Campus Improvement Plan 2022-2023

Comprehensive Needs Assessment

Demographics

Demographics Summary

Sherwood Elementary is a diverse community of learners from many different backgrounds, overall the majority being of Hispanic origin. Students originate from several different areas of Spring Branch ISD. Sherwood houses a two-way dual language choice program and mainstream/ESL classrooms as well. The staff is also diverse, coming from many   different countries such as Venezuela, Columbia, Mexico, Argentina and Spain. There is a larger amount of males than females on campus, 57% are male, 43% are female. There is a 17% mobility rate, with students moving in and out of Sherwood. Discipline reports are low, with only 16 office referrals last year. Attendance rates have varied between 90-97%    over the last two years with the pandemic.

Demographics Strengths

Sherwood's strength is its culture. There is diversity, which brings new perspectives and opportunities for learning for families and students. Sherwood is relatively small with 426 students as of the snapshot date last year, but the community is growing. Many younger families are beginning to move into the neighborhood, and there has been a gentrification process happening. Several new communities have been built in and around the  school.

Problem Statements Identifying Demographics  Needs

Problem Statement 1: Being diverse has advantages and disadvantages. Sometimes it is difficult for families to relate to one another coming from different backgrounds. Root Cause: Some of our families coming from economically disadvantaged backgrounds have voiced that they feel intimidated or nervous to become involved due to differences in language and culture.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

SWE students have not made growth over the past 3 years in meeting  standards.

All students in grades 1-5 have received intervention 30 minutes per day in reading and math, which has been effective in student performance.

The addition of teacher assistants in the kindergarten classrooms will provide support with small group instruction to reach more struggling students.

MAP data showed growth as compared to the 2019 MAP data. In grade 2 math there was a 1% gain, grade 3 reading remained stable, while 4th grade math had double digit gains-14% growth. All other grade levels saw decreases in growth in reading and  math.

Student Learning Strengths

SWE students have made tremendous growth over the past year in meeting  standards.

SWE students have made progress in the areas of reading, math and science STAAR scores over the last year. Scores are trending in the right direction.

Interventions for all students are provided in grades K-5. Through the use of massive practice, students in first grade students increased from 28% on grade level or above at the beginning of the year to 70% of students on grade level or above. In 2nd grade, students increased from 44% of students on or above grade level to 84% of students on or above grade level by the end of the year.

District and campus summer school (Eagle Flight School) were offered to those students who were not meeting grade level   expectations.

Problem Statements Identifying Student Learning Needs

Problem Statement 1: Students in grades K-2 do not have a strong foundation in phonics and reading strategies in order to read on grade level.
Root Cause: Small group instruction   is not being used consistently. There is not a consistent plan/structure/template for  implementation.

Problem Statement 2: Students in grades 3-5 do not read on or above grade level. Early intervention (RTI/SSC) is not taking place. Root Cause: Attention to data is focused on grades 3-5. Primary grades have not been held accountable for sending students to the next grade reading on grade   level.

Problem Statement 3: Student success in the area of math continues to need attention in order to progress. There is not a strong foundation in numeracy and the concept of place value. Root Cause: Teachers have not had intentional and purposeful training in the area of math and how to teach their students math concepts. This was added during the 21-22 school year, but more work is needed to improve.

Problem Statement 4: Science is being taught in the classroom, but there has not been a focus on hands-on instruction for students. Science literacy is lacking on the campus. Root Cause: The science lab was not accessible this year. Hands-on science classes were no longer funded. Teachers need to understand and emphasize science literacy in the classroom. Teachers need access to the science lab and support with strategies for teaching  science.

Comprehensive Needs Assessment

School Processes & Programs

School Processes & Programs Summary

SWE will continue with community circles to begin the day. Teachers meet their students at the door with a good morning   greeting.

Through this process, our goal is to deepen student relationships by sharing experiences in our community circle time. Community circles focus on the character trait for the month (Character Strong), as well as Project Class social skills. Real life scenarios are presented on announcements for students to discuss and problem solve. Students will participate in SEL activities provided by the counselor and staff.

Intervention time (AIM-Always Improving Myself) has been built into the master schedule and will be 30 minutes/day in reading and 30 minutes/day in math to provide a personalized learning experience for students in grades  1-5.

Through the OC-TX initiative, we will provide 2 MCLs (multi-classroom leaders). In addition, two intervention specialists, one for primary and one for intermediate grades work with students who need more support. These additional staff members provide support to the teams and implement small groups for intervention in reading and math. MCLs provide  coaching and modeling for new staff members, assisting with assessment and  training.

Instructional leadership meetings are held weekly to analyze student data, to provide training for content areas, assessments and professional development.

Mentors are assigned to mentees, student teachers are assigned to master level teachers, and teachers are given opportunities to personalize their teaching and learning through conferences, consultants, and collaboration with other professionals from across the  district.

Family and community events such as meet the teacher, parent conferences, pastries with parents, popsicles on the playground, carnival, and WATCH Dogs, are provided by the PTA, CIS staff, and SWE staff. A parent liaison will continue on staff for the 2022-2023 school year in an effort to bring more parents into the school.

SWE has purchased electronic devices for student use in the classroom and for assessment purposes. Charging carts were also purchased last year.

School Processes & Programs Strengths

Programs and processes are implemented  consistently.

Problem Statements Identifying School Processes & Programs  Needs

Problem Statement 1: Professional learning communities are implemented during planning time weekly. This tends to focus on professional development and learning together. There is not enough focus on the instructional planning piece. Root Cause: There is not enough time for planning. Other trainings and initiatives have taken this time.

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

• District goals 
• Campus goals
• HB3 Reading and math goals for PreK-3
• Performance Objectives with summative review (prior year) 
• Campus/District improvement plans (current and prior  years)
• Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc. 
• Planning and decision making committee(s) meeting  data
• State and federal planning requirements

Accountability Data

• Texas Academic Performance Report (TAPR) data 
• Student Achievement Domain
• Student Progress Domain 
• Closing the Gaps Domain
• Effective Schools Framework data
• Comprehensive, Targeted, and/or Additional Targeted Support Identification data 
• Federal Report Card and accountability data
• RDA data
• Local Accountability Systems (LAS) data

Student Data: Assessments

• State and federally required assessment information
• STAAR current and longitudinal results, including all versions 
• STAAR released test questions
• STAAR Emergent Bilingual (EB) 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 failure and/or retention rates
• Local diagnostic reading assessment data  
• Local benchmark or common assessments data 
• Running Records results
• Observation Survey results
• Texas approved PreK - 2nd grade assessment data
• Texas approved Prekindergarten and Kindergarten assessment data 
• Other PreK - 2nd grade assessment data
• Grades that measure student performance based on the  TEKS

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
• Emergent Bilingual (EB) /non-EB data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender etc. 
• 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
• Enrollment trends

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-TESS data
• 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

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

In the past, we have conducted survey for students, parents and staff. Surveys are done at the beginning of the year by our parent liaison to determine needs of families, as well as, what support they may need or what they want to learn more about. Classes for parents have been held after school (computer courses, library resources, Region IV parent trainings, etc.). More work could be done in this area.

Perceptions Strengths

Sherwood is known to help our families. When families don't know where to turn for assistance, they know they can come to the   school.

Problem Statements Identifying Perceptions  Needs

Problem Statement 1: Spanish speaking parents are not as involved as English speaking parents in the school community. Root Cause: Spanish speaking parents are sometimes afraid to approach the school with concerns. Another cause of this is due to hours of  work.

Problem Statement 2: There is a perception that parents are not "allowed" in the school. Root Cause: The new leadership came to SWE when Covid started, and due to protocols, parents were not able to do regular school activities such as lunch with their child, volunteer opportunities, etc. This has caused a view of parents not being wanted in the school community.