Campus Improvement Plan

Comprehensive Needs Assessment

Demographics

Demographics Summary

Westwood Elementary had 486 students reported on PEIMS. We are a K-5th grade one way dual language elementary school.

Demographics are as follows:

Subgroups	# out of 555	%
AA	2	46%
Hispanic	379	87%
White	23	5.3%
Asian	1	0.23%
Multi Race	7	1.61%
Economically Disadvantaged	395	91.01%
ELL	292	67.28%
At Risk	354	81.57%
Mobility	73/411 EOY	17.76%
Bil/ESL Program	243	55.99%
GT	25	5.76%
Special Ed.	66	15.21%

 

Grade Level/Program	# Classroom Teachers
Kinder MS	2
Kinder BIL	2
1st MS	1
1st BIL	2
2nd MS	2
2nd BIL	2
3rd MS	1
3rd BIL	2
4th MS	2
4th BIL	2
5th MS	2
5th BIL	2

 

We have the following teachers/staff working with students:

Instructional Support

Support	Grade Levels/Programs
Bil MCL Specialist	K-1
Bil MCL Specialist	2
MCL Specialist	3rd-5th Math
MCL Specialist	3rd-5th ELA
Associate Teacher	1st-2nd At Risk Students
4 Teachers and 2 Asst.	Special Ed.
LEP Asst.	ESL Students

 

SEL/Parent Support

2 CIS	Monthly Parent Meetings and Liaisons from school to community. Provides mentors for students. Also provides 40 student case load to support students with the most needs
Counselor	Works with students by class and small/individual groups as needed. She is also our Leader in Me Coordinator.
BGC Program	Provides afterschool programing, community support and parent meetings
PTA	Reactivating our PTA to provide events to support our community and resources and support for our students.

 

Demographics Strengths

The Westwood learning community is committed to working together to support each other. Parents, community businesses and staff provide resources and are actively involved in their child's education. We have a diverse representation on our campus that is supportive of each other.  We have high expectations for our learning community.  We have parents  that volunteer to support our teachers by helping with projects and supporting teachers. They are active participants in our Campus Improvement Team and our PTA.

Our campus is a Leader In Me campus which allows all our teachers to take leadership roles and have voice in developing leadership, positive culture and strengthening our academics.  It also allows our students to take ownership of the learning and build strong character skills and work ethic.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

Formative Data:  Our Formative Data indicates that our students made improvement for each   benchmark.

Summative:  Our students' end of year data indicated progress on STAAR, TELPAS, MAP and Running Records.  Our STAAR data did indicate that students' data decreased overall  in math and reading.  Our Running records indicated an increase in our students overall reading   levels.

Westwood has utilized our PLCs to create formative assessments throughout the year. We documented and analyzed data at least once every three weeks. We utilized a 48 hour turn around to promote collaborative deep dive analysis with teachers to address instructional needs, both whole group and individually, to better support student needs. All data was accumulated during each assessment on our Google drive and broken down by our demographics to support continual progress.  We utilized the same timeline and process for   running records to support our students reading in K-5th, as they did not create assessments in reading, only   math.

As this was not a year that we would be rated unless we score at or above a C, our campus will continue to be projected at our 2019 status which was a "D" rating, unless we get our data showing the progress at a C or above:

Domain 1: Student Achievement at all 3 levels: 62% 

Domain 2A: Student Progress: 57%

Domain 2B: Relative Performance ED Comparison to Domain 1: 69% 

Domain 3:  ESSA Domain (System Safe Guards): 61%

Based on Preliminary data our STAAR indicates we made progress in all Domains.

Longitudinal Data:

	2017-18	2018-2019
Index 1 Student Performance	70	62	-8
Index 2 Academic Growth	60	57	-3
Index 2B Relative Performance	71	69	-2
Index 3 Closing the Gap	N/A	61	See Below for Info

Our overall STAAR scores in 2020 - 21

Subject	Approaches	Meets	Masters
Reading	66	38	20
Math	60	27	9
Science	46	18	7

 

WWE aggregate MAP data: 

• Percent of students with a CGI in math – 56%
• Percent of students meeting in reading – 39%

TELPAS Data: Met composite score 42 (only needed 36) Area to continue to develop is listening and speaking.

Student Learning Strengths

Formative Data:  Overall, our running record data indicated growth in all grade levels.  This also included transition from Spanish to English in 2nd - 5th grade.  Students are making significant growth in their academic level in English.  

Our common assessment data showed continual improvement in our meets and masters throughout the year in both reading and math.   

Summative Data: 

In relation to STAAR our two areas that showed either growth or stayed consistent were in the following:

• All  grade levels in reading with approaches (+18) meets being at (+19) and masters at (+15)
• math also showed significant progress in approaches at (+15)  meets (+9) and masters at (+3)

Comprehensive Needs Assessment

School Processes & Programs

School Processes & Programs Summary

Westwood's Organizational Structure supports a focus on leadership, culture (SEL) and academics. Staff take leadership roles in one of the following:

Curricular focus supports literacy, numeracy and eliminating the academic gap for our ELs to allow them to be successful. This year we will work with our LIM representative and seek additional training to support our students' academic growth.     Our campus utilizes PLC protocols to support best practices and individualizing instruction for our students.

Our support structures consist of a campus assessment and instruction lead that assists with our RTI work. We have 4 MCLs that support K-1, 2-3, 4th and 5th grades in planning and instruction.  We also have a lead mentor that supports our grade level mentors who work with teachers new to our   campus.

Programs on our campus consist of adaptive software to integrate with instruction, TC that supports literacy development, and flex grouping that supports both math and literacy development.    We have 2 Vanguards that support and provide trainings related to integrating technology and how to utilize our LMS platform.

Administration provides leadership collaboration with the leads of our lighthouse on a regular basis and attend all planning sessions to ensure alignment. Walkthroughs are conducted to provide feedback to teachers to support professional growth and alignment to essential standards. New teachers meet with the principal on a weekly basis in the fall to ensure the needs and understanding of campus expectations.  Administration also attends recruiting with MCLs at least twice a year.

WWE Processes

Instructional Processes	Organizational Processes	Administrative Processes	CIP Processes	Programs
Curriculum Asessment  WWE Instructional Framework	Data Study Team Leader In Me RTI Coaching	Scheduling  Discipline Data Collection	Data Analysis  Mission  Vision Professional Development	ESL/BIL Sped Intervention

 

School Processes & Programs Strengths

The following are our strengths related to school processes and programs: 

• Our Instructional framework that focuses on a PLC  approach
• Master schedule that supports LIM instruction, flex grouping in both reading and writing 
• LIM organizational structure
• Roles and responsibilities are clearly communicated 
• RTI approach
• TCRWP work and planning
• Protocols to support collaboration during planning and data  reflection

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

This year, we made improvement on our Attendance, but did not meet our goal. This past year, we still had many of our parents struggling financially. Our number of families living together has continued to increase significantly.  Our CIS has been working with our parents to support their   needs.

We had a group of staff members continuing to develop the strategies they studied this past year on Conscious Discipline.  Our Discipline committee continued to revisit and revise   our discipline plan and make adjustments. They will be providing a training for our staff.  We reserved half of our faculty meetings to devote to our LIM committee work to support  the implementation of LIM.

Though our teachers have positive relationships with their students, we have been working on how students interact with each other. We have continued to study how to support our students soft skills to allow them to understand their “why." They will need to take more ownership of their learning, which should impact how they work together. Our counselor will also play a key role in this process. This year we will continue to work with our teachers to incorporate Leader in Me with students taking on leadership roles.

Safety has continued to be an issue on our campus due to issues happening in our community. We had 4 students that were in crisis this past year, and had 2 students that had disciplinary issues. We received our district's System of Care support, our counselor and CIS worked together with administration to support our students who were in crisis. Our special ed. team created a crisis plan, as 2 of the students were students receiving BIP services. All 6 students were getting support and have been provided the accommodations and programming necessary to make significant progress by the end of the year.   We will continue to work with them this   year.

This year, we continued to implement the Leader in Me initiative to support our students' leadership, SEL, and academic development.  We are working with an LIM representative   that is aligning our mission statement with how we organize and work with each other.  We have already seen significant impact and look forward to continued development in   helping us support our students' leadership skills through Covey's 7 Habits.  We will be participating in trainings this year related to The Leader in Me and will begin our third year as   a LIM campus.

In relation to retentions, we did not have any retentions due to COVID-19.  We will be providing formative data at the beginning of the year to develop our flex grouping and   additional instructional needs for our students. Students reading below reading level and who struggled during virtual instruction attended a virtual summer school and also attended a literacy program.

Perceptions Strengths

Our strength is our staff's ability to embrace the needs of our students and work collaboratively to support them through lessons, community circles and in town hall meetings by grade level. Students and families trust our teachers and show it through their perceptions on our MRA data. Our culture this past year was focused on developing a learning environment that supports students having voice and taking leadership in their learning. This is an area we will continue to   develop.

Our areas of focus are developing a PLC approach that focuses on meeting the needs of our students and utilizing RTI to support just in time instruction/intervention. We have continued to refine and redesign our organizational structure to support our focus. Our teachers are attending trainings to understand the process and put it into practice. Our instructional support staff focuses on building our PLC approach with the understanding of how to support through our core   values:

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 
• HB3 CCMR goals
• Performance Objectives with summative review (prior year) 
• Campus/District improvement plans (current and prior years) 
• State and federal planning requirements

Accountability Data

• Student Achievement Domain 
• Student Progress Domain 
• Closing the Gaps Domain
• Effective Schools Framework data
• Comprehensive, Targeted, and/or Additional Targeted Support Identification data 
• Community Based Accountability System  (CBAS)

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 
• Student Success Initiative (SSI) data for Grades 5 and  8
• Student failure and/or retention rates 
• Local diagnostic reading assessment data
• Local benchmark or common assessments data 
• Running Records results
• Observation Survey results
• Grades that measure student performance based on the  TEKS

Student Data: Student Groups

• Male / Female performance, progress, and participation  data
• Special education/non-special education population including discipline, progress and participation data 
• Migrant/non-migrant population including performance, progress, discipline, attendance and mobility data 
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility 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

Parent/Community Data

• Parent surveys and/or other feedback 
• Parent engagement rate
• 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