Campus Improvement Plan 2021-2022

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.

Panorama results showed growth in three of six categories. The greatest gains were in school rigorous expectations and school safety. Decreases were no more than 3% points less than the prior survey.

Student Learning Strengths

SWE students have made progress in the areas of 3rd grade math, particularly those who scored masters. 3rd grade reading made gains in approaches grade level. 4th grade increased in scoring masters.

Interventions for all students is provided in grades K-5. Through the use of massive practice, students in first grade increased from 33% on grade level or above at the beginning of the year to 68% of students on grade level or above. In 2nd grade, students increased from 51% of students on or above grade level to 80% of students on or above grade level by the end of the year.

District and campus summer 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 see a decrease in student 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.

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 not offered due to restrictions. Teachers need to understand and emphasize science literacy in the classroom.

Comprehensive Needs Assessment

School Processes & Programs

School Culture and Climate Summary

SWE will continue with community circles to begin the day. Teachers meet their students at the door with 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 have been hired, one for primary and one for intermediate grades. These additional staff members provide support to the teams, implement small groups for intervention in reading and math. MCLs provide coaching and modeling for new staff members, assist 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, WATCH Dogs, are provided by the PTA, CIS staff, and SWE staff. A parent liaison was hired for the 2021-2022 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 will be a need this 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.

Problem Statement 2: 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.

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
• Covid-19 Factors and/or waivers

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
• Targeted support Identification data
• Federal Report Card Data
• Local Accountability Systems (LAS) data

Student Data: Assessments

• State and federally required assessment information
• State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)
• (STAAR) current and longitudinal results, including all versions
• 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 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 progress
• 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 progress
• 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, progress, and participation data
• 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
• EL/non-EL or LEP 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
• TTESS 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