Campus Improvement Plan 2020-2021

Comprehensive Needs Assessment

Demographics

Demographics Summary

Subgroups	Number out of 450	Percentage
African American	36	8%
Hispanic	318	71%
White	76	17%
Asian	10	2%
Two or More	9	2%
American Indian - Alaskan Native	1	.22%
ESL	29	6%
Bilingual-One-Way DL	58	13%
Bilingual-Two-Way DL	238	53%
At-Risk	283	63%
GT	31	7%
SPED	50	11%
EE	10	2%
Economically Disadvantaged	281	62%
FRL	196	44%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sherwood Elementary is one of twenty-five elementary schools in Spring Branch ISD. The total enrollment at the end of the 2019-2020 school year was 450. Our students represent a wide variety of ethnicities. The ethnic distribution, per PEIMS Snapshot Date, is as follows:

• African American 8%
• Hispanic 71%
• White 17%
• Asian 2%
• Two or More Races .22%

Of our students, 62% are economically disadvantaged, 63% of our students are English Language Learners, and 63% of our students are considered at-risk. We are a Title I school, with 61% of our students receiving free/reduced lunch. SWE serves students from all across the district. We have 40 teachers with a wide range of experience and 53 instructional staff members total.

Demographics Strengths

Sherwood has a very diverse population with varying student needs.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Students zoned to Sherwood, their neighborhood school, do not choose to attend public school. Root Cause: The community is not connected to the school.

Comprehensive Needs Assessment

Student Achievement

Student Achievement Summary

2019 Sherwood Elementary Data

Grades 3-5 STAAR Testing

	Approaches	Meets	Masters
Reading Total	72%	40%	24%
Math Total	62%	34%	15%
Writing Total	63%	35%	8%
Science Total	70%	36%	11%

 

 

 

 

 

 

Grades K-5 MAP Results

Grade Level	Reading Met CGI	2018-2019 Comparison	Math Met CGI	2018-2019 Comparison	SBISD Average Reading	SBISD Average Math
Kindergarten	54%	+12%	67%	+17%
1st Grade	46%	-12%	55%	-4%
2nd Grade	64%	+13%	47%	+6%
3rd Grade	45%	+4%	56%	0%
4th Grade	53%	+17%	26%	-20%
5th Grade	44%	+3%	68%	+13%
Total	51%	+6%	54%	+3%	53%	60%

 

 

 

 

 

 

 

 

 

*CGI-Conditional Growth Index

Student Achievement Strengths

Strengths in the area of data include: (scores from 2019)

• STAAR reading and science totals, 72% and 70% respectively. Reading meets was 40% and masters was 24%. 
• For MAP Reading, all grade levels, except 1st grade made gains. Total for the overall school gained 6%.
• For MAP Math, kindergarten, 2nd grade, and 5th grade made gains comparatively from Spring 2018. Total for the overall school gained 3%

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Math is an area for concern due to STAAR total being 62% of students meeting the approaches level. In addition, 3 of 5 grade levels went down in meeting the CGI in the area of MAP. SWE was 6% below the district average. Root Cause: A major focus at SWE has been reading and small group instruction. A large amount of funding has been dedicated to support this area, since it was a focus area. While reading is extremely critical to the success of a student, the area of math did not get as much attention with regards to teacher training/PLCs and intervention time for students.

Problem Statement 2: Writing is an area for growth due to STAAR writing total for 18-19 being 63%. Students who reached the Masters level were the lowest in writing at 8% out of all STAAR tests given. Root Cause: The root cause is a lack of focus on writing across the content areas. Professional development is needed, and all teachers need to view their positions as reading teachers and writing teachers, regardless of the content being taught.

Comprehensive Needs Assessment

School Culture and Climate

School Culture and Climate Summary

2019 Panorama Survey Results: School Connectedness

	2018	2019	+/-	SBISD Average
Response Rate	94%	95%	+1%	79%
School Belonging	66%	68%	+2%	58%
School Climate	64%	63%	-1%	62%
School Rigorous Expectations	78%	76%	+2%	73%
School Safety	58%	67%	+9%	64%
School Teacher-Student Relationships	73%	79%	+6%	65%
Measure of Success	68%	71%	+3%	65%

 

 

 

 

 

 

 

 

 

 

School Culture and Climate Strengths

With regards to Panorama Results:

• 4 of 5 areas of measurement gained percentage points compared to Spring 2018. 
• Sherwood was consistently above the district average in all areas measured.
• School safety gained 9% above all other areas of school connectedness.
• School teacher-student relationships gained 6% and was the second highest scored area.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: An area for targeted growth would be school climate. Looking at past data, there was a decrease in results from the previous year. Root Cause: Sherwood has had a lot of transition and change over the last year. The established principal left, an interim held the position for 3 months, and finally a new principal began in March 2019. As a new principal, the tenets of the PLC have been established, but more work needs to be done in order to improve the culture and climate.

Comprehensive Needs Assessment

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Sherwood lost 6 teachers this year. 1) 3 left due to drive time, family obligations. 2) 1 left to transfer to another school in SBISD. 3) 1 left to advance in their career within SBISD. 4) 1 left to teach a desired grade level in another district. Staff culture has changed.

Staff Quality, Recruitment, and Retention Strengths

The hiring process involves teams of staff who have invested in the improvement of Sherwood. These teams believe in building capacity at SWE. Our hiring process allows us to meet several candidates. Sherwood was represented at the Virtual Job Fair this summer and participated in Student Teacher Interview Day. There is a comradery among staff when they are able to participate in the process.

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: Staff morale is beginning to change, but more work must be done. Previous to this year, there was a lack of consistent leadership.
Root Cause: Change in leadership, vision and culture, could be a factor. There have been changes and staff are learning a common language of high expectations for all.

Comprehensive Needs Assessment

Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

This year (2019-2020) we worked toward writing effective content and language objectives, along with other components of the lesson planning process. A feedback rubric was developed in collaboration with teachers. All teams plan together, regardless, of the program (TWDL, OWDL, Mainstream/ESL). Planning together allowed for stronger alignment between classrooms, while allowing teachers to plan for the needs of their students. Opportunity Culture allows us to have MCLs for specific grade levels in order to support teachers with instruction.

Curriculum, Instruction, and Assessment Strengths

Sherwood staff are increasing their knowledge and understanding of how to use data to inform their instruction in order to meet the needs of their specific students. The Data Wise process has been introduced and used across the campus. MCLs have supported specific grade levels with the content, how to plan and have modeled for teachers in the classroom. PLCs are being fully implemented.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: Teachers do not receive enough consistent support with instruction in the classroom. Root Cause: There are three MCLs who support specific grade levels. This does not allow for MCLs to help build capacity with teachers in their areas of strength.

Problem Statement 2: Assessment scores on PSAs have been low. Math scores (STAAR & PSAs) were low in 3rd & 4th grade (current 4th & 5th graders).
Root Cause: A specific step by step math curriculum has not existed. Teachers need more guidance and training in the components of math workshop.

Comprehensive Needs Assessment

Parent and Community  Engagement

Parent and Community Engagement Summary

We have an active, supportive PTA. We would like to see even more activity in the PTA. Parent involvement initiatives include: WatchDogs, Hands on Science, and PTA School Carnival. Opportunities to get involved as volunteers have been made available to parents and families. Parents have indicated a need for more training on parenting and how to support their children instructionally, especially through distance learning. A community picnic was held in the Fall of 2019 for families to get to know one another and feel connected to the school community.

Parent and Community Engagement Strengths

One strength is the SWE PTA. Safety is another strength that families have voiced. Parents and families say that the school has a nice, warm, small, family-like feel. Parents are interested in participating and engaging more.

Problem Statements Identifying Parent and Community Engagement Needs

Problem Statement 1: Parents continue to say they would like more communication from teachers and the school. Root Cause: Although, there have been improvements in this area, there continues to be a need to be well-planned and organized when planning family events.

Problem Statement 2: According to surveys and focus groups, parents see a need for more communication from teachers regarding their children's progress and how to assist their children at home with instruction. Root Cause: Improvements have been made in this area, but there continues to be a need for consistency. There is not a parent liaison on campus.

Comprehensive Needs Assessment

School Context and Organization

School Context and Organization Summary

We are an Opportunity Culture school and have 3 MCLs who support specific grade levels. They lead their grade level PLCs and work iwth teams to conduct their planning and support intervention.

School Context and Organization Strengths

The multi-classroom leader position has been greatly supportive for teachers. The established intervention time, in which the MCLs have used data to plan for small group instruction has been helpful.

Problem Statements Identifying School Context and Organization Needs

Problem Statement 1: The MCL role has been clarified. However, teachers still feel there is not consistency in support. Root Cause: By implementing the AIM (intervention time) for each grade level, MCLs have spent most of their time doing intervention groups, rather than in classrooms modeling for teachers and giving feedback.

Comprehensive Needs Assessment

Technology

Technology Summary

While more technology equipment was purchased during the 2019-2020 school year, Sherwood is not yet a one to one campus. In this age of virtual learning, and in order to offer an equitable education to all children, more technology equipment is needed.

Technology Strengths

The campus has access to technology equipment and it is utilized daily by students.

Problem Statements Identifying Technology Needs

Problem Statement 1: In order for students to receive an equitable education, Sherwood needs more technology equipment to meet the needs of every student. Root Cause: There is not enough technology equipment for students to have their own computer/ipad for online/distance learning.

Problem Statement 2: Use of technology applications for reading and math is not at an acceptable level for increasing student achievement. Root Cause: Teachers may need more training on the applications. Leadership needs to monitor usage of these programs to determine student success through data analysis.

Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

• District goals 
• Campus goals
• Campus Performance Objectives Summative Review from previous year 
• Current and/or prior year(s) campus and/or district improvement plans
• Campus and/or district planning and decision making committee(s) meeting data 
• State and federal planning requirements
• Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.

Accountability Data

• Texas Academic Performance Report (TAPR) data 
• Student Achievement Domain
• Domain 1 - Student Achievement 
• Student Progress Domain 
• Domain 2 - Student Progress 
• Closing the Gaps Domain 
• Domain 3 - Closing the Gaps
• Comprehensive, Targeted, and/or Additional Targeted Support Identification data 
• Targeted support Identification data
• Federal Report Card Data 
• RDA data
• Alternative Education Accountability (AEA) data 
• Local Accountability Systems (LAS) data
• Annual Measurable Achievement Objectives (AMAO) data

Student Data: Assessments

• State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) 
• State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
• STAAR Released Test Questions 
• STAAR EL Progress Measure data
• Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results 
• Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results 
• Student Success Initiative (SSI) data for Grades 5 and 8
• Student failure and/or retention rates 
• Local diagnostic reading assessment data 
• Local diagnostic math assessment data 
• Running Records results
• Observation Survey results
• Texas approved Prekindergarten and Kindergarten assessment data

Student Data: Student Groups

• Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups 
• Special programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group 
• Economically disadvantaged / Non-economically disadvantaged performance and participation data
• Male / Female performance, progress, and participation data
• Special education/non-special education population including discipline, progress and participation data 
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data 
• Section 504 data
• Homeless data
• Gifted and talented data 
• Dyslexia Data
• Response to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

• Attendance data
• Mobility rate, including longitudinal data 
• Discipline records
• Student surveys and/or other feedback 
• Class size averages by grade and subject 
• School safety data

Employee Data

• Professional learning communities (PLC) data .
• Staff surveys and/or other feedback 
• Teacher/Student Ratio
• State certified and high quality staff data 
• Campus leadership data
• Campus department and/or faculty meeting discussions and data 
• Professional development needs assessment data
• Evaluation(s) of professional development implementation and impact 
• T-PESS data

Parent/Community Data

• Parent surveys and/or other feedback 
• Community surveys and/or other feedback

Support Systems and Other Data

• Organizational structure data
• Processes and procedures for teaching and learning, including program implementation 
• Communications data
• Capacity and resources data
• Budgets/entitlements and expenditures data 
• Study of best practices
• Action research results