Campus Improvement Plan 2022-2023

Comprehensive Needs Assessment

Demographics

Demographics Summary

Woodview Elementary has approximately 560 students in PK-5 grade. We have 45 certified teachers on staff serving as classroom teachers, instructional specialists, and special education teachers. Woodview Elementary is a Title 1 campus. In addition, we have two Life Skills Units on this campus. Most of our students (81%) are at risk, and we have an average of 24.5% mobility rate, while our attendance rate is 95%. Woodview qualifies for free  lunch.

Based on the 2019-20 School Report Card Woodview  Elementary:

Enrollment by Race/Ethnicity: 
African American - 5.3% 
Hispanic - 88.2%
White -4.6%
Asian - 1.1%
Two or More Races - .4% 

Enrollment by Student Group: 
Economically Disadvantaged 95.3% 
English Language Learners 67.9% 
Special Education 15.9%
Gifted and Talented 4%

The majority of our neighborhood consist of multi-unit apartments and few homes. Our community partners include Hunters Creek as our sister school, the after school program Boys and Girls Club, tutorials, Beagle Camp, Girl Start and Reading buddies from St. Francis Episcopal. Blessings in a backpack, Houston Food bank programs and local business (HEB) programs are provided by our Community In School  connection.
 

Demographics Strengths

Most students attending Woodview come from one ethnic group. We focus on instruction that allows all students to continue learning in their first language as they learn their second language.

Problem Statements Identifying Demographics Needs

Problem Statement 1 (Prioritized): Academic progress made did not reach campus wide goals. Root Cause: Demographics of low SES 95.7%, At risk 81%, Hispanic 90.8% and mobility rate 24.5%.

Problem Statement 2 (Prioritized): Our children have strengths and needs in different areas and need resources to differentiate instruction for all of our students. Root Cause: Educational Access

Problem Statement 3 (Prioritized): Lack of accessibility to digital learning to support their children at school and at home. Root Cause: High poverty causes limited resources such   as internet, hot spots and electronic devices for families to stay  connected.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

The data from Spring 2022-23 School Year shows the following: 

End of Year Running Records

Kinder: 13% above level, 43% on level, 16% approaching and 29% below level. 

First Grade: 7% above level, 43% on level, 10% approaching and 40% below level.

Second Grade: 41% above level, 4% on level, 24% approaching and 31% below level. 

Third Grade: 18% above level, 14% on level, 12% approaching and 55% below level. 

Fourth Grade: 30% above level, 5% on level, 15% approaching and 50% below level. 

Fifth Grade: 37% above level, 12% on level, 21% approaching and 30% below  level.

2022 STAAR Data

All subjects: 63% at approaches, 34% meets, 13%  masters.

Reading 67% at approaches, 37% meets, 15%  masters.

Math 62% approaches, 36% meets, 13%  masters.

Science 53% approaches, 21% meets, 5%  masters.

2022 TELPAS Data

TELPAS Progress Rate: Yes, 40%

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.

Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): 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.

Problem Statement 2 (Prioritized): Students lack foundations literacy in English that impedes reading progress. Root Cause: Social economic challenges, homeless status, recent immigrant status, mobility rate, attendance and limited home  libraries.

Problem Statement 3 (Prioritized): 2021 Reading STAAR assessments for grades 3-5, student performance combined was 52% approaches, 25% meets and 11% masters, did not meet goal.  Root Cause: Student and staff attendance due to quarantines/ COVID, high student  mobility.

Problem Statement 4 (Prioritized): 2021 Math STAAR assessments for grades 3-5, student performance combined was 46% approaches, 19% meets and 9 masters, did not meet goal. Root Cause:  Student and staff attendance due to quarantines/COVID, high student  mobility.

Problem Statement 5 (Prioritized): 2021 Writing STAAR assessment for grade 4, student performance combined was 35% approaches, 17% meets and 3% masters, did not meet goal. Root Cause:  Student and staff attendance due to quarantines/COVID, high student  mobility.

Problem Statement 6 (Prioritized): 2021 Science STAAR assessment for grade 5, student performance combined was 45% approaches, 11% meets, and 2% masters, did not meet goal. Root Cause:  Student and staff attendance due to quarantines/COVID, high student  mobility.

Problem Statement 7 (Prioritized): Staff training, support materials and personnel are needed to enhance academic achievement. Root Cause: All students learn and acquire knowledge in different ways.

Problem Statement 8 (Prioritized): 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.

Problem Statement 9 (Prioritized): Students and teachers need new technology devices and need to learn how to utilize technology resources in order to meet the needs of all students.  Root Cause:   Technology is continuously changing and we need to make sure our students and teachers have the equipment and resources to meet the demand.

Problem Statement 10 (Prioritized): 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.

Problem Statement 11 (Prioritized): 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

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  our LMS 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.

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 students set goals and track their progress using student trackers.

We ensure all of our students have the accommodations they need whether they are in Special Education, GT, or they are EB.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1 (Prioritized): 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.

Problem Statement 2 (Prioritized): Resources, support personnel, programs are needed to recruit and retain highly qualified staff. Root Cause: To ensure teachers are able to meet the differentiated needs of the students schools need to provide the appropriate materials and  training.

Problem Statement 3 (Prioritized): 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

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 Leaders, 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.

Communication with parents increased due to the use of Class Dojo. We offered Parent Coffees and Literacy Night, and we maintained our PTA.

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

We believe in our Spring Branch Core Values of Every Child, Moral Compass, Limitless Curiosity, Collective Greatness and Collaborative Spirit.

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 (Prioritized): 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.

Priority Problem Statements

Problem Statement 1: Our children have strengths and needs in different areas and need resources to differentiate instruction for all of our students.
Root Cause 1: Educational Access
Problem Statement 1 Areas: Demographics -  Demographics

Problem Statement 4: Lack of accessibility to digital learning to support their children at school and at   home.
Root Cause 4: High poverty causes limited resources such as internet, hot spots and electronic devices for families to stay   connected.
Problem Statement 4 Areas: Demographics - Parent and Community Engagement - Technology -   Demographics

Problem Statement 3: Academic progress made did not reach campus wide  goals.
Root Cause 3: Demographics of low SES 95.7%, At risk 81%, Hispanic 90.8% and mobility rate   24.5%.
Problem Statement 3 Areas: Demographics -  Demographics

Problem Statement 6: Staff training, support materials and personnel are needed to enhance academic   achievement.
Root Cause 6: All students learn and acquire knowledge in different  ways.
Problem Statement 6 Areas: Student Achievement - Student  Learning

Problem Statement 13: Teachers need current resources, technology, books, and training to meet the needs of all   students.
Root Cause 13: State standards are updated on a regular basis and new methods are discovered for teaching   students.
Problem Statement 13 Areas: Student Achievement - Curriculum, Instruction, and Assessment - Student   Learning

Problem Statement 7: Staff training, support materials and personnel are needed to enhance academic achievement in reading, math, science, and writing.
Root Cause 7: All students learn and acquire knowledge in different  ways.
Problem Statement 7 Areas: Student Achievement - Curriculum, Instruction, and Assessment - Student   Learning

Problem Statement 14: Teachers need current resources, technology, books, and training to meet the needs of all   students.
Root Cause 14: State standards are updated on a regular basis and new methods are discovered for teaching   students.
Problem Statement 14 Areas: Student Achievement - Curriculum, Instruction, and Assessment - Student Learning - School Processes & Programs

Problem Statement 16: Resources, support personnel, programs are needed to recruit and retain highly qualified   staff.
Root Cause 16: To ensure teachers are able to meet the differentiated needs of the students schools need to provide the appropriate materials and training.
Problem Statement 16 Areas: School Culture and Climate - Staff Quality, Recruitment, and Retention - School Processes & Programs
 
Problem Statement 17: Intervention support, materials, books, technology, supplies, and staff training are needed in order to meet the needs of all students.
Root Cause 17: New methods are continuously developed to help staff meet the needs of their   students.
Problem Statement 17 Areas: Staff Quality, Recruitment, and Retention - Curriculum, Instruction, and Assessment - Student Learning - School Processes & Programs - Perceptions

Problem Statement 19: Students and teachers need new technology devices and need to learn how to utilize technology resources in order to meet the needs of all students.
Root Cause 19: Technology is continuously changing and we need to make sure our students and teachers have the equipment and resources to meet the demand.
Problem Statement 19 Areas: Technology - Student  Learning

Problem Statement 8: Students lack foundations literacy in English that impedes reading   progress.
Root Cause 8: Social economic challenges, homeless status, recent immigrant status, mobility rate, attendance and limited home   libraries.
Problem Statement 8 Areas: Student Achievement - Curriculum, Instruction, and Assessment - Student   Learning

Problem Statement 9: 2021 Reading STAAR assessments for grades 3-5, student performance combined was 52% approaches, 25% meets and 11% masters, did not meet goal.
Root Cause 9: Student and staff attendance due to quarantines/ COVID, high student  mobility.
Problem Statement 9 Areas: Student Achievement - Staff Quality, Recruitment, and Retention - Curriculum, Instruction, and Assessment - Parent and Community Engagement - Student Learning

Problem Statement 10: 2021 Math STAAR assessments for grades 3-5, student performance combined was 46% approaches, 19% meets and 9 masters, did not meet goal.
Root Cause 10: Student and staff attendance due to quarantines/COVID, high student   mobility.
Problem Statement 10 Areas: Student Achievement - Staff Quality, Recruitment, and Retention - Curriculum, Instruction, and Assessment - Parent and Community Engagement - Student Learning

Problem Statement 11: 2021 Writing STAAR assessment for grade 4, student performance combined was 35% approaches, 17% meets and 3% masters, did not meet goal.
Root Cause 11: Student and staff attendance due to quarantines/COVID, high student   mobility.
Problem Statement 11 Areas: Student Achievement - Staff Quality, Recruitment, and Retention - Curriculum, Instruction, and Assessment - Parent and Community Engagement - Student Learning

Problem Statement 12: 2021 Science STAAR assessment for grade 5, student performance combined was 45% approaches, 11% meets, and 2% masters, did not meet goal.
Root Cause 12: Student and staff attendance due to quarantines/COVID, high student   mobility.
Problem Statement 12 Areas: Student Achievement - Staff Quality, Recruitment, and Retention - Curriculum, Instruction, and Assessment - Parent and Community Engagement - Student Learning

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

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

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 
• Local benchmark or common assessments data
• Running Records results
• Texas approved PreK - 2nd grade assessment data
• Texas approved Prekindergarten and Kindergarten assessment data

Student Data: Student Groups

• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data 
• 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
• Violence and/or violence prevention 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 
• Campus leadership data
• Campus department and/or faculty meeting discussions and data

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