Campus Improvement Plan 2020-2021

Comprehensive Needs Assessment

Demographics

Demographics Summary

Meadow Wood Elementary is one of twenty-five elementary schools in Spring Branch ISD. The total enrollment at the end of the 2019-2020 school year was 557. Projected enrollment for 2020-2020 is over 600. Our students represent a wide variety of ethnicities. The ethnic distribution, per Compass Data Dashboard, is as follows:

• African American 8.6%
• Hispanic 28.3%
• White 51.7%
• Asian 3.9%
• Two or More Races 7.4%

Of our students, 34.6% are economically disadvantaged, 13.6% of our students are English Language Learners, and 30% of our students are considered at-risk. As of the 2018-2019 school year, we are a Title I school. We have 33 teachers with a wide range of experience and 67 staff members total.

Demographics Strengths

MWE celebrates the diversity of our students through events such as an annual Multicultural Festival. Familes share their cultures and countries through food, music, artifacts, and literature.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Historically, economically disadvantaged students and English language learners score lower than other peer groups on state and local assessments.

Comprehensive Needs Assessment

Student Achievement

Student Achievement Summary

Due to Covid-19, schools were not rated for the 2019-2020 school year. Based on the 2019 TEA Accountability System for the 2018-2019 school year, MWE met standard. The overall scaled score was an 86, with the breakdown as follows:

• Student Achievement - 90 
• Academic Growth - 79 
• Relative Performance - 80 
• Closing the Gaps - 76

Campus assessments during 2019-2020, prior to Covid-19, showed an increase in math scores, as well as an increase in writing scores.

Student Achievement Strengths

Campus data showed an increase in performance in the areas of math and writing, prior to Covid-19.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Due to crisis schooling, we anticipate gaps to have remained and/or widened.

Problem Statement 2: Due to crisis schooling, student achievement may have declined.

Comprehensive Needs Assessment

School Culture and Climate

School Culture and Climate Summary

The 2019-2020 school year brought many changes to MWE. In addition to many changes in teams, a new principal was hired. Throughout the year, much work was done on building campus culture and increasing parent/community involvement. Though Covid-19 changed how we operated, efforts continued to maintain the positive results earlier in the year.

School Culture and Climate Strengths

Though modified due to Covid-19, the parent Panorama survey shows an increase in parent satisfaction in meeting community needs (69%, up 7).

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: Social emotional concerns due to the pandemic need to be addressed.

Comprehensive Needs Assessment

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

For the 2020-21 school year, no staff members changed teams. Five new teachers were hired - two to support additional classrooms, one to replace a teacher who received a promotion, one to replace a teacher who moved out of state, and one to replace a teacher who went to another SBISD school.

Staff Quality, Recruitment, and Retention Strengths

All newly hired staff come with prior teaching experience.

Comprehensive Needs Assessment

Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

The following are MWE's initiatives:

• SEL Framework - From community circles to campus-wide expectations, our plan is proactive to support behavior and provide consistent language for all grade levels. 
• TCRWP - In ELA, all grade levels are implementing the components learned from Lucy Caulkins to support reading and writing.
• MIZ - In math, teachers utilize a blended model, using ST Math as an online platform for learning and data collection.

Curriculum, Instruction, and Assessment Strengths

MWE teachers are well-trained in best practices to support campus initiatives. Special education staff is also highly trained and are an integral part of our success. Fourth and fifth grade teams have added Digital Lab Monitors to improve differentiation for all students.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: Covid-19 has changed the way instruction was given; a better implementation of virtual teaching and learning must occur.

Comprehensive Needs Assessment

Parent and Community Engagement

Parent and Community Engagement Summary

Parent and community engagement is a critical element to Meadow Wood's success. Parents have many opportunities to become involved through PTA or campus-based initiatives. Efforts are made to keep parents informed and to give a variety of options for communicating with campus administration.

Parent and Community Engagement Strengths

Parent engagement, shown through volunteer hours, continue to be a campus strength.

Problem Statements Identifying Parent and Community Engagement Needs

Problem Statement 1: Family engagements is not represented equally by all sub-populations.

Comprehensive Needs Assessment

Technology

Technology Summary

All classrooms have adequate technology to meet student needs. Each contains a "smart" board, as well as a document camera. Students have access to iPads and Chromebooks. In fourth and fifth grades, a digital lab is utilized.

Technology Strengths

In third through fifth grades, student access to devices is close to 1:1.

Problem Statements Identifying Technology Needs

Problem Statement 1: In the event that remote instruction must take place, not all students have access to devices or the internet.

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

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
• Comprehensive, Targeted, and/or Additional Targeted Support Identification data 
• Targeted support Identification data

Student Data: Assessments

• SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license) 
• SSI: Compass Learning accelerated reading assessment data for Grades 6-8 (TEA approved statewide license)
• SSI: Apex Learning accelerated reading assessment data for English I and II (TEA approved statewide license) 
• SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license) 
• Local diagnostic reading assessment data
• Local diagnostic math assessment data
• Local benchmark or common assessments data 
• Student failure and/or retention rates
• 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

Student Data: Behavior and Other Indicators

• Attendance data 
• Discipline records
• Student surveys and/or other feedback 
• School safety data

Employee Data

• Professional learning communities (PLC) data 
• Staff surveys and/or other feedback
• Highly qualified staff data

Parent/Community Data

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