Campus Improvement Plan 2020-2021

Comprehensive Needs Assessment

Demographics

Demographics Summary

Woodview Elementary is approximately 564 in PK-5 grade. Woodview Elementary is a Title 1 campus. In addition we have two Life Skills Units on this campus. Woodview qualifies for 100% free lunch. Our attendance rate is 95%.

Enrollment by Race/Ethnicity: 
African American - 3.5% 
Hispanic - 88.3 %
White - 5.9% 
American Indian - .7% 
Asian - .9%
Pacific Islander - 0% 
Two or More Races - .7%

Enrollment by Student Group: 
Economically Disadvantaged - 97% 
English Language Learners - 67.4% 

Mobility Rate - 18.3%

The majority of our neighborhood consist of multi-unit apartments, very few homes. Our community partners include Hunters Creek as our sister school, after school YMCA program for students, Boys and Girls Club, Beagle Camp, Reading and Math buddies from St. Francis Episcopal, Blessings in a backpack and Houston Food bank programs provided by our CIS connection, and local business HEB.

Demographics Strengths

The Panorama survey results from the Fall 2019 showed growth in all areas for our diverse population. Due to Covid19 the 19-20 results were not available at the end of the year.
 
School Belonging 83% up 1%
School Climate 83% up 2%
School Engagement 79%
School Rigorous Expectations 90% 
School Safety 88% up 5%
School teacher-student relationships 91% up 6%

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

Due to COVID-19 we were not able to show our students end of year progress on STAAR, TELPAS, MAP and Running Records. The data from 2018-2019 shows the following for STAAR :

Overall school performs: D 64 out of 100. 
Student Achievement F 54 out of 100.
School Progress D 65 out of 100. 
Closing the gaps D 61 ot of 100.
TELPAS 100% was met, WVE received a 44 and the target was 36. Area to continue to develop speaking. 

MAP Data Fall data shows:
Kinder 
1st Grade
2nd Grade 
3rd Grade 
4th Grade 
5th Grade

Running Records data shows:

 

 

 

 

 

55 out of 56, 5th grade students who took the Spanish Credit by Exam received credit in the Spring of 2020.

Student Learning Strengths

More students are leaving our primary program on or above grade level in reading. They are also making progress with their behavior. Fewer students are having disciplinary referrals. Our students made the greatest gains in STAAR Writing performance. They increased by 16% from the previous year. We are making increases in MAP for both reading and math.

Problem Statements Identifying Student Learning Needs

Problem Statement 1: Staff training, support materials and personnel are needed to enhance academic achievement in reading, math, science, and writing.
Root Cause: All students learn and acquire knowledge in different ways.

Comprehensive Needs Assessment

School Processes & Programs

School Processes & Programs Summary

At WVE our vision guides us: The passionate staff members at Woodview are dedicated to providing the appropriate tools and strategies to ensure the success of every child. 

Mission:  Building Excellence And Growing Leaders Everyday

We have a shared leadership structure including: Instructional Leadership Team, Campus Improvement Team, Team Leaders, Grade Level PLC's, and PTA. We continually use various data sources to determine the effectiveness of our program, systems, and structures.

We utilize our PLC's Commitments and utilize the 4 Critical Questions when we are planning. Our teachers have their content and language objectives written on the board and refer to them throughout the lesson. Our children are able to articulate what they are learning and the outcome they are expected to produce. We utilize the district curriculum resources in ITs Learning and have protected planning time. We plan with district specialists on a continual basis and we attend professional development sessions to learn new techniques and ways to teach the TEKS. Our Instructional Leadership Team Members attend team planning sessions to support teams. We participate in district assessments and analyze the data to determine next steps.

School Processes & Programs Strengths

We are a PBIS (Positive Behaviors Interventions and Supports) campus and ensure that our students have the self-regulatory behaviors they need for success. Project Class is a Social Skills program we use to teach the students the social skills they need for school and in life.

At Woodview we have shared leadership and a structure that allows all of our stakeholders to have an equal voice in helping us reach our goals. Together we hold one another accountable for our outcomes. We are reflective practitioners and always seek to make improvement.

We have instructional rounds and give teachers areas of Reinforcement and areas of Refinement based on the observations. We give lesson plan feedback to teachers and teams to ensure we are covering the state mandated TEKS.  We utilize data of common assessments, data analysis, and planning for individual needs.  MAP data is used to "preview" TEKS that are coming up in the curriculum during small group instruction.

In K - 5th grade we utilize the Teacher College Reading and Writing Project Units of study to teach Language Arts. Our teachers attend training and they have a facilitator to support them in planning. Our students set goals and track their progress using student trackers.

We ensure all of our students have the accommodations they need if they are in Special Education, GT, and if they are EL.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Teachers need current resources, technology, books, and training to meet the needs of all students. Root Cause: State standards are updated on a regular basis and new methods are discovered for teaching students.

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

We believe we need to provide the supports and structures so that every student grows to their highest potential when they are with us. We have academic support for children who are performing below level in Reading and Math. We also have acceleration for students who are performing above level. All of our staff members are committed to ensuring the success of their children.

At Woodview we have supports and structures in place to support students and staff: PLCs, faculty meetings, professional development opportunities, Beagle Camp, mentoring, Behavior Support Team, Instructional Leadership Team, Campus Improvement Team, Team Leader, District Support, and Project Class. We have an Interviewing Committee to help us find highly qualified staff. We use disaggregated data from multiple sources including MAP, Common Assessments, District Assessments, and other forms of data to drive our differentiated instruction for all students. The SSC/RTI process is followed to determine the next steps to meet the needs of our children.

We are a family at Woodview and we value the partnership we have with our parents, students, community members, and staff members.

Perceptions Strengths

Our grade level PLC's ensure the success of students through using the PLC commitments and answering the 4 critical questions when they are planning. They work in collaborative teams and take collective responsibility for student learning rather than working in isolation. Teams implement a guaranteed and viable curriculum, unit by unit.
We monitor student learning through ongoing assessment processes that include frequent, team-developed common formative assessments. They use the results of common assessments to: Improve individual practice, build the team's capacity to achieve its goals, and intervene or extend on behalf of students. We provide systematic interventions and enrichment to ensure we are meeting the needs of all of our students. When we are lesson planning we use the questions: What do we expect students to know and to be able to learn? How do we know they are learning it? How do we respond when they do not learn? How do we respond when they have already learned?

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Intervention support, materials, books, technology, supplies, and staff training are needed in order to meet the needs of all students.
Root Cause: New methods are continuously developed to help staff meet the needs of their students.

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

• District goals 
• Campus goals
• 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

Accountability Data

• Texas Academic Performance Report (TAPR) 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

Student Data: Assessments

• State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions 
• STAAR Released Test Questions
• Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results 
• Local benchmark or common assessments data
• Running Records 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 
• ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.

Student Data: Behavior and Other Indicators

• Attendance data 
• Discipline records 
• School safety data

Employee Data

• Professional learning communities (PLC) data 
• Staff surveys and/or other feedback
• State certified and high quality staff data 
• Campus leadership data
• Campus department and/or faculty meeting discussions and data

Parent/Community Data

• Parent surveys and/or other feedback

Support Systems and Other Data

• Budgets/entitlements and expenditures data