Program Focus: IB Primary Years Program

Vision: All Whittier International students will become independent

and global thinkers through inquiry and action
Perceptions:
Good school; staff want to stay; families want to come here
Significant behaviors are increasing (Rights of 1 or 2 students
superseding other 20 students rights. Want students removed.)
IB = flexibility in following district requirements
Scores have dropped since EL pop. has increased How do I

Principal: Anne DePerry (Black)

Asst. Principal: Diego De Paz
(Hispanic)
Principal Intern: Angie Pohl (White)
IB Coordinator: Diane Tiffany
(White)
ILT: 12 members + admin; 1 White
male, 10 White females, 1 AsianAmerican female

Enrollment: 679 K-5 students

Race/Ethnicity
American Indian: 1.2%
Asian American: 4%
Black: 38.2%
Hispanic: 28.6%
White: 28%
Special Programs
English Learners: 41.5%
Free/Reduced Lunch: 66.9%
Special Education: 11.2%

Leadership Team

2011-12 2012-13
School Year

Attendance

2013-14

Focused Instruction
Responsive Classroom
SOEI (teacher evaluation)
PDPLCs
Student Engagement Team
Heritage Language
ELL push-in/coteaching

Staff

Number of infractions/actions

Percentage of Students

68%

73%

All Staff Demographics

African American 14%
Asian American 5%
Hispanic American 5%
White American - 76%
Gender
Female 82% Male 18%

Initiatives
Reading MCA

Student Discipline 2013-14

Percentage of Students
Attending 95% or Greater
72%

Culture/Perception of Self

Staff Positions
Non-licensed staff 33
Licensed (non-teachers) 7
Classroom teachers 45
Administrator 2
Years of Experience
<3 = 12%; 3 10 = 38%; >10= 50%

Demographics

100%
80%
60%
40%
20%
0%

teach 2nd gr. material to students who dont speak English?

942

Math MCA

2013

2014

2013

2014

All

42.8%

43.2%

46.5%

50.8%

600

Black

19.8%

23.9%

28.7%

30.6%

400

Hispanic

22.7%

25.7%

31.2%

39.4%

White

85.1%

82.6%

80.7%

87.1%

ELL

14.7%

6.5%

25.0%

19.0%

SPED
FRPL

2.5%
23.3%

0.0%
25.0%

9.3%
29.0%

10.0%
37.3%

1000
800

750

200

68

96

0
Black

Hispanic White

Referrals

Suspensions

Student Discipline

All

Student Achievement

Dashboard Summary
Inferences/Conclusions
Teachers are attributing the achievement gap to ELL students and
their inability to serve them.
ELL is an excuse for lack of progress and to hold low expectations.
Low expectations for ELL students is leading to satisfaction with little progress.
Racial inequities are ignored by some.

There are low expectations for behavior for some students,

particularly students of color, and a desire for students with high
level behaviors to be removed from the classroom.
Responsive classroom and positive student engagement plans help with
promoting a positive classroom environment for some students; however,
there are some students for whom some teachers perceive these efforts as
not working.
Practices and policies regarding behavior have changed, but attitudes have
not.

Priorities for Action

Hire teachers of color and ensure our leadership team
represents our students
PD for teachers around supporting ELL students
Address teacher beliefs, attitudes, and practices

Work with ELL team

Scheduling and supporting students in and out of the class
Co-teaching best practice
How do we best use the resources we have to serve
students?

Establish an equity leadership team

Begin conversations about racial inequities
Begin action planning for addressing racial inequities