Winter SIP Review

February 17th, 2015

1

SIP Review Goal

The goal of the SIP Review process is to
increase academic outcomes for ALL
students with particular attention to
closing the achievement gap.

Agenda
1.

WHO WE ARE
Schools Current Reality
Mission and Vision
2. DATA REVIEW
Winter MAP Growth and Performance
PDPLC Highlights
3. REVIEW OF PROFESSIONAL PRACTICES/SIP STRATEGIES
Description of Goal Areas and Priorities for Student
Achievement, Climate, and Family Engagement
4. LEARNING WALK
SIP Strategies in Practice
Learning Walk Debrief

Whittier International
Instructional Leadership Team
Anne DePerry: Principal
Diego De Paz: Assistant
Principal
Angie Pohl: Aspiring Principal
Diane Tiffany: IB Coordinator
Deb Freeman: IS
William Samsel: Math
Specialist
Megan Demorest: EL Lead

Sam Dibble: Kindergarten

Patricia Pendleton: Grade 1
Dianne Skoy: Grade 2
Amber Connor: Grade 3
Lah Vixayvong: Grade 4
Liz Debrey: Grade 5
Michelle Case: SPEN
Jill Laven Spencer: Media

ILTs Purpose
We exist to utilize assessments and data in order to make purposeful decisions and to
deliver focused and effective instruction

ILT roles and

responsibilities to
support SIP
implementation

Facilitate PDPLC
Lead grade level action cycles
Collect and analyze data
Identify and model
research/evidence based
strategies
Celebrate Growth!

2014-15 ILT Areas for Growth

Increased transparency
More opportunities for shared
leadership
Making connections between
SIP and PDPLC focus
Facilitating learning walks

Whittier: Who We Are

Vision: All Whittier International students
will become independent and global
thinkers through inquiry and action
Mission: Encourage exploration, inquiry, and
critical thinking. Provide integrated learning
opportunities. Promote local and global
action. Respect cultural similarities and
differences.

Whittier: Who We Are

International
Baccalaureate Primary
Years Program
IB PYP is a comprehensive
approach to teaching and
learning through which
students become
inquirers, critical thinkers
and communicators. At
Whittier, students begin
the study of Spanish as a
world language and
culture.
7

Whittier: Who We Are

Enrollment:
679 students

Race/Ethnicity

American Indian: 1.2%

Asian American: 4%
Black: 38.2%
Hispanic: 28.6%
White: 28%

Special Programs
English Learners: 41.5%
Free/Reduced Lunch:
69.1%
Special Education: 11.2%

School Improvement Plan

Our School Improvement Plan is designed to
address the concerns revealed in the data and
is focused on three core areas.
Student achievement
School climate
Family engagement

Student Achievement
5% increase in the percent of All Students who earn Meets or
Exceeds the Standards on the Reading MCA (43% to 48%) and
Math MCA (51% to 56%) in 2015.
8% increase in the percent of Black and Hispanic Students who
earn Meets or Exceeds the Standards on the Reading MCA (34%
to 42%) and Math MCA (36% to 44%) in 2015.

Strategies:
Literacy PD on Tuesdays
Interventions with reading interventionist and Title teacher
Literacy and Math interventions in Spanish and Somali
Pilot site for advanced learner specialist

10

2015 Winter MAP

Growth Summary Reading

Grade

Growth
Projection

7.8

4.9

3.5

2.8

Actual
Growth

8.0

3.9

7.8

4.1
11

2015 Winter MAP Data Reading

Performance and Growth Summary
Student Groups

Performance
%P

%M

Growth Status
% At
% Above
Total %
Target
Target
Meets or
Above

Total
Students

%D

ALL STUDENTS
2ND GRADE
3RD GRADE
4TH GRADE
5TH GRADE

405
101
120
89
95

45.9
38.6
59.2
38.2
44.4

10.1
7.9
7.5
14.6
11.6

44
53.5
33.3
47.2
44.2

10.9
17.2
13.8
8
3.4

48.3
41.9
34.9
64.4
55.7

59.2
59.1
48.7
72.4
59.1

ASIAN
BLACK
HISPANIC
NATIVE AMERICAN
WHITE

19
152
68
12
154

31.6
63.2
66.2
41.7
22.1

10.5
12.2
11.8
16.7
6.5

57.9
24.3
22.1
41.7
71.4

11.8
8.8
14.3
0
12.2

64.7
44.5
50.8
66.7
47.3

76.5
53.3
65.1
66.7
59.5

ADVANCED LEARNER
ELL
FRL
SPECIAL EDUCATION

54
151
274
41

5.6
76.2
62.4
90.2

3.7
9.3
10.9
2.4

90.7
14.6
26.6
7.3

9.3
10.4
10.4
8.6

50.0
48.1
48.4
45.7

59.3
58.5
58.8
54.3

2015 Winter MAP

Growth Summary Math

Grade

Growth
Projection

7.5

6.4

4.9

5.0

Actual
Growth

7.8

7.5

5.8

7.1
13

2015 Winter MAP Data Math

Performance and Growth Summary
Student Groups

Performance
%P

%M

Growth Status
% At
% Above
Total %
Target
Target
Meets or
Above
18.9
45.8
64.7
23.9
39.1
63.0
17.5
43.7
61.2
16.7
47.6
64.3
17.4
53.5
70.9

Total
Students

%D

ALL STUDENTS
2ND GRADE
3RD GRADE
4TH GRADE
5TH GRADE

399
101
117
86
95

40.6
32.7
42.7
39.5
47.4

13.5
7.9
16.2
15.1
14.7

45.9
59.4
41.0
45.3
37.9

ASIAN
BLACK
HISPANIC
NATIVE AMERICAN
WHITE

19
150
67
11
152

26.3
58.7
55.2
27.3
19.1

15.8
15.3
19.4
27.3
7.9

57.9
26.0
25.4
45.5
73.0

18.8
14.2
23.0
18.2
21.7

50.0
45.5
44.3
54.5
45.5

68.8
59.7
67.3
72.7
67.2

ADVANCED LEARNER
ELL
FRL
SPECIAL EDUCATION

53
149
270
39

1.9
63.1
55.2
89.7

7.5
15.4
14.8
5.1

90.6
21.5
30.0
5.1

17.3
18.6
17.8
21.9

53.8
41.1
44.0
46.9

71.1
59.7
61.8
68.8

Current Reality
Strengths
4th Grade doubling mean growth projection. 72% of students meeting or
exceeding growth in Reading.
3 out of 4 grade levels exceeding growth projection in Reading.
ALL grade levels exceeding growth projection in Math.
Significant levels of growth for ALL student groups in Math
5th Grade having 71% of students meet or exceed growth in Math

Challenges
Not a significant amount of students meeting or exceeding growth in
Reading compared to growth in Math
Continued proficiency disparities between Black and Hispanic and
White student groups in both Math and Reading

15

PDPLC Next Steps

8% increase in the percent of Black and Hispanic Students
who earn Meets or Exceeds the Standards on the Reading
MCA (34% to 42%) and Math MCA (36% to 44%) in 2015.

Identify students on the cusp of reading

and math proficiency and target them with
extra support.

16

School Climate: Attendance

4% increase in the percent of All Students who attend 95% of
the time (73% to 77%) in 2015.

2015 Attendance - All Students

Percentage of students

100%
80%
68%

All

60%

Asian
40%

Black
Hispanic

21%

20%

White

7%

3%

0%
95%

90%
85%
Attendance Rate

<85%
17

School Climate: Attendance

4% increase in the percent of All Students who attend 95% of
the time (73% to 77%) in 2015.

Attendance by Grade
Percentage of students

100%
76%

80%

75%

68%

64%

63%

75%

60%
40%

29%

20%
0%
High 5

1st

95%

90%

2nd
Grades

3rd

85%

<85%

4th

5th

School Climate: Attendance

4% increase in the percent of All Students who attend 95% of
the time (73% to 77%) in 2015.

Strategies Implemented:
Celebrations for perfect attendance (certificates
sent quarterly)
Attendance team reviews attendance weekly
Regular communication (letter and phone calls) with
families when students are absent
Individualized plans to intervene with students

Daily check-in attendance intervention with K-1

students and other selected students
Engaging all students through relationship building
and curriculum
Increasing family engagement

School Climate: Behavior

10% decrease in the percent of suspensions for All Students (138
to 125) and for Black students (120 to 108) in 2015.

Number of Suspensions

2014 and 2015 Suspensions Through Mid-February by Race

80
60

60
40

20

33

20

17
4

0
2014

2015
School Year

Black

Native American

White

School Climate: Behavior

Number of Suspensions

10% decrease in the percent of suspensions for All Students (138

to 125) and for Black students (120 to 108) in 2015.

80

2014 and 2015 Suspensions Through Mid-February by

Programming
58

55

60
40

20

20
2

0
2014

2015

School Year

Mainstream

SPEN

Note: 28 Students account for all suspensions 17 SPEN, 11 General Education

School Climate: Behavior

10% decrease in the percent of suspensions for All Students (138
to 125) and for Black students (120 to 108) in 2015.

Strategies Implemented:
1.

All teachers trained in and utilizing Responsive Classroom

2.

Essential Agreements for all common areas

3.
4.
5.
6.
7.
8.
9.

Monthly RC professional development

Passport stamps/regular review of essential agreements

Posted and referred to IB attitudes, learner profiles, and skills

Managing relationships, not behavior
Share best practices for engaging all students in PDPLCs
New referral form- Tiers of behavior and reponses
Social skills specialist for SPEN and primary grades
Increased time in mainstream setting for students in SPEN
Individualized behavior interventions (e.g. time-on-task/work
completion charts, social skills groups, Zones training, mentors,
classroom buddies)

Family Engagement
Improve communication strategies between the school and
families.

Strategies Implemented:
1.
2.

3.
4.
5.
6.
7.
8.

Thursday folders
Family Events: Title-One Family Night, Curriculum Night, PTA sponsored ReadA-Thon and Bookfair, IB End of Unit Celebrations, Student of the Month, Latino
Family Night, Somali Family Night, Family Involvement Day, Family breakfasts
Student-led conferences for grades 3-5
Weekly robo-calls
Electronic newsletter
All communications home are translated to Somali and Spanish
Regular communication from teachers, social worker, and administration
regarding academic progress, student behavior, and attendance
Information shared with families by ESL teachers on supporting language at
home
23

Next Steps
Continued Focus 2014-2015
PDPLC ActionIdentifying Focus
Students

School-wide Positive
Engagement Plan
-Essential Agreements
-Common Language

Equity work:
Courageous
Conversations

Wednesdays remain
dedicated to RC, IB and
PDPLC

Social Emotional
Learning
Grades K-2

Increasing staff
capacity for advanced
learner differentiation
Grades 3-5

Continued Learning
Walks with Secondary
Observers
-Focus on Instruction

Planning and Coteaching with ELL, and

Math and Literacy
specialists.

Sabbatical on Site
-Data Study

Questions and Comments

Record key points:

25