• Category 2

    Selected in 2022

  • Grades: k - 5
    School Setting: urban
    Town Population: 143,014
    Student Enrollment: 164
    Student Demographics:

    Black/African American: 4%
    White/Caucasian: 25%
    Hispanic: 67%
    Hawaiian/Pacific Islander: 0%
    Asian: 1%
    Native American: 0%
    Other: 3%

    Teacher/Student Ratio: 1:15
    % Reduced Lunch: 76%
    % ELL Learners: 56%
    Founded: 1954
  • PRINCIPAL:
    Cindy Kapeller
  • CONTACT:
    500 S. Troost
    Olathe, KS 66061
    913-780-7750
    clkapeller@olatheschools.org
Westview Elementary School
Olathe, KS
"The relationships we have established with our community are critical to the success of our school."
1. Tell us about your school’s success.
Westview United: Challenge Accepted! We are united in our goal to decrease the number of students scoring a Level 1 on the Kansas assessment four point scale. In 2018, more than 50% of our students scored Level 1. We reduced this to less than 25%. After adjusting to intervention for ALL students, the number of students achieving Levels 3 and 4 has increased siginificantly. Equally important to progress on state assessments, our students have transformed from passive learners to active learners. They are more aware of their strengths and areas for growth. They set academic and social-emotional goals and track their own progress. Our students see themselves as learners capable of achieving more than they, or anyone else, thought was possible. Their belief about what is possible has changed dramatically. During lunch, for example, they talk about what college they plan to attend. And, they have done research and to learn it is the best for the job they want.
2. Talk about the greatest contributing factor(s) that promoted positive change in your school.
Several initiatives have promoted positive change at Westview and can be grouped into two categories: school-wide focus on student data and growth; and student ownership of their learning.
Everyone at Westview engages in collecting and analyzing data, as well as developing goals for growth based on the results. School Improvement goals, developed by the Building Leadership Team and approved by PLC teams, are focused on student growth. Data is collected and review at various points throughout the year.
Students engage in data analysis and goal setting. Each student has a data binder where they track progress on competencies such as letter and number recognition, sight word mastery, reading and math fluency, and spelling. Students regularly reflect on growth and make goals for future learning. The collection and monitoring of their own data and growth gives students ownership over their learning. Students share their progress with family members at parent-teacher conferences.
3. How has ESEA funding supported the school's success?
Our ESEA funding is used for the salaries of our Title teachers who serve as early intervention experts working directly with students, as well as providing training and support for staff in effective intervention strategies. They also organize data for weekly and monthly meetings with teachers where decisions are made for the next intervention cycle. We also use ESEA funding to support students and families outside of school by hosting events focused on helping parents understand more about what their children are learning at school. We purchase at-home family reading and math activities and books so families are able to reinforce what children are learning at school. These events that bring our staff and families together strengthens our home-school partnership. When our families confidently know how they can support their children at home, it strengthens our shared investment in their children's academic achievement and social-emotional progress.
4. What professional development activities were used to improve teaching and learning?
After reading, Visible Learning for Teachers and Leaders of Their Own Learning, we decided to focus on common expectations, deconstructing standards, reflecting on student data, and goal setting.
Two school-wide expectations were established: It's never okay to be hurtful; It's never okay to disrupt learning. Common expectations for each area (lunch, bathrooms, dismissal, etc.) were created. We determined character traits students would need to meet these expectations: self-discipline, integrity, accountability, courage, and empathy.
Our team learned to use tools, such as our state Flip Book, to understand standards on a deeper level. From this work, teachers learned to create and use quality daily learning targets for students.
Reading articles and watching models of students reflecting helped to build our understanding of the impact of student reflection. Next, we studied student goal setting examples to learn how to facilitate students becoming owners of their own learning.
5. Talk about the cultural shift leading up to your school's success.
Westview students used to be passive learners, compliant during learning activities but held no accountability for retaining or applying learning. Our team felt an urgency to help change how students viewed themselves as learners. We needed to create a culture of learning and accountability at Westview.
To achieve this, our staff share weekly lesson plans, learning targets, and academic standards to promote a culture of shared accountability by all adults to positively impact student success. Team building, culture building, and/or welcoming activities for all learners are planned and executed daily to facilitate a culture of belonging. Staff hold students accountable for taking responsibility for their learning through goal setting and progress monitoring in their student portfolios in an effort to support a culture of achievement.
Now, it is not uncommon to hear Westview students talking about what they want to study in college and where they plan to attend post-secondary school.
6. How has community involvement strengthened your success?
Westview’s faith-based partners help meet students needs by: adopting families during the holidays, providing gift cards for groceries and gas, emergency financial assistance for families in need, and much more.

Our volunteers work on skill practice with individual students and small groups. AVID students from our feeder high school also volunteer in classrooms serving as important role models for our students.

Community mentors are matched with students who need support. They provide our students with time and attention from a special adult. When students feel loved and cared for, they are better able to learn.

We have three local organizations that support the medical, dental and vision health of our students. Learning is negatively impacted when children have health, dental, and vision issues. When children are healthy, they are able to learn.

The relationships we have established with our community are critical to the success of our school.
Stats
  • Category 2

    Selected in 2022

  • Grades: k - 5
    School Setting: urban
    Town Population: 143,014
    Student Enrollment: 164
    Student Demographics:

    Black/African American: 4%
    White/Caucasian: 25%
    Hispanic: 67%
    Hawaiian/Pacific Islander: 0%
    Asian: 1%
    Native American: 0%
    Other: 3%

    Teacher/Student Ratio: 1:15
    % Reduced Lunch: 76%
    % ELL Learners: 56%
    Founded: 1954
  • PRINCIPAL:
    Cindy Kapeller
  • CONTACT:
    500 S. Troost
    Olathe, KS 66061
    913-780-7750
    clkapeller@olatheschools.org