West Side will increase the academic engagement of all students through effective instruction guided by assessment results to promote career, college, and Portrait of a Graduate life skills and readiness. Special populations including low-socioeconomic, foster students, English learners, and students with disabilities will demonstrate an increase in growth towards meeting or exceeding standards.
Personnel: Maintain well qualified certificated personnel to positively impact student achievement.
Recruitment: For vacancies, complete extensive recruitment efforts to hire a credentialed teacher by posting the position and reaching out to partners.
Benchmarks: Evaluate and adjust benchmarks to continue to improve alignment targeted to serve English Learners, foster youth, and students who qualify for free and reduced meals.
Curriculum: Assess curriculum, identify gaps & develop/order new curriculum as needed targeted to serve English Learners, foster youth, and students who qualify for free and reduced meals.
Common Planning Time: Provide common planning time for teachers to collaborate with one another regarding curriculum development and lesson planning targeted to serve English Learners, foster youth, and students who qualify for free and reduced meals.
Career Day: Implement a Career Day for students to see how learning is relevant to future career opportunities.
Provide Professional Development in:
ELD Curriculum Common Core Curriculum for ELD Curriculum targeted to serve English Learners.
Project-based learning and appropriate grade-level assessment targeted to serve English Learners, foster youth, and students who qualify for free and reduced meals.
Classified Support How classified staff can support our EL students, foster youth, and students who qualify for free and reduced meals, academically and socially-emotionally.
Teaching Strategies: Enhance professional development to ensure teaching strategies meet students' needs.
SEL PD: Provide professional development for social emotional programs, such as PBIS, Second Step, and Mindfulness
Restorative Practices
Belonging and Culture: As a staff identify ways to increase belonging & culture with shared practices across grade levels and developmentally appropriate
Benchmark Data: Ongoing data analysis of benchmark data during common planning time to adjust instruction based on student results with a focus on English Learners, foster youth, and students who qualify for free and reduced meals.
Trimester Reflections Track and reflect on student achievement data at least each trimester for all unduplicated subgroups.
Additional Support: Identify students that need additional support and differentiate for all unduplicated students, as needed.
Transportation: Provide transportation to unduplicated indistrict students
IEP Progress: Continue to track and monitor the progress on identified IEP goals for students with disabilities (Star data)
504 Progress: Continue to track and monitor the progress on identified students with 504s (Star data)
Classified Support: Professional development for our classified staff on how to support our IEP students both academically and socially-emotionally.
Chromebooks and Hotspots: Provide technology, such as Chromebooks and hotspots, to unduplicated students.
Replacement: Replace non-functioning Chromebooks
Bilingual Intervention Aide: Provide academic assistance to English Learners (Bilingual Intervention Aide)
Family Engagement Events: Expand opportunities for English Learner families to participate in family engagement events (Dia de los Muertos, Dia del Nino).
RFEP Monitoring: Track and monitor the progress on EL and reclassified fluent English proficient (RFEP) students
Academic Support: Unduplicated students will receive additional reading and/or math support.
Curriculum: Implement Reading and Math Intervention Curriculum (Fountas and Pinnell) targeted to serve English Learners, foster youth, and students who qualify for free and reduced meals.
Field Trips: Continue active learning by providing field trips. Maintain or increase the number of classroom field trips
TK Implement Universal TK Plan
Tutoring: Provide afterschool tutoring to unduplicated students
West Side will create positive, engaging school environments that promote the development of cognitive skills and the social emotional well-being of all students, including low-socioeconomic, foster students, English learners, and students with disabilities.
Implement Positive Behavioral Interventions and Supports (PBIS)
Tier I:
School-wide positive expectations and behaviors are taught
Established classroom expectations aligned with school-wide expectations
A continuum of procedures for encouraging expected behavior
A continuum of procedures for discouraging problem behavior
Procedures for encouraging school-family partnership
Tier II:
Increased instruction and practice with self-regulation and social skills
Increased adult supervision
Increased opportunities for positive reinforcement
Increased pre-corrections
Increased focus on possible function of problem behaviors
Increased access to academic supports
Tier III:
Function-based assessments
Wraparound supports
Cultural and contextual fit
Programs: Continue to implement Second Step, a Social Emotional Learning (SEL) Program in Grades K-6
In teacher-facilitated group settings, students connect with the content, each other, and the teacher as they build new social-emotional skills
Variety in media, activities, and interactive components helps engage every learner and provide opportunities for culturally relevant teaching
The look and feel of each grade’s lessons evolve as students grow into new developmental stages
Implement Mindfulness curriculum school-wide
Provide time within the schedule for mindfulness practices
Counseling: Provide mental health services/school counseling services up to 12 hours a week
Psychologists: Utilize the school psychologist to provide resources to staff, students and families
Partnerships: Partner with local health organizations
Website: Communicate mental health resources on school website
Surveys Conduct district wide climate surveys
Families: Continued communication with families regarding the importance of regular attendance (i.e., school and classroom newsletters)
Teachers/Staff: Communication to staff/teachers regarding attendance (school-wide and individual students)
Letters: Truancy letters/meetings
Phone calls: Personal calls when students are at risk of becoming or are chronically absent
Student Progress: Continue to track and report student progress more often during school year including: monthly attendance audit, biweekly chronic absenteeism review, daily individual student review as necessary
Expand opportunities for students to participate in clubs and other activities on campus
Partner with outside organizations to provide clubs and other school activities
Track participation in clubs and school activities
Continue and revise student incentives
Power Paws Given to Students
Continue to do class meetings, all-school assemblies and buddy classes (upper-lower grades)
Events: Hold school orientations and engagement events (i.e., Back to School Fair, Harvest Festival, parent conferences, awards and promotion ceremonies, Spring Open House, Dia de los Muertos, Dia del nino, Spring Music Concert, Cake Walk Fundraiser, Curriculum Night, Community Potluck, Jog-a-thon)
Local Events: Continued participation in local events (i.e., Healdsburg Parade, Young Authors Writing Contest, County Spelling Bee)
Volunteer Opportunities: Continue to foster volunteer opportunities on campus
Foundation: Continue to partner with Felta Education Foundation (FEF)
Provide written translation for district and school documents for EL students and their families.
Expand opportunities for students to participate in after school enrichment.
Facilities in good repair impact school culture and climate.
Classified personnel to maintain facilities in good repair
Continue the use of furniture and equipment that supports 21st century learning
Ensure a safe and welcoming school environment (facilities, furniture, landscape, painting, etc)
Send a regular, weekly newsletter, or other communication, to all families
2nd week of conferences in March for struggling students ("at risk academically")
Outreach to parents to increase Youth Truth parent input