School Improvement Plan

The West Side Academy School Improvement Plan is a planning tool designed to address student achievement and system needs identified through the school’s comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary Education Act (ESEA) as applicable. (SIP, WSA 2015-2016. Intro., 2016)

To view SIP in its entirety, click this link: WSA 2015-2016 SIP

West Side Academy SIP 2015-2016 In-A-Glance


I. WSA school improvement plan (SIP) implementation occurs in 3 phases:

A. What do we want students to learn?

a. District pacing guides/Common Core Standards

b. Revised quarterly assessments based on benchmark data (Data Director)

c. Lesson Plans (reflecting data results and C.C.) are submitted to WSA administration weekly

B. How will we know when students have learned?

a. Assessment data results (MAP, District content assessments, Formative assessment results)

b. Data driven lessons and instruction

C. What do we do when students fail to learn?

a. School Wide Pyramid of Interventions…using Response to Interventions as a model (RTI)

b. R.C.T. Process

II. Five Academic Goals

A. The collective goals of all of the core subject content areas are to increase student achievement by a minimum of 5% as evidenced by the state assessment results

a. Mathematics

b. ELA

c. Reading

d. Science

e. Social Studies

III. Comprehensive Needs Assessment

A. The stakeholders of WSA, led by the SIT, will conduct quarterly reviews of our programs and processes and analyze the needs of the school/students using the four measures of data:

a. Student Achievement Data

b. Perception Data (students, teachers, parents, community)

c. Demographic Data

d. Process Data

B. The results of the four data sources, coupled with the current best practices research, form the basis of our educational program

IV. School-Wide Reform Model/Strategies

A. Professional Learning Communities

a. PLC meetings must have sign-in sheets, agendas, minutes, hand-outs, and action plan

b. Allows for both cross-curricular and grade level collaboration

c. Negates teaching in isolation

d. Promotes discussions of best practices (research-based)

B. Differentiated Instruction

 a. State of Michigan Mandate

b. Should be visible in both lesson planning and instruction

C. Attendance

a. District mandated reform strategy

b. Cross-curricular strategy aimed at improving students’ overall attendance

D. Extended Learning Opportunities (ELO)

a. Provides timely and additional assistance for our students who are underperforming and may require more supports

b. Includes summer school, on-line programs, extended day, transition programs, second chance, character education programs (project 180)

E. RTI (Response to Interventions)

a. WSA is actually an inverted triangle

b. Utilizes Resource Staff and Title I supports for “pull-out” and “push-in”services

F. Linked Learning

a. An approach to learning that connects curricular focus to a central philosophy or area of concentration (Informational technology and media design)

b. Project-based learning (PBL)

c. Work-based learning opportunities

V. Professional Development/Learning Opportunities

A. Staff should utilize PD360 and solution where for current and relevant P.D.

B. All staff P.D.’s are referenced on the Professional Development Calendar 2015-2016

C. P.D. trainings should benefit the entire staff

VI. Family Engagement Plan/School Compact

A. State mandated component requiring parental involvement in the SIP process

B. All staff should become familiar with the rights and responsibilities of parents relative to the SIP process

VII. SIP Revision Process

A. Process is ongoing (monthly SIT meetings, quarterly evaluation meetings, bi-annual Title I meetings)

B. All staff and community have access to the SIP

C. Current SIP is on file in the main office in the event of an official visit from MDE

VIII. Teacher Participation in Making Assessment Decisions

A. Rights of instructional staff

B. Use multiple data sources

IX. Alternative Measures of Assessment

A. Students must have multiple opportunities to master content

B. Grades should be multi-faceted (class work, projects, finals, attendance component)

X. Timely and Additional Assistance

A. School-Wide Pyramid of Interventions

a. Most students will be Tier I-assistance should occur within the classroom

b. Students can only be identified as Tier II students with proper documentation/examples of student work

c. Tier 3-smallest percentage of our population, usually identified through the IEP process

XI. Coordination of Programs-All funding sources are now combined and coordinated to align all existing programs and processes more efficiently

XII. Effective Use of Technology

A. Component required by Differentiation Instruction Strategy. Includes use of:

a. Net books

b. Smart boards

c. Other periphery equipment applicable