Campus Improvement Plan
Woodview Elementary School 2025-2026
- Mission Statement, Vision, Core Values
- Comprehensive Needs Assessment
- Goal 1: Student Achievement
- Goal 2: Student Support
- Goal 3: Safe Schools
- Goal 4: Fiscal Responsibility
- Campus Funding Summary
- Addendum
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Woodview Elementary School
2025-2026 Campus Improvement Plan

Mission Statement
BEAGLE - Building Excellence And Growing Leaders Everyday
Vision
The passionate staff members at Woodview Elementary are dedicated to providing the appropriate tools and strategies to ensure the success of every child.
Core Values
Every Child: We put students at the heart of everything we do.
Collective Greatness: We, as a community, leverage our individual strengths to reach challenging goals.
Collaborative Spirit: We believe in each other and find joy in our work.
Limitless Curiosity: We never stop learning and growing.
Moral Compass: We are guided by strong character, ethics and integrity.
Core Characteristics of a T-2-4 Ready Graduate
Academically Prepared: Every Child finds joy in learning, has a learner's mindset and is motivated and equipped with the knowledge, skills and competencies to succeed in life.
Ethical & Service-Minded: Every Child acts with integrity, is personally responsible for their actions and is a civically-engaged community member.
Empathetic & Self-Aware: Every Child appreciates differences, forms secure relationships and cares for their own and others’ emotional, mental and physical health.
Persistent & Adaptable: Every Child is fueled by their own passions, interests and goals and perseveres with confidence and courage.
Resourceful Problem-Solver: Every Child thinks critically and creatively and applies knowledge to find and solve problems.
Communicator & Collaborator: Every Child skillfully conveys thoughts, ideas, knowledge and information and is a receptive and responsive listener.
Comprehensive Needs Assessment
Demographics
Comprehensive Needs Assessment
Demographics
Demographics Summary
Woodview Elementary School serves students in grades PK-5 in the Spring Branch Independent School District (SBISD). Enrollment trends showed an increase of nine students from the 2023–2024 school year to the 2024–2025 school year.
Enrollment Trends:
2024-2025: Enrollment – 503
2023-2024: Enrollment – 494
2022-2023: Enrollment – 525
Source: PEIMS OnDataSuite Fall Dashboard
The demographic profile of the students at Woodview Elementary School has remained relatively consistent during the past three years. The majority of the students are Hispanic. Many of the students are considered economically disadvantaged, which qualifies the campus as a Title 1 school. During the 2024-2025 school year,74.6% of the students were identified as Emergent Bilingual (EB); 85.7% At-Risk; 20.5% Immigrant; 1.4% Homeless; 23.1% of students were identified for special education services; and 2.6% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2024-2025: African American – 17 (3.4%)
2023-2024: African American – 14 (2.8%)
2022-2023: African American – 28 (5.3%)
2024-2025: American Indian-Alaskan Native – *
2023-2024: American Indian-Alaskan Native – 5 (1.0%)
2022-2023: American Indian-Alaskan Native – *
2024-2025: Asian – 6 (1.2%)
2023-2024: Asian – 5 (1.0%)
2022-2023: Asian – 6 (1.1%)
2024-2025: Hispanic – 450 (89.5%)
2023-2024: Hispanic – 435 (88.1%)
2022-2023: Hispanic – 458 (87.2%)
2024-2025: Native Hawaiian-Pacific Islander – 0 (0.0%)
2023-2024: Native Hawaiian-Pacific Islander – 0 (0.0%)
2022-2023: Native Hawaiian-Pacific Islander – 0 (0.0%)
2024-2025: White – 20 (4.0%)
2023-2024: White – 23 (4.7%)
2022-2023: White – 22 (4.2%)
2024-2025: Two-or-more – 6 (1.2%)
2023-2024: Two-or-more – 12 (2.4%)
2022-2023: Two-or-more – 9 (1.7%)
Source: PEIMS OnDataSuite Fall Dashboard
* Fewer than five students not shown
Additional Student Information:
2024-2025: At-Risk – 431 (85.7%)
2023-2024: At-Risk – 411 (83.2%)
2022-2023: At-Risk – 461 (87.8%)
2024-2025: Economically Disadvantaged – 482 (95.8%)
2023-2024: Economically Disadvantaged – 474 (96.0%)
2022-2023: Economically Disadvantaged – 499 (95.1%)
2024-2025: Emergent Bilingual – 375 (74.6%)
2023-2024: Emergent Bilingual – 345 (69.8%)
2022-2023: Emergent Bilingual – 357 (68.0%)
2024-2025: Gifted and Talented – 13 (2.6%)
2023-2024: Gifted and Talented – 17 (3.4%)
2022-2023: Gifted and Talented – 12 (2.3%)
2024-2025: Homeless – 7 (1.4%)
2023-2024: Homeless – 5 (1.0%)
2022-2023: Homeless – 15 (2.9%)
2024-2025: Immigrant – 103 (20.5%)
2023-2024: Immigrant – 96 (19.4%)
2022-2023: Immigrant – 73 (13.9%)
2024-2025: Migrant – 0 (0.0%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)
2024-2025: Special Education – 116 (23.1%)
2023-2024: Special Education – 110 (22.3%)
2022-2023: Special Education – 95 (18.1%)
Source: PEIMS OnDataSuite Fall Dashboard
* Fewer than five students not shown
Attendance Rates:
2022-2023: 92.6%
2021-2022: 92.6%
2020-2021: 92.0%
Source: Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2022-2023: 25.2%
2021-2022: 26.8%
2020-2021: 28.5%
Source: Texas Academic Performance Report (TAPR)
Demographics Strengths
- Woodview Elementary has the opportunity to serve diverse student groups.
- Students from various cultures learn and work together.
- Student enrollment is growing.
Problem Statements Identifying Demographics Needs
Problem Statement 1: The 2022-2023 student attendance rate was 92.6% and chronic absenteeism is at 25.2%.
Root Cause: Students miss school due to illness, family barriers and absences are more prevalent in primary grades. There is a need to explore ways to communicate and engage parents in the importance of attendance in Pre Kindergarten and Kindergarten.
Problem Statement 2: Woodview serves 95.8% economically disadvantaged, 85.7% at risk, 74.6% emergent bilinguals, 20.5% immigrant and 23.1% special education. Students require differentiated instruction, vocabulary building and increase in background knowledge.
Root Cause: Educational access
Student Achievement
Comprehensive Needs Assessment
Student Achievement
Student Achievement Summary
Woodview Elementary School implements a rigorous curriculum that is aligned to state standards and continuously revised to produce and prepare all students towards T-2-4 district goals. Students will master rigorous academic standards to ensure college and career readiness. We believe campus administrators and teachers are members of the campus’ Professional Learning Committees (PLC). PLC in SBISD is an ongoing collaborative team process used to establish a school-wide culture that develops teacher leadership explicitly focused on building and sustaining school improvement efforts.
A top priority in SBISD is literacy. Students receive the opportunity and skill set to experience meaningful literacy experiences that are rigorous and engaging. With their peers, students in SBISD listen, speak, read and write through the content areas with a commitment that they will become lifelong readers and writers. SBISD is driven by standards, focused on strategies, differentiated, and guided by student data. Numeracy is also a top priority in SBISD. Our goal is to provide academic experiences that build confident and creative mathematical thinkers. Finally, our district core value of “Every Child” is exemplified through campus student support priorities. This includes ensuring that all students have the academic and mental health supports needed to be successful no matter the learning environment (SPED, GT, EB, CTE, etc.).
Below is a summary of the STAAR Redesign Reading passing rates:
2024: 3rd Grade Reading - 56% Approaches; 34% Meets; 8% Masters
2023: 3rd Grade Reading - 57% Approaches; 29% Meets; 11% Masters
2024: 4th Grade Reading - 65% Approaches; 32% Meets; 11% Masters
2023: 4th Grade Reading - 58% Approaches; 29% Meets; 6% Masters
2024: 5th Grade Reading - 56% Approaches; 35% Meets; 9% Masters
2023: 5th Grade Reading - 67% Approaches; 45% Meets; 16% Masters
2024: SPED All Grades Reading - 36% Approaches; 20% Meets; 4% Masters
2023: SPED All Grades Reading - 28% Approaches; 18% Meets; 8% Masters
2024: EB All Grades Reading - 50% Approaches; 26% Meets; 6% Masters
2023: EB All Grades Reading - 59% Approaches; 33% Meets; 11% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Redesign Mathematics passing rates:
2024: 3rd Grade Mathematics - 52% Approaches; 22% Meets; 3% Masters
2023: 3rd Grade Mathematics - 57% Approaches; 31% Meets; 7% Masters
2024: 4th Grade Mathematics - 67% Approaches; 34% Meets; 14% Masters
2023: 4th Grade Mathematics - 64% Approaches; 44% Meets; 10% Masters
2024: 5th Grade Mathematics - 71% Approaches; 34% Meets; 5% Masters
2023: 5th Grade Mathematics - 69% Approaches; 37% Meets; 9% Masters
2024: SPED All Grades Mathematics - 46% Approaches; 23% Meets; 7% Masters
2023: SPED All Grades Mathematics - 36% Approaches; 23% Meets; 10% Masters
2024: EB All Grades Mathematics - 57% Approaches; 27% Meets; 5% Masters
2023: EB All Grades Mathematics - 63% Approaches; 35% Meets; 7% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
- Woodview Elementary provides students additional instruction during the day with targeted interventions to ensure student success as well as after school tutorials.
- Fourth grade Reading improved as measured by the state assessment STAAR.
- Special Education all grades improved in Reading and Math.
- Fourth grade Math improved as measured by the state assessment STAAR.
- Academic Achievement in Science and Top 25 Percent Comparative Closing Gaps.
- C Rated Campus
Problem Statements Identifying Student Achievement Needs
Problem Statement 1: Academic progress made did not reach campus goals.
Root Cause: Teacher need additional training in best practices to teach TEKS with rigor and complexity in which they are written to increase critical thinking so students can apply knowledge in a variety of context. Capacity needs to be built in teachers in the area of collecting and analyzing student data through aggressive monitoring to plan for instruction.
Problem Statement 2: Emergent Bilinguals struggle to pass STAAR test and score advanced high on TELPAS.
Root Cause: Our interventions for EB students are not comprehensive nor rigorous enough to produce adequate growth.
Staff Recruitment and Retention
Comprehensive Needs Assessment
Staff Recruitment and Retention
Staff Recruitment and Retention Summary
The Talent strategy is to recruit and retain the best employees at Woodview Elementary School to support students. For employees and support personnel, this includes recruitment processes and hiring practices to develop and retain staff to meet the unique needs of each department and/or campus. Increased creativity and flexibility in our staffing, compensation, and benefit plans will help SBISD attract and retain qualified individuals. In order to meet our strategic goals, attract and retain the best talent, we focus our efforts on the following key areas:
- Recruitment and Retention of instructional, non-instructional, paraprofessional, and auxiliary staff
- Onboarding processes
- Staffing and Performance Management
- Competitive Compensation and Benefits
- Benefits Training opportunities
Teacher by years of experience:
2024-2025: Beginning –1.0 FTE (2.6%)
2023-2024: Beginning – 0.0 FTE (0.0%)
2022-2023: Beginning – 2.0 FTE (4.7%)
2024-2025: 1-5 Years – 12.0 FTE (31.6%)
2023-2024: 1-5 Years – 9.1 FTE (24%)
2022-2023: 1-5 Years – 11.0 FTE (25.6%)
2024-2025: 6-10 Years – 8.1 FTE (21.3%)
2023-2024: 6-10 Years – 7.0 FTE (18.5%)
2022-2023: 6-10 Years – 9.0 FTE (20.9%)
2024-2025: 11-20 Years – 11.2 FTE (29.5%)
2023-2024: 11-20 Years – 12.0 FTE (31.7%)
2022-2023: 11-20 Years – 13.0 FTE (30.2%)
2024-2025: Over 20 Years – 5.8 FTE (15.3%)
2023-2024: Over 20 Years – 6.0 FTE (15.8%)
2022-2023: Over 20 Years – 8.0 FTE (18.6%)
2024-2025: Total – 38.0 FTE (100%)
2023-2024: Total – 37.9 FTE (100%)
2022-2023: Total – 43.0 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strengths
- Monthly staff of the month recognized at staff meetings and campus newsletter.
- Regular weekly faculty meetings to promote open discussions regarding campus and district issues.
- Mentoring program providing new staff with support from master teachers within their assigned subject/grade level.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: New teacher turnover rates a in underserved and high-need area.
Root Cause: Novice teachers feel overwhelmed with the many changes in education such as legislation, funding, safety, class sizes, and curriculum modifications.
Problem Statement 2: Woodview has struggled to hire highly qualified and certified special education teachers.
Root Cause: National shortage of teachers in special education programs.
Family and Community Engagement
Comprehensive Needs Assessment
Family and Community Engagement
Family and Community Engagement Summary
FAMILY ENGAGEMENT
Woodview Elementary School provides a sustained and strategic focus on educating, engaging and empowering families that are aligned with the SBISD Family E3 framework, focusing on building the capacity of families and staff to work together for student academic success. The Share a Smile Customer Service commitments are embedded into the Family E3 expectations, emphasizing the importance of customer service at our campus. The campus Translation and Interpretation Procedure asserts our commitment to provide families with information they can understand. Families are invited to attend campus and district events. The Family E3 team conducts an annual needs assessment with our campus to determine family engagement strengths and areas of support.
COMMUNITY ENGAGEMENT
Woodview Elementary School works closely with the SBISD Community Engagement Division to support meaningful, strategic two-way engagement of families, community members, partners, and volunteers. The district traditionally has a large and very committed network of partners and 12,000+ volunteers. Woodview Elementary School works with the Community Engagement team to recognize our campus needs, celebrate community engagement strengths, and identify partnership opportunities. We welcome and value partners and volunteers who serve on our campus to support the successes of our students, staff and families.
Family and Community Engagement Strengths Family Engagement
- Hosted family events such as Meet the Teacher, Open House, Title 1 Meetings, Museum Nights.
- Implemented family engagement strategies including grade level monthly newsletters, Remind, and parent conferences.
Community Engagement
- Community partners include HEB and St. Francis
- Reading Buddies tutoring program is active on our campus.
- Woodview Elementary has Communities in Schools to provide specialized supports for our students and families.
Problem Statements Identifying Family and Community Engagement Needs
Problem Statement 1: Low parental involvement and attendance at school events.
Root Cause: Many parents work long or often with multiple jobs, making it difficult to attend events scheduled during traditional school hours. Some families lack reliable transportation.
Problem Statement 2: More efficient and effective communication is needed to connect with families.
Root Cause: Lack of parent understanding of the school system and staff communication on the importance of parent involvement. Woodview has a high mobility rate and chronic absenteeism of 26.8%.
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - STUDENT GROWTH
- Performance Objective 3 - RELATIVE PERFORMANCE
- Performance Objective 4 - CLOSING THE GAPS
- Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
- Performance Objective 6 - EARLY LITERACY
- Performance Objective 7 - EARLY NUMERACY
- Performance Objective 8 - ADVANCED COURSES
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Woodview Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2026, Woodview Elementary School will increase student performance on STAAR Grades 3-5 exams in reading and math by at least 3 percentage points in approaches, 3 percentage points in meets, and 3 percentage points in masters.
2024-25: Reading: 62% (approaches), 39% (meets), 9% (masters); Math: 66% (approaches), 34% (meets), 15% (masters)
2023-24: Reading: 59% (approaches), 34% (meets), 9% (masters); Math: 63% (approaches), 30% (meets), 8% (masters)
2022-23: Reading: 61% (approaches), 34% (meets), 11% (masters); Math: 63% (approaches), 37% (meets), 8% (masters) Baseline Year
Evaluation Data Sources: 2023 Texas Academic Performance Report, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 1
Strategy 1: Grade level PLC's: protected planning time, use PLC structure, analyze data for all student groups including EB, students receiving special education, 504, at risk, economically disadvantaged, gifted and talented and students from all racial and ethnic backgrounds, choose instructional resources, study trips, order supplies needed to meet grade level objectives, determine resources needed to support campus initiatives to improve literacy, numeracy, science and language acquisition.
Strategy's Expected Result/Impact: Team agendas submitted, data trackers, lesson plans, analyze data for all student groups including EB, SPED, 504, economically disadvantaged, gifted and talented and students from all racial and ethnic backgrounds, choose instructional resources, study trips, order supplies needed to mee grade level objectives, determine teacher resource books needed to support campus goals: improving literacy, numeracy, science and language acquisition.
Staff Responsible for Monitoring: Teachers, Instructional leadership team, administrators
Title I:
2.51, 2.53
- TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Supplies and Materials - 211 - Title I, Part A - 11.6399 - $14,296, Supply - At Risk - 199 PIC 30 - At Risk School Wide SCE - 11.6399.30 - $9,108, Supply - Sp Educ. - 199 PIC 23 - Special Education - 11.6399.23 - $1,100, Supply - BIL - 199 PIC 25 - ESL/Bilingual - 11.6399.25 - $7,440, Oth Contracted Maint/Repair - 199 PIC 11 - Instructional Services - 11.6249 - $690, Supplies - 199 PIC 11 - Instructional Services - 11.6399 - $24,011, Supplies - Office - 199 PIC 99 - Undistributed - 23.6399 - $500, Supply - Clinic - 199 PIC 99 - Undistributed - 33.6399 - $1,000
Strategy 2: Professional development sessions targeting staff needs to provide a well rounded education for all students:
curriculum, instructional strategies, strategies to support Emergent Bilinguals, special education, gifted and talented, utilizing technology. Staff can also attend professional development trainings aligned with their content and grade level. Campus staff and administrators will develop sessions and provide opportunities for staff to implement new strategies
Strategy's Expected Result/Impact: Teacher efficacy will increase student achievement in content areas.
Staff Responsible for Monitoring: Teachers, instructional team, administrators
Title I:
2.534
- TEA Priorities:
Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Misc. Contracted Services and Substitutes - 211 - Title I, Part A - 11.6299 - $4,500, Region IV (Teacher) - 211 - Title I, Part A - 13.6239 - $2,500, Supply/Office - 199 PIC 99 - Undistributed - 23.6399 - $200, Substitutes - Support - 199 PIC 11 - Instructional Services - 11.6122 - $1,890, Substitutes - 199 PIC 11 - Instructional Services - 11.6112 - $500, Substitute - Support Staff - 199 PIC 99 - Undistributed - 23.6122 - $200, Region ESC Services - 199 PIC 99 - Undistributed - 13.6239 - $200, Region IV Services - 199 PIC 99 - Undistributed - 23.6239 - $300, Region ESC Services - 199 PIC 99 - Undistributed - 61.6239 - $250
Performance Objective 2 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Woodview Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: STUDENT GROWTH: By June 2026, Woodview Elementary School will increase the percentage of annual growth points earned by students demonstrating STAAR academic growth in reading language arts and math by 3 percentage points or ≥ to 85%.
2024-25: 69 School Progress-Annual Growth RLA and Math Score 2023-24: 62 School Progress-Annual Growth RLA and Math Score
2022-23: 63 School Progress-Annual Growth RLA and Math Score (Baseline Year)
Evaluation Data Sources: State Accountability Report Domain 2 A (Annual Growth RLA and Math)
Strategy 1: Analyze data and student work samples, identify trends in students misconceptions, determine the root cause and create flexible groupings and intervention/acceleration plans based on data. Purchase supplies, books, enrichment/ remediation activities and materials to differentiate instruction for students. Purchasing student books and workbooks to assist in meeting needs of students. Purchase technology devices and/or licenses for software to assist students.
Strategy's Expected Result/Impact: Monitor student progress and provide opportunities to close achievement gaps and increase academic performance.
Staff Responsible for Monitoring: Teachers, Leadership team, MCLs, Administrators
Title I:
2.51, 2.53
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Software - 211 - Title I, Part A - 11.6397 - $13,580
Strategy 2: Intervention specialists, tutors, MCLs, associate teachers provide specialized intervention for students needing additional layers of support as identified through data. SSC meetings will be held to discuss student needs. Intervention plans will be designed to close academic gaps and target student needs.
Strategy's Expected Result/Impact: Increase number of students at approaches/meets/masters level on assessments. Timely and effective services provided to students. Identification of specific student needs and accommodations. Develop strong plans that provide appropriate support for academic growth.
Staff Responsible for Monitoring: Teachers, Administrators, Intervention specialist, tutors, MCLs, associate teachers, CIS
Title I:
2.51, 2.53
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Merit Pay - 211 - Title I, Part A - 11.6118 - $10,000, Professional Salary - 211 - Title I, Part A - 11.6119 - $141,174, Medicare - 211 - Title I, Part A - 11.6141 - $2,590, Employer Contribution - 211 - Title I, Part A - 11.6142 - $7,320, Workers Comp - 211 - Title I, Part A - 11.6143 - $856, Teacher Retirement - 211 - Title I, Part A - 11.6146 - $21,084
Performance Objective 3 - RELATIVE PERFORMANCE
Goals
Goal 1: STUDENT ACHIEVEMENT. Woodview Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: RELATIVE PERFORMANCE: By June 2026, Woodview Elementary School will increase its relative performance scale score.
2024-25: 72 Scale Score
2023-24: 60 Scale Score
2022-23: 66 Scale Score
Evaluation Data Sources: Accountability Report Domain 2 B
Strategy 1: Interventionists/ MCLs will provide targeted, small-group instruction during the school day in reading, math, and science. Student groups will be identified through ongoing data analysis, including classroom assessments, benchmarks, and progress monitoring. Intervention lesson plans will be intentionally designed to address specific academic gaps and aligned to grade-level TEKS. Collaboration with classroom teachers will ensure consistency and support across instructional settings.
Strategy's Expected Result/Impact: Students receiving targeted interventions will demonstrate measurable academic growth, as evidenced by increased performance on classroom assessments, benchmarks, and progress monitoring tools. The percentage of students performing on or above grade level in reading, math, and science will increase. Additionally, the achievement gap among identified student groups will begin to narrow.
Staff Responsible for Monitoring: Teachers, Administrators, leadership team, MCLs, interventionist
Title I:
2.51, 2.53
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 5: Effective Instruction
Strategy 2: Build campus-wide capacity to support inclusive programming for students with disabilities and emergent bilingual students by providing professional development, coaching, and collaborative planning opportunities for general and special education staff. Promote differentiated instruction, and the use of accommodations to ensure all students have access to the general education curriculum.
Strategy's Expected Result/Impact: General and special education teachers will demonstrate increased confidence and competence in implementing inclusive practices. Students with disabilities and emergent bilingual students will show improved access to grade-level content, increased engagement, and measurable academic progress. Collaborative planning and consistent use of accommodations will lead to a more equitable learning environment for all learners.
Staff Responsible for Monitoring: Teachers, SPED teachers, administrators, MCLs, interventionist
Title I:
2.53
- TEA Priorities:
Recruit, support, retain teachers and principals
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 5: Effective Instruction
Performance Objective 4 - CLOSING THE GAPS
Goals
Goal 1: STUDENT ACHIEVEMENT. Woodview Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: CLOSING THE GAPS: By June 2026, Woodview Elementary School will increase the percentage of academic achievement indicators on track to meet or exceed interim targets in the closing the gaps domain by 3 component points.
2024-25: 8 of 24 Academic Achievement Points Met; 33.3% Component Points
2023-24: 0 of 24 Academic Achievement Points Met; 0.0% Component Points
2022-23: 2 of 24 Academic Achievement Points Met; 8.3% Component Points (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 3
Strategy 1: During the protected flex time block, teachers and interventionists/MCLs will provide data-driven Tier II and Tier III instruction to students according to their needs based on data. Students and teachers will track student progress towards meeting academic growth by measuring progress towards projected performance on district benchmarks at fall, winter, and spring administrations.
Strategy's Expected Result/Impact: Close academic gaps in literacy, math, science and make one years growth on TELPAS.
Staff Responsible for Monitoring: Teachers, Administrators, leadership team, MCLs, interventionist
Title I:
2.51, 2.53
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 5: Effective Instruction
Strategy 2: After school tutorials will be available for students to increase their academic performance. Lesson plans will be developed based on student needs.
Strategy's Expected Result/Impact: After school tutorials will increase student achievement and engagement to ensure that academic gaps are closed and more students perform on grade level.
Staff Responsible for Monitoring: Teachers, administrators, MCLs, interventionist
Title I:
2.53
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction
Funding Sources: Extra Duty Professional - 211 - Title I, Part A - 11.6116 - $23,000, Student Travel - 211 - Title I, Part A - 11.6494 - $9,000, Extra Duty Paraprofessional - 211 - Title I, Part A - 11.6121 - $4,500, St. Transport - 199 PIC 11 - Instructional Services - 11.6494 - $1,000
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Woodview Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2026, the rate of Emergent Bilingual students increasing at least one composite score level on TELPAS will meet or exceed the expected growth target for English Language Proficiency Status.
2024-25: TELPAS Progress Rate 51%
2023-24: TELPAS Progress Rate 55%
2022-23: TELPAS Progress Rate 47% (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 3
Strategy 1: Implement comprehensive data trackers to regularly monitor student progress. This ongoing monitoring will inform targeted instruction and timely interventions to support student growth.
Strategy's Expected Result/Impact: Timely identification of students' strengths and areas of need in literacy skills, leading to targeted instruction and interventions that improve reading proficiency and accelerate language development.
Staff Responsible for Monitoring: Teachers, leadership team, administrators
Strategy 2: Provide professional development for teachers on second language acquisition strategies to support student transition to L2. All teachers will receive trainings throughout the school year to align lesson plans and implementation to PLDs. Use PLDs rubrics for ongoing assessment of students.
Strategy's Expected Result/Impact: Increase EB performance on state assessments and ELPDPM student reports..
Staff Responsible for Monitoring: Teachers, Administration and interventionist
Performance Objective 6 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Woodview Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: EARLY LITERACY: By June 2026, Woodview Elementary School will increase the percentage of K-2 students on track to read at grade level from BOY to EOY.
Evaluation Data Sources:
Kindergarten: Circle Kindergarten Progress Monitoring (KPM) BOY to EOY (Baseline Year)
Grades 1 and 2: Amira Reading Mastery (ARM) BOY to EOY (Baseline Year)
Strategy 1: Kinder, first grade, second grade students will be identified for dyslexia support tier 2. Students will receive 6 weeks of intense targeted intervention.
Strategy's Expected Result/Impact: Early identification and targeted intervention will lead to improved literacy skills for students at risk of dyslexia, increasing the number of students reading on grade level by the end of the intervention period. This will also reduce long-term reading difficulties and support overall academic success.
Staff Responsible for Monitoring: Teachers, Administrators, dyslexia specialist, interventionist
Title I:
2.51, 2.53, 2.533
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments
Performance Objective 7 - EARLY NUMERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Woodview Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 7: EARLY NUMERACY: By June 2026, Woodview Elementary School will increase the percentage of K-2 students on track to be on grade level in foundational math skills by 3 percentage points or ≥ 80%.
Evaluation Data Sources: End of Year (EOY) K-2 Math Progress Monitoring
Strategy 1: Provide staff development for teachers on instructional strategies to meet the academic needs and close gaps.
Strategy's Expected Result/Impact: Student performance as measured by math monitoring and report cards.
Staff Responsible for Monitoring: Admin, teachers, MCL
Title I:
2.51, 2.534
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Funding Sources: Misc. Contracted Services Teacher PD - 211 - Title I, Part A - 13.6299 - $7,500
Strategy 2: Grade level flexible groupings based on data, identify students academic needs for tier 2 support and provide push in intervention in small groups.
Strategy's Expected Result/Impact: Student performance growth as measured by district math assessment, report cards
Staff Responsible for Monitoring: teachers, MCL, admin
Title I:
2.51, 2.53, 2.533
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction
Performance Objective 8 - ADVANCED COURSES
Goals
Goal 1: STUDENT ACHIEVEMENT. Woodview Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 8: ADVANCED COURSES: By June 2026, Woodview Elementary School will increase the number of students prepared for sixth grade advanced coursework in reading and math.
Evaluation Data Sources: Texas Education Agency Data Tables
Strategy 1: Teachers will complete GT certification/training that will allow them to implement and evaluate differentiated curriculum to meet the needs of gifted students.
Strategy's Expected Result/Impact: Student performance growth as measured by report cards, assessments and trackers.
Staff Responsible for Monitoring: Teachers, MCLs, Interventionist, administrators
Title I:
2.534
- TEA Priorities:
Connect high school to career and college
- ESF Levers:
Lever 5: Effective Instruction
Strategy 2: Grade level math and reading flexible groupings to receive personalized math and reading lessons based on current grade level TEKS.
Strategy's Expected Result/Impact: Students identified for advanced reading/math instruction will demonstrate increased problem-solving skills, critical thinking, and performance on district benchmarks and campus assessments. The number of students mastering above-grade-level standards will increase, and students will show higher levels of engagement and confidence in reading and math.
Staff Responsible for Monitoring: MCLs, Teachers, Interventionist, Admin
Title I:
2.52
- TEA Priorities:
Connect high school to career and college
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction
Goal 2: Student Support
Student Support
- Performance Objective 1 - CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
- Performance Objective 2 - INTERVENTIONS
- Performance Objective 3 - STUDENT ATTENDANCE
Performance Objective 1 - CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
Goals
Goal 2: STUDENT SUPPORT. Woodview Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 1: CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE: By June 2026, Woodview Elementary School will implement at least three strategies that advance the focus on Core Characteristics for every child.
Evaluation Data Sources: Campus calendar and newsletters
Strategy 1: Lessons highlighting the SBISD core characteristics and integrated with PBIS. Students will learn the core characteristics through district lessons.
Strategy's Expected Result/Impact: Increase knowledge of district core characteristics and algin with expectations.
Staff Responsible for Monitoring: Teachers, Counselor, Admin
Title I:
2.531
- TEA Priorities:
Connect high school to career and college
- ESF Levers:
Lever 3: Positive School Culture
Strategy 2: Parents will participate in engagement activities to learn how to support their child in the classroom and district core characteristics. Activities may include literacy, math, science nights, parent classes or parent information meetings aligned to core characteristics. Technology equipment for tracking volunteers, visitors and number of families at parent events will be use. Provide parents opportunities to see themselves as partners. Community events such as: Meet the teacher, Open House, Parent Conferences, school performances, Title 1 parent meetings, home school compact, parent workshops, home visits, grade level newsletters to keep parents informed on grade level expectations, upcoming events and core characteristic, use Remind and callouts to communicate, development of parent engagement policy. Translation services for parents will be provided as needed.
Strategy's Expected Result/Impact: Increase school communication and build positive relationships. Campus will send out communication to parents in English and Spanish for all events, collect sign in sheets. Flyers will be send home in both languages.
Staff Responsible for Monitoring: Administrators, teachers, CIS, Counselor, leadership team
Title I:
2.52
- TEA Priorities:
Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture
Funding Sources: Misc Contracted Services Family Engagement - 211 - Title I, Part A - 61.6299 - $2,800, Misc Operating Expenses Family Engagement - 211 - Title I, Part A - 61.6499 - $400
Performance Objective 2 - INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Woodview Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 2: INTERVENTIONS: By June 2026, Woodview Elementary School will implement TIER interventions with students identified as needing academic or behavioral supports.
Evaluation Data Sources: Multiple measures
Strategy 1: Interventionists and MCLs will use data to select students that will receive remediation in math, reading, and science during the school day, set times in master schedule. Hold data study team meetings to review data and interventions. Support teachers with RTI process for academic and behavior supports.
Strategy's Expected Result/Impact: Data driven instruction- review data to track and monitor the progress of all students academic and behavioral. Provide 1416 hours for students in grades 4 and 5.
Staff Responsible for Monitoring: MCL, Interventionist, Admin, teachers
Title I:
2.51, 2.52, 2.53, 2.533
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Strategy 2: The counselor and CIS will develop lessons and pull small groups targeting based on student needs for behavioral strategies.
Strategy's Expected Result/Impact: School wide discipline will be reduced.
Staff Responsible for Monitoring: Counselor, CIS, teachers, leadership team
Title I:
2.52, 2.531
- TEA Priorities:
Connect high school to career and college
- ESF Levers:
Lever 3: Positive School Culture
Performance Objective 3 - STUDENT ATTENDANCE
Goals
Goal 2: STUDENT SUPPORT. Woodview Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 3: STUDENT ATTENDANCE: By June 2026, student attendance at Woodview Elementary School will increase or will be ≥ 98%.
Evaluation Data Sources: Skyward data and Texas Academic Performance Report
Strategy 1: Attendance committee to address campus attendance and tardies. Rewards/prizes will be given for perfect attendance. Display attendance in the front office.
Strategy's Expected Result/Impact: Increase campus attendance and reduce tardies.
Staff Responsible for Monitoring: Administrators, teachers, CIS, counselor ADA, nurse
Title I:
2.52
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture
Strategy 2: Identify and respond to grade level chronic absences and truancy. Teachers and staff will follow up after 3 consecutive days of absences, send letters and hold AIP meetings.
Strategy's Expected Result/Impact: Increase student attendance.
Staff Responsible for Monitoring: Administrators, CIS, Counselor, ADA, nurse, teacher
Title I:
2.52
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture
Goal 3: Safe Schools
Safe Schools
- Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
- Performance Objective 2 - SAFETY COMMITTEE
- Performance Objective 3 - EMERGENCY OPERATIONS
Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
Goals
Goal 3: SAFE SCHOOLS. Woodview Elementary School will ensure a safe and secure learning environment.
Performance Objective 1: SAFE SCHOOL ENVIRONMENT: Align academic, behavior, and discipline systems to support a safe campus culture and maximize student learning.
Evaluation Data Sources: Discipline Data Dashboard, Review effectiveness of Behavior Intervention Plans
Strategy 1: Guidance lessons to increase student academic performance and behavior, including but not limited to bullying, peer pressure, making and maintaining friends and building healthy relationships. Students participate in school safety patrols and student counsel. Purchase resources and supplies for students and staff.
Strategy's Expected Result/Impact: Reduce the number of discipline referrals.
Staff Responsible for Monitoring: Counselor, CIS, Teachers and Administrators
Title I:
2.52, 2.531
- TEA Priorities:
Connect high school to career and college
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture
Strategy 2: Implement campus discipline plan, hold grade level behavior assemblies, school wide PBIS, staff training on PBIS, resources to support behavior, parent communication, student recognition/awards for growth and behavior, CIS and counseling support.
Strategy's Expected Result/Impact: Decrease in discipline reports, increase case load for CIS, counseling logs
Staff Responsible for Monitoring: Teachers, CIS, Counselor, PBIS committee, administrators.
Title I:
2.531, 2.533
- TEA Priorities:
Connect high school to career and college
- ESF Levers:
Lever 3: Positive School Culture
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Woodview Elementary School will ensure a safe and secure learning environment.
Performance Objective 2: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Evaluation Data Sources: Campus Safety Committee roster and calendar
Strategy 1: Establish Campus Safety Committee composed of a cross section of stakeholders to look at matters related to campus safety.
Strategy's Expected Result/Impact: Refined safety practices and meet at least three times per year.
Staff Responsible for Monitoring: Administrator, teachers, nurse, school officer.
TEA Priorities:
Recruit, support, retain teachers and principals
- ESF Levers:
Lever 1: Strong School Leadership and Planning
Strategy 2: Train staff and substitutes with Standard Response Protocols, Centegix, and safety measures.
Strategy's Expected Result/Impact: Refined safety practices, complete monthly safety drills throughout the school year.
Staff Responsible for Monitoring: Administrators, teachers
TEA Priorities:
Recruit, support, retain teachers and principals
- ESF Levers:
Lever 1: Strong School Leadership and Planning
Performance Objective 3 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Woodview Elementary School will ensure a safe and secure learning environment.
Performance Objective 3: EMERGENCY OPERATIONS: Maintain Campus Emergency Operations Procedures (EOP) that comply with SB 11, and include Standard Operating Procedures.
Evaluation Data Sources: Campus Emergency Operation Procedures Documents
Strategy 1: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures.
Strategy's Expected Result/Impact: Submitted campus EOP in September.
Staff Responsible for Monitoring: Campus Safety Officer
TEA Priorities:
Recruit, support, retain teachers and principals
- ESF Levers:
Lever 1: Strong School Leadership and Planning
Strategy 2: Update campus EOPs annually and train staff at the start of each school year.
Strategy's Expected Result/Impact: Campus procedures maintained in campus EOP. Staff training documents maintained.
Staff Responsible for Monitoring: Campus Safety Officer
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Woodview Elementary School will ensure efficient and effective fiscal management of resources and operations.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices.
Evaluation Data Sources: Year-To-Date (YTD) Budget Reports (monthly, quarterly, annually)
Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage budgets.
Strategy's Expected Result/Impact: Error free records. Documentation of purchases and orders.
Staff Responsible for Monitoring: Principal
Administrative Assistant
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Oth Contracted Maint/Repair | 11.6249 | $690.00 |
| 1 | 1 | 1 | Supplies | 11.6399 | $24,011.00 |
| 1 | 1 | 2 | Substitutes - Support | 11.6122 | $1,890.00 |
| 1 | 1 | 2 | Substitutes | 11.6112 | $500.00 |
| 1 | 4 | 2 | St. Transport | 11.6494 | $1,000.00 |
| Sub-Total | $28,091.00 | ||||
| Budgeted Fund Source Amount | $28,091.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 23 - Special Education | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Supply - Sp Educ. | 11.6399.23 | $1,100.00 |
| Sub-Total | $1,100.00 | ||||
| Budgeted Fund Source Amount | $1,100.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 25 - ESL/Bilingual | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Supply - BIL | 11.6399.25 | $7,440.00 |
| Sub-Total | $7,440.00 | ||||
| Budgeted Fund Source Amount | $7,440.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 30 - At Risk School Wide SCE | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Supply - At Risk | 11.6399.30 | $9,108.00 |
| Sub-Total | $9,108.00 | ||||
| Budgeted Fund Source Amount | $9,108.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 99 - Undistributed | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Supply - Clinic | 33.6399 | $1,000.00 |
| 1 | 1 | 1 | Supplies - Office | 23.6399 | $500.00 |
| 1 | 1 | 2 | Supply/Office | 23.6399 | $200.00 |
| 1 | 1 | 2 | Region IV Services | 23.6239 | $300.00 |
| 1 | 1 | 2 | Region ESC Services | 13.6239 | $200.00 |
| 1 | 1 | 2 | Substitute - Support Staff | 23.6122 | $200.00 |
| 1 | 1 | 2 | Region ESC Services | 61.6239 | $250.00 |
| Sub-Total | $2,650.00 | ||||
| Budgeted Fund Source Amount | $2,650.00 | ||||
| +/- Difference | $0.00 | ||||
| 211 - Title I, Part A | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Supplies and Materials | 11.6399 | $14,296.00 |
| 1 | 1 | 2 | Misc. Contracted Services and Substitutes | 11.6299 | $4,500.00 |
| 1 | 1 | 2 | Region IV (Teacher) | 13.6239 | $2,500.00 |
| 1 | 2 | 1 | Sofware | 11.6397 | $13,580.00 |
| 1 | 2 | 2 | Professional Salary | 11.6119 | $141,174.00 |
| 1 | 2 | 2 | Employeer Contribution | 11.6142 | $7,320.00 |
| 1 | 2 | 2 | Medicare | 11.6141 | $2,590.00 |
| 1 | 2 | 2 | Workers Comp | 11.6143 | $856.00 |
| 1 | 2 | 2 | Teacher Retirement | 11.6146 | $21,084.00 |
| 1 | 2 | 2 | Merit Pay | 11.6118 | $10,000.00 |
| 1 | 4 | 2 | Extra Duty Professional | 11.6116 | $23,000.00 |
| 1 | 4 | 2 | Extra Duty Paraprofessional | 11.6121 | $4,500.00 |
| 1 | 4 | 2 | Student Travel | 11.6494 | $9,000.00 |
| 1 | 7 | 1 | Misc. Contracted Services Teacher PD | 13.6299 | $7,500.00 |
| 2 | 1 | 2 | Misc Contracted Services Family Engagement | 61.6299 | $2,800.00 |
| 2 | 1 | 2 | Misc Operating Expenses Family Engagement | 61.6499 | $400.00 |
| Sub-Total | $265,100.00 | ||||
| Budgeted Fund Source Amount | $265,100.00 | ||||
| +/- Difference | $0.00 | ||||
| Grand Total Budgeted | $313,489.00 | ||||
| Grand Total Spent | $313,489.00 | ||||
| +/- Difference | $0.00 | ||||
Addendum
Campus Report Card 2023-2024 (Delayed)