| School Name | Western HS (2831) | School Grade (2024 - 2025) | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | Yes | ESSA School | No |
|
RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2831_10072024_School_Executive_Summary_Rev-2025-2831-WHS.pdf | Michael Levinson | 9/2/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WHS_Budget-Sheet-2026.pdf | Michael Levinson | 8/18/2025 |
| Western_-2026-Budget-Projection-of-Revenue_9.19.25.pdf | Michael Levinson | 9/22/2025 |
|
Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. Western High School is committed to bridging the performance gap and enhancing the academic outcomes of students identified by the early warning system. We will achieve this through the implementation of targeted intervention strategies. Continuing from previous years, students will receive additional small group instruction in reading, math, and ELL/ESE support through push-ins and pull-outs facilitated by support personnel. Furthermore, tutoring is available via the NHS after-school volunteer program. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By June 2026, student proficiency in Math will increase from 51% to 54% based on the Algebra and Geometry EOC assessments. | PLCs, School PD and District PD | Administration, Department Heads, PLC Leaders and teachers will regularly be monitored and adjustments made. | |||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||||||||
| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? | Yes | ||||||||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||||||||
| During the Fall semester, the school encountered several challenges: math teachers were slightly off pacing, poor student attendance hindered progress, and the second Benchmark Student Assessment (BSA) was squeezed between Progress Monitoring 2 (PM2) and midterm exams, leading to over-testing and diminishing the effectiveness of BSA checkpoints. To address these issues, the school realigned math pacing through collaborative planning, improved attendance by increasing family communication and student support with a student DATA form for students and parents, and created a BSA3 countdown and goal setting to increase awareness of the upcoming BSA. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Common planning for realigning math pacing enabled teachers to share best practices and promote consistency across classrooms, resulting in a more cohesive instructional approach. However, the strategy’s effectiveness relied on teachers having adequate time and willingness to adapt, so full engagement from all staff was necessary to eliminate pacing inconsistencies. Not every teacher was in attendance for common planning. Improving attendance through increased family communication and the use of a structured DATA form for students and parents helped raise awareness of attendance issues, promoted accountability, and provided personalized support to address barriers. However, the effectiveness of this strategy depended on active family engagement and student willingness to participate, with some families not understanding the significate of the data form or BSA exam. Additionally, introducing a BSA3 countdown and goal-setting initiative aimed to motivate students, clarify expectations, and help them track progress toward assessment goals, though its impact varied depending on student motivation and the presence of instructional support, and if there is not a daily reminder by the instructor, emphasis on the goals and countdown decline. |
|||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| More frequent check-ins during collaborative planning for feedback and support. Weekly walkthroughs to see instruction and ask students for class goals and days before BSA3. DATA discussions have happened throughout the year, and need to continue happening after BSA3. | |||||||||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| Regular check-ins throughout collaborative planning facilitate ongoing feedback and support continuous improvement. Conducting weekly walkthroughs enables observation of instructional practices and gathering of student perspectives regarding their class goals, particularly in preparation for BSA3. Data discussions have been consistently implemented over the course of the year and are expected to continue following BSA3. | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By June 2026, the ninth and tenth grade student proficiency in ELA will increase from 67% to 70% based on the FAST ELA PM3 assessment. | PLCs, School PD and District PD | Administration, Department Heads, PLC Leaders and teachers will regularly be monitored and adjustments made. | |||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||||||||
| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? | Yes | ||||||||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||||||||
| Evidence-Based Intervention Strategy 1 – Consistent pacing within the IFC During the Fall semester, maintaining consistent pacing across instructional teams presented challenges that limited the availability of timely data for collaborative review. These challenges were influenced by staffing transitions and varying classroom contexts. In response, instructional teams continued to engage in ongoing collaboration and data conversations as available, with a focus on aligning instructional practices and identifying opportunities to strengthen pacing moving forward. Evidence-Based Intervention Strategy 2 – Small group instruction and remediation Some staff experienced varying levels of comfort implementing small group instruction for remediation and intervention, particularly when determining appropriate instructional resources. To address this, collaborative planning time and professional learning opportunities were utilized to support staff in identifying instructional strategies and resources aligned to student needs. Ongoing support remains in place to strengthen consistent implementation. Evidence-Based Intervention Strategy 3 – Scheduling and consistency of implementation Scheduling conflicts and competing instructional demands posed challenges to consistent implementation across classrooms. Administrative and instructional teams worked collaboratively to review schedules and adjust practices as feasible to promote greater consistency while maintaining instructional priorities. |
|||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Evidence-Based Intervention Strategy 1 – Instructional pacing and data review Strengths: Regular PLC meetings provided opportunities for collaborative discussions centered on student growth, instructional alignment, and the use of assessment data to identify emerging learning needs. Weaknesses: Staffing changes, including retirements, leaves, and the use of long-term substitutes, impacted continuity and consistency of instructional implementation across some classrooms. ________________________________________ Evidence-Based Intervention Strategy 2 – Small group remediation and intervention Strengths: Staff participated in professional development focused on supporting ELL and ESE populations and engaged in collaborative planning for targeted remediation. Data from Read 180, including Program Activity Reports, supported instructional reflection. Teachers maintained autonomy in utilizing supplemental lessons and assessment modifications within instructional programs. School wide implementation of instructional stations and student incentives further supported engagement and intervention efforts. Weaknesses: Some staff continued to build confidence with the implementation of instructional stations. Additionally, classroom space and class size presented logistical challenges that impacted consistency of implementation. ________________________________________ Evidence-Based Intervention Strategy 3 – School wide instructional practices Strengths: The use of monthly academic and content area vocabulary lists and the school wide implementation of the CER (Claim, Evidence, Reasoning) framework supported comprehension and writing across content areas. Evidence of implementation was observed through classroom practices and ongoing administrative and staff conversations. School wide incentives supported staff engagement in implementation efforts. Weaknesses: Time constraints and scheduling demands limited consistency of implementation in some settings. Additionally, varying staff readiness and instructional mindset contributed to differences in adoption levels. |
|||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| To further support the intended outcomes for this area of focus, the school will expand School wide Extended Learning Opportunities (ELOs) to provide additional instructional support aligned to graduation requirements and state assessment readiness. Planned actions include: • Implementation of ELOs during study hall for identified juniors and seniors who have not yet met the ELA graduation requirement • Targeted ACT and SAT review opportunities prior to scheduled in school administrations for students requiring additional support • Offering the CLT as an in school assessment option for eligible juniors and seniors • Continued use of school wide incentives to encourage participation in ELOs • Staff, class, and student incentive structures focused on engagement and observed data growth Ongoing monitoring and refinement of these supports will continue throughout the remainder of the school year. |
|||||||||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| Ongoing monitoring of instructional and student performance data on a quarterly and bi-weekly basis is essential to ensuring continuous growth. Regular review of data allows instructional teams to make timely adjustments to teaching practices in order to better meet the evolving needs of students. The schoolwide literacy initiatives, including the use of academic vocabulary and the CER (Claim, Evidence, Reasoning) framework, have positively supported comprehension and written responses across content areas and should be sustained into the next school year. Additionally, the continued use of incentives to recognize growth has supported both staff and student motivation. Celebrating progress and accomplishments fosters a positive instructional culture and should remain an integral part of ongoing implementation efforts. | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WHS_SIP-K12-CERP-Literacy-Leadership-Contact-Information_2025-2026.pdf | Michael Levinson | 9/5/2025 |
| Upload-docs-for-Lit.-Lead.-meeting.pdf | Michael Levinson | 9/8/2025 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WHS_MTSS-Action-Plan-Blank-25-26-Final.pdf | Michael Levinson | 9/5/2025 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Western-HS-SPBP-25-26.pdf | Michael Levinson | 4/30/2025 |
| SPBP-Election-Result-4-28-29-2025.pdf | Michael Levinson | 4/30/2025 |
| Western-HS-Feedback-2025-2026.pdf | Alicia Forbes | 5/19/2025 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
||||||
|---|---|---|---|---|---|---|---|---|---|
| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
|||||||
|---|---|---|---|---|---|---|---|---|---|---|
| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
|---|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Western-High-School_SIP-Attendance-Plan-25-26.pdf | Wendy Bernstein | 9/11/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WHS_Counseling_LSW-Plan-25-26.pdf | Michael Levinson | 9/12/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SBPIE_2526_062831.pdf | Michael Levinson | 9/12/2025 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Student-Survey.pdf | Michael Levinson | 9/12/2025 |
| Staff-Survey.pdf | Michael Levinson | 9/12/2025 |
| Parent-Survey.pdf | Michael Levinson | 9/12/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| WHS_FACE-Plan_Location-Selection-b-25-26.pdf | Michael Levinson | 9/12/2025 |
| WHS_FACE-Plan_Location-Selection-25-26.pdf | Michael Levinson | 9/12/2025 |
| Face-Space-2025-6.pdf | Michael Levinson | 9/30/2025 |