Windom's SIP Summary 2015-2016


Windom SIP Summary for Families 2015-16


Windom school has an ambitious agenda outlined in the school improvement plan. Due to our strategic planning and emphasis on data driven decision making and individualized instruction most students are experiencing improvements in mathematics and reading.  Although we have seen exceptional gains for many students at all grade levels and categories we continue to focus our efforts on differentiating instruction with an emphasis on early interventions, collaborating with support staff, being clear on the learning targets and communicating with students and families where students are and how to improve academic achievement. All teachers will focus on particular groups and or students who did not make Adequate Yearly Progress (AYP). Therefore, we have identified specific SMART goals on MCA performance.    As part of a district-wide strategic planning process Windom Spanish Immersion School will focus on five school improvement strategies for the next 3-5 years.  Embedded in these strategies will be Action Steps that offer support and guidance toward attaining specific school goals.  These strategies include the following:

1-     Professional Learning Communities (PLCs) that will meet for 90 minutes once a week throughout the school year.  The PLCs will focus on examining student work, reviewing student assessment data, and ensuring that instruction is aligned to individual student need.   PLCs will effectively measure the fidelity of classroom-level implementation of evidence-based instructional practices.  The goal of this strategy is to provide ongoing job-embedded professional development and implement the continuous use of student data to inform instructional practice in the classroom.  The focus for 2015-2016 will be on using the workshop model, differentiation, and the use of GLAD strategies.   


2-     Family Engagement strategies that regularly engage the school community to inform them of progress toward the design and implementation of instruction and interventions to meet student need and to give them an opportunity to provide input. Family engagement strategies will also seek to provide ongoing mechanisms for family and community involvement in school activities, volunteer opportunities, and other forms of community support. Windom Spanish Immersion School will engage school staff and the surrounding community to share reform leadership in the planning phase as well as throughout implementation.  The goal of this strategy is to provide appropriate social-emotional and community-oriented services and supports for students and families.  In 2015-16, we will incorporate specific strategies for home support of academics.


3-     The school-wide  positive engagement plan will focus on increased learning time for all students.  Windom will focus on continuing to build community across grade levels and within classrooms, recognize students for success both academically and socially and address social challenges such as bullying.


4-     Co-teaching, to preserve classroom consistency and minimize student pull out time, teachers collaborate to fully implement quality programming and instruction for EL (Multilingual Framework) learners.  Windom will focus on building a strong foundation of academic vocabulary in both Spanish and English this will happen throughout the day and will be supported through the collaborative teaching model and through the implementation of GLAD strategies.  The co-teaching will take place during the science block.  The EL students will learn the concepts in English and the rest of the students will continue to learn in Spanish    We will continue to institute the Workshop model in L.A. and reading. This allows for continued differentiation in the delivery of instruction. This alone will not meet the needs of all learners, therefore, we have explored providing more intensive support for our struggling learners by providing more time on specific  skill development. Using various interventions and programs, students are given targeted assistance to address deficiencies. This is in addition to their participation in the core program.