Major Achievements

• During the 2009–2010 school year, Worthington students participated in several district and city activities. Our second through fifth grade students participated in the IUSD Martin Luther King Speech contestand in the district’s Spelling Bee.

• Worthington has been able to achieve success in teaching and learning due to the commitment of staff, students, and parents to high expectations and hard work. All parties are heldaccountable—teachers, students, and parents—and responsibilities are outlined in the Worthington Student Teacher Parent Compact, which is signed yearly by all involved.

• Our focus on the language arts curriculum and the basic facts not only assisted our students in understanding concepts and applying their learning to real-world problems but it also increased students’ confidence and contributed to higher scores on standardized tests. We had 34 percent of our students score Advanced or Proficient and 42 percent scored Basic.

• District-adopted curriculum and textbooks, especially Open Court in English/language arts, has provided materials and instruction aligned to California Content Standards, thus providing students the skills
to perform well on the California Standards Tests (CST). A schoolwide program regarding pacing, assessment, intervention, and collaboration is communicated to staff, students, and parents. Focus for Improvement

• At Worthington, we believe all areas are important; however, our primary areas of emphasis for the 2009–2010 school year included
1) instruction,
2) student support, and
3) teacher collaboration. It is our hope that our focus on these three areas will lead to an increase in academic achievement. Our areas of emphasis for the 2009–2010 school year will depend on the results of our test scores, student achievement, and continued implementation of the Professional Learning Communities (PLC) process.

• We scheduled training meetings, observations, and quarterly assessments throughout the school year to assist Worthington in further data analysis, the implementation of our Plan for Increasing Student Academic Achievement (ISAA), Professional Learning Communities, and the focus of the IUSD Math Initiative for 2009–2010.

• Teachers will use information from these assessments to plan and modify pacing schedules and instructional strategies to meet student needs.

• In the area of student support the following activities have begun:
- Identification of students who need extra help based on CST scores (Basic, Below Basic, and Far Below Basic) and based on teacher assessment and grades.

- Meetings will be held with the teacher or administrator and students in grades three through five to review test score results and discuss the student’s progress and goals and expectations for the 2009–2010
school year.
- We believe this feedback is important to support student learning and improve academic achievement.
- Before/after/Saturday school classes will be held to provide intervention and support. A list is compiled
by the teachers and principal to ensure that the students that need help are receiving it.