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2 | School Information | ||||||||||||||||
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4 | School: | Edith M. Smith Middle School | |||||||||||||||
5 | Principal: | Yvonne Brown | |||||||||||||||
6 | School Year: | 2022 - 2023 | |||||||||||||||
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9 | ILT Membership | ||||||||||||||||
10 | Name | ILT Role | Role in School | ||||||||||||||
11 | Yvonne Brown | Admin | Principal | ||||||||||||||
12 | Nichol Mangino | Admin | Assistant Principal | ||||||||||||||
13 | Chuck Kreml | Social Studies Rep | 8th Grade Social Studies Teacher | ||||||||||||||
14 | Justin Lettow | Social Studies Rep | 7th Grade Social Studies Teacher | ||||||||||||||
15 | Terry McHugh | Data Analysis | Instructional Coach | ||||||||||||||
16 | Joshua Kumpula | Fine Arts Rep | Band Teacher | ||||||||||||||
17 | Cheryl Wade | Support Team Rep | Counselor | ||||||||||||||
18 | Elizabeth Jamrozik | Sped./Science/Dual Language Rep | Sped./Dual Language Co-Teacher | ||||||||||||||
19 | Lauren Gayter | Dual Language/ELA Rep | 6th and 7th Grade ESL/ELA Teacher | ||||||||||||||
20 | Romell Drake | Math Rep | 6th Grade Math Teacher | ||||||||||||||
21 | Tara Hawkins | Support Staff | School Psychologist | ||||||||||||||
22 | Mary Schroeder | Math Rep | Math Teacher /Scheduling support | ||||||||||||||
23 | Elvia Uriostegui | Math Instructional Coach | Math Instructional Coach | ||||||||||||||
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31 | This year, the ILT will focus on: | Collaborative Culture | |||||||||||||||
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33 | Introduction to your SIP/ School Profile (appoximately 100 words) | Developing capacity of staff to analyze data and engage collaboratively in problem solving conversations with department and interdisciplinary teams. Edith M. Smith is the academic institution of the community for Middle School Youth. It serves as a key social emotional and academic developer, preparing students for future success and assessing and adapting the schooling experience to achieve optimal success for students on an individual basis. Equipping students towards increased success in problem solving to promote positive outcomes both socially and academically. | |||||||||||||||
34 | Equity Vision Statement (approximately 50 words) | Stakeholders represent a diverse range of perspectives. Access and input to priorities are open and we proactively seek opportunities to expand inclusion. Beginning with a listening disposition, we will seek opportunities for integrating perspectives towards the cultivation of a shared vision. | |||||||||||||||
35 | Your School's Key Strengths (approximately 50 words) | Providing students with a consistent curriculum that is presented with fidelity and high expectations, continuously analyzing data, remaining goal focused as a staff, distributed leadership, teamwork, maintaining a culture and climate that fosters a positive learning environment, and staff is invested in providing enrichment activities before, during, and after school. | |||||||||||||||
36 | Progress Made During Prior Year (approximately 50 words) update needed re: Achieve 3000 and Mathia | Students continue to exhibit growth in reading as measured by Achieve3000 Lexile measures. Both one-year student growth and three-year student growth trends remain positive (Three year longituinal growth can be found here.) The Lexia PowerUp porgram (vocabulary, grammar, comprehension components) is being implemented to address students that continue to lag behind their peers. Mathia and Dream box are bein used to provide support for students through building of foundational skills and closing the gap towards college and career readiness standards. Panorama has been utilized to assist in indentifying and building on students competencies as well as the environmental factors that the screener indicated were areas of need. This will be reassessed in the winter and spring to determine progress. | |||||||||||||||
37 | Areas of Continued Growth for Upcoming Year (approximately 50 words) | The school works to continue to grow in areas of math and ELA through consistent use and analysis of data, fidelity in curriculum implementation, and focus on effective practice in instruction built around the gradual release of resposibility model. The school continues to support staff development with instructional practices that address unfinished learning, address social/ emotional needs, and provide lessons that challenge all students. | |||||||||||||||
38 | Connection Between School's Work and District's Vision for WPS60 Graduates (approximately 50 words) | The school works to enable students to become global change-agents in a ever-changing world. This is done through a variety instructional resolutions and through a diverse curriculum designed to challenge strengths and improve areas of weakness to address the whole student. | |||||||||||||||
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