growing economic disparity that leads to educational disparity and furthering the economic divide Parent The poor economy. Parent Democrats in control Parent Child hunger and poverty. This leads to those children suffering these things being unable to learn at school or even attend school. This reduces the ability to grow minds and bodies that will help us all benefit in the future. Parent Foreigner policy Parent Technology is a good thing, but there still needs to be more communication with people directly. Not just phones and computers. I have always made it a habit to get to know people by calling them on the phone or meeting them face to face. Too many people in the USA rely on the fingers and now the talking. Parent Racisim Parent Technology is a good thing, but there still needs to be more communication with people directly. Not just phones and computers. I have always made it a habit to get to know my children’s teachers, parents and people by calling them on the phone or meeting them face to face. Too many people in the USA rely on the fingers and not the talking. Parent Hunger and health. Feed and treat everyone in need. Parent Funding for education. Parent Poverty and racism. Parent Violence Parent Make it so no one is homeless or hungry. Parent The economy Parent Education Funding Parent Immigration Issues Parent Racism, racial profiling. Discrimination of all kinds. Parent Allocate a better federal grants. help to make it fair to every school. Parent Wealth and education gap Parent discrepancy between upper/middle/lower classes Parent I would raise the bar on the rating system for TV programs. In addition, I think it is super important to ban a lot of the video games that are out. These kids are playing games for hours on end that are definitely desensitizing them to violence. Also, I would work on the immigration situation. The US loses too much money on a daily basis taking care of a huge amount of people that are here illegally. Legal citizens then suffer because of it. This country needs to stop working so hard on being politically correct and work on its foundation. If we did that, in the end I think everything would be get worked out. Parent Close the boarders so that immigrants would be forced to apply for legal admittance. Also immigrants must be naturalized within 10 years or risk deportation. Parent Violence Parent Affordable higher education. Employees given appropriate medical care and insurance. Less unemployment. Overall respect and equality. Parent Gosh, THIS is a pretty big question, isn't it?? I guess that my first issue would be gov't corruption and corporate greed. Getting rid of that might allow us to focus on our educational issues ­ teaching to the test instead of teaching our kids to learn and THINK. From there, I would move on to food insecurity and income disparity ­ or maybe that should be first? You can't learn if you are wondering if you will eat. Sigh....too many issues.... Am I liberal tree­hugging enough for you, yet? lol Parent Improve mental health care and gun safety resources for families and communities.

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Parent I would fund schools equally instead of via property tax. 4. If you could solve any problems in the USA what would it be? Staff Member Newcomers to the US should be required to learn to read, write, and speak English (proficiency tests) to become citizens. Staff Member lowering crime rates and increasing respectful behaviors of all adults, teens, and children Staff Member increase respect Staff Member Emphasizing teaching rather than test scores. Staff Member violence Staff Member equal education for all students Staff Member fair and just job market Staff Member Poverty Staff Member Serious, damaging divide of political parties Staff Member Poverty Staff Member N/A Staff Member Everyone have a home. Staff Member A return to US Constitutional principles by our legislators, and the return of Christian moral values. Staff Member Provide appropriate funding for education. Don't steal from the teachers' pensions! Staff Member Parenting Staff Member I would become a state representative or senator and bring more awareness of what a teacher's role is within our society­to educate children and not proctor tests or gather more and more data just because it can now be done or just to enrich a corporate pocket. Staff Member Leadership Staff Member breaking down the barriers between race. Staff Member tax reform Staff Member I would like to see an end to discrimination. Staff Member Helping families locally in need (homeless shelter, food pantry, & children's programs) Staff Member The value of personal responsibility. Staff Member This is a difficult question to focus an answer. I guess funding for schools or how testing is used/pushed in schools to keep the focus school related. Staff Member no poverty Staff Member political corruption Staff Member Toxins in our air and food Staff Member Lack of drive to innovate. Staff Member There would be no homeless families or children. Every family would have a home. Staff Member Unemployment Corrupt government Achievement Gap and many more... Staff Member I think what I would do is solve the problem of making sure people have access to jobs and that students receive an education that is built on helping students become citizens. Staff Member Equality Staff Member I would look into equal education for all young people. Staff Member I would increase funding to education. Staff Member If I could solve any problems in the USA, the problems would be more patriotism for the USA amongst the citizens and more participation in voting. Staff Member Intolerance of people who are different Staff Member Violence, equal health care opportunities, hunger

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Staff Member To eliminate crime especially gangs in certain cities. Also to have equality between all the races in our country. Staff Member Economic disparity among working Americans contributing to generational struggle and failure Staff Member Better value on education. I would have more money allocated to schools without percentages being based on test scores. Staff Member homelessness Staff Member How can I end homelessness? How can I help end hunger? How can I stop violence (physical, verbal or emotional) over skin color, religion and sexual orientation? Staff Member The violence in our urban communities. Staff Member Lower the crime rate. Student Universal healthcare, gun control, equal high education for all Student Homelessness Student

4. If you could solve any problem in the world what would it be? Administrator Communities working together to better the school experiences of their students. Administrator Peace among all people regardless of ethnicity, race, religion or political affiliation. Board of Education Member Terrorism Parent Decrease violence. Parent Racism Parent I would love to solve the differences of everyone. so that everyone can get along. Parent to increase the quality of life for everyone without depleting the earths resouces.

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Parent Same as above Parent treating people equally Parent End poverty stop gun violence stop gang activity stop racism add before and after school tutoring programs for students Parent Love Parent hunger Parent Killing the young and innocent Parent Too many to narrow down Parent Clean water Parent I would stop wars Parent The scarcity of water Parent eliminate hunger and poverty Parent Healthcare system, hunger Parent Poverty Parent Peace and understanding between all people. Parent Hunger Parent War over religious beliefs Parent Peace, hunger. Parent peace, Parent Creating opportunities for everyone no matter where they live. Parent to be empathetic towards each other Parent Hunger Clean Water in underdeveloped countries Parent Obama. Parent Poverty Parent War Parent Hunger and the Earth's health needs to be addressed asap. Parent financial problems/ world peace Parent Isis Parent War and hunger Parent Geez...world peace??? Parent Improve quality of life in poor communities around the world. Helping the poor have a voice might weaken the lure of terrorism Parent Cure for cancer Parent Basic health needs Parent Basic health needs Parent Basic health needs Parent Basic health needs Parent Solve violence in societies problem. Parent Hunger and terrorism. Parent Ensuring that governments are not corrupt. Ensuring that there is no more world hunger. Ensuring that Christians would be treated with respect and dignity in countries where there is persecution. Stopping the destruction of the tropical rain forests and other habitat necessary for animal survival and for climate control. Parent Peace in the Middle East. Parent People who live off of welfare Parent People who live off of welfare Parent World hunger Parent Peace

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Parent Less oppression Parent Terrorism Parent n/a Parent To all just get along and to reach most of our goals and to work together to get to different places (like Mars) and to help out the poor countries. Parent Global warming. Clearly there is an issue. The population continues to grow and resources are being drained. Parent Get rid of Racism and Racial stereotypes this goes hand in hand with old politicians. Parent War Parent Eliminate terrorism and establish world peace. Parent Health related problems such as cancer and heart disease. Parent Poverty, disease and ongoing economic and political mess in Africa Parent Hunger Parent Erradicate terrorists Parent Equality of nations and states.. to show that helping is necessary by the "have" to the "have nots".. and that the "have­nots" are not lazy or uncaring or unworthy..but that they have struggles that we may not necessarily understand.. but that we can find and provide simple solutions to help and that by helping them, we all become stronger, "richer", safer etc. The world needs to be more balanced so that the poor and rich divide is not so deep.. then the need to control or "take over" someone else becomes less able and enticing. (reducing the fantasies that things like terrorism will work). Parent Wars Parent Just for everyone to get a long. I know that is a big stretch, but it is the truth. Parent World Hunger Parent Just for everyone to get along. I know that it is a big stretch, but it is the truth. Parent Everyone leave everyone else alone. Stop waring over religion and resources. Play nice and share. Parent Seriously? Parent Poverty, racism and gender discrimination. Parent making Peace with other countries Parent Stop senseless killing. Parent Wars Parent Equality for Women Parent Homelessness and Hunger Parent Religious freedom. Parent To eradicate analphabetism Parent Poverty Parent terrorism Parent World Hunger Parent People of every country would live in peace and harmony. Also, all terrorists would be rooted out and given the justice they deserve. Parent Energy sources for a cleaner future Parent Respect for one another. Parent 1. Give peace a chance. 2. Food insecurity/imbalance 3. Religious tolerance Parent Eradicate ISIS and other extremist crazies! Parent Poverty Staff Member Peace, of course Staff Member maintaining privacy Staff Member stop hate Staff Member Promoting tolerance of all groups equally without singling out one group being more important. Learning to tolerate and understand all groups of people without singling out one group being more "important" than the others.

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Staff Member Hunger and food shortage Staff Member peace Staff Member obliteration of nuclear stockpiles Staff Member Peace Staff Member Acceptance and tolerance of all people, cultures, religion, political viewpoints Staff Member Poverty Staff Member N/A Staff Member Everyone living in peace. Staff Member The dissolution of the radical Muslim forces that are destroying the middle east with the intent to do the same to western society as well. Staff Member Fund education in third world countries. Provide safety for boys and girls to learn equally. Staff Member End religious wars Staff Member Should it be "If you could solve any of the problems in the world,..." or If you could solve any one problem in the world,..." ? I would like all children to have the chance at "3 hots and a cot" and also a shot at a high quality education Staff Member Make sure every child feels love. Staff Member understanding and appreciating the diversity of culture and religion. Staff Member elimination of wars Staff Member I would like to see an end to religious based violence. Staff Member Peace Staff Member Sorry, out of my pay grade. Staff Member Again, this is a huge question and I am not sure how to even focus an answer, Staff Member no wars Staff Member tensions between countries of different ideals Staff Member World Hunger and Violence Staff Member Hunger. Staff Member I'd stop violence in the world due to intolerance. Staff Member Global Warming Corruption Hunger and many more... Staff Member I think it would just be to improve communication as a world and not to resort to violence to solve situations. I think having open communication lines is so important for world leaders and in turn helps the world be a respectful and reciprocal environment for everyone living there. Staff Member Safety for all Staff Member I would find ways for more global cooperation. Staff Member I would like to provide a safe place for families to raise happy healthy children Staff Member If I could solve any problems in the world, it would be peace in nations and geographical disasters. Intolerance of people who are different Staff Member Violence, poverty, hunger Staff Member Eliminate terrorists and fighting between countries. We should be helping and learning from each other, rather than fighting and killing! Staff Member Religious persecution and abuse of children in work and slave trades Staff Member I would end homeless and poverty. Staff Member violence Staff Member How can I help stop war over religious beliefs? Staff Member There would not be any hunger in the world. Staff Member World poverty. Student Hunger, terrorism Student Hunger Students

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3.6 ADDITIONAL TYPES OF DATA: STUDENT SUSPENSION 2015­2016

Single Suspensions

Ethnicity Gender Number of Students

½ ­ 3 Consecutive Days

4 – 10 Consecutive Days

White, Non­Hispanic Male 1 1 0 Female 0 0 0

Black, Non­Hispanic Male 4 4 0 Female 1 1 0

American Indian or Alaskan Native Male 0 0 0 Female 0 0 0

Asian or Pacific Islander Male 0 0 0 Female 0 0 0

Hispanic Male 0 0 0 Female 0 0 0

Multiracial/Ethnic Male 0 0 0 Female 0 0 0

Total 6 6 0 Multiple Suspensions White, Non­Hispanic Male 0 0 0

Female 0 0 0 Black, Non­Hispanic Male 3 1 2

Female 0 0 0 American Indian or Alaskan Native Male 0 0 0

Female 0 0 0 Asian or Pacific Islander Male 0 0 0

Female 0 0 0 Hispanic Male 2 0 2

Female 0 0 0 Multiracial/Ethnic Male 0 0 0

Female 0 0 0 Total 5 1 4

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Reason for Suspension 2

Number of Students

Physical Fighting 0 Weapon Possession 0 Alcohol Related 0

Illicit Drug Related 6 3.6 ADDITIONAL TYPES OF DATA: INTERNAL REVIEW TEAM REPORT Quality Assurance Internal Review Team Report For Westchester Middle School November 11 – 13, 2014 Illinois Public School Quality Assurance Process Review Date: November 11 – 13, 2014 Principal: Gregory W. Leban School Name: Westchester Middle School Grades: Grade 6 – Grade 8 Street Address: 1620 Norfolk Ave City: Westchester ZIP: 60154 Phone Number: (708) 450­2735 Superintendent: Dr. Michael J. Dziallo District Name: Westchester Public Schools, District 921∕2 District Address: 9981 Canterbury Street City: Westchester ZIP: 60154 Phone Number: (708) 450­2700 County: Cook Attendance Centers: 3 Region Code: 06 County Code: 016 2 Reason as specified in ISBE End­of­Year Report

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District Code: 0925 Type: 02 School Code: 1001 Internal Review Team Participants Reviewers: Stephanie DelFiacco, Assistant Principal, Dr. Michael J. Dziallo, Superintendent, Kathy Gisseler, Teacher, Gregory Leban, Principal, Irma Martinez, Teacher, Laura Panuska, Secretary, Lesley Tumpach, Teacher, Yolanda Valdés, Director of Curriculum, Bridget Welsh, Teacher About This Report Content: The content of this report follows very closely the material that was presented in the conference with the faculty and staff at the conclusion of the internal review. Group Perspective: Information was collected by individuals, but the strength of this report lies in the collective perspective of the entire internal review team. This approach can make an objective and useful contribution to the school improvement planning process. Focus: The Illinois Quality Assurance and Improvement Planning process focuses on LEARNING. The team offers these observations and questions for reflection, highlighting teaching and learning; student learning, progress, and achievement; and the school as a learning community. The information provided in the following pages should be of considerable value in the improvement planning process. What the report is not: It is not the intention of the review or of the report to make value judgments or to evaluate individual members of the administration or faculty. Distribution: This report may be presented to the school, the Superintendent, the Board of Education, and the West Cook Intermediate Service Center #2. It should be noted, however, that copies could be made available under the Freedom of Information Act. Gathering Information: Information was gathered by observing classroom instruction and activities,interviewing, conducting focus group discussions, reviewing student work, and examining school documents. Summary of Report: During the review, members of the team made 32 classroom observations, conducted 10 interviews, shadowed 5 students, held 14 focus group meetings, reviewed samples of student work, and related materials. School staff members are asked to respond to the reflective questions and to develop strategies and action steps to be included in the school improvement plan.

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Part I. Teaching and Learning Including: The Learning Environment, Learning Processes, Teaching/Instructional Strategies, and Student Responses. The major elements of Teaching and Learning include the learning environment, instructional strategies, student responses, and learning processes. Students learn better when they are in a secure environment. Teaching strategies should reflect a school’s mission and standards and address various learning styles. The communication of ideas should be relevant and coherent, challenging students to strive for excellence. Learning processes should offer opportunities that encourage further learning, complex problem solving and creativity of ALL students. Student responses are indicators of their understanding of the concepts being presented. Students should be able to connect new learning to real­life situations and demonstrate development of higher level thinking skills. Observations Students appear to feel comfortable dialoging with teacher. Some students believe that it is easy to make friends at WMS. Most teachers at WMS were observed welcoming their students at the beginning of each class. All teachers spoke respectfully to students. Many teachers used humor to reinforce rules. All teachers offer encouragement, compliments and advice to students participating in Check In Check Out. Most students are respectful of others’ property and are helpful to one another. Most students are respectful of the rules of the classroom and toward adults in the building. Most transition time between lunch and study hall was orderly. Some students reported having to use a bathroom pass during study hall. Some students expressed appreciation for time to talk throughout the day. Some students mentioned that they enjoy changing classes and teachers throughout the day. Some students mentioned that they like having lockers. In some study halls, students have the choice to sit quietly or work on homework. Temperature is inconsistent in most learning environments sometimes interfering with instruction. In most classrooms, there is limited space available for small group instruction. When study hall area is full and computer lab area is full there is a shortage of chairs. Some Gym room ceiling tiles are missing or broken, creating a safety hazard. In the WMS Media Center, student supplies take up space on computer tables and floor limiting workspace and creating an unsafe traffic flow. Some textbooks are current and in good condition while other subject areas are outdated and are in poor physical condition. Some staff expressed building cleanliness needs improvement, especially the bathrooms and desks.

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Three classrooms have computers available for student use. Instructional time is lost in some science classes due to insufficient amount of science labs. Not all class sizes that contain the lowest skill­based student groupings at each grade are limited to the goal that was set of 20 students. The limited number of water fountains cause traffic flow issues in the building at WMS. Most classrooms and student learning areas appear neat and clean. Most classrooms seemed inviting with walls that are colorfully decorated with content­related materials. Behavior and classroom expectations are displayed on the wall in most classrooms at WMS. Some teachers verbally remind students to fill in assignment notebooks. Some teachers explain projects step by step to students before the class begins working independently. All students are taught academic vocabulary using graphic organizers. Most teachers are teaching close reading with text annotations. All teachers use various techniques to transition students. All teachers walk around room to assist and monitor student progress and understanding. Many teachers offer to stay after school to help students with projects and assignments. Most teachers were observed redirecting students who were off task. Some teachers use a variety of questions in their lessons. Some teachers begin classes with whole group instruction followed by independent or small group work. In some classrooms the teacher elicited choral group responses. Student responses were affirmed in all classes at WMS. Most teachers scaffold student understanding. Many teachers held class discussions. Some teachers give students time to begin homework. Some teachers model strategies before independent practice. All co­teachers moved around the room supporting many different students, with small group or one­on­one. In some classrooms, differentiated instruction was taking place. In many classes teachers had students correct their own work. Some teachers address student disruption without stopping instruction. Some teachers were observed ignoring small outbursts in the classrooms (that do not interrupt the teaching process). In most classrooms, prior knowledge was called upon to prepare for a new lesson. Most teachers gave students appropriate wait time. In some classrooms, there was no closing to lesson and students work to bell. In some classrooms, teachers give students choice in the process, product, or content of lesson. Students at WMS are afforded opportunities to work in pairs, small groups, whole group, and independently. In all classrooms organizational systems are in place. Many classrooms have word walls.

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Anchor charts are displayed and used in all LA classrooms and in several content classes. Some classrooms have classrooms libraries. Some teachers have multiple texts to support their subject. Some classrooms at WMS have dictionaries. In most classrooms, the teacher arranges the physical environment to meet the lesson objectives. In some classrooms supplies are readily accessible. In some classrooms students have classroom jobs. In some classrooms students were assigned different roles within groups. Most students were attentive and actively engaged during instruction. In some classrooms, some students were unfocused during independent work time and a few during whole group instruction. Most students bring an independent reading book with them to each class. Computer access is available after school for all students. Most teachers at WMS integrate technology into their lessons. However, most SmartBoards were observed being used as a projection screen rather than for its interactive purpose. Students were observed using laptops throughout the day. The Computers on Wheels (COWs) were utilized consistently throughout the day. Most students primarily use online sources to research various topics. Some students and staff expressed a desire for students to be able to bring and use their own technology devices during the day ­ phones, tablets, personal laptops, or rent technology to have a 1:1 ratio. Most students and staff would like faster computers, better IPads and newer equipment. Some teachers reported servers often unable to support technology. Some computers are missing keys. Some staff members stated the need for a fair and equitable way to ensure equal access to the computers in the building. Some students and staff expressed an interest in having recess. Some students mentioned that they would like sixth grade to participate in interscholastic sports. Some staff members stated they would like a daily morning homeroom. Some staff members stated they would like to see increased instructional time for math and reading. Some staff members, students and parents stated they liked that we are implementing skilled­based grouping. Most 7th grade students reported that they loved the tour of Springfield. Some faculty members would like professional development with the Common Core. Students expressed the need to have teachers plan and coordinate the timing of quizzes, tests, and projects. Some students reported the difficulties of working as group members to complete the group project. Interventionists see Tier II students 1 to 3 times a week in a time frame of 20 to 40 minutes with groups ranging from 2 to 9. Most Interventionists connect their instruction to classroom curriculum. Many teachers reported pulling kids from class for interventions is disruptive. Many teachers would like to see a separate intervention period.

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Some teachers stated the amount of testing is eroding teacher/student contact and limiting student creativity. Many teachers stated there are too many schedule interruptions during the week which affects student’s routines. A few teachers expressed concerns over the length of semester classes. Some staff members feel the master schedule is too binding and does not allow for cross­curricular activities. Study hall passes are offered to students who need time or help on a project. Some students mentioned that they enjoy learning in various content areas including Arts and Tech and PE. Some students stated they have difficulty getting to some classes on time if they stop at their lockers. Questions for Reflection 1. How can the WMS school community increase on task behavior for all students during independent work? 2. How can the WMS school community increase the number of students responding during class discussions and activities? 3. How can the WMS school community restructure the daily schedule to accommodate a daily intervention period and longer student lunch time and math period? 4. How can the WMS school community increase student access to technology? Part II. Student Learning, Progress, and Achievement Including: Student Work, Curriculum Design and Alignment, and Assessment Systems. Assessment is an important part of the process of a child’s education for life. The information obtained from student work and a varied assessment system creates a collage of the child’s ability, performance, desires, interests, and strengths. Data can be used for new or revised teaching, mastery of skills, knowledge and growth of the child. It allows a teacher to get a snapshot of a child’s level of achievement, and it also indicates alignment to teaching and the curriculum. All stakeholders should be confident that an established and understood system of grading and assessment will be accurate and transferable. Observations Most projects are aligned to standards. Learning targets were written on the board in some classrooms at WMS Most teachers include presentation rubrics addressing Common Core State Standards and give a copy of the rubric at the beginning of projects. Student assignments reflect a cross­curricular approach. Some assignments relate to the real world. All Science students maintain a Science portfolio, and some students use electronic writing portfolios. Student work is displayed in few classrooms. A few students and teachers expressed a dislike of online tests and having to read on a computer screen.

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Some parents stated they are happy with the addition of Choral Music and Instrumental Music to the curriculum and their children enjoyed having an elective option. 68% of 6th Grade students met or exceeded standards in Reading as measured on the 2014 ISAT test. 58% of 6th Grade students met or exceeded standards in Math as measured on the 2014 ISAT test. 75% of 7th grade students met or exceeded standards in Reading as measured on the 2014 ISAT test. 65% of 7th grade students met or exceeded standards in Math as measured on the 2014 ISAT test. 86% of 7th grade students met or exceeded standards in Science as measured on the 2014 ISAT test. 67% of 8th grade students met or exceeded standards in Reading as measured on the 2014 ISAT test. 43% of 8th grade students met or exceeded standards in Math as measured on the 2014 ISAT test. The average (mean) RIT score as measured on the NWEA Measures of Academic Progress (MAP) for Grade 6 students in Reading for the Fall 2014 test administration was 215.1 and the median was 216. The normed anticipated mean for Fall for Grade 6 in Reading is 212.3. The average (mean) RIT score as measured on the NWEA Measures of Academic Progress (MAP) for Grade 6 students in Math for the Fall 2014 test administration was 215.4 and the median was 216. The normed anticipated mean for Fall for Grade 6 in Math is 219.6. The average (mean) RIT score as measured on the NWEA Measures of Academic Progress (MAP) for Grade 7 students in Reading for the Fall 2014 test administration was 219.3 and the median was 219. The normed anticipated mean for Fall for Grade 7 in Reading is 216.3. The average (mean) RIT score as measured on the NWEA Measures of Academic Progress (MAP) for Grade 7 students in Math for the Fall 2014 test administration was 221.7 and the median was 222. The normed anticipated mean for Fall for Grade 7 in Math is 225.6. The average (mean) RIT score as measured on the NWEA Measures of Academic Progress (MAP) for Grade 8 students in Reading for the Fall 2014 test administration was 223.5 and the median was 225. The normed anticipated mean for Fall for Grade 8 in Reading is 219.3. The average (mean) RIT score as measured on the NWEA Measures of Academic Progress (MAP) for Grade 8 students in Math for the Fall 2014 test administration was 230 and the median was 231. The normed anticipated mean for Fall for Grade 8 in Math is 230.2. Fourteen Middle School students participated in the ACCESS Test in 2014. Nine Middle School students will participate in the ACCESS Test in 2015. Seven Sixth, Seventh, and Eighth Grade students participated in the Illinois Alternative Assessment (IAA). Four students scored at the entry level and three students scored at the Satisfactory Level for Reading assessment. Seven Sixth, Seventh, and Eighth Grade students participated in the Illinois Alternative Assessment (IAA). Five students scored at the entry level and two scored at the Satisfactory Level for Math assessment.

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One Seventh Grade student scored at the Foundational Level for the Science assessment ISAT results 2013­2014 ­ White students ­ 83% meeting/exceeding in reading and 68% meeting/exceeding in math. Black students ­ 58% meeting/exceeding in reading and 41% meeting/exceeding in math. Hispanic students ­ 65% meeting/exceeding in reading and 54% meeting/exceeding in math. IEP students ­ 29% meeting/exceeding in reading and 8% meeting/exceeding in math. LEP students ­ 21% meeting/exceeding in reading and 14% meeting/exceeding in math. Low income ­ 57% meeting/exceeding in reading and 38% meeting/exceeding in math. Questions for Reflection 1. How might the WMS faculty address math skills in all curricular areas to improve student achievement on math assessments? 2. What might the WMS school community do to accelerate student growth trajectories among all demographic subgroups? 3. How might the WMS school community showcase student work? Part III. The School as a Learning Community Including: Shared Vision/Mission, Leadership/Administration, Organizational Structure, Professional Development/Support for Staff, Community Participation. The third key focus area for the review is the school as a learning community. A learning community is one which is committed to continuing its own learning, and which encourages, supports, and facilitates all its members in their learning. Students, teachers, administrators, certified and non­certified staff, parents, board members, and other members of the wider community are the human resources of a school. A shared vision and mission can ensure that all faculty and staff have input and understand the articulated goals that guide day­to­day activities. School administration can promote a culture where instructional innovations and leadership are shared and encouraged, and where an organizational structure exists to promote a variety of scheduling possibilities that allow different configurations for student learning and teacher preparation. Professional development opportunities and other supports for staff are necessary to keep teachers, administrators and staff current about best educational practices, and provide the tools and time needed to implement them. It is important to recognize that all community members have potential and talent that may be used as resources in the school, and opportunities for professional development should be available for them. All those who interact with children, particularly parents and caregivers, can become informed about student progress and how they can support student learning outside the classroom. Observations Multiple stakeholder groups stated that the WMS office is welcoming, effective, and efficient in responding to needs. Most staff members stated the WMS Administrators complement each other. Most staff members stated the WMS Administrators are approachable, caring, supportive, and treat their staff as professionals.

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Some staff members stated consistency in building administration has a positive effect on the school community. Multiple stakeholders stated that the staff as a whole is very warm, welcoming, and friendly. Most staff members stated their coworkers were flexible and willing to share. Some parents stated that grade level teachers work well together. Some parents stated they appreciate the work teachers do to support their children. Some parents stated communication from teachers, staff and administration is strong. A few teachers report a need for improved communication among administration and staff. Some staff members would like to be notified of behavior issues or other factors regarding the students. A few parents stated they love the teacher pages and that they are updated frequently. Some parents stated they love automated messages. Many stakeholder groups have expressed a concern about the quality and availability of the new phone system. Some parents preferred Power School to eSchool. Some staff members and parents stated a desire for more learning opportunities for parents that include information on how to access teacher pages and Home Access Center. Many teachers reported that student­led conferences were positive, and some would like student­led conferences for both times of the year. Most teachers stated they appreciate the level of parental support received at WMS. Several staff members stated that student ethnic/cultural diversity is a big positive about working in this district. A few staff members mentioned that given the size of staff, the school provides opportunities for socialization in clubs and sports. Many stakeholders mentioned that they enjoy lunches this year more than previous years. Some parents are concerned about the service fee for depositing money on their student’s lunch card. Many students and staff expressed the desire to have a longer lunch period for the students. Some students and a few teachers stated that they would like to see breakfast served at school. Some staff stated that supervisors are pulled from the cafeteria to perform other duties creating the potential for problems. Multiple stakeholders mentioned they were quite pleased that the community of Westchester passed the referendum. Many stakeholders stated that they appreciate how much the arts are valued by the community. Some staff members are impressed by the number of students involved in all of the Fine Arts Programs. Some parents wish their kids had IDs. A few parents stated PBIS is not necessary at the middle school level. Some students would like more all­school incentives. Some teachers stated the newcomers club is effective in helping new students transition. WMS plays music throughout the building for the last minute of each passing period playing for 50 seconds and leaving ten seconds warning students to get to class. Students expressed that they enjoy the music. Some students would like to be able to carry drawstring bags or a backpack. Some students would like to use electronics in study hall. A few students would like a quiet room and a social room during study hall.

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Many students requested adding a soccer team and some students requested adding football to the extracurricular sports selection. Some students would like air conditioning. Some students would like bigger, magnetic lockers with shelves. Some students would like to have more dances. Many teachers stated they feel the Professional Development offered is not meeting their needs. Some teachers expressed that being pulled from class for professional development during the school day is disruptive to class routines and continuity of instruction. Some teachers shared that even though IBL is all about student choice, teachers were given no choice because it is part of the mission statement. Several staff mentioned that Inquiry Based Learning (IBL) training needed to be aligned to what is already happening. Professional Development could be spent refining, not creating. Some staff stated that the professional development system leads to stress and feeling unable to meet the demands of their teaching responsibilities in an effective way. Some staff members stated they would like to see other staff members lead professional development on a more regular basis. Many staff members stated that the 1∕2 day early release SIP days should be condensed into full day SIP days. Some staff members stated the desire to have Institute Day activities take place in their own buildings. Some staff members stated they would like to receive better communication regarding what needs to be brought to Institute Days or early release days with a precise agenda in a timely manner. Several staff members consider the WMS faculty meetings productive. Some teachers stated paraprofessionals are integral to facilitating student success in all classes. Some stakeholders would like to have the opportunity to attend faculty meetings and be paid for that in order to better understand what is happening at WMS. Arts and Tech teachers reported they would like to meet more than once per week like other teams in the building, who feel the daily team meetings are productive. Some teachers report a need for additional co­planning time with special education teachers to help implement accommodations. Some teachers report the difficulty of co­teaching with the technology specialist during 8th and 9th period due to staff member’s unavailability. Some staff members stated the desire to have the opportunities that allow teachers to plan cross curricular and interdisciplinary topics. Several staff stated that the consistency of Professional Learning Team members from year to year is beneficial. Some teachers stated they would like a schedule that accommodates the need to set up for their next class in between classes. Some teachers report a desire to balance classes with sizes and gender. Some staff members stated they would like a comprehensive health program added to the curriculum that does not take away from PE time. Some staff members state that they prefer to have assemblies take place during a primetime day schedule. Some staff stated a need to invest in a tech person who will work exclusively on tech issues.

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Some staff stated they would like to limit the use of the Social Worker and Counselor in supervisory/discipline roles because it interferes with therapeutic roles. All employee stakeholder groups reported frustration over their workloads. Some staff members stated they feel the work they are assigned is not always valued or utilized. Many staff reported not feeling listened to, valued, or appreciated. Some staff members stated they would like to have more input in the decision­making process Many staff expressed the concern over too many implementations and feel they do not have ample time to execute them well. Some staff members stated that they are concerned with the curriculum review process; Curriculum Connector process delays being able to solidly prepare students for the new standards and testing expectations. Several staff stated they feel their level of stress is higher than it has been in previous years, impacting staff morale. Some staff members stated they voice their concerns or complaints because they care deeply. Some teachers expressed concerns about feeling the need to make the choice to look for a job in another district. Some teachers expressed concern about potential teacher turnover and how that will affect WMS. Some teachers stated staff themed lunches improve morale. A few teachers are not confident the results of the Internal Review will initiate change. Some staff members expressed concern over past and future cuts of staff, paraprofessionals, computer/technology employees and nurses. Some staff members are concerned about excusing intervention students from work and holding the students and teachers accountable for test scores. Some staff members stated that the interventionist role should be limited to providing interventions. Some teachers report a desire for more interventionists in order to group students based on their skill­based needs. Some staff members stated they would like to see a man trap to increase school security. Some staff members stated that they would like to see an increase in supply budgets. Some staff members mentioned concerns over the distribution of available supplies. Some staff members stated confusion over the goals and processes of the Westchester Education Foundation (WEF). Some staff members would like clarification of Family and Medical Leave Act information and procedures. Stakeholders stated there is consistent communication between the building administrators when conveying the immediate or daily maintenance tasks. Some employee stakeholders stated they would appreciate an all staff review or reminders of the security procedures for entering the building after hours. Staff members stated that they are satisfied with the updated cleaning equipment. Staff members stated that they desire more consistent calendar coordination of the multiple school events in order to better plan for the set­up or physical arrangement necessary for these events. Some staff members stated that the building maintenance duties have steadily increased without additional pay or recognition Some staff members stated that uniform shirts for all maintenance staff would be a good idea.

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Questions for Reflection 1. How might professional development be articulated explicitly to detail the connection with the District’s Vision and Mission while still addressing the needs of the WMS faculty? 2. How can the WMS school community improve staff morale and make all staff members feel valued? 3. How can the WMS school community coordinate communication and planning among the various stakeholder groups? Priority Reflective Questions Part I. Teaching and Learning How can the WMS school community restructure the daily schedule to accommodate a daily intervention period and longer student lunch time and math period? Part II. Student Learning, Progress, and Achievement What might the WMS school community do to accelerate student growth trajectories among all demographic subgroups? Part III. The School as a Learning Community How can the WMS school community improve staff morale and make all staff members feel valued? Recommendations Part I. Teaching and Learning It is the recommendation of the WMS Quality Assurance Internal Review Team that the WMS School Community research other scheduling models. Part II. Student Learning, Progress and Achievement It is the recommendation of the WMS Quality Assurance Internal Review Team that the WMS School Community identify and implement best teaching practices that meet the needs of our culturally diverse student population. Part III. The School as a Learning Community It is the recommendation of the WMS Quality Assurance Internal Review Team that in order to improve staff morale, the WMS School Community create a venue where staff members can express questions and concerns in order to receive clarification regarding District wide components of the initiative.

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3.6 ADDITIONAL TYPES OF DATA: STUDENT SURVEY – Fall 2014 (Bullying Survey) Expect Respect Student Survey Results Evidence: I Like Coming To School

6th Grade 7th Grade 8th Grade Grand Total

Agree 33 56 53 142

Disagree 1 12 13 26

Strongly Agree 7 10 9 26

Strongly Disagree 0 5 6 11

Grand Total 41 83 81 205

82% Agree or Strongly Agree 18% Disagree or Strongly Disagree I Feel Safe at WMS

6th Grade 7th Grade 8th Grade Grand Total

Agree 18 42 40 100

Disagree 1 6 10 17

Strongly Agree 22 30 31 83

Strongly Disagree 0 5 0 5

Grand Total 41 83 81 205

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89% Agree or Strongly Agree 11% Disagree or Strongly Disagree I Understand the Expected Behaviors at School

6th Grade 7th Grade 8th Grade Grand Total

Agree 10 28 25 63

Disagree 0 1 2 3

Strongly Agree 31 53 52 136

Strongly Disagree 0 1 2 3

Grand Total 41 83 81 205

97% Agree or Strongly Agree 3% Disagree or Strongly Disagree I Treat Other Students Respectfully

6th Grade 7th Grade 8th Grade Grand Total

Agree 7 41 38 86

Disagree 1 1 4 6

Strongly Agree 33 41 39 113

Strongly Disagree 0 0 0 0

Grand Total 41 83 81 205

98% Agree or Strongly Agree 2% Disagree or Strongly Disagree

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I Am Motivated to Earn Behavior Bucks

6th Grade 7th Grade 8th Grade Grand Total

Agree 14 36 41 91

Disagree 1 17 28 46

Strongly Agree 26 24 7 57

Strongly Disagree 0 6 5 11

Grand Total 41 83 81 205

72% Agree or Strongly Agree 28% Disagree or Strongly Disagree Students Treat Me Respectfully

6th Grade 7th Grade 8th Grade Grand Total

Agree 24 51 58 133

Disagree 5 15 6 26

Strongly Agree 12 11 12 35

Strongly Disagree 0 6 5 11

Grand Total 41 83 81 205

82% Agree or Strongly Agree 18% Disagree or Strongly Disagree

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I Feel Comfortable Telling my Teacher or Another Adult if I see Someone Being Disrespected

6th Grade 7th Grade 8th Grade Grand Total

Agree 15 37 51 103

Disagree 2 16 8 26

Strongly Agree 24 28 22 74

Strongly Disagree 0 2 0 2

Grand Total 41 83 81 205

86% Agree or Strongly Agree 14% Disagree or Strongly Disagree I Have Seen Other Students Being Made Fun Of or Disrespected by Peers

6th Grade 7th Grade 8th Grade Grand Total

Agree 13 37 38 88

Disagree 16 15 19 50

Strongly Agree 4 22 20 46

Strongly Disagree 8 9 4 21

Grand Total 41 83 81 205

65% Agree or Strongly Agree 35% Disagree or Strongly Disagree

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In the Last 6 Months, I Have Made Fun Of or Engaged in Disrespectful Behavior

6th Grade 7th Grade 8th Grade Grand Total

Agree 1 14 13 28

Disagree 14 28 36 78

Strongly Agree 1 4 3 8

Strongly Disagree 25 37 29 91

Grand Total 41 83 81 205

18% Agree or Strongly Agree 82% Disagree or Strongly Disagree In the Last 6 Months, I Have Been Made Fun Of or Have Been Disrespected by My Peers

6th Grade 7th Grade 8th Grade Grand Total

Agree 6 19 23 48

Disagree 12 27 32 71

Strongly Agree 2 10 8 20

Strongly Disagree 21 27 18 66

Grand Total 41 83 81 205

33% Agree or Strongly Agree 67% Disagree or Strongly Disagree

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Adults Treat Me Respectfully

6th Grade 7th Grade 8th Grade Grand Total

Agree 12 39 31 82

Disagree 0 3 8 11

Strongly Agree 29 36 40 105

Strongly Disagree 0 5 2 7

Grand Total 41 83 81 205

91% Agree or Strongly Agree 9% Disagree or Strongly Disagree 3.7 DATA QUALITY We compiled our data regarding our educator characteristics and qualifications, as well as Student Suspension data, from ISBE, SIS and The Illinois School Report Card. The professional development data was supplied from our district offices and staff surveys. A Professional Learning Team Survey was given in the winter of 2015. The staff members were asked to complete a survey online regarding solving problems within our schools, community, and world. All students were given the Expect Respect survey to identify areas of student concerns within our school. 3.3 ­ Educator Data, 3.4 ­ Learning Team Surveys, 3.5 ­ Parent/Family Involvement Survey Data, and 3.6 ­ Student Suspension Data Please refer to these areas for the specific data.

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4.0 Data Analysis 4.1 SUMMARIES OF DATA FOR PERFORMANCE TARGETS (3.1/3.2) (Narrative about our test scores) 3.1 ISAT Data MAP and ISAT scores inconsistent growth in Reading and Math. The number of students meeting/exceeding in ISAT does not correlate to MAP. ISAT: (13­14 results) Grade 5: 67% Reading 62% Math Grade 6: 58% Reading 58% Math Grade 7: 75% Reading 65% Math Grade 8: 67% Reading 43% Math 3.2 Local Assessments (Aimsweb and MAP) MAP ­ Fall 13 ­ Spring 14 School Overview Grade 6: 76% Reading 52% Math Grade 7: 75% Reading 68% Math Grade 8: 60% Reading 54% Math

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4.2. DIAGNOSIS OF PERFORMANCE TARGETS (4.1) #1 ISAT

TARGET # 1: READING

4.3 HYPOTHESES General: ISAT test incorporates three passages with various genres. Students need to analyze all three to answer the questions. MAP uses a single passage. A review of overall MAP scores shows that our current 6th, 7th, and 8th grade median scores in reading are above the norm mean score. The math scores do not show the same results. Only the current 6th and 8th grade math students are scoring above the norm mean score.

T A R G E T

4.4 DATA SUMMARY TO SUPPORT OR REFUTE HYPOTHESES Our goal last year was for 85% of all students to meet or exceed standards for math. We did not meet this goal

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4.5 CAUSAL FACTORS 6th Grade ­ Unsure of reason for not meeting goal. Need to review core curriculum. 7th Grade ­ Unsure of reason for not meeting goal. Need to review core curriculum. 8th Grade ­ Students who are taking ISAT and MAP in March and May might have not put their best effort into the tests. Students have been accepted into their high schools and motivation can decline. This is something that has been observed in the past.

4.6 SELECTION OF STRATEGY Would having a focus on different genres assist in providing exposure to areas that might not be addressed in the classroom and are addressed on these tests? Would having an after school assistance program for Tier 2 intervention students support the learning needs of these individuals? The meeting could start in October and go through February (1­2 teachers). The schedule of meeting dates will need to be reviewed. Will the students have the opportunity for a practice test for PARCC? How to use the calculator on the test?

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4.2. DIAGNOSIS OF PERFORMANCE TARGETS (4.1) #2 LOCAL ASSESSMENT DATA

TARGET # MATH

4.3 HYPOTHESES General: A few changes to the math program have occurred over the last couple of years. The district adopted the Algebra for All approach and worked to align the curriculum EC­8 with this approach. During this implementation, we have realized that there are gaps in the curriculum. Starting with this school year, we are grouping students with proven skill levels in math. This will allow staff to deliver instruction in a more focused learning level. A review of overall MAP scores shows that our current 6th, 7th, and 8th grade median scores in reading are above the norm mean score. The math scores do not show the same results. Only the current 6th and 8th grade math students are scoring above the norm mean score.

T A R G E T

4.4 DATA SUMMARY TO SUPPORT OR REFUTE HYPOTHESES Our goal last year was for 85% of all students to meet or exceed standards for math. We did not meet this goal.

4.5 CAUSAL FACTORS 6th Grade ­ Students could potentially have gaps in their learning due to the curriculum changes. 7th Grade ­ Students could potentially have gaps in their learning due to the curriculum changes.

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8th Grade ­ Students who are taking ISAT and MAP in March and May might have not put their best effort into the tests. Students have been accepted into their high schools and motivation can decline. This is something that has been observed in the past. 4.6 SELECTION OF STRATEGY Will the students being placed in sections based on proven skill levels assist with instruction and the ability to close these gaps? Would having an after school assistance program for Tier 2 intervention students support the learning needs of these individuals? The meeting could start in October and go through February (1­2 teachers). The schedule of meeting dates will need to be reviewed.

4.2. DIAGNOSIS OF PERFORMANCE TARGETS (4.1) #2 LOCAL ASSESSMENT DATA

TARGET # SOCIAL EMOTIONAL LEARNING

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4.3 HYPOTHESES General: Two areas of focus have been identified by the team: bullying/ technology and attendance/tardies. The bullying initiative was started last year by Mrs. DelFiacco. In addition to this initiative, we have received reports of bullying via technology. It is important to provide training to students about the safe use to social media and other forms of technology. We will also have Social Academic Instructional Groups for Organization/Peer Relations. After looking at the 2013­2014 End of the Year report, the data showed that our attendance rate is 96%. The top 10% of each grade level students will be identified and a plan will be put into place. A quarterly whole school incentive will continued as in previous years.

T A R G E T

4.4 DATA SUMMARY TO SUPPORT OR REFUTE HYPOTHESES Attendance data/students reporting issues of bullying

4.5 CAUSAL FACTORS 6th Grade ­ Parents reporting issues on Facebook/texting/Instagram. 7th Grade ­ Instagram pictures shared of a student 8th Grade ­ Texting issues amongst students

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Students identified as truant on the state report 4.6 SELECTION OF STRATEGY Will these options of training provide support for students who are feeling bullied? Will the initiatives provided to students assist with attendance rates? Will Social Academic Instructional Groups assist with organization and peer relations? How will Peer Mediation support this process? Will the district­wide attendance process assist with improving the attendance rate?

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5.0 Action Plan for Westchester Middle School School Years: 2015­2016

STRATEGY TARGET

The use of MAP scores to assist and support instruction and professional development in the areas of Vocabulary and Informational Text (Spring 15 MAP lowest performance area)

will adequately improve

performance in

6th ­ Fall 15 Median 216 (4 pts growth), Spring Goal 220 7th ­ Fall 15 Median 218.5 (4 pts growth), Spring Goal 222.5 8th ­ Fall 15 Median 226 (3 pts growth), Spring Goal 229

ACTIVITY ­ show the research reason behind why we chose the

activity TIMELINE

ROLES & RESPONSIBILITIES

MEASURES FOR THE ACTIVITY

RESOURCES FOR ACTIVITY

Activity #1 Tier 2 Vocabulary/PARCC Vocabulary

Weekly All Staff/Language

Arts/Communicated to all staff/Listed in Lounge

Teacher Assessment (student created vocabulary

book)

$0 additional, Google Docs

Activity # 2 Annotations of text/Summary writing across all content areas

Weekly Specialists/ All Staff Summary Writing rubric / PLTs Review Student Samples

Scholastic Magazine ($1850)/ $0 additional for Newsela/Tween

Tribune /Close Read Strategies (link)/ classroom textbooks/graphic organizers

Activity #3 Argument Writing; find evidence to support claims

On­going throughout school

year Specialists/Staff Argument Writing rubric / PLTs

Review Student Samples

$0 additional and classroom textbooks/graphic organizers/teacher resources/Common Core standards

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5.0 Action Plan for Westchester Middle School School Years: 2015­2016

STRATEGY TARGET The use of MAP scores to assist and support instruction and professional development in the area of Algebraic Thinking and Real and Complex Number Systems (Spring 15 MAP lowest performance area)

will adequately improve

performance in

6th ­ Fall 15 Median 214 (8 pts growth), Spring Goal 222 7th ­ Fall 15 Median 222 (6 pts growth), Spring Goal 228 8th ­ Fall 15 Median 228 (5 pts growth), Spring Goal 233

ACTIVITY ­ show the research reason behind why we chose the activity

TIMELINE

ROLES & RESPONSIBILITIES

MEASURES FOR THE ACTIVITY

RESOURCES FOR ACTIVITY

Activity #1 Use mathematical calculations to solve expressions (order of operations). Solving real world and mathematical problems involving the four operations with rational numbers.

All year Math Department Classroom Assessments, Fall/Winter/Spring MAP

$0 additional and Classroom Materials/

Projects

Activity # 2 Statistics and Probability. Students will collect and represent data in multiple ways. Data Collecting and representation. Interpretation and analysis of different data sources and representations.

All Year All Departments, Research and Tech

Each staff member will do one activity

$0 additional and Classroom Materials/

Projects

Activity #3 Represent and use ratios and proportions

All Year Math, Science, Physical

Education, Home Economics, Art

Classroom Assessments $0 additional and

Classroom Materials and Projects

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5.0 Action Plan for Westchester Middle School School Years: 2015­2016 STRATEGY TARGET

Social Emotional Learning (SEL) ­

Attendance/Interventions/Parental Involvement

will adequately improve

performance in

1. 95% or better attendance rate with a decrease in chronic absences/tardies/truancies 2. Develop SAIG based on student needs and screener results 3. Enhancement of WatchD.O.G.S. initiative

ACTIVITY ­ show the research reason behind why we chose the activity TIMELINE ROLES &

RESPONSIBILITIES MEASURES FOR THE ACTIVITY

RESOURCES FOR ACTIVITY

Activity #1 ­ Every 2 tardies, parent/guardians will receive a phone call informing them that their student was tardy. ­ Every 3 tardies students will receive a phone call home and an after school detention. ­ Students who were identified as chronic truants from the previous school year will have a plan in place to support their attendance needs.

Daily Health

Clerk/Staff/Assistant Principal

Daily attendance reports $0 additional and eSchool

Activity # 2 Students who have an unexcused absence: 1. Phone call home to parent/guardian. 2. Phone call home to parent/guardian 3. Letter home to parent/guardian 4. Meeting with SRO and school administrators 5. Refer to West 40

Daily Health Clerk/Assistant Principal Daily attendance reports $0 additional and

eSchool

Activity #3 Grade level consistency for delivering SEL instruction. A quarterly calendar will be established based on the needs of the school to deliver SEL instruction.

Early October PBIS team Referrals/SWIS data $0

Other District Observations, PBIS data

Activity #4 ­Enhance Watch D.O.G.S. initiative to enlist positive presence within our school. ­Obtain feedback from each PLT about Social Academic Instructional group development. ­Develop 7 week curriculum/groups for Social Academic Instructional Groups.

Sep­May Assistant

Principal/Social Worker School Counselor

Parent Calendar/Group Meetings/SWIS data $1,000

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Sources of Revenue – (5.9) Note: Use this Budget Summary Table or other format to show sources of revenue. Modify/Delete/Add rows and columns to the table as needed depending on the funding sources of the district and number of activities in the SIP. Insert dollar amounts.

Budget Summary Table

Activity Title I Title II

Title III

Title IV

Title VI Tech CTE Reading

First CSR 21st CCLC REAP Gen

Rev Sum Brdgs

92.5 Special Needs

Other

Summary Writing ­ Scholastic Magazines $1850

WATCHDOGS $1000

After School HW Club $1000

TOTAL $1000 $2850

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6.0 Professional Development Professional Development was created and designed to meet our SIP goals for Reading, Math and the Social Emotional areas of our students. The Technology specialist and Reading specialist met with the Principal each week and reviewed input from our staff (PLT feedback, Institute Day and Early Release feedback forms and grade level requests). We provided professional development based on staff need. 6.1 DATA USE Throughout the school year we used MAP, AIMSweb, Fountas & Pinnell as well as grade level created formative assessments to help us create focused and intentional practices within our classrooms. 6.2 QUALIFIED AND EFFECTIVE EDUCATORS 100% of our staff is highly qualified. 6.3 RELATION TO STRATEGIES

Strategy (5.0) Professional Development

PD at Faculty Meetings Use of DesCartes and MAP scores to assist and implement instruction and professional development in the area of Informational Text

PD for Math at Faculty Meetings We have identified the need to also address math instructional needs at these meetings.

6.4 Scheduling 6.5 Resources 6.6 SBR Month/Day/Year Content of Professional

Development Supporting Resources Scientific Research Base for the

Content

September 2014 PARCC Practice Exams www.parcconline.org/tests/practice­tests

Review of tests for Reading and Math to plan for preparing students and instruction

October 2014 ELL/ACCESS Presentations

Technology/Reading Updates and Sharing Common Core Vocab

ELL Teacher iteachicoachiblog.blogspot.com, newslea.org, readworks.org

Review of ELL/ACCESS to support all learners Support of resources for student use and close reading strategies

November 2014 Internal Review Planning and Discussion PARCC Planning Activity Dr. Dziallo Data to be reviewed and used for future

planning.

December 2014 Reading of the Internal Review Internal Review Team Data to be reviewed and used for future planning.

January 2015 No Faculty Meeting

February 2015 Common Core Vocabulary List Update Technology Updates

SILT Team/Tech Specialist PD presentations from staff

Planning for vocabulary to be needed for PARCC exams

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Conference Presentations ELL Presentation

ELL Teacher Review of ELL to support all learners

March 2015

5 Essentials Survey PARCC/SIP Day follow up Conference Presentations Three staff questions for discussion

Website for question PD presentations from staff

Staff Discussion

Survey review for future planning PD sharing

Professional Collaboration

April 2015 ELL Presentation

Staff Presentations ­ PARCC, Media Center, ICE Conference

ELL Teacher Principal/AP, Reading Specialist,

Technology Specialist

Review of ELL to support all learners Future professional planning and professional development

May 2015 Scheduling Activities 6th, 7th, Arts and

Tech/Future Planning 8th Grade/Counselor and Social Worker

Schedule Review and Placement of Students, Beginning of 2015

School Year Planning, Counselor/SW Year End Review

Section planning, future SEL planning, and planning for next year

June 2015 RtI end of the year meeting follow­up Arts and Tech team structure planning

Final review of meetings (successes/improvements)

Planning for team for next year

Review leads for planning for future changes, preparing for changes to Arts and Tech meeting times, kick­off to next school year.

6.7 INTEGRATION OF TECHNOLOGY The Technology Specialist has worked with grade level teams and individual teachers with their implementation of technology into their curriculum. She also assisted with the implementation of the IBL process and worked with multiple teachers on their projects. She also attended the ICE conference to further her professional development in this area. She will provide PD at faculty meetings and to any staff that requests this support. She has a plan in which she works with the principal to support the needs of our staff. 6.8 EVALUATION / CONTINUOUS IMPROVEMENT The School Improvement Leadership Team met twice monthly to discuss our plan in its implementation. Notes were kept from each of our meetings outlining the attendees, agendas, and discussion topics. The plan was shared with staff and periodic review and discussion occurred at faculty meetings. The final collection of implementation of the plan is noted later in the plan.

7.0 Common Core State Standards (CCSS) Implementation We are currently looking at our curriculum and identifying gaps in the Common Core Standards. A team of teachers this summer will evaluate the information that has been input into Curriculum Connector to identify gaps in order to create curriculum maps for every grade level. The Science and Social Studies teachers will be curriculum mapping throughout the 2015­2016 school year to identify the gaps and create the core curriculum.

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7.1 ALIGNMENT OF CURRICULUM, INSTRUCTION, AND ASSESSMENT 7.2 STANDARDS­ALIGNED CLASSROOMS 7.3 CCSS PRACTICES AND PROCEDURES 7.4 REVIEW OF ILS PRACTICES AND PROCEDURES Teachers were diary mapping their classes during the 2014­2015 school year. The curriculum review process will take place during the 2015 summer with the review of the Reading and Math curriculum. The committees are being established for 5th/6th and 7th/8th for both areas. The implementation of the formal curriculum will begin in the Fall of 2015.

8.0 Family and Community Involvement

8.1 DATA USE (How often are parents involved in our buildings? Conferences, Activities, Volunteering) Below are some of the activities that parents are involved in at WMS. Periodically, parents or family members will also volunteer for events in the classrooms. Band Parents Executive Board Meeting ­ August 26, 2014 WPTC Meeting ­ September 3, 2014 Curriculum Night ­ September 4, 2014 8th Grade DC Parent Informational Meeting ­ September 10, 2014 Destination Imagination Parent Meeting ­ September 18, 2014 Administrative Forum ­ September 25, 2014 High School Night ­ September 30, 2014 Outdoor Education Mandatory Parent Meeting ­ October 1, 2014 District Parent Intervention Meeting ­ October 2, 2014 Band Parents Executive Board Meeting ­ October 14, 2014 Fall Choral Concert ­ October 15, 2014 Fall Band Concert ­ October 28, 2014 Fall Dance ­ October 30, 2014 Parent­Teacher Conferences ­ November 4, 2014 WPTC Meeting ­ November 5, 2014

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Literacy Night ­ November 6, 2014 Veterans Day Assemblies ­ November 11, 2014 All Schools Visitation Day ­ November 12, 2014 Strategic Planning Committee ­ December 3, 2014 Caroling at the Zoo ­ December 6, 2014 Winter Band Concert ­ December 10, 2014 Winter Dance ­ December 12, 2014 Winter Choral Concert ­ December 16, 2014 Band and Chorus Performance at Yorktown ­ December 17, 2014 Winter Assembly ­ December 19, 2014 WPTC Meeting ­ January 7, 2015 Band Parents Executive Board Meeting ­ January 13, 2015 WATCHDOGS Kickoff event ­ 54 fathers attending the kickoff event. WATCHDOGS ­ 14 fathers volunteered throughout the school year. ­ January 14, 2015 Valentine’s Day Dance ­ February 6, 2015 Strategic Planning Committee ­ February 7, 2015 Band Parents Executive Board Meeting ­ February 10, 2015 Band Solo and Ensemble Contest ­ February 21, 2015 Strategic Planning Committee ­ February 23, 2015 WPTC Meeting ­ March 4 , 2015 Band Parents Executive Board Meeting ­ March 10, 2015 Administrative Forum ­ March 19, 2015 Charity Games ­ March 26, 2015 Parent­Teacher Conferences ­ April 7, 2015 DC Mandatory Parent Meeting ­ April 9, 2015 Band Parents Executive Board Meeting ­ April 14, 2015 Spring Band Concert ­ April 22, 2015 Community Morning Concert ­ April 23, 2015 WEF Fundraiser ­ May 1, 2015 WPTC Meeting ­ May 6 , 2015

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Administrative Forum ­ May 7, 2015 Incoming 6th Grade Parent Orientation ­ May 19, 2015 Jazz Ensemble Performances at WPS and WIS ­ May 21, 2015 Spring Choral Concert ­ May 27, 2015 8th Grade Dinner/End of Year Dance ­ May 29, 2015 Graduation ­ June 4, 2015 Last Day of School ­ June 11, 2015 Parents also attend athletic contests for both boys/girls softball, volleyball, and basketball. They are also invited to attend awards/academic assemblies. Parents are also a crucial piece to the volunteer process for our yearly musical.

8.2 STAKEHOLDER INVOLVEMENT IN SIP PROCESS

We had a parent liaison in place, but she was not able to make our meetings.

8.3 COMMUNICATION OF SIP PROGRESS The results of our plan have been shared at faculty meetings and institute days.

8.4 ROLE OF FAMILY/COMMUNITY IN THE ACTION PLAN (5.0) Surveys are completed for parent input. They were asked to complete the 5Essentials, IBL Survey, and Parent Safety Survey.

8.5 ROLE OF FAMILY/COMMUNITY IN SUPPORT OF STUDENT LEARNING

WMS staff work to contact each parent throughout the school year. Staff logs are maintained to document these communications. Most contacts come through phone call or emails, although periodically there will be parent meetings with the grade level teams or individual teachers. The principal send out a monthly newsletter and weekly communications via email as a reminder of upcoming events. These emails are also posted to the WMS website. 8.6 PROCEDURES/PRACTICES/COMPACTS WMS currently has a compact in place. We would like to work to implement this further in the 2015­2016 school year.

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10.0 Review, Monitoring, and Revision Processes 10.1 MONITORING PROGRESS OF THE PLAN Reading Data Goals 6th Grade, 7th Grade, and 8th Grade Students 6th ­ Informational Text ­ Fall 14 Median 216 (4 pts growth) Result: 217 (1 point of growth (­3)) 7th ­ Informational Text ­ Fall 14 Median 219 (4 pts growth) Result: 222 (3 points of growth (­1)) 8th ­ Informational Text ­ Fall 14 Median 223 (3 pts growth) Result: 230 (7 points of growth (+4)) Activity #1 Annotations of Text Evidence: 6th Grade Kincanon/Welsh (R/LA) Magazine Article, write in margins and Alajoki (SS) highlighted text, wrote in margins, look for main ideas 7th Grade Klemchuk and Scianna (R/LA) Magazine articles,short stories, close read, note taking and Blindauer (SS) highlighted text, wrote in margins, Cornell notes 8th Grade Gloude, Tumpach, Gildow, Jerousek, Martinez, Kuhn, and Kocourek all worked on annotating text as part of their classes. It was completed as a skill for the grade level

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Arts and Tech Bylica (Chorus and General Music) All grade levels, Gisseler (PE) 8th grade Health, Kuhn (8th grade LA one section), Kluge (Instrumental Music), Kocourek (6th, 7th, 8th LA classes; 8th Science classes) Activity #2 Summary Writing Across All Content Areas Evidence: 6th Grade Kincanon/Welsh (R/LA, Alajoki (SS), Reinertsen (Sci) ­ Writing Summary about things we’ve read, watched, done. Presentations of what was learned. 7th Grade Klemchuk/Scianna (R/LA), Blindauer (SS), and Remez (Sci) Writing Summary about things we’ve read, watched, done. Presentations of what was learned. Articles, fiction 8th Grade Completed summary writing as part of class activities: Gloude, Tumpach, Gildow, and Martinez. Arts and Tech Completed summary writing as part of class activities: Bylica, Malloy, Kuhn, Demakis, Gisseler, Calabrese, and Kocourek. Activity #3 Argument Writing Evidence: 6th Grade Kincanon/Welsh (R/LA) Formal argument writing unit, used rubrics, wrote letters and papers, Alajoki (SS) Sparta vs Athens, best civilization, and Reinertsen (Sci) Digital vs. Analog

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7th Grade Klemchuk, Scianna, Blindauer, and Solberg: Completed argument writing as part of class activities, justify results, debate, RAFT. 8th Grade Gloude, Tumpach, Martinez, Jerousek, and Gildow: Completed argument writing as part of class activities: Arts and Tech Completed argument writing as part of class activities: Bylica­ 8th grade General Music and Malloy­ 8th grade Home Economics. Math Data Goals 6th ­ Algebraic thinking ­ Fall 14 Median 216 (8 pts growth) Results: 221 (5 points of Growth (­3)) 7th ­ Algebraic thinking ­ Fall 14 Median 222 (7 pts growth) Results: 229 (Met Goal) 8th ­ Algebraic thinking ­ Fall 14 Median 232 (4 pts growth) Results: 240 (Exceeded Goal (+4)) Activity #1 Draw, construct, and describe geometrical figures and describe the relationships between them. Solve real life and mathematical problems involving angle measure, area, surface area, and volume. Evidence: 6th Grade Shouse (Math) Expressions & equation unit, inequality, one step equation, substitution, volume/surface area: measured different boxes, wrapping paper and Reinertsen (Sci) wave speed equations. 7th Grade Solberg, Remez: Completed as part of daily curriculum; Constructed Geometric Figures Unit; Measure Length, Mass, Volume; Density. 8th Grade Tomczak: Completed as part of daily curriculum.

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Arts and Tech Completed as part of daily curriculum: Demakis­ 6th, 7th, 8th and Malloy­ 8th grade sewing/7th grade culinary. Activity #2 Solving real world problems using decimals (DesCartes 6) Evidence: 6th Grade Completed as part of daily curriculum: Alajoki (SS)­Almanac, Reinertsen (Sci)­Data analysis, measurement, and Shouse (Math)­Money, word problems 7th Grade Completed as part of daily curriculum; Probability Unit: Solberg 8th Grade Completed as part of daily curriculum: Tomczak and Gildow Arts and Tech Completed as part of daily curriculum: Malloy­ 8th grade budget unit Activity #3 Expresses a simple linear equation from a contextual situation (conversions) (DesCartes 18) Evidence: 6th Grade Completed as part of daily curriculum: Shouse (Math)­Conversions with ratios, converting cm to m, metric to standard, Reinertsen (Sci)­cm to meter, and All 6th Grade Staff­calculating grades on a paper. 7th Grade Completed as part of daily curriculum: Solberg

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8th Grade Completed as part of daily curriculum: Tomczak Arts and Tech Completed as part of daily curriculum: Calabrese­ converting money, temperature, size and Spanish word problems SEL 95% or better attendance rate with a decrease in chronic truancy's, to implement at least 1 Social Academic Instructional Group, and to implement WATCHDOGS. Evidence: Activity #1

Every 2 tardies, parent/guardians will receive a phone call informing them that their student was tardy. Evidence: 208 phone calls were made to parents notifying them that their child was late for school 2 times and the reason their student gave for being late. Parents were also informed if their child was late again, he/she will be receiving a consequence. On a student’s 3rd tardy to school, a student received a consequence and had a meeting with either the principal, assistant principal, social worker, school counselor or the district School Resource Officer. 180 students received a phone call home and an after school detention or consequence. Activity #2 Students who have an unexcused absence:

1. Phone call home to parent/guardian 2. Letter home to parent/guardian 3. Meeting with SRO and school administrators 4. Refer to West 40

Evidence: Any student who was reported as obtaining an unexcused absence for the school day received a phone call from the assistant principal. When a student was reported unexcused for the second time, a letter was sent home to the parents. A total of 16 letters were sent to parents/guardians. When a student was reported unexcused for the third time, the SRO was sent to the student’s home to verify why the student was absent. The SRO visited 8 different homes. When a student was reported unexcused for the fourth time, the assistant principal referred the case to West 40. The assistant principal referred 2 cases to West 40.

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Activity #3 Obtain feedback from each PLT about what social academic instructional groups are most needed to be implemented. Develop 7 week curriculum for Social Academic Instructional Groups. Evidence: The social worker and school counselor went to a grade level PLT meeting in December to discuss the different social academic instructional group needs. It was decided by the PLTs the school counselor would implement a 7 week organizational group and the social worker would implement two 7 week groups focusing on academic motivation and respect. The students were chosen by PLT recommendation, office detention referrals and CICO data.The organizational group had a total of 18 students, the motivational group had 8 students and the respect group had 4 students.The social academic instructional groups began in January and each group met once per week. At the end of the 7 week intervention, data was complied and the social worker and school counselor met with PLTs to review progress data and to make recommendations for students who made progress and can graduate, students who are making progress and continue intervention and students who made minimal to no progress and the intervention needs to be a changed/modified/intensified.At the end of the 7 week interventions, 2 students were exited from the organizational group while the other students made some growth and continued the intervention the remainder of the school year. Activity #4 Implement Watch D.O.G.S. program to enlist positive presence within our school. Evidence: WATCHDOGS Kickoff event ­ 54 fathers attended the kickoff event. WATCHDOGS ­ 14 fathers volunteered throughout the school year. The teachers and students shared that they like the presence of the fathers in the building. Multiple fathers attended more than one day. 10.2 REVISION OF THE PLAN The information and advice gathered at the quarterly monitoring meetings are shared with the SIP Team. The information along with the progress updates drives any necessary revisions to the plan. (See Section 10.2.) SILT Notes for meetings and updates for staff were provided via the team representative. The information was also shared at faculty meetings. Team notes were taken at each meeting based on topics and needs for discussion.

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