Westchester Elementary School

Westchester is fortunate to have many classrooms to support all learners from kindergarten through fifth grade.  In addition to grade level classrooms, we have specials' classes (art, music, physical education, health, library, computer lab) and support classes (REACH, reading, math, special education) that allow students to receive a well-rounded education.
 
To support our varied learners, our classrooms are fully integrated with modern technology, and resources that accommodate our diverse population.  We work hard to differentiate our instruction to meet the individual needs of our learners. 

Westchester Elementary School teachers actively use assessment data to understand and improve student performance.  We discuss and dissect whole-school assessment results as a faculty and identify specific areas of focus.  This is an on-going process.  As we determine areas of need as a staff, in our Professional Learning Communities (PLCs), we further analyze grade-level student results.  SMART (Strategic, Measurable, Attainable, Results-oriented, Time bound) goals are then developed by grade level PLCs.  Within these PLCs, we develop strategic action plans that lead to modification in instructional practices, in an effort to improve student achievement.  As a part of our Flexible Student Services Model, data is collected and student progress is monitored for students who are not meeting grade level expectations.

Assessment data also influences curriculum development and renewal at Westchester Elementary School. From this data, we identify areas of strengths and weaknesses.  Curriculum is examined to determine if we are aligned with the state Grade Level Expectations (GLEs).  Westchester faculty members serve on district-wide committees, whose primary purpose is to create a rigorous and meaningful aligned curriculum for all of its learners. 

Upon further reflection of the assessment data, ideas and instructional practices are shared in building-level vertical conversations to ensure that curricular connections are being made across grade levels.  Measurement is one example of a result yielded from these conversations. The entire teaching staff took ownership of this targeted area and worked together to develop strategies that would address measurement in a variety of settings, including art, music, health and physical education.  In addition, non-standardized assessments, to improve teaching and learning, are exhibited through the use of rubrics, checklists, student performance goal setting, oral testing, and teacher developed written assignments.