##### 2005-2006 No Child Left Behind - Blue Ribbon Schools Program

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply)
\_[X]{.underline}\_ Elementary \_\_ Middle \_\_ High \_\_ K-12
\_\_Charter

Name of Principal [Dr. Kevin Dwyer]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Westgate School]{.underline}

(As it should appear in the official records)

School Mailing Address [500 S. Dwyer Avenue]{.underline}

(If address is P.O. Box, also include street address)

\_\_\_\_[Arlington
Heights]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Illinois]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[60005-2261]{.underline}\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County [Cook]{.underline} State School Code Number\*
[14-016-0250-02-2016]{.underline}

Telephone [( 847 ) 398-4292]{.underline} Fax [( 847 )
394-6191]{.underline}

Website/URL:[http://www.ahsd25.k12.il.us/School%20Info/Westgate/westgate.html](http://www.ahsd25.k12.il.us/School Info/Westgate/westgate.html)
E-mail: [dwyer@ahsd25.k12.il.us]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Alan Simon]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Arlington Heights School District 25]{.underline} Tel.
[(847) 758-4870]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Daniel Petro]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_7\_\_ Elementary schools

\_\_2\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_\_\_ High schools

\_\_\_\_\_ Other

\_\_9\_\_ TOTAL

2\. District Per Pupil Operating Expenditure: \_\_\_\_\$10,289\_\_\_\_

Average State Per Pupil Operating Expenditure: \_\_\_\_\_\$8,786\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [.5]{.underline} Number of years the principal has been in her/his
position at this school.

[3]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**       50        36                     **86**       **8**                             

  **1**       48        49                     **97**       **9**                             

  **2**       46        43                     **89**       **10**                            

  **3**       65        47                     **112**      **11**                            

  **4**       59        48                     **107**      **12**                            

  **5**       48        44                     **92**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **583**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [87]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[7]{.underline} % Hispanic or Latino

[5]{.underline} % Asian/Pacific Islander

[0]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_7\_\_\_\_%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      27
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      14
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    41
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 569
                            the school as of October 1  

  **(5)**                   Total transferred students  .07
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           7
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_\_7\_\_\_%

\_\_\_39\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_20\_\_\_\_\_

Specify languages: Spanish, Albanian, Assyrian, Czech, Polish, Greek,
Arabic, Punjabi, Korean, Chinese-Cantonese, Pilipino-Tagalog, Japanese,
Bosnian, Gujarati, Vietnamese, French, Bulgarian, Serbian/Croatian,
German and Russian

9\. Students eligible for free/reduced-priced meals: \_\_\_\_10\_\_\_\_%

Total number students who qualify: \_\_\_\_59\_\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate

10\. Students receiving special education services: \_\_\_15\_\_\_\_\_%

\_\_\_\_89\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_6_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_59_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_20_Speech or Language Impairment

\_\_3_Hearing Impairment \_\_\_\_Traumatic Brain Injury

\_\_\_\_Mental Retardation \_\_1_Visual Impairment Including Blindness

\_\_\_\_Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_\_2\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_25\_\_\_ \_\_\_\_5\_\_\_

Special resource teachers/specialists \_\_\_13\_\_\_ \_\_\_10\_\_\_

Paraprofessionals \_\_\_9\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_29\_\_\_ \_\_\_\_7\_\_\_
>
> Total number \_\_\_78\_\_\_ \_\_\_22\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[20:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.

  ---------------------------------- ------------ ------------ ------------
                                     2004-2005    2003-2004    2002-2003

  Daily student attendance           96%          96%          96%

  Daily teacher attendance           90%          88%          90%

  Teacher turnover rate              10%          9%           12%
  ---------------------------------- ------------ ------------ ------------

**PART III ‑ SUMMARY**

Westgate Elementary School, Arlington Heights, Illinois, offers children
in Early Childhood through grade 5 a wealth of varied learning
experiences. This year, Westgate is home to 580 students, 565 in
kindergarten through grade 5 and 15 in School District 25\'s Early
Childhood Program. Westgate is a large school with a small school feel.
The building is located within a neighborhood, so almost 90 percent of
its students walk to school every day. The school mission is consistent
with the district vision; that is, to provide a superior education for a
lifetime of learning. Westgate staff members work with parents to ensure
that all children are placed in classrooms that meet their educational
needs. Westgate **believes**

-   All students can learn

-   Students learn at different rates and in different ways

-   High expectations influence performance

-   Parent involvement is critical to student success

-   Cultural diversity enriches our school experience

Westgate **provides**

-   A well-trained student-centered staff

-   A safe and nurturing learning environment

-   A rigorous academic program with a comprehensive curriculum aligned
    to state standards

-   The Character Counts!~sm~ Program to promote positive self-esteem
    and emotional well being

-   Computer software and other mediums to enhance the educational
    process.

Westgate **expects**

-   Students will be academically and emotionally prepared for middle
    school and beyond

-   Students will be productive citizens in their community

-   Students will acquire the knowledge and skills necessary to be
    successful in a global, rapidly changing world.

-   Parents and teachers will work as a team with student growth in mind

Westgate is proud of its outstanding teaching staff:

-   86% of Westgate teachers have a Master's degree or higher

-   10% of teachers are Nationally Board Certified

-   1 Golden Apple Finalist

Westgate offers a rigorous, balanced, dynamic educational program that
includes single-age, multi-age and self-contained special education
classes. Kindergarten, first grade, and second grade children are placed
together in single-grade classes. Beginning in third grade, children may
be placed in single-grade classes or in multi-age classes incorporating
two grades into one classroom.

The roles of family and community are crucial to the education of our
students. Parents are actively involved and informed. The Parent Teacher
Association (PTA) provides educational opportunities outside the
classroom setting for our students, such as mini-courses and school
assemblies. Furthermore, parents attend many evening events, such as
parent night, open house, and curriculum nights sponsored by the
district, principal teas and PTA meetings to remain active in the
educational process. In 1991, **A B**etter **C**ommunity through
Excellence in Education (ABC/25 Foundation) was formed. This
not-for-profit organization was created to provide funds for educational
enhancement with our school district. The Foundation serves as a
partnership between community members and educators within Arlington
Heights. With the help of the ABC/25 Foundation, resources to support
our School Improvement goals are purchased for the students and the
schools. This year, [Westgate teachers received ten grants]{.underline}
to purchase materials that enrich curriculum and to provide unique,
dynamic learning experiences for students.

In addition to the ABC/25 Foundation, Westgate maintains strong
relationships with the PTA, Village of Arlington Heights, the Arlington
Heights Police Department, the Arlington Heights Park District, and the
Arlington Heights Memorial Library. These groups play a vital in
Westgate's mission to provide lifetime learning opportunities and to
ensure that all students succeed. The Arlington Heights Memorial Library
provides book bags for classrooms and sponsors a summer reading program
to supplement the school's educational program and incite a love for
reading and learning. The Arlington Heights Police Department works
closely with the schools as well. Liaison officers from the AHPD work
directly with students in the "Too Good for Drugs" program. Together, we
established "School Safety Advisory Task Force" to ensure safe schools
for all children.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  **Assessment Results**

Westgate believes that no child should be left behind and is responsible
for student academic growth. Third, fourth, and fifth grade students,
including those students with Individual Education Plans (IEPs) take the
state criterion reference test, the Illinois Standards Achievement Test
(ISAT). This assessment tool measures student achievement relative to
the Illinois Learning Standards. ISAT results are also available for
public review on the following website:
[www.isbe.state.il.us](http://www.isbe.state.il.us/). A brief
description of the performance levels and score range for each level is
provided in the following table:

+------------------+---------------------------------------------------+
| Performance      | Description                                       |
| Level            |                                                   |
+------------------+---------------------------------------------------+
| Exceeds          | Student work demonstrates advanced knowledge and  |
| Standards        | skills in the subject. Students creatively apply  |
|                  | knowledge and skills to solve problems and        |
| (Level 4)        | evaluate the results.                             |
+------------------+---------------------------------------------------+
| Meets Standards  | Student's work demonstrates proficient knowledge  |
|                  | and skills in the subject. Students effectively   |
| (Level 3)        | apply knowledge and skills to solve problems.     |
+------------------+---------------------------------------------------+
| Below Standards  | Student work demonstrates basic knowledge and     |
|                  | skills in the subject. However, because of gaps   |
| (Level 2)        | in learning, students apply knowledge and skills  |
|                  | in limited ways.                                  |
+------------------+---------------------------------------------------+
| Academic Warning | Student work demonstrates limited knowledge and   |
|                  | skills in the subject. Because of major gaps in   |
| (Level 1)        | learning, students apply knowledge and skills     |
|                  | ineffectively.                                    |
+------------------+---------------------------------------------------+

[Reading]{.underline}

Westgate is proud to note that the trend for third grade scores shows
steady and strong increases over the last four years. Specifically,
significant increases in the percentage of students in the Exceeds
category:

-   From 23% to 36% in third grade reading

> In 2002, 23% of students scored in the Exceeds category. During each
> of the last three years, our students have been significantly above
> that mark:

-   2003 \-- 36% Exceeds

-   2004 \-- 42% Exceeds

-   2005 \-- 36% Exceeds

Since 2002, reading scores reflect upward movement from the Meets to
Exceeds category. For example, in 2002 the combined categories for Meets
and Exceeds were 73% in third grade reading. In 2005 the combined
category was 83%. The same trend exists in fifth grade reading. In 2002
the combined percentage was 81%; in 2005 the combined percentage was
85%.

######### Mathematics

This year, Westgate celebrated its commitment to leaving no child left
behind by recognizing an outstanding fact: In 2005, 99% of fifth graders
scored in the combined Meets and Exceeds category. Last year, 94% scored
in the combined Meets and Exceeds category. In 2002, this combined score
was 92%. When the Meets and Exceeds category is combined, third grade
math scores show an increase from 88% in 2004 to 94% in 2005.

The trend for third grade math scores shows steady increases over time.
Specifically:

-   2002 \-- 40% Exceeds

-   2005 -- 55% Exceeds

> In 2002, 40% of students scored in the Exceeds category. During each
> of the last three years, our students have been significantly above
> that mark:

-   2003, 61% Exceeds

-   2004, 54% Exceeds

-   2005, 55% Exceeds

**2. Using Assessment Results**

Westgate is data informed. Formal and informal assessment results are
used to make informed decisions regarding student progress and
educational programming. A data review cycle has been established to
collect and to analyze data regularly throughout the school year.

[Summer]{.underline}

Building leadership reviews recent ISAT test results and compares them
to our local assessment\--the Measure of Academic Progress (MAP Test).
This data is considered for student placement.

[Fall]{.underline}

Building leadership team reviews the school and district mission and
targets programs aligned with what Westgate believes, provides, expects
of all students.

[Spring]{.underline}

Individual student progress is monitored, and interventions are adjusted
in order to meet student goals.

Westgate employs two methods to monitor, analyze, and share performance
data [for all students]{.underline}. First, a one-page summary capturing
the results of all standardized assessments in the area of literacy
development for each grade level is created. Within the worksheet, every
student at Westgate is placed on one of four quadrants. Interventions
are identified next to each student. For example, Quadrant I records
students whose scores place them at risk based on state and district
testing while Quadrant IV lists students who are performing
exceptionally well on state and district assessments. The quadrants
serve as a natural connection between state and district assessments and
classroom performance.

In addition to the Quadrants, a student database is maintained [for
every student]{.underline} to track student progress throughout their
Westgate school experience. The database is updated as assessment
results become available. This information provides a long-term account
of individual student achievement for every standardized test.
Furthermore, interventions are recorded on the database to determine
their level of effectiveness. When grade level teams meet to discuss
student needs, the information for an individual student provides a tool
from which educational decisions can be made.

**3.** **Communicating Assessment Results**

Westgate recognizes that education is a shared responsibility among
students, teachers, parents, families, staff, and community members. We
also believe in continuous improvement through a comprehensive, dynamic
planning process involving all stakeholders. Effective communication
between and among the stakeholders regarding building goals and student
performance is an essential piece of the school improvement process.

Parents are given multiple opportunities to review student performance
data. In the fall, a presentation by the principal is offered in the
evening for parents and community members to outline our School
Improvement Plan, provide an assessment timeline, and inform
stakeholders on how data is used to enhance learning. The information is
provided to parents in the PTA Newsletter and our weekly flyer, *The
Westgate Weekly*. Our school seeks to maintain a good working
relationship with the local newspapers and regularly sends out press
releases regarding school activities and events. Westgate operates and
maintains a website that includes information and links to student
achievement tests. Classroom teachers also publish regular newsletters
to keep parents informed about topics covered and upcoming events in the
classroom.

Student performance is communicated to parents three times each year
through formal progress reports. In these reports, academic and social
growth is noted. ISAT and MAP data is also included in progress reports.
School District 25 provides parents with information regarding
standardized testing with Parent Information nights throughout the year.
The district also maintains a website where parents can find information
about the various assessments given to students.

Students are informed on our current plan for improvement during our all
school assembly the first week of school. In addition, our progress is
reported to students during the year through our Student Senate
representatives. Westgate teachers work together with students to set
goals and monitor academic progress.

**4. Sharing Success**

Westgate prides itself on being a professional learning community. We
work closely with the other schools in School District 25 to share
activities and information within our School Improvement Plan, to
analyze data and to set goals for improvement.

During Institute Days through the school year, teachers from different
buildings get together in grade level teams or teams of special area
teaching to share information and ideas. This year, teachers from
different buildings met to discuss reading strategies and classroom
reading instruction.

Within Westgate, teachers use building substitutes and meet together as
grade level teams to discuss strategies and units of study. The grade
level teams meet three times during the school year to jointly plan
units of study. For example, teachers met to discuss and evaluate
student writing and the presentation of the Six Traits of quality
writing. This articulation is valuable to the teachers as they plan and
provide differentiated instruction through best practice teaching.

Westgate continues its goal to collaborate between regular and special
education staff. Together, these groups share reading and test-taking
strategies to improve academic and test performance of students. Special
education teachers meet with literacy teachers to analyze data and to
identify students who may benefit from specific skill instruction.

As a Blue Ribbon school, Westgate will have the added responsibility to
share its story of success. We will continue to actively seek
opportunities to present workshops on how schools can align their
programs and commitment to academic success for all students. For
example, we plan to share the ways in which we monitor the progress of
all students through our Quadrant worksheet and our student database.
Furthermore, we will share unique ways to bring the professional
learning community concept into full practice. Case in point, our use of
faculty learning meetings.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. **Curriculum**

Westgate is committed to teaching the whole child; the mind through a
demanding curriculum, the heart through character education, and the
creativity through the arts so students can synthesize the importance
lifelong learning. Our district curriculum is aligned with the State
Learning Standards, which sets high expectations for learning and is
delivered through best instructional practices. The Westgate community
established a rigorous, balanced curriculum for all students to achieve
the expectations identified in our School Mission. Westgate School
emphasizes the development of strong basic skills in reading, language
arts, mathematics, science, and social studies. Instruction in fine
arts, physical education, and life skills is included at all grade
levels. Technology is integrated into the curriculum as part of everyday
learning activities. Our curriculum goes far beyond the basics in all
subjects as we help students develop the critical thinking skills
necessary to analyze and evaluate information and solve problems.

Students experience a variety of learning opportunities within our
curriculum framework. Students are engaged with significant content. For
example, kindergarten and first grade students participate in the Jolly
Phonics program, a multi-sensory phonics program introducing students to
essential skills for reading and writing. Throughout the year,
integrated units of study include projects and presentations; this gives
students the opportunity to construct meaning and demonstrate their
level of understanding. A case in point, each classroom each month
showcases a piece of writing in the school front lobby for parents and
community guests.

Westgate offers a comprehensive visual arts, music, and physical
education program for all students. Fifth grade band, Music for Youth (a
Suzuki-based stringed instrument program), and "Club K" (an after-school
physical education program) is offered to all students to support and
enrich classroom instruction.

In addition to being engaged in classroom activities, school-wide
activities keep students engaged with significant content. For example,
during Science Exploration Day, students participate in various Science
Olympiad hands-on experiences. Further, during Celebrate the Arts Day,
students participate in a variety of art-based activities. All Westgate
students continue to embrace the six pillars of Character Counts!~sm~
The pillars provide a common vocabulary for schools, families, and
communities to deliver the message that character does indeed matter.
*Too Good for Drugs*, implemented for fifth grade students, and taught
by officers from the Arlington Heights Police Department, teaches
children that they are too good for drugs, alcohol, and tobacco.

Differentiated instruction is an everyday experience at Westgate.
Accordingly, curriculum is presented to students that meet their
individual academic needs at a developmentally appropriate level.
Academic support is available to students through gifted instruction,
supplemental literacy instruction, English as a Second Language (ESL)
instruction, and T.E.A.M. tutoring (Rolling Meadows High School students
provide homework support and lesson reinforcement).

Specifically, Westgate utilizes the Flexible Services Delivery System
("FLEX"). FLEX is the problem-solving process through which teachers
examine individual learning needs of students. The classroom teacher
identifies an area of concern that is inhibiting appropriate progress
and then creates interventions, meets with a team of teachers to
problem-solve, and monitors progress through data collection methods. 

In addition to the curricular format, Westgate provides single-age and
multi-age classroom groupings, as well as self-contained special
education classrooms. Intermediate and primary "buddy" classes read
together and meet to share various learning activities.

2\. **Literacy Instruction**.

Westgate's literacy framework goals provide a comprehensive study of
reading, writing, listening, speaking, and thinking. Our goal for
reading is for students to comprehend a broad range of reading
materials, apply reading strategies to improve understanding and
fluency, and apply word analysis and vocabulary skills to comprehend
selections.

-   Scholastic *Literacy Place* materials were chosen to provide a
    comprehensive selection of literary works.

-   *Jolly Phonics* is used in K-1 classrooms to instruct students on
    letter sounds and blends.

Students receive instruction in reading strategies in whole-class
settings. Flexible grouping patterns based on areas of interest or skill
level are used in the classroom to practice guided reading strategies.
During independent study, students read books on their own at their
individual skill level. In primary classrooms, students also participate
in literacy centers that provide extra practice with strategies.

Students are assessed in reading using Curriculum-Based Measures (CBMs),
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in addition
to the district level Measures of Academic Progress (MAP) and state
level standardized testing. At the classroom level, student assessment
in reading is ongoing.

Westgate focuses on the *Six Traits* of quality writing. Using
student-friendly rubrics and published pieces of writing provides
students with a target or a goal. Six Traits also emphasizes the natural
connection between reading and writing and provides a common vocabulary
for writing instruction, which eases the transition as they progress
through the grade levels from primary and intermediate grades to middle
school.

Westgate assesses student growth in writing by meeting as grade level
teams to collectively score pieces of writing using a common six-trait
rubric. A teacher-led Writing Committee also meets to provide support to
teachers. Westgate showcases student writing in a weekly "Spotlight on
Writing," where classroom writing is presented to exhibit a particular
trait.

3\. **Other Areas of Instruction**.

Westgate expects that all students will acquire the knowledge and skills
necessary to be successful in a global, rapidly changing world.
Therefore, students are provided with curricula in the areas of health,
physical education, visual arts, drama, vocal music, instrumental music,
and technology.

**Math.** Westgate follows the University of Chicago School Math
Project, *Everyday Math*. Students demonstrate and apply knowledge in
number sense, patterns, ratios, and proportions. They use algebraic,
analytical, and geometric methods to work with data and use statistical
methods to interpret uncertainty. Activities provide real-world
connections for students. Students generate ideas through practice using
manipulatives and technology. The home-school connection is particularly
emphasized at Westgate. Classroom math instruction is supplemented with
reinforcement practice in computational operations. Classroom enrichment
activities are also provided to high achieving math students.

**Science**. The district has written a curriculum map for K-5 science
instruction so that each grade level is focusing on a separate life,
earth, and physical science topic. The goal for science instruction is
for students to understand the processes of scientific inquiry and
technological design to investigate questions, conduct experiments, and
solve problems. Students understand the relationships among science,
technology and society in historical and contemporary contexts. The
science curriculum provides hands-on activities to promote engaged
learning and integrated units that incorporate real-life application.
Experiments and discovery are key components of every unit.

**Social Science**. Westgate follows a curriculum map for K-5 Social
Science instruction that emphasizes current events, research, and map
skills. Primary source documents are used in all grade levels. Students
understand political and economic systems, with an emphasis on the
United States. Students will also understand events, trends, individuals
and movements shaping the history of Illinois, the United States, and
other nations.

4\. **Methods of Instruction.**

Westgate School celebrates that students learn at different rates in
different ways. This means teaching students at their individual level.
Strategic methods to group students and target learning needs are
identified and implemented.

Literacy by Design is a school-based intervention program at grades K-5
to support students who need to strengthen their literacy development.
Westgate has one full-time and one part-time certified reading
instructor. This needs-based literacy framework has increased the
ability to provide flexible interventions.

Students who primarily communicate in a language other than English
receive instruction from a certified ELL teacher. These students receive
either support services or an alternate reading program in either
push-in or pull-out instruction. The ELL teacher uses reading strategies
used in the classroom but incorporates strategies particular to ELL
students. Writing support is also given.

Westgate offers a gifted education program. Teachers provide support
through enrichment activities and lessons to students in small groups
for high-achieving students in classrooms. They also teach a gifted
curriculum to identified gifted students that include research, critical
thinking and creative thinking skills and lessons that focus on the
affective part about being a gifted individual. Westgate also offers
fourth and fifth grade accelerated math classes that cover the fourth,
fifth, and sixth grade UCSMP curricula over two years instead of three.

Special education resource teachers provide services to identified
special education students. Most students with special needs are in
general education environments for some or all of their day and require
accommodations or modifications. Those accommodations vary from student
to student. Resource teachers generally deliver cross-categorical
programming in special education settings. Westgate hosts the district's
Integrated Services program, a self-contained classroom at each grade
level. Students in self-contained programming have most of their
educational services delivered in separate classrooms. Elements of this
program are described in previous sections.

5\. **Professional Development**.

Reflective practice is the best educational practice. District 25 is
committed to providing professional development opportunities for
teachers that not only support individual professional goals, but also
connect to state recertification. Each year, teachers present
professional goals that match SIP goals and state personal goals for
professional growth. Goal-setting conferences with a principal are held
to reflect on progress toward individual professional growth.

Student achievement at Westgate has sharply increased over the last four
years. This can largely be attributed to the Westgate teaching staff
that demonstrates a commitment to learning through their expertise,
professionalism, curiosity, and aptitude for excellence.

Each month, learning faculty meetings are professional development
opportunities for staff members. The whole staff participates in a book
study focused on *Teaching Reading in the 21^st^ Century* (Graves, et
al.). Teachers facilitate meetings by taking the initiative to present
chapters. This professional development model is based on the book
*Whole Faculty Study Groups* (Murphy). Next year, teachers will divide
into learning groups on a topic relevant to his/her own particular area
of teaching and/or area of interest.

During the 2005-2006 school year, four School Improvement Plan days and
six institute days gave teachers an opportunity to learn and plan
together. Presentations were given for Westgate staff on topics
including best practice literacy instruction, using assessment data to
plan instruction, incorporating new technology into current curricula
content, and using the National Archives and primary source documents
into our new social science curriculum. In addition to planned SIP days
and inservice days, the district provides regular workshops and classes
for teachers and has a schedule on our district website. We also have
cohort master degree programs in connection with local universities for
teachers to be certified as reading specialists and in educational
leadership.

**PART VII -- ASSESSMENT RESULTS**

#####  Westgate School Test Data 2002 - 2005

**[Westgate Elementary School Third Grade Mathematics
Results]{.underline}**

The table below shows ISAT data for Third Grade Mathematics over the
last four years.

Subject [Mathematics]{.underline} Grade: [Third]{.underline}

Test: [Illinois Standards and Achievement Test (ISAT)]{.underline}

Edition/Publication Year: [2005]{.underline}

Publisher: [Illinois State Board of Education]{.underline}

  ------------------------ ------------ ----------- ----------- -----------
                           2004-2005    2003-2004   2002-2003   2001-2002

  Testing month            March        April       April       April

  **SCHOOL SCORES\***                                           

  \% Combined Meets and    94.0         88.0        94.6        91.0
  Exceeds Standards                                             

  \% At Meets State        39.0         34.3        33.3        51
  Standards**\***                                               

  \% At Exceeds State      55.0         53.7        61.3        40
  Standards**\***                                               

  Number of eligible       100          67          75          96
  students tested                                               

  Percent of students      100%         100%        99%         97%
  participating in state                                        
  tests                                                         

                                                                

  SUBGROUP SCORES                                               

  *1. Disabled*                                                 

  \% At or Above Meets     62.5         52.6        60.0        70
  State Standards                                               

  \% At Exceeds State      12.5         15.8        20.0        10
  Standards                                                     

  *2. Non-Special                                               
  Education*                                                    

  \% At or Above Meets     34.5         27.1        29.2        49
  State Standards                                               

  \% At Exceeds State      63.1         68.8        67.7        43
  Standards                                                     

                                                                

  **STATE AVERAGE SCORES**                                      

  \% At or Above Meets     45.2         46.1        44.6        44
  State Standards                                               

  \% At Exceeds State      34.1         33          31.1        30
  Standards                                                     
  ------------------------ ------------ ----------- ----------- -----------

##### Westgate School Test Data 2002 - 2005

**[Westgate Elementary School Third Grade Reading Results]{.underline}**

The table below shows ISAT data for third grade reading over the last
four years.

Subject [Reading]{.underline} Grade: [Third]{.underline}

Test: [Illinois Standards and Achievement Test (ISAT)]{.underline}

Edition/Publication Year: [2005]{.underline}

Publisher: [Illinois State Board of Education]{.underline}

  ------------------------------- ----------- ----------- ----------- -----------
                                  2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                   March       April       April       April

  **SCHOOL SCORES\***                                                 

  \% Combined Meets and Exceeds   83.0        77.6        82.7        74.0
  Standards                                                           

  \% At Meets State               47.0        35.8        46.7        51
  Standards**\***                                                     

  \% At Exceeds State             36.0        41.8        36.0        23
  Standards**\***                                                     

  Number of students tested       100         67          75          96

  Percent of students             100%        100%        99%         97%
  participating in state tests                                        

                                                                      

  **SUBGROUP SCORES**                                                 

  *1. Disabled*                                                       

  \% At or Above Meets State      50.0        26.3        40          38
  Standards                                                           

  \% At Exceeds State Standards   12.5        21.1        0           0

  *2. Non-Special Education*                                          

  \% At or Above Meets State      46.4        39.6        47.7        52
  Standards                                                           

  \% At Exceeds State Standards   40.5        50          41.5        27

                                                                      

  **STATE AVERAGE SCORES**                                            

  \% At or Above Meets State      45.1        42.4        40.1        44
  Standards                                                           

  \% At Exceeds State Standards   21.5        22.7        21.9        19
  ------------------------------- ----------- ----------- ----------- -----------

#####  

##### Westgate School Test Data 2002 - 2005

**[Westgate Elementary School Fifth Grade Mathematics
Results]{.underline}**

The table below shows ISAT data for fifth grade mathematics over the
last four years.

Subject [Mathematics]{.underline} Grade: [Fifth]{.underline}

Test: [Illinois Standards and Achievement Test (ISAT)]{.underline}

Edition/Publication Year: [2005]{.underline}

Publisher: [Illinois State Board of Education]{.underline}

  ------------------------------ ----------- ----------- ----------- -----------
                                 2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                  March       April       April       April

  **SCHOOL SCORES\***                                                

  \% Combined Meets and Exceeds  98.7        94.1        89.8        94.0
  Standards                                                          

  \% At Meets State Standards\*  68.8        60.8        68.5        65

  \% At Exceeds State            29.9        33.3        21.3        29
  Standards\*                                                        

  Number of students tested      77          102         89          99

  Percent of students            100%        100%        99%         100%
  participating in state tests                                       

                                                                     

  **SUBGROUP SCORES**                                                

  1\. *Disabled*                                                     

  \% At or Above Meets State     70.0        77.3        65.0        63
  Standards                                                          

  \% At Exceeds State Standards  20.0        0           0           26

  2\. *Non-Special Education*                                        

  \% At or Above Meets State     68.7        56.3        69.6        65
  Standards                                                          

  \% At Exceeds State Standards  31.3        42.5        27.5        29

                                                                     

  **STATE AVERAGE SCORES**                                           

  \% At or Above Meets State     60.8        59.8        58.6        55
  Standards                                                          

  \% At Exceeds State Standards  12.4        12          9.7         8
  ------------------------------ ----------- ----------- ----------- -----------

##### Westgate School Test Data 2002 - 2005

**[Westgate Elementary School Fifth Grade Reading Results]{.underline}**

The table below shows ISAT data for Fifth Grade Reading over the last
four years.

Subject: [Reading]{.underline} Grade: [Fifth]{.underline}

Test: [Illinois Standards and Achievement Test (ISAT)]{.underline}

Edition/Publication Year: [2005]{.underline}

Publisher: [Illinois State Board of Education]{.underline}

  --------------------------- ----------- ----------- ----------- -----------
                              2004-2005   2003-2004   2002-2003   2001-2002

  Testing month               March       April       April       April

  **SCHOOL SCORES\***                                             

  \% Combined Meets and       84.5        78.4        75.0        82.0
  Exceeds Standards                                               

  \% At Meets State           49.4        39.2        35.2        34.0
  Standards**\***                                                 

  \% At Exceeds State         35.1        39.2        39.8        48.0
  Standards**\***                                                 

  Number of students tested   77          102         88          99

  Percent of students         100%        100%        99%         100%
  participating in state                                          
  tests                                                           

                                                                  

  **SUBGROUP SCORES**                                             

  *1. Disabled*                                                   

  \% At or Above Meets State  20.0        36.4        26.3        26
  Standards                                                       

  \% At Exceeds State         40.0        4.5         15.8        26
  Standards                                                       

  *2. Non-Special Education*                                      

  \% At or Above Meets State  53.7        40          37.7        36
  Standards                                                       

  \% At Exceeds State         34.3        48.8        46.4        52
  Standards                                                       

                                                                  

  **STATE AVERAGE SCORES**                                        

  \% At or Above Meets State  40.4        35.9        37.3        37
  Standards                                                       

  \% At Exceeds State         19.4        25          23.1        22
  Standards                                                       
  --------------------------- ----------- ----------- ----------- -----------