School Innovation and Improvement Plan (SIIP) At-a-Glance

• 2025-2026
• Westfield High School
• Region 5
• Mr. Tony DiBari, Principal

Goal #1: High School On Track for Graduation

By June of 2026, every Westfield High School student in the cohort class of 2026 will have met their graduation requirements as evidenced by a graduation rate of 95%.

By June of 2026, 95% of the class of 2027 in the subgroups: Multilingual Learner, Economically Disadvantaged, and Hispanic or Latino will have accumulated the appropriate standard and verified credits to be "on-track" within their cohort. 

Strategies:

• OTG:Designate and/or optimize a school team focused on monitoring the FGI projection, cohort, and student-level data to design plans for testing, credit recovery, and credit accrual.     
• OTG: Increase the collective awareness and responsibility of ALL staff in supporting school-wide efforts to keep students enrolled, on grade-level with their cohort, and earning a diploma (i.e., PD around mindset, cultivating belonging, positive interactions with students, increased flexibility with grading).  
• INSTRUCTION:Strengthen differentiation by designing and implementing effective scaffolds.

Goal #2: Postsecondary Readiness

By June 2026, the percentage of all students enrolled in AP/DE courses will increase from 44% to 50%.

By June 2026, the percentage of current 12 grade students succeeding, as measured by a grade of C or higher, in 1 or more AP/DE, or other 1.0 weighted course or earning CTE finisher status by the end of high school (Course History) will rise to 85%.

Strategies:

• FAMILY ENGAGEMENT: Educate students, families, staff and community around various pathways to graduation and completion and postsecondary options and importance of 3E experiences (for example, alternate diploma and completer options, alternate sites, available base-school adjustments, GED, etc.)
• STAFF CAPACITY:Increase the collective responsibility of ALL staff in supporting school-wide On-Time Graduation and Academic and Career Planning efforts to include 3E (i.e. PD around mindset, cultivating belonging, positive interactions with students)
• TESTING:Administer the ASVAB examination with special invitation to students in 11th or 12th grade who have not demonstrated readiness in the enrollment or employment category for 3E

Goal #3: Chronic absenteeism

By the end of the 2025-26 school year, Westfield High School will improve our unadjusted chronic absenteeism rate from 16.1% to below 12%.  

Strategies:

• Communicate with families to recognize and celebrate student growth or success in academics, behavior, attendance, or other areas using a variety of communication methods (e.g., phone calls, emails, Talking Points, postcards) to strengthen student and family engagement.
• Schools share multilingual attendance materials with families throughout the year to educate families regarding the importance of attendance for school success.

Goal #4: English Language Progress

By June of 2026, Westfield High School ML students will demonstrate progress at a rate of growth from 53.6% to 60%  as measured by the WIDA assessment.

Strategies:

• Monitor to ensure all multilingual learners are receiving explicit ELD instruction using the appropriate resources as outlined in ELD guidance documents: elementary (resource 1), middle and high school (resource 2).
• Increase collaboration and co-planning between ESOL and special education teachers to plan for and deliver joint services (ELD and Special Education) and to collaboratively develop IEP goals, accommodations, and instructional strategies that address both the language and learning needs of identified students.
• Increase the use of language-focused strategies, scaffolds, and supports in content and classroom instruction that match the students’ English language proficiency and promote oral language development and peer to peer interactions.

Goal #5: Discipline

The measurable outcome of this desired state is the reduction of the Out-of-School Suspension (OSS) risk ratio for MLLs from the 2024-2025 baseline of 6.27 to below 2.0 for the 2025-26 School Year, ensuring MLLs receive equitable support and remain in the instructional setting critical for their academic and language success.

Strategies:

• Establish a suspension review team or administrative partner system that requires team or partner collaboration before an out of school suspension is implemented. Review suspension criteria per the Student Rights and Responsibilities to ensure alignment with progressive discipline practices, and determine the appropriate intervention to accompany the sanction, ensuring that students receive necessary support for behavior improvement. Review or partner teams proactively monitor student progress post-suspension, and adjust interventions as needed.
• Develop in-school alternatives for behavior, such as reset and return rooms or cool-down spaces, to proactively prevent and interrupt discipline and behavior challenges. Collaborate with other schools to share in-school behavior alternatives and develop a network of support. Continuously evaluate through a Plan, Do, Study, Act (PDSA) cycle the effectiveness of in-school alternative options.
• Provide tailored professional development for teachers and staff on Tier 1 wellness practices, including culturally responsive teaching, restorative justice practices, social-emotional learning and trauma-informed care.