Wettengel Elementary School 479 West Santa Monica Avenue

TABLE OF CONTENTS

General Background and History……………………………………………………….………………………... 4

School Program Data…………………………………………………………….…………….…………..….………. 5

Demographic Data……………………………………………………………………………….…….……………..… 5

Student Performance Data………………………………………………………………………..………….….… 14

Expected School wide Learner Results………………………………………………………….……………. 21

Perception Data……………………………………………………………………………………………….………… 21

Chapter II: Progress Report 22

Chapter III: Student/Community Profile---

Overall Summary from Analysis of Profile Data and progress 25

Chapter IV: Self-Study Findings 26

A: Organization for Student Learning 26

B: Curriculum, Instruction, and Assessment 59

C: Support for Student Personal and Academic Growth 80

D: Resource Management and Development 99

Prioritized Areas of Growth Needs from Categories A through D 112

Chapter V: School-wide Action Plan 115

Appendices…………………………………………………………………………………………………………………………….118

1. 
   Community
   

2. 
   WASC Accreditation History for School
   

This is WES’ third Self Study since SY2001-2002 (1^st visit SY2002-2003; 2^nd visit SY2007-2008; 3^rd visit SY2013-2014). WES had a WASC accreditation visit by a three-member team in SY2010-2011. The visiting team identified six critical items as “Critical Areas of Follow-up.” These areas are addressed in Chapter 2.

3. 
   School Purpose
   

Prepares All Students for Life;

Promotes Excellence; and

Provides Support.”

G – Goal Achievers

E – Effective Communicators

Effective Problem-Solvers

Efficient Workers

T – Team Players

Technology Users

School Program Data

Since the start of DI, WES has had several different School Schedules (see appendices for Bell Schedules) in order to meet the needs of Federal and Local requirements. In SY2013-2014 WES created a new School Schedule, switching its focus from DI to the implementation of CCSS.

AIMSWEB and DIBELS (results are in Grade Level Binders) are used school wide to assess and monitor student progress in Mathematics and Language Arts skills. Grade Levels created Common Formative Assessments (results are in Grade Level Binders) in Mathematics to monitor student mastery of the CCSS. WES had established collaborative teams and working on implementing Professional Learning Communities (PLCs).

The GDOE district has begun the process of creating newly aligned Standard Based Assessments (SBA) with the CCSS and GDOE CSPIs.

1. 
   Enrollment
   

Table 1 and Table 2 indicates an overview of the student population and Gender at WES for the last five school years from grades K-5. The Department of Education uses Sept. 30^th of each school year, as the official student enrollment count. This official count is used to determine budgetary request amounts based on student enrollment and used for reporting purposes for free and reduced lunch report (Table 3) and any federal or local reporting requirements needed. The enrollment fluctuate during the school year due to new enrollees and or transfers/withdrawals.

A large percentage of the students at WES come from families that fall under the category of socioeconomically disadvantaged. The surrounding communities in which the student population lives consist of governmental subsidized housing (Low-cost, Section 8), single family homes, apartment rentals and what is known as Arrendu lands, which are government leased lands.

Table 5 and Table 6 show the number of students being services in SPED and GATE for SY2013-2014.

2. 
   Numbers of English Language Learners
   

Table 7: English Language Learners

Table 7 shows the total population for the first (1^st) quarter reporting period for School Year 2010-2011. The total number of students for this period was 715 with 298 of them identified as English Language Learners (ELLs). This indicates that 42% of the student population has been identified as speaking a language other than English.

Table 8: Language spoken at home

The above data (Tables 8) indicates the breakdown of the languages spoken in the home of ELL students identified at WES through the collection of data from the home language survey. Of the eight major languages spoken by students at WES, the Filipino language shows the highest makeup with Chuukese consistently following in close second. The Filipino languages are comprised of the major dialects of Tagalog, Ilocano, Visayan and other Filipino languages. Asian Languages include Japanese, Chinese, Korean, and Vietnamese. Other Pacific Island languages include Kosraean, Marshallese and Yapese.

3. 
   Attendance
   

Table 9 shows the attendance rate and Office Disciplinary Referrals (ODR) since SY2010-2011 as indicated on the annual school report (SY2012-2013 School Performance Report Card in appendices). Attendance is also affected by new enrollees and withdrawals from WES. ODR percentages are based on referrals that are inputted into the Power School System.

4. 
   Parent education level
   

A Parent Survey (Table 10) taken on November 2013 indicates that from the 225 responses, WES serves a community of parents with a majority of only a high school diploma. Table 11 shows that even though most of the homes are in the proximity of walking distance, most parents opt to drive their child(ren) to school.

Table 11: Student Transportation Percentage

5. 
   Description of the safety conditions, cleanliness, and adequacy of school facilities
   

The same Parent Survey (Table 12) taken on November 2013 indicates that the majority of parents agree that the school is safe, clean, and has sufficient needed facilities and materials for their children’s needs.

Table 12: parent response to school safety and cleanliness of school facilities

6. 
   Staff
   

WES’ faculty is comprised of 35 classroom teachers, 13 instructional support teachers, and a Registered Nurse. The staff is comprised of seven (12) Para educators who provide one-to-one assistance to students with special needs, four (4) instructional aides, all of whom provide a variety of services to benefit the students.