Campus Improvement Plan

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 2021-2022 school year was 661. Projected enrollment for 2022-203 is over 700. Our students represent a wide variety of ethnicities. The ethnic distribution, per Compass Data Dashboard, is as follows:

• African American 10.2%
• Hispanic 23.2%
• White 57.7%
• Asian 4.9%
• Two or More Races 3.9%

Of our students, 32.6% are economically disadvantaged, 11.5% of our students are English Language Learners, and 30% of our students are considered at-risk. As of the 2022-2023 school year, we are no longer considered a Title I school. We have 45 highly qualified teachers with a wide range of experience, including many with advanced degrees, and 85 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 or 2020-2021 school years. 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

Preliminary STAAR results for 2020-21 are as follows:

• 3rd grade Math: 90% approaches/ 58% meets/33% masters
• 3rd grade Reading: 85% approaches/ 65% meets/ 43% masters
• 4th grade Math: 75% approaches/ 58% meets/ 42% masters
• 4th grade Reading: 74% approaches/ 47% meets/ 25% masters
• 4th grade Writing: 70% approaches/ 37% meets/ 10% masters
• 5th grade Math: 87% approaches/ 71% meets/ 50% masters
• 5th grade Reading: 85% approaches/ 71% meets/ 53% masters
• 5th grade Science: 75% approaches/ 51% meets/ 21% masters

Student Achievement Strengths

STAAR data showed an increase in performance in the areas of math and reading in 5th grade especially at the mastery level.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: In most grade levels/subject areas, scores compared to previous years have declined.

Problem Statement 2: Gaps continue to remain in all subject areas.

Comprehensive Needs Assessment

School Culture and Climate

School Culture and Climate Summary

The 2020-2021 school year brought more challenges to MWE. The school year began with virtual learning for all, followed by a return of face-to-face instruction in increments. One challenge was to help virtual students feel a part of the school community. Another challenge was to continue to check on the emotional concerns of staff and students. A final challenge was the fact that parents and volunteers were unable to come on campus - this created a slight disconnect between the school and community.

School Culture and Climate Strengths

Due to stable staffing, minimal change contributed to strong instruction. Virtual learning was not without challenges; however, parents and staff worked together to ensure needs were met.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: Lingering emotional effects due to the pandemic will need to continued to be addressed.

Comprehensive Needs Assessment

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

For the 2022-2023 school year, the following major changes were made:

10 staff members resigned from MWE at the end of the 2021-2022 school year. Two retired, 2 moved to jobs in the private sector, 1 moved to a private school, 1 moved to our feeder middle school, 2 received promotions, and 2 decided to leave the workforce. In addition, we were allotted two additional classroom teachers (first and fourth grades), two additional resource teachers, and an ARD facilitator.

We have hired 2 first year teachers, one of whom did her student teaching at Meadow Wood and the other whom was at another SBISD elementary school. The other new hires are experienced.

Staff Quality, Recruitment, and Retention Strengths

Strong mentor program with support from experienced and caring colleagues in learning communities. Volunteer support from the community celebrating our diversity.

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: Locating and hiring quality teachers that fit our learning community, including experienced teachers and new teachers that will do well in our mentorship program.

Problem Statement 2: Improving and encouraging the observation of peer teachers.

Problem Statement 3: Lack of substitute teachers.

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 langauge for all grade levels, utlizing the Character Strong curriculum.
• Balanced Literacy - In ELA, all grade levels are implementing the components of balanced literacy/reader's and writer's workshop 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. A Digital Lab has been added to the Specials rotation to support all students across grade levels.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: Phonological awareness and grammar are weaknesses across grade levels.

Problem Statement 2: Gaps from virtual schooling are anticipated.

Problem Statement 3: A focus on strong small group instruction, addressing both gaps and enrichment, continues to be needed.

Problem Statement 4: Special Education and Emergent Bilingual learners lag behind mainstream learners in achievement rates.

Comprehensive Needs Assessment

Parent and Community Engagement

Parent and Community Engagement Summary

Parent and community engagement are critical elements 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. As our enrollment numbers are increasing, we are seeing different opportunities for parent engagement.

Parent and Community Engagement Strengths

Parent engagement, shown through volunteer hours, historically have been a campus strength. In addition to traditional volunteer and engagement opportunities, we have reached out to less involved parents through Parent Huddles at our local community center. This is a joint effort between our Community in School liaison and a PTA Community Relations chair.

Problem Statements Identifying Parent and Community Engagement Needs

Problem Statement 1: Family engagements is not represented equally by all sub-populations.
Problem Statement 2: Multiple factor may limit parent involvement/engagement including limited parking, multiple platforms for signing up/reviewing information, unequal response to school messaging.

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 are provided with a personal device for school use (iPads in K and 1st; chrome books in 2nd - 5th).

Technology Strengths

In all grade levels, student access to devices is 1:1.

SBISD is moving to Canvas as it digital platform. This platform is much easier for teachers, students, and parents alike to access.

Problem Statements Identifying Technology Needs

Problem Statement 1: Training and technical support for both teachers and users continue to be a need.

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

• District goals
• Campus/District improvement plans (current and prior years)
• 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 of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
• Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
• Student Success Initiative (SSI) data for Grades 5 and 8
• SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)
• Local benchmark or common assessments data
• Running Records results
• Texas approved PreK - 2nd grade assessment 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

Parent/Community Data

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

Support Systems and Other Data

• Processes and procedures for teaching and learning, including program implementation
• Communications data
• Budgets/entitlements and expenditures data