westgate elementary school - edmonds school district...edmonds school district school improvement...

The Edmonds School District engages stu-dents, staff, families, partners and the broader community in the district’s Strategic Direction. Together, along with every school, results have been identified that we want for our students. The continual improve-ment of our schools is essential in provid-ing increased student performance and quality results. Innova-tive, exemplary, and research-based pro-grams, coupled with professional develop-ment, focused and aligned resources, and community participa-tion in decision mak-ing and planning are essential elements in improving schools. For more detailed informa-tion, please visit our school’s improvement plan or give us a call at your convenience.

Westgate Elementary School

2017-2018 Performance Report

The Westgate learning community, in a cooperative setting, empowers and advo-cates the development of skills, knowledge and behaviors for lifelong learning in an ever-changing global society.

Our students, staff and parents work collaboratively to ensure we have a safe and well-managed school environment in which all of our students have the ability to achieve their best. We have schoolwide expectations for behavior, and we have developed positive reinforcements for these expectations to minimize disruptions to the learning environment.

Principal: Jennifer BraileAssistant Principal: Katie Shook9601 220th St SW, Edmonds, WA 98020(425) 431-7470/wge.edmonds.wednet.edu

Mission Statement of School and District

About Us

http://wge.edmonds.wednet.edu

Our32

teachersat a glance:

of teachers

have at least a Master’s

Degree

15.7 average years of teacher

experience

Academic Accomplishments and Goals Strategic Direction Focus Areas

We will engage in focused collaboration to improve learning. We will implement strategies around student engagement. We will look for and provide feedback to enable students to construct viable arguments grounded in evidence which will lead to increased student performance.

For more detailed information, please visit our school’s improvement plan or give us a call at your convenience.


75.0%

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White: 53.0%

Two or More Races: 13.6%

Asian: 7.5%

Black / African American: 7.7%

American Indian / Alaskan Native: 0.6%

Hispanic / Latino of any race(s):

16.5%

Native Hawaiian / Other Pacific Islander: 1.0%

Student Diversity

WestgateElementary


How You Can HelpWe have a strong and supportive community

at Westgate. Our Parent Staff Organization (PSO) provides and enriches our educational opportu-nities by funding assemblies, programs, books and supplies, field trips, playground equipment, and art kits. Their support of our programs and all families’ support of their students’ education helps make Westgate a great place to learn. We welcome you to become involved in our school by becoming a volunteer. Please contact the school office if you are interested.

Our494 students at a glance:

50.7%

male

49.3%

female

Westgate Cougars Westgate Cougars

Westgate Cougars

State AssessmentsWashington students are

tested annually by the state to assess their progress as they move through school. In grades 3-8 students take tests in English language arts, math and science. Please visit our School Report Card.

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http://reportcard.ospi.k12.wa.us/summary.aspx?groupLevel=District&schoolId=2506&reportLevel=School&yrs=2016-17&year=2016-17

Financial ResourcesAnnually, we produce

a Citizens Guide to the District’s Budget. One of our highest priorities is being excellent stew-ards of our community’s resources. Each year, we involve staff, students, families and community members in helping us to set budget priorities. For more information on school funding, we encour-age you to refer to the 2016-17 Citizens Guide to the Budget.

About Our BuildingOpened: 1958Square footage: 44,015Remodeled: 1989 (Modernization)We are proud that our school facility is used

extensively by our community for meetings, events and youth activities.


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The state provides $8,662 per pupil to our District

Edmonds School District Board of Directors

Carin Chase Area 1, Legislative Representative

Ann McMurray Area 2, Vice President

Gary Noble Area 3

Susan Phillips Area 4, President

Diana White Area 5

Dr. Kristine McDuffy Superintendent

Our Commitment• Equity of Opportunity• Effective Learning

for All Students • PreK-3rd Grade

Early Learning • Graduates Who Are

Ready For Life

Edmonds School District20420 68th Ave WLynnwood, WA 98036 425-431-7000www.edmonds.wednet.edu

The Edmonds School District covers approxi-mately 36 square miles in south Snohomish County and includes the communities of Brier, Edmonds, Lynnwood, Mountlake Terrace, Wood-way, and portions of unincor-porated Snohomish County.

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https://www.edmonds.wednet.edu/UserFiles/Servers/Server_306670/File/Departments/Business%20and%20Operations/Business%20Services/Citizen's%20Guide%20to%20the%20Budget/2016-17%20Citizens%20Guide.pdf

https://www.edmonds.wednet.edu/UserFiles/Servers/Server_306670/File/Departments/Business%20and%20Operations/Business%20Services/Citizen's%20Guide%20to%20the%20Budget/2016-17%20Citizens%20Guide.pdf

http://www.edmonds.wednet.edu

Edmonds School DistrictSchool Improvement Planning Process

Each Student Learning, Every Day!

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School Name: Westgate Elementary School Year: 2017-2018

School Theory of Action/Target Area

Students will increase learning and engagement by participating in integrated leadershipopportunities and project based learning. As a result, students will elaborate, use details, andprovide evidence to support critical thinking skills.

Whole School Achievement Goal- As a result of this action:

Compared to 69 % of Westgate students who scored proficient in ELA SBA in Spring 2017 , 72% of

Westgate students will meet or exceed proficiency on the ELA SBA in Spring 2018.

Achievement Gap:

Measurement/Assessment: SBA Summative English Language Arts

Student Group Current % Successful Goal % Successful

Comparison Group AStudents not showing growth or

showing negative growth over timewill begin to show growth usingmultiple measures as our data

source* See Data Plan on page 10

Currently none of the students inour Comparison group are showinggrowth in specific areas on multiple

measures.*See Data Plan on page 10

Our goal is for 100% of our studentsin this Comparison group begin to

show growth in the assessmentareas which they are targeted.

Comparison Group BStudents showing growth, and willcontinue to show positive growth

trends, on multiple measures.

Currently all the students inComparison Group B are showing

growth over time.

Our goal is for 100% of our studentsin this Comparison group to

continue to show growth over time.

All Students 69% 72%

Strategic Direction Focus Areas:

You may choose to select one or more of the other options in addition to Effective Learning for All

Students.

Effective Learning for All Students

☐Equity of Opportunity

☐P-3rd Grade Early Learning

☐Graduates Who Are Ready for Life



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Specific Strategic Direction Indicators of Focus:

Students meeting or exceeding grade-level standards in English Language Arts and growth over time.

School Vision/Mission:

The Westgate learning community in a cooperative setting empowers and advocates the development of

lifelong skills, knowledge and behaviors for lifelong learning in an ever changing global society.

School Demographics:

Parent, Family, and Community Involvement in this Plan:

• Shared at PSO Meetings

• Equity Team participation

• Email Updates

Review and Analysis of Data:

Check all data reviewed and analyzed that determined your Strategic Direction focus area(s) and your

school target.

State Assessments

☒District Assessments

☒School Assessments

☒Classroom Assessments

☐SAT/ACT

☐AP/IB/CHS/Tech Prep



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☐CTE Industry Certification

☐Graduation Rate

☒Attendance Data

☒ Other: Report Card Data

☒Discipline Data

☒Staff Perceptual Data

☐Student Perceptual Data

☐Parent Perceptual Data

Summary of strengths or greatest progress based on the data:

• Grade 5 SBA Mathematics scores continue to trend up with an increase in students meeting standard of 6%over two years.

• Special Education students continue to trend up in SBA ELA, showing an increase in students meeting gradelevel standard by almost 20% in two years.

• 86% of Grade 2 students were reading at grade level in the Spring of 2017.

• 86% of Grade 2 students were meeting expectations in Math in the Spring of 2017.

Prioritized areas of opportunity or greatest challenge based on the data:

Students in Bilingual Education grades 3-6 continue to show very little growth in SBA ELA, with only 31%meeting standard, versus 69% of all students meeting standard.

1. Free and Reduced lunch students grades 3-6 meeting standard on SBA in Mathematics are at 51%, versus 68%of all students meeting standard.

2. Staff identify Student Engagement, specifically hands-on project based learning, as area of growth.

3. Citing evidence to support opinions, ideas, or analysis is an area of growth across grade levels according toSBA ELA Target data.

State Participation Rate: 95% participation required

X Area of Strength (95% or more participation) Area of Opportunity (less than 95% participation)

If your participation rate is an area of opportunity, please describe your plan for increasing student participationduring the school year:Click here to enter text.

Third Grade OSPI Literacy Expectation:

What Percentage of Third Graders Met orExceeded standard on the SBA ELA?80%

If less than 60% of Third Grade students met or exceeded, a whole schoolintensive reading/literacy plan is required. Mark the appropriate box.

Plan is required: YES ☐ NO☒If a plan is required for your building, add in your Third Grade SBA Claim Report Data (percentages met) below:

Reading: Click here to enter text. Writing: Click here to enter text.Listening: Click here to enter text. Research/Inquiry: Click here to enter text.

Grade Level/Specialist/Department Goals aligned to the School Target Area and Goal:



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Grade Level/Department/Team: Kindergarten

Student Learning Goal: By engaging in project based learning tasks, students will be exposed to high

engagement activities to inspire and encourage them when they are writing. By June, Kindergarten students

will write three sentences to give an opinion; tell a narrative; and/or write to teach.

We will measure this Formatively by:

Each student will have a writing folder/binder to store their work in progress. Students will self-assessusing writing checklists, and share-out with peers.

We will measure this Summatively by:

Using a pre and post writing assessment(s), we evaluate student growth in the areas of narrative; opinion and

write to teach.

Action steps we will take to meet our goal:

• Students will use Project Based Learning (such as STEM, STEAM, Play to Learn and GeniusHour) to promote engaging experiences. Students will write to give an opinion; tell a narrative;and/or write to teach.

• Teachers will meet to collaborate and reflect on specific achievable goals, and set objectives tomeet those goals by June.

Technology-This is how we will utilize technology to meet our goal:

Students publish and share final drafts through multiple sources of technology, such as sharing usingthe document camera, use of Story Maker, and/or MS Word.

Grade Level/Department/Team: First Grade Team, Jamie Wang, and Deidre Dockweiler

Student Learning Goal: Students will improve their leadership and critical thinking skills by problem solvingand self-reflecting through a series of STEM-related activities.


• Seesaw - verbal explanation of project outcomes. Initially, this will be done via video posts and thenwill transition to video with a short written explanation.

• Project-specific planning sheet with student ideas for how to tackle the problem.


• On-demand opinion writing piece before first STEM activity (pre/post).



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• Develop a common reflection sheet with sentence stems to use after each STEM activity.• Develop a rubrics for verbal and written reflections.• Research and find age-appropriate and high interest STEM activities that align with our goal.


• Chromebooks-Seesaw--to record student thinking

Grade Level/Department/Team: Second Grade team, LS A. Sisley and LIS, T. Wittmann

Student Learning Goal: Integrate technology in our leadership and hands on learning.


Use technology to periodically monitor student progress.


Students will increase their fact fluency and reading level by using technology.


• teach digital citizenship• provide time on a regular basis to get on all technology sites below• observe and keep anecdotal notes on student engagement• Integrate technology into our lessons and activities such as STEM and STEAM units and lessons• collaborate and analyze students’ progress on our assessments• Pursue NGSS based lessons for Physical Science• Use surveys to measure learning and promote reflection regarding the use of technology and their

learning and leadership


• SeeSaw• Typing Club• Mystery Science.com• Google Classroom



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• Moby Max, Raz-Kids, Xtra-Math• Code.org

Grade Level/Department/Team: Third Grade Team – Dearmon, Whitelaw, Hamilton

Student Learning Goal: Students will be able to ask and research a self-generated question that benefits theworld that they can bring back to share with their community.

Project based learning: The act of learning through identifying a real-world problem and developing itssolutions. Kids show what they learn as they journey through the unit, not just at the end.


Weekly reflection tools, journal of their learning throughout the project, teacher anecdotal notes, studentSeesaw posts


Comparing our pre-assessment with our post-assessment, reflection tools, journal of their learning throughoutthe project, teacher anecdotal notes, final Seesaw post, final written reflection


Share Kid President videos, develop reflection tools, Genius Hour powerpoint, or other presentation, thatpresents the overall project idea, generate ideas about what the students are passionate about, invite KellyMcCarty to work with the students on possible technology presentation ideas


Kelly McCarty will come help students post things to Seesaw, learn how to create a video and to use GoogleSlides. She will also introduce us to other technology ideas that we can incorporate within this project forstudent presentations.

Grade Level/Department/Team: Fourth and Fifth Grade and Intensive Support 4-6

Chuck Ridley, Kim Lindemuth, Susie Kominsky-Scott, Tamarra Moore, Pam Roppo and Sandi Shinder

Student Learning Goal: Students will strengthen their skills for elaborating, using details, and providing

evidence to support their critical thinking skills in project based learning.




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• Exit tickets, small group tasks, and on demand writing prompts

• STEM project notes ( planning, evaluation, modifications, outcome, reflection)

• Problem based project notes (planning, evaluation, modifications, outcome, reflection)


Pre and post tasks using the essential questions;

1. What is the solution to the problem / main idea?

2. What evidence do you have to support your solution / main idea?


• - Provide students with multiple problem learning tasks / activities in various academic areas

• Model elaborations in writing & note taking


• - Laptop – google doc, slides, etc.

• Camera and video recorder

Grade Level/Department/Team: Grade 6 Team – Sorge, Roy

Student Learning Goal: Our students will elaborate, use details, and provide evidence to support criticalthinking skills through project based learning opportunities such as career mapping, Interact Social Studiesunits, STEM projects, Breakout Boxes, and creating a myth.


Check-ins, observations, mini-lessons, journals


Using rubrics that call out elaborations, details, and providing evidence to support critical thinking skills toscore group work as well as the end product (presentation, reflections, final product).

Action steps we will take to meet our goal



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Using our yearly curriculum map, we will integrate various project based learning opportunities throughoutthe school year. We will provide rubrics and guidelines to all students that give choices in the final product fortheir project. Teachers will work with students to map out timelines for projects (begin with the end in mind)and will have frequent check-ins throughout the process with all students/groups.


Google Docs, Google Classroom, webquest, digital journals (seesaw?), WeVideo, Google Slides, Google Forms,

Action Plan for the School to Address the Target Area to in order to meet the Achievement Goals:

Learning Opportunities for Students Description of the Learning Opportunity ScheduleAs part of progress monitoring, what are you doing tohelp students who are still not meeting proficiency?

Collaborative time within teams and staffmeeting time to plan engaging hands-onlessons. Small group instruction within theclassroom. MTI meetings to address the trendsof student learning. Progress monitoring ourgap group to assess growth.

Ongoingthroughoutthe year.

As part of progress monitoring, what are you doing forstudents who are meeting or exceeding standards?

Collaborative time within teams to provideproject based learning conducive todifferentiation.Small group instruction with enrichmentopportunities.


Describe how your school addresses the physical,emotional, and intellectual safety conditions thatallow for effective teaching and learning to take place.

Safety team – monthly meetings to ensure ourschool is following appropriate safetymeasures.Administrative Team – weekly meetings toreview and address student concerns.Leadership – our school provides Leadershipopportunities that focus on good communitycitizenship and responsibility.


Learning Opportunities Provided for Staff Specificto the School Target

Description of the Learning Opportunity Schedule

Whole staff learning opportunities to support thefocus and intentionality of this Goal.

Staff meetings and Building meeting time arefocused on whole group learning specific toteam SIP goals which support our Theory ofAction.


Small group, individual, voluntary learningopportunities to support the focus and intentionalityof this Goal.

Equity TeamLearning TeamStudent Leadership CommitteeTechnology Thursdays




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Action Plan for the School to Address the Third Grade OSPI Literacy Expectation:

Third Grade OSPI Literacy Expectation(The following information is required if less than 60% of Third Grade Students met or exceeded standards on SBA ELA)

Intensive Reading and Literacy Improvement Plan Description of Intervention Practices MonitoringSchedule

Identify the intensive and targeted reading/literacyintervention practices, K-4, your school willimplement. After your selection, write a briefdescription of your plan for implementation of thatpractice.

Use of a coach/coaches

Additional learning time within the SchoolDay

Before and After School Programs

Family Involvement at School (and outsideof school)

Targeted Professional Learning

Professional Learning Communities

Tutoring

Click here to enter text.

Click here toenter text.

Specifically identify and describe your building’s gradeto grade transition plan. How is student learninginformation shared and how are intervention plansfrom year to year continued/modified/ expanded/discarded?

Click here to enter text. Click here toenter text.

Describe your Targeted Family Engagement Plan(specifically K-4) that ensures two way communicationbetween home and school regarding individualstudent progress, the interventions and strategiesbeing used and strategies for improving the student’sreading skills at home.

Click here to enter text. Click here toenter text.

Grade Level PLC TeamsOngoing feedback opportunities from staff



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Westgate Data Plan 2017-2018

Indicator Type Data Source Who to Sample? SpecificMeasures

Who collects & When?

Student Learning

Students who have not showngrowth, or shown backwardsgrowth on multiple measures overtime. Grades4-6 SBA ELA; GradesK-3 DIBELS and 2nd grade SpringAssessments.

Classroom BasedAssessments,including SBA InterimAssessments in ELA

Grades 4-6 identifiedas not showinggrowth on the SBAELA over time.

Performance levelsof student group andProgress Reports onIEP goals.

Percent of change inassessments overtime.

Grades 4-6 GeneralEducation Teachers andGrades 4-6 ELL/SpEdSpecialists

MTI Meetings Fall, Winter,Spring - 3x a year.

Practical Measures -teacher reflectionsand studentreflections

Grades K-6 teachersand ELL/SpEdspecialists

1:1 Studentconversations

Qualitative claimswhy students aresuccessful and/orwhy they arestruggling

Principals or AssistantPrincipals will sample GradesGeneral Education Teachersand Grades ELL/SpEdSpecialists, Fall 2017 andSpring 2018

MTI Meetings Fall, Winter,Spring - 3x per year

Classroom BasedAssessments andDIBELS progressmonitoring

Grades K-3 identifiedas not showinggrowth over time onmultiple measures.

Percent of change inassessments overtime

DIBELS progress monitoringmonthlyClassroom BasedAssessments ongoing

MTI Meetings Fall, Winter,Spring - 3x a year

Attendance andDiscipline Reports(SWIS and Skyward)

Grades K-3 identifiedas not showinggrowth over time onmultiple measures.

Grades 4-6 identifiedas not showinggrowth on the SBAELA over time.

Percent of studentswith greater than90% attendance

Percent of studentswithout a suspensionor expulsion

Number of officereferrals and reasonfor office referral

Para III, Registrar, AssistantPrincipal and Principal

Fall, Winter and Spring

westgate elementary school - edmonds school district...edmonds school district school improvement...

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