Campus Improvement Plan 2020-2021

Comprehensive Needs Assessment

Demographics

Demographics Summary

Westwood Elementary had 555 students reported on PEIMS this year. We are a K-5th grade one way dual language and Leader In Me Elementary School.

Demographics are as follows:

Subgroups	# out of 555	%
AA	37	5.8
Hispanic	479	73
White	24	3.6
Asian	4	.7
Multi Race	11	1.8
Economically Disadvantaged	366	66.2
ELL	391	70.4
At Risk
Mobility
Bilingual/ESL Program	291	52.4
Gifted & Talented	19	3.4
Special Ed.	72	12.4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

We have the following teachers/staff working with students:

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	2
3rd BIL	2
4th MS	2
4th BIL	3
5th MS	2
5th BIL	2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Instructional Support

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

 

 

 

 

 

 

 

 

 

SEL/Parent Support

2 CIS	Monthly Parent Meetings and Liasons 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 Coordinators
BGC Program	Provides afterschool programing, community support and parent meetings
PTA	Active PTA that provides events to support our community

 

 

 

 

 

 

 

Demographics Strengths

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 childs education. We have a diverse representation on our campus that is supportive of each other. We have high expecatons for our learning community. We have a parents that volunteer in classrooms, creating 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.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

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

Summative: Due to COVID-19 we were not able to show our students end of year progress on STAAR, TELPAS, MAP and Running Records. We will be using our data from our formative data and continue our work from our 2019 data:

Westwood's utilized our PLCs to create formative assessments throughout the year. We documented and analyzed data on at least a three-week period. We utilized a 48 hour turn around to support collaborative deep dive analysis with teachers to support instructional needs both whole group and individually to support her students’ 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.

Westwood Elementary met the standards on the state accountability system this year. On the 2018 -2019 Accountability, Westwood projected to receive a "D" rating: 

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:

	Target Score	2015-2016	2016-2017
Index 1: Student Achievement	60	57	56
Index 2: Progress	32	35	29
Index 3: Closing Performance Gap	28	31	31
Index 4: Post-Secondary Readiness	12	20	20

 

 

 

 

 

 

	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.

 

 

 

 

 

 

Overall score in 2018-19 is a 67 D (2017-18 Overall Scale Score 70 C) -3

Targeted Improvement noted in Index 4 related to All, Hisp, Econ. Dis. and ELs in Academic Achievement, Growth and Student Success Criteria in reading and math. A large percentage of the same students are in each area. Development in one will improve all areas.

WWE aggregate MAP data:

• Percent of students with a CGI of zero or higher in math – 58% 
• Percent of students with a CGI of zero or higher in reading – 40%

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

Student Learning Strengths

Formative Data:

Summative Data:

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 supports 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 that support new teachers 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 Its Learning platform.

Administration provides leadership collaboration with our 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  Instruction  Assessment	Data Teams  Leadership  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
• TC work and planning
• Fidelity to Dual Language Program
• Protocols to support collaboration during planning and data reflection

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

Overall our Attendance rate meet expectations. This past year, many of our parents struggled financially. Our number of families living together has increased significantly. Our CIS worked with parents to support their needs.

We had a group of staff members participate and implement strategies outline in the book study Conscious Discipline. We have at least one class in each grade level that are integrating our character traits into their curriculum. This year are campus did a school wide book study on Leader in Me. We dedicated 5 faculty meetings to discuss our book study and how we can support our students having a learner focus.

Our Panorama data indicated that although our Teacher-Student relationships are high (82%) we have been working on how students interact with each other (respect towards each other 56%). We have continued to study how to support our students’ soft skills to allow them to understand their “why” they need to take more ownership of their learning which should impact how they work together. We will be continuing to work with teachers on how to utilize the play list and create trainings to support them in helping our students in this area. This year our teachers will be implementing Leader in Me as part of our redesign. We have a Kids Meeting that meets regularly depending on the needs of our students. We will be shifting it to meet on a biweekly time period to allow us to monitor our culture needs as well as any student in crisis.

Safety was an issue on our campus due to issues happening in our community. We continue to have 4 students that were in crisis from last year and had 3 more students come to our school that had disciplinary issues. The support we received from our district's System of Care, our counselor and CIS working together with administration to support our students who were in crisis. All seven students were getting support and have been provided the accommodations and programming they need for this year to support them. 4 of them did make a lot of progress that made improvements in their behavior and academics. We will continue to work with them this year.

This year we implemented Leader in Me initiative to support our student’s leadership, SEL and academic development. We are working with a LIM representative that is aligning our mission statement with how we organize and work with each other. We have already seen to impact and look forward to continued development in helping us support our student’s leadership skills through Coveys 7 Habits. We will be participating in trainings this year related to The Leader in Me and begin our second 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 our 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 Panorama data. Our culture this past year was on developing a learning environment that supports students having voice and taking leadership in their learning.

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 restructured 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
• Quantifiable goals for student performance in reading and math PreK-3(HB 3) 
• Campus goals
• Quantifiable goals for measures of CCMR(HB 3)
• 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

• Student Achievement Domain 
• Domain 1 - Student Achievement 
• Student Progress Domain 
• Domain 2 - Student Progress 
• Closing the Gaps Domain 
• Domain 3 - Closing the Gaps
• Effective Schools Framework data
• Comprehensive, Targeted, and/or Additional Targeted Support Identification data 
• Targeted support Identification data
• Federal Report Card 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 
• 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
• Local benchmark or common assessments data 
• Running Records results
• Observation Survey results

 
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 
• Race and ethnicity 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
• Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data 
• Male / Female performance, progress, and participation data
• Special education/non-special education population including discipline, progress and participation data 
• Special education population, including performance, discipline, attendance, and mobility
• Migrant/non-migrant population including performance, progress, discipline, attendance and mobility data 
• Migrant population, including performance, discipline, attendance, and mobility
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data
• ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc. 
• 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 
• Highly qualified 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 
• Parent engagement rate
• Parent Involvement 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