School Improvement Plan

Ronald O. Willey

President

Tyrone A. Chase, Ph.D.

Vice President

Marvin L. J. Blye

Larry W. Dodd

Carolyn J. Elmore, Ed.D.

Donald L. Fitzgerald

L. Michelle Wright

John E. Fredericksen, Ph.D.

Superintendent of Schools

 

 

Board of Education of Wicomico County

 

101 Long Avenue

P.O. Box 1538

Salisbury, MD 21802-1538


410-677-4400

FAX 410-677-4444

www.wcboe.org


Success - Every Student, Every Day

 

 

 

 

                                                                              

 

WESTSIDE PRIMARY SCHOOL

 

 

 

School Improvement Plan

 

2012 – 2013

It is the policy of the Wicomico County Board of Education to provide equal educational and employment

Opportunities regardless of age, gender, race, color, religion, national origin, disability or sexual orientation.

 


Mission Statement:

 

The mission of Westside Primary School is to foster a caring and safe environment where all children have equal opportunities to be challenged with rigorous content and use that knowledge at the application level.

 

 

Belief Statements:

 

  • Each student should be challenged to reach his or her full potential.
  • The diversity of each individual, including his or her unique and innate characteristics, should be respected.
  • Students should be provided with a variety of opportunities for learning across the curriculum.
  • Students should experience rigorous content and high expectations for their learning.
  • Wicomico County school-based values should be reinforced.
  • Westside administration, staff and faculty should welcome and encourage parental and community involvement in the education of children.
  • Westside Primary School should strive to ensure the effective and efficient delivery of high quality education.

 

 

Report Card:

 

Our school’s official accountability report card may be accessed at www.mdreportcard.org.


 

Goal Progress and Needs Assessment

 

Pre-Kindergarten:

 

Language and Literacy (Reading) – Student Performance Results for Pre-Kindergarten

Student Group:

Term 1

Term 2

Term 3

Needs Development

In Process

Proficient

Needs Development

In Process

Proficient

Needs Development

In Process

Proficient

All Students

53.8%

33.3%

12.8%

2.6%

48.7%

48.7%

2.5%

15%

82.5%

American Indian/Alaskan Native

-

-

-

-

-

-

-

-

-

Asian

-

-

-

-

-

-

-

-

-

Black or African American

57.1%

28.6%

14.3%

-

57.1%

42.9%

6.7%

26.7%

66.7%

Hispanic/Latino of any race

-

-

-

-

-

-

-

-

-

Native Hawaiian/Other Pacific Islander

-

-

-

-

-

-

-

-

-

White

45%

40%

15%

5%

34%

34.2%

-

10%

90%

Two or more races

80%

20%

-

-

80%

20%

-

-

100%

FARMS

56.3%

30.4%

13%

-

56.5%

43.5%

4.2%

16.7%

79.2%

Special Education

85.7%

14.3%

-

14.3%

71.4%

14.3%

-

28.6%

71.4%

Limited English Proficient

-

-

-

-

-

-

-

-

-

 

Provide an analysis of the results, including strengths and areas in need of improvement.  Be sure to address both the performance of All Students and that of the Student Groups.

As expected, all students showed significant gains from Term 1 benchmark to the Term 3 benchmark, as material measured on the benchmark was covered. Gains achieved by Special Education, White and Two or more races exceeded the gains achieved by Black or African American students and FARMS students. It is clear that we must continue the supports in place (small group pull-out, one on one work, etc.) for under achieving students in order for them to make the gains seen in other subgroups.

Kindergarten:

 

Language and Literacy (Reading) – Student Performance Results for Kindergarten

Student Group:

Term 1

Term 2

Term 3

Needs Development

In Process

Proficient

Needs Development

In Process

Proficient

Needs Development

In Process

Proficient

All Students

35.4%

41.4%

23.2%

10%

16%

74%

6%

12%

82%

American Indian/Alaskan Native

---

---

---

---

---

---

---

---

---

Asian

---

---

100%

---

---

100%

---

---

100%

Black or African American

56.3%

25%

18.8%

18.8%

31.3%

50%

18.8%

12.5%

68.8%

WHispanic/Latino of any race

85.7%

---

14.3%

14.3

57.1%

28.6%

---

42.9%

57.1%

Native Hawaiian/Other Pacific Islander

---

---

---

---

---

---

---

---

---

White

27.4%

47.9%

24.7%

8.1%

9.5%

82.4%

4.1%

9.5%

86.5%

Two or more races

---

100%

---

---

---

100%

---

---

100%

FARMS

47.5%

42.5%

10%

19%

16.7%

64.3%

11.9%

14.3%

73.8%

Special Education

87.5%

12.5%

---

42.9%

42.9%

14.3%

42.9%

28.6%

28.6%

Limited English Proficient

100%

---

---

20%

60%

20%

---

40%

60%

                                                                                                                                                                                      

Provide an analysis of the results, including strengths and areas in need of improvement.  Be sure to address both the performance of All Students and that of the Student Groups.

 

As expected, our scores improved each term, due to the fact that more curriculum has been covered.

We had three sub groups (Hispanic, Sp. Ed., and ELL) score 60% or less on Term 3.

ELL has made great strides from 0 proficient in Term 1 to 60% in Term 3.

There is a 17.7% difference between White and African American sub groups in Term 3.

The Special Education sub group preformed the weakest, although it only includes 7 students.

Grade 1 – Reading

 

We will increase grade 1 students’ proficiency in reading as measured by Reading Benchmark 1.

Student Group:

Results for 2011-2012

AMO for 2012-2013

Results for 2012-2013

AMO for 2013-2014

Results for 2013-2014

 

# Students Proficient

% Students Proficient

% Students Proficient

# Students Proficient

% Students Proficient

% Students Proficient

# Students Proficient

% Students Proficient

All Students

99/103

96.1%

94.6%

 

 

100%

 

 

American Indian/Alaskan Native

---

---

94.6%

 

 

100%

 

 

Asian

1/1

100%

94.6%

 

 

100%

 

 

Black or African American

17/17

100%

94.6%

 

 

100%

 

 

Hispanic/Latino of any race

4/4

100%

94.6%

 

 

100%

 

 

Native Hawaiian/Other Pacific Islander

---

---

94.6%

 

 

100%

 

 

White

69/72

95.8%

94.6%

 

 

100%

 

 

Two or more races

8/9

89%

94.6%

 

 

100%

 

 

FARMS

41/43

95.3%

94.6%

 

 

100%

 

 

Special Education

7/11

63.7%

94.6%

 

 

100%

 

 

Limited English Proficient

---

---

94.6%

 

 

100%

 

 

 

Provide an analysis of the results, including strengths and areas in need of improvement.  Be sure to address both the performance of All Students and that of the Student Groups.

 

Performance of students in the following sub-groups  Asian, African American, Hispanic, White, and FARMS equaled or exceeded 95%.  The performance of subgroups of Two or More Races and SPED Education fell below to 89% (8 out of 9) and 63.7% (7 out of 11) respectively.  The combined total for all students of 96.1% is an overall strength. 


 

We will increase grade 1 students’ proficiency in reading as measured by Reading Benchmark 2.

Student Group:

Results for 2011-2012

AMO for 2012-2013

Results for 2012-2013

AMO for 2013-2014

Results for 2013-2014

 

# Students Proficient

% Students Proficient

% Students Proficient

# Students Proficient

% Students Proficient

% Students Proficient

# Students Proficient

% Students Proficient

All Students

94/104

90.4%

94.6%

 

 

100%

 

 

American Indian/Alaskan Native

---

---

94.6%

 

 

100%

 

 

Asian

1/1

100%

94.6%

 

 

100%

 

 

Black or African American

16/17

94.1%

94.6%

 

 

100%

 

 

Hispanic/Latino of any race

4/4

100%

94.6%

 

 

100%

 

 

Native Hawaiian/Other Pacific Islander

---

---

94.6%

 

 

100%

 

 

White

65/73

89.1%

94.6%

 

 

100%

 

 

Two or more races

8/9

89%

94.6%

 

 

100%

 

 

FARMS

36/43

83.8%

94.6%

 

 

100%

 

 

Special Education

6/11

54.6%

94.6%

 

 

100%

 

 

Limited English Proficient

---

---

94.6%

 

 

100%

 

 

 

Provide an analysis of the results, including strengths and areas in need of improvement.  Be sure to address both the performance of All Students and that of the Student Groups.

90.4% of first graders scored proficient on Reading Benchmark 2.  From Reading Benchmark 1 to Reading Benchmark 2, the Asian and Hispanic subgroups maintained 100% performance.  The Two or More Races subgroup maintained a score of 89% proficient.  Of 17 African American students, only 1 student scored below the proficient level.  The White subgroup score declined by 6% from Benchmark 1 to Benchmark 2.  FARM subgroup student performance declined by 11% from Benchmark 1 to Benchmark 2.   Our weakness continues to be in the area of Special Education with only 54.6 % scoring proficiently (6/11 students). 


 

 

 

Pre-Kindergarten:

 

Mathematics – Student Performance Results for Pre-Kindergarten

Student Group:

Term 1

Term 2

Term 3

Needs Development

In Process

Proficient

Needs Development

In Process

Proficient

Needs Development

In Process

Proficient

All Students

38.5%

33.3%

28.2%

12.8%

20.5%

66.7%

7.5%

10%

82.5%

American Indian/Alaskan Native

-

-

-

-

-

-

-

-

-

Asian

-

-

-

-

-

-

-

-

-

Black or African American

57.1%

28.6%

14.3%

14.3%

35.7%

50%

13.3%

26.7%

60%

Hispanic/Latino of any race

-

-

-

-

-

-

-

-

-

Native Hawaiian/Other Pacific Islander

-

-

-

-

-

-

-

-

-

White

20%

35%

45%

5%

10%

85%

5%

-

95%

Two or more races

60%

40%

-

40%

20%

40%

-

-

100%

FARMS

56.5%

21.7%

21.7%

17.4%

34.8%

47.8%

8.3%

16.7%

75%

Special Education

57.1%

28.6%

14.3%

28.6%

14.3%

57.1%

14.3%

-

85.7%

Limited English Proficient

-

-

-

-

-

-

-

-

-

 

Provide an analysis of the results, including strengths and areas in need of improvement.  Be sure to address both the performance of All Students and that of the Student Groups.

As expected, all students showed significant gains from Term 1 benchmark to the Term 3 benchmark, as material measured on the benchmark was covered. Gains achieved by White and Two or more races exceeded the gains achieved by Black or African American students, Special Education and FARMS students. It is clear that we must continue the supports in place (small group pull-out, one on one work, etc.) for under achieving students in order for them to make the gains seen in other subgroups.

 

 


 

Kindergarten:

 

Mathematics – Student Performance Results for Kindergarten

Student Group:

Term 1

Term 2

Term 3

Needs Development

In Process

Proficient

Needs Development

In Process

Proficient

Needs Development

In Process

Proficient

All Students

49%

38.8%

12.2%

21%

25%

54%

8%

12%

80%

American Indian/Alaskan Native

---

---

---

---

---

---

---

---

---

Asian

---

---

100%

---

---

100%

---

---

100%

Black or African American

66.7%

26.7%

6.7%

43.8%

18.8%

37.5%

18.8%

12.5%

68.8%

Hispanic/Latino of any race

71.4%

28.6%

0%

42.9%

14.3%

42.9%

14.3%

42.9%

42.9%

Native Hawaiian/Other Pacific Islander

---

---

---

---

---

---

---

---

---

White

42.5%

43.8%

13.7%

14.9%

27%

58.1%

5.4%

9.5%

85.1%

Two or more races

100%

---

---

---

50%

50%

---

---

100%

FARMS

64.1%

33.3%

2.6%

31%

28.6%

40.5%

11.9%

16.7%

71.4%

Special Education

87.5%

12.5%

---

71.4%

14.3%

14.3%

42.9%

28.6%

28.6%

Limited English Proficient

75%

25%

---

40%

20%

40%

---

60%

40%

 

Provide an analysis of the results, including strengths and areas in need of improvement.  Be sure to address both the performance of All Students and that of the Student Groups.

As expected, student performance improved each term, due to the fact that more curriculum has been taught. There were three sub groups that scored under 50% (Hispanic, Special Ed, ELL).

There was a 16.3% gap between the White and African American sub groups.

The Special Education sub group preformed the weakest, although it only includes 7 students.


 

Grade 1 – Math

 

NOTE: THIS YEAR, GRADE ONE STUDENTS DID NOT TAKE A MATH BENCHMARK #1.

 

We will increase grade 1 students’ proficiency in math as measured by Math Benchmark 1.

Student Group:

Results for 2011-2012

AMO for 2012-2013

Results for 2012-2013

AMO for 2013-2014

Results for 2013-2014

 

# Students Proficient

% Students Proficient

% Students Proficient

# Students Proficient

% Students Proficient

% Students Proficient

# Students Proficient

% Students Proficient

All Students

 

 

95.2%

 

 

100%

 

 

American Indian/Alaskan Native

 

 

95.2%

 

 

100%

 

 

Asian

 

 

95.2%

 

 

100%

 

 

Black or African American

 

 

95.2%

 

 

100%

 

 

Hispanic/Latino of any race

 

 

95.2%

 

 

100%

 

 

Native Hawaiian/Other Pacific Islander

 

 

95.2%

 

 

100%

 

 

White

 

 

95.2%

 

 

100%

 

 

Two or more races

 

 

95.2%

 

 

100%

 

 

FARMS

 

 

95.2%

 

 

100%

 

 

Special Education