We have also come to realize that the addition of a Positive Behavioral Instructional Supports (PBIS)
system is a necessary part of the RTI approach. It ensures that we are targeting the right approach to best
see our students succeed. Consequently, we have spent time working to improve our school and
classroom environments so that the right procedures and structures are in place to support our students in
their effort to be ready to learn. Over the past three years, we have adopted the International
Baccalaureate Learner Profile attributes as a key component of our school-wide PBIS system and to
complement our classroom Tier I PBIS supports. Ongoing training has taken place for specific
classroom behavioral interventions that are becoming more and more integrated in our RTI approach
through assessment and collaboration. These supports are utilized in the same manner as academic
interventions and often hold the key for students who need assistance focusing their efforts on the
learning process.
In order to guarantee our mission applies to all students, our district continues to have a continuous
improvement mindset. We are committed to understanding the results our students show and taking
actions to see the next steps for improvement are put in place. As a result, we can best make certain all
of our students are meeting their potential. Comparing sub groups of students allows us to prevent
students from falling through the cracks. The Response to Intervention (RTI) approach provides the right
support for teachers and the right focus on the students. We believe this focus has led to the type of
change that supports our mission and has helped us close gaps in student performance.
Throughout last school year, we celebrated a number of student achievements that we believe showed
the results from this approach. The National Blue Ribbon Schools award recognizes schools producing
outstanding results for all students. National Blue Ribbon Schools have demonstrated consistent
excellence, and in many cases, have made progress and closed gaps in student achievement. In February
of 2013, only eleven of Ohio's schools were honored with that distinction. Two schools from Westlake,
Hilliard Elementary School and Bassett Elementary School, were named National Blue Ribbon Schools.
As a school district we met Adequate Yearly Progress (AYP), we exceeded a year's growth as measured
by Value-Added, and improved our Performance Index for student achievement to 107.9. Our last three
State Report Cards are attached as artifacts to support the data provided in this response. Also attached
are the fall and spring district updates demonstrating the type of Leadership for Learning that takes place
here in Westlake. We have seen great improvement in student achievement and growth because of our
RTI approach and we believe that continued efforts will lead to even better results.
Communication
The first step to clearly communicating the purpose of the district is to ensure high involvement of all
constituencies in defining the mission, vision, and strategic plan. In Westlake, our strategic plan is called
the Continuous Improvement Plan or CIP. The Westlake City School District has developed and utilized
a Continuous Improvement Plan since the fall of 1999 to serve as a guide for educators, support staff,
students and their families, people in business, higher education institutions and community members
about the process of achieving and measuring improvements in the district’s performance. Our most
current CIP (attached) is the sixth edition. It communicates not only the purpose of our district, but
answers four fundamental questions. What do we want for our students? Where do we want our schools
to be in the next three years? How will we get there? How will we know we were successful?
The information in the CIP is presented in a differentiated format suited for stakeholders with different
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