Shelly Cox

EDUC 650
3.15 A and B Equity in Practice

State assessment results from the 2017-2018 academic calendar year show that

Wheeling Park High School performs above the state average. In the area of math, Wheeling

Park had a proficiency rate of 30%, which is 6% higher than the state average. Wheeling Park

had a proficiency rate of 57%, once again, out-performing the state rate of 51%. Although the

proficiency rates are higher than the state averages, Wheeling Park has seen a decline in

performance scores over the years. To revert this decline, it is important to set goals and

actions to continuously improve the trend.

Goal 1: To improve teaching and learning in all classrooms specific to providing rigorous
instruction, culturally responsive instruction, and/or engagement.

Objective:
A. Utilize formative and summative assessment data to improve student
achievement scores in mathematics and reading.

B. Differentiation to Supplement Learning.

Action Steps:
1. Teachers will be trained in utilizing formative and summative assessment data to
improve student achievement.

2. Teachers will collaborate with the district data coach and learning coaches to
learn effective use of data to inform instructional practices.

3. Staff will monitor student mathematical progress through assessments such as

common summative assessments and/or unit assessments and other classroom
assessments.

4. Staff will regularly meet in department teams to discuss student progress,

analyze assessments and student work, and collaborate to plan strategies for
increasing student achievement.
5. Students requiring additional assistance and interventions will be identified and
plans will be formed for these students as needed.
 6. Staff will provide supplemental learning opportunities to students who are
identified as not proficient in mathematics and/or reading who are identified as at-
risk of becoming non proficient in mathematics and/or reading based on a variety
of assessments.

7. Advanced courses will be offered to students to extend their learning.

Goal 2: Professional Development for professional staff depicting best practices for
Differentiation to Supplement Learning.

Objective:
A. Assessment Analysis Professional Development.

B. Training and Collaboration on Effective Instructional Practices.

Action Steps:
1. PLC teams will learn to effectively analyze formative and summative assessment
data to inform instructional practices and improve student achievement.

2. They will work with data coaches and department chairs through data analysis
protocols to identify student strengths and weaknesses in order to adjust
instruction.

3. Teachers will receive and implement professional development on research-

based, differentiated instructional practices based on identified student needs to
address at-risk learners and extended learning opportunities for those exceeding
expectations.

4. Collaborative teams will collectively make decisions by building shared

knowledge of evidence-based practices.

5. Strategies will be learned through ongoing professional development, coaching

and collaboration, including collaborative planning, classroom observations,
conference attendance, and embedded professional development opportunities.

The goals and strategies of the school improvement plan will be continually monitored

by administrators, the school leadership team, and department chairs to evaluate the impact

on student performance. Ongoing adjustments will be made based on various performance,

process, and perception data.

 References

Grego, M. A., Ed. D. (n.d.). School Improvement Plan 2017-18 San Jose Elementary. Retrieved

June, 2019, from https://www.pcsb.org/cms/lib/FL01903687/Centricity/Domain/2230/FINAL

San Jose _SIP_2017-18.pdf

West Virginia Department of Education. ZOOMWV Snapshot. (n.d.). Retrieved June, 2019, from

https://zoomwv.k12.wv.us/Dashboard/dashboard/7107