School Improvement Plan

 

 

West Mercer Elementary School 
School Improvement Plan 2025-2026

WEST MERCER ELEMENTARY

School-wide Problems of Practice 

Academic Opportunity

In analyzing our schoolwide data from Fall 2024-Spring 2025 using the iReady diagnostic assessments (baseline and spring) as comparative points, we found only 68% of students made approximately a year’s growth (annual typical growth) in an academic year’s worth of time in mathematics. In literacy, we found only 74% of students made a year’s typical growth in a year’s time. 

Of all our K-5 students not yet making a year’s growth (32% in math and 26% in literacy), there is a range of achievement levels. We found some students who did not make a year’s growth did meet end-of-year achievement measures, meaning they completed the year at/above grade level. Other students who did not make a year’s growth ended the school year below or well below grade level. The breakdown by grade level is as follows: 

Root-cause analysis of student growth data indicates that a significant number of students are not demonstrating at least one year’s growth within a year’s time. Findings suggest a need for increased emphasis on timely, targeted instruction delivered through smaller group settings, particularly for students in grades 2 and 3, and for those performing at or above grade level (code 32).

 

During the 2023–24 school year, 51% of grade 2 students did not achieve a full year’s growth in mathematics. As these students progress to grade 3, focused instructional support and professional collaboration will be prioritized to accelerate learning and close identified gaps. Concurrently, targeted actions at grade 2 will address the instructional challenges and systemic factors that contributed to limited growth, ensuring a more effective approach this year.

To address these findings, the following strategies will be implemented:

• Data-informed small-group instruction during both Tier 1 content blocks and Wolfpack Block to provide additional opportunities for intervention, reteaching, and enrichment.
   
• Consistent implementation of the Cycle of Inquiry (Plan, Do, Act, Review) within PLC grade-level teams to ensure instruction is intentional, responsive, and demonstrably impacts student growth.
   
• Expansion of enrichment opportunities through instructional resources beyond i-Ready, as current Tier 1 materials do not sufficiently challenge students performing above grade level.

This multi-tiered approach is designed to ensure all students—particularly those in grades 2 and 3—receive differentiated, high-impact instruction that supports equitable growth and achievement across the continuum of learners.

 

Social Emotional Learning Opportunity

Analysis of our Educational Effectiveness Survey (EES) data from spring 2025 identified two critical areas for improvement:

1. Opportunities for students to set goals and monitor their progress, and
    
2. Systems for celebrating student success. 

Student Goal Setting and Progress Monitoring:
Over the past two years, student perception data indicate limited opportunities for students to engage in goal setting and reflection. The percentage of students who responded favorably to the statement “I have opportunities to plan and set goals for the future” was 32% in spring 2024 and 

 

45% in spring 2025—the lowest of all student EES categories both years. Staff perception data reflect a similar concern. From 2024 to 2025, favorable staff responses to the statement “Students are encouraged to self-reflect and track progress toward goals” declined by 19.3%, indicating a shared awareness of this gap between both students and staff.

Celebrating Student Success:
The second area of need relates to consistent systems for recognizing and celebrating student growth and achievement. On the staff EES, favorable responses to the statement “We have a system for celebrating student success” decreased by 25.4% from 2024 to 2025. This suggests a need for more intentional and visible structures that highlight student progress and foster a culture of recognition and belonging.

Together, these findings highlight an urgent need to strengthen our schoolwide systems for student goal setting, progress monitoring, and celebration of success. Addressing these areas will be essential to enhancing student motivation, engagement, and overall sense of belonging within the school community.

Together, these findings highlight an urgent need to strengthen our schoolwide systems for student goal setting, progress monitoring, and celebration of success. Addressing these areas will be essential to enhancing student motivation, engagement, and overall sense of belonging within the school community.

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