Campus Improvement Plan
Wilchester 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
Wilchester Elementary School
2025-2026 Campus Improvement Plan

Mission Statement
The mission of Wilchester Elementary School is to create a safe, thriving and dynamic learning environment that promotes both academic rigor and social emotional well being. Our instructional program values student interest, varied learning styles and offers multiple ways to demonstrate mastery. We will invest in building empathetic relationships and fostering kindness and mutual respect among all shareholders. By doing so, we hope to equip and empower students to take ownership of their learning in meaningful ways in an effort to prepare them to be global citizens in an ever-changing world.
Vision
At WCE, we equip creative, critical and curious thinkers with a self-sustaining drive to demonstrate integrity and cognitive flexibility.
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
Wilchester Elementary School serves students in grades PK-5 within the Spring Branch Independent School District (SBISD).
Enrollment trends showed a decrease of eight students from the 2023–2024 school year to the 2024–2025 school year.
Enrollment Trends:
2024-2025: Enrollment – 854
2023-2024: Enrollment – 862
2022-2023: Enrollment – 844
Source: PEIMS OnDataSuite Fall Dashboard
The demographic profile of the students at Wilchester Elementary School has remained relatively consistent during the past three years. The majority of the students are White, followed by Hispanic. During the 2024-2025 school year, 11.2% of the students were identified as Emergent Bilingual (EB); 18.4% At-Risk; 10.7% Economically Disadvantaged; 6.9% Immigrant; 0.6% Homeless; 13.2% of students were identified for special education services; and 17.8% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2024-2025: African American – 22 (2.6%)
2023-2024: African American – 18 (2.1%)
2022-2023: African American – 23 (2.7%)
2024-2025: American Indian-Alaskan Native – *
2023-2024: American Indian-Alaskan Native – 0 (0.0%)
2022-2023: American Indian-Alaskan Native – *
2024-2025: Asian – 73 (8.6%)
2023-2024: Asian – 75 (8.7%)
2022-2023: Asian – 84 (10.0%)
2024-2025: Hispanic – 112 (13.1%)
2023-2024: Hispanic – 116 (13.5%)
2022-2023: Hispanic – 99 (11.7%)
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 – 610 (71.4%)
2023-2024: White – 624 (72.4%)
2022-2023: White – 606 (71.8%)
2024-2025: Two-or-more – 35 (4.1%)
2023-2024: Two-or-more – 29 (3.4%)
2022-2023: Two-or-more – 29 (3.4%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2024-2025: At-Risk – 157 (18.4%)
2023-2024: At-Risk – 131 (15.2%)
2022-2023: At-Risk – 149 (17.7%)
2024-2025: Economically Disadvantaged – 91 (10.7%)
2023-2024: Economically Disadvantaged – 94 (10.9%)
2022-2023: Economically Disadvantaged – 74 (8.8%)
2024-2025: Emergent Bilingual – 96 (11.2%)
2023-2024: Emergent Bilingual – 100 (11.6%)
2022-2023: Emergent Bilingual – 84 (10.0%)
2024-2025: Gifted and Talented – 152 (17.8%)
2023-2024: Gifted and Talented – 148 (17.2%)
2022-2023: Gifted and Talented – 138 (16.4%)
2024-2025: Homeless – 5 (0.6%)
2023-2024: Homeless – 7 (0.8%)
2022-2023: Homeless – 10 (1.2%)
2024-2025: Immigrant – 59 (6.9%)
2023-2024: Immigrant – 63 (7.3%)
2022-2023: Immigrant – 52 (6.2%)
2024-2025: Migrant – 0 (0.0%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)
2024-2025: Special Education – 113 (13.2%)
2023-2024: Special Education – 123 (14.3%)
2022-2023: Special Education – 99 (11.7%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Attendance Rates:
2022-2023: 96.6%
2021-2022: 96.1%
2020-2021: 97.9%
Source: Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2022-2023: 3.7%
2021-2022: 4.9%
2020-2021: 2.1%
Source: Texas Academic Performance Report (TAPR)
Demographics Strengths
Wilchester Elementary is a beautifully diverse school with growing numbers of families from various parts of the world. Students have a variety of abilities, as well as needs which contribute to that diversity. While enrollment has steadily increased over the past few years, the demographic profile has remained rather consistent.
Problem Statements Identifying Demographics Needs
Problem Statement 1: Wilchester Elementary has an increased need for teaching foundational English language skills to students in all grade levels with varied educational experiences.
Root Cause: Unrest in the world has created an increase of refugees coming to Houston. Catholic Charities has partnered with apartment complexes in our area to assist these families in need.
Problem Statement 2: Diverse cultural backgrounds and norms have created some challenges for student relationships and parent connections.
Root Cause: Language barriers and different life experiences make it especially hard to assist families in assimilating.
Student Achievement
Comprehensive Needs Assessment
Student Achievement
Student Achievement Summary
Wilchester 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 - 94% Approaches; 87% Meets; 54% Masters
2023: 3rd Grade Reading - 100% Approaches; 92% Meets; 63% Masters
2024: 4th Grade Reading - 98% Approaches; 92% Meets; 69% Masters
2023: 4th Grade Reading - 99% Approaches; 91% Meets; 69% Masters
2024: 5th Grade Reading - 98% Approaches; 90% Meets; 73% Masters
2023: 5th Grade Reading - 95% Approaches; 92% Meets; 74% Masters
2024: SPED All Grades Reading - 87% Approaches; 72% Meets; 44% Masters
2023: SPED All Grades Reading - 88% Approaches; 72% Meets; 35% Masters
2024: EB All Grades Reading - 90% Approaches; 71% Meets; 38% Masters
2023: EB All Grades Reading - 96% Approaches; 81% Meets; 48% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Redesign Mathematics passing rates:
2024: 3rd Grade Mathematics - 97% Approaches; 86% Meets; 42% Masters
2023: 3rd Grade Mathematics - 97% Approaches; 86% Meets; 58% Masters
2024: 4th Grade Mathematics - 94% Approaches; 86% Meets; 63% Masters
2023: 4th Grade Mathematics - 93% Approaches; 83% Meets; 61% Masters
2024: 5th Grade Mathematics - 98% Approaches; 95% Meets; 67% Masters
2023: 5th Grade Mathematics - 97% Approaches; 90% Meets; 80% Masters
2024: SPED All Grades Mathematics - 85% Approaches; 72% Meets; 38% Masters
2023: SPED All Grades Mathematics - 84% Approaches; 58% Meets; 40% Masters
2024: EB All Grades Mathematics - 94% Approaches; 81% Meets; 52% Masters
2023: EB All Grades Mathematics - 98% Approaches; 77% Meets; 63% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
- Over half of the students tested on state exams reached masters level achievement in all areas.
- A significant number of our Emergent Bilingual students met expectation on these assessments.
- Collaborative planning for student growth is consistent throughout the year.
Problem Statements Identifying Student Achievement Needs
Problem Statement 1: There is a large span of needs in each classroom between our high performing/GT students and our at risk and EB students, creating a need for targeted differentiation.
Root Cause: The changing demographic and the expectation of new arrivals to the country taking the state assessment.
Problem Statement 2: Wilchester Elementary has an increased need for teaching foundational English language skills to students in all grade levels with varied educational experiences.
Root Cause: Unrest in the world has created an increase of refugees coming to Houston. Catholic Charities has partnered with apartment complexes in our area to assist these families in need.
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 Wilchester 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 – 5.0 FTE (9.9%)
2023-2024: Beginning – 0.0 FTE (0.0%)
2022-2023: Beginning – 3.0 FTE (6.6%)
2024-2025: 1-5 Years – 15.0 FTE (29.6%)
2023-2024: 1-5 Years – 15.0 FTE (31.4%)
2022-2023: 1-5 Years – 10.0 FTE (22.0%)
2024-2025: 6-10 Years – 6.2 FTE (12.2%)
2023-2024: 6-10 Years – 5.0 FTE (10.5%)
2022-2023: 6-10 Years – 6.0 FTE (13.2%)
2024-2025: 11-20 Years – 9.2 FTE (18.1%)
2023-2024: 11-20 Years – 11.8 FTE (24.7%)
2022-2023: 11-20 Years – 13.2 FTE (29.1%)
2024-2025: Over 20 Years – 15.2 FTE (30.0%)
2023-2024: Over 20 Years – 16.0 FTE (33.5%)
2022-2023: Over 20 Years – 13.2 FTE (29.1%)
2024-2025: Total – 50.7 FTE (100%)
2023-2024: Total – 47.8 FTE (100%)
2022-2023: Total – 45.4 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strengths
- Wilchester Elementary is a highly sought after employment location.
- The school's reputation of high performance and opportunities for growth and development of teachers and staff mean we have a deep pool of candidates from which to pull.
- Many on staff have more than 10 years of experience which helps with mentoring and onboarding new teachers.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: Wilchester has had a steady turnover of staff over the last few years which creates a heavy lift to onboard and maintain strong programs.
Root Cause: The growing demands of teaching school, teachers reaching retirement age and a feeling of little support both emotionally and financially.
Problem Statement 2: Veteran teachers who have retired with double digit years of experience have been replaced with mostly new or like-new teachers.
Root Cause: There are fewer and fewer experienced teachers looking for new teaching positions.
Family and Community Engagement
Comprehensive Needs Assessment
Family and Community Engagement
Family and Community Engagement Summary
FAMILY ENGAGEMENT
Wilchester 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
Wilchester 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. Wilchester 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
Wilchester has prioritized creating an inclusive and welcoming environment for all students and families. The addition of a Family Engagement specialist has allowed for targeted support of our new families - particularly with our EB families in the area of translation/communication services. Collaboration with the PTA has allowed for the creation of several committees to support this work both financially and emotionally.
Problem Statements Identifying Family and Community Engagement Needs
Problem Statement 1: A growing number of our families speak a language other than English and Spanish which proves difficult for building strong relationships and supporting the needs of those families.
Root Cause: Growing number of refugees moving into our attendance zone.
Problem Statement 2: Wilchester is a tight knit community, and can be challenging for new families to find connection.
Root Cause: Wilchester has deep generational roots.
Problem Statement 3: Established Wilchester families sometimes struggle to know how best to support immigrant and refugee families.
Root Cause: The language differences, as well as a vast difference in life experiences and cultural norms, make it very difficult to find common ground/connections for our families.
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. Wilchester Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2026, Wilchester Elementary School will maintain student performance on STAAR Grades 3-5 exams in reading and math in approaches and in meets, and will increase performance by 3 percentage points in masters.
2024-25: Reading: 97% (approaches), 91% (meets), 66% (masters); Math: 96% (approaches), 90% (meets), 65% (masters)
2023-24: Reading: 97% (approaches), 90% (meets), 65% (masters); Math: 97% (approaches), 89% (meets), 59% (masters)
2022-23: Reading: 98% (approaches), 91% (meets), 68% (masters); Math: 96% (approaches), 87% (meets), 66% (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: Teachers will spend time unpacking units, identify essential standards, and develop essential skill plans to ensure strong TIER I instruction in all classrooms.
Strategy's Expected Result/Impact: Consistency across grade level classroom instruction and common understanding of what proficiency looks like.
Staff Responsible for Monitoring: All grade level teachers, instructional support staff and administrators
TEA Priorities:
Build a foundation of reading and math
Strategy 2: Weekly team planning meetings will be held to plan addressing all PLC questions, with an emphasis on Q3 and Q4 in response to data collected during each unit.
Strategy's Expected Result/Impact: Differentiated instruction using a MTSS will ensure high levels of learning for all students.
Staff Responsible for Monitoring: Classroom teachers, Instructional Support Staff and Administrators
Funding Sources: Translation Tools - 199 PIC 25 - ESL/Bilingual - $800
Strategy 3: Campus wide Assessment and Data Study Team Calendar will be built to ensure timely analysis and response to student performance.
Strategy's Expected Result/Impact: Consistent collection of student data with time for analysis and planning
Staff Responsible for Monitoring: Classroom teachers, Instructional Support Staff and Administrators
ESF Levers:
Lever 5: Effective Instruction
Performance Objective 2 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Wilchester Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: STUDENT GROWTH: By June 2026, Wilchester Elementary School will increase the percentage of annual growth points earned by students demonstrating STAAR academic growth in reading language arts and math by 2 percentage points or ≥ to 85%.
2024-25: 90 School Progress-Annual Growth RLA and Math Score
2023-24: 91 School Progress-Annual Growth RLA and Math Score
2022-23: 89 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: Spend time at the start of the school year analyzing STAAR data from the 24-25 school year. Familiarize teacher teams with the strengths and areas of need for the students coming into their classes, and identify trends in the grade level data to inform TIER I instruction.
Strategy's Expected Result/Impact: Teachers begin the year with foundational understanding of student needs to plan meaningful instruction.
Staff Responsible for Monitoring: Classroom teachers, Interventionists, Instructional Coaches
ESF Levers:
Lever 5: Effective Instruction
Strategy 2: Take time to identify high focus student groups for accountability at each grade level .
Strategy's Expected Result/Impact: Equipping teachers with knowledge about their students and the impact they will have on accountability ratings.
Staff Responsible for Monitoring: Classroom teachers, Instructional Coaches
ESF Levers:
Lever 5: Effective Instruction
Strategy 3: Use the SSC/RTI process to identify students not making progress in meeting growth goals.
Strategy's Expected Result/Impact: In-depth analysis of student performance data to ensure growth for all students.
Staff Responsible for Monitoring: Classroom teachers, Instructional Leadership Team
Funding Sources: - 199 PIC 23 - Special Education - $500, - 199 PIC 24 - At Risk - $500, - 199 PIC 25 - ESL/Bilingual - $500
Performance Objective 3 - RELATIVE PERFORMANCE
Goals
Goal 1: STUDENT ACHIEVEMENT. Wilchester Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: RELATIVE PERFORMANCE: By June 2026, Wilchester Elementary School will increase its relative performance scale score.
2024-25: 91 Scale Score
2023-24: 88 Scale Score
2022-23: 89 Scale Score
Evaluation Data Sources: Accountability Report Domain 2 B
Strategy 1: Take time to identify high focus student groups for accountability at each grade level.
Strategy's Expected Result/Impact: Equipping teachers with knowledge about their students and the impact they will have on accountability ratings.
Staff Responsible for Monitoring: Classroom teachers, Instructional Leadership Team
Strategy 2: Spend time with teachers analyzing student performance data on the 23-24 STAAR assessment to understand where students must perform in order to show growth on the current year assessment.
Strategy's Expected Result/Impact: Growth for all students, not just some.
Staff Responsible for Monitoring: All instructional staff
ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 4 - CLOSING THE GAPS
Goals
Goal 1: STUDENT ACHIEVEMENT. Wilchester Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: CLOSING THE GAPS: By June 2026, Wilchester Elementary School will maintain the percentage of academic achievement indicators on track to meet or exceed interim targets in the closing the gaps domain.
2024-25: 31 of 32 Academic Achievement Points Met; 96.9% Component Points
2023-24: 31 of 32 Academic Achievement Points Met; 96.9% Component Points
2022-23: 29 of 32 Academic Achievement Points Met; 90.6% 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: Take time to identify high focus student groups for accountability at each grade level .
Strategy's Expected Result/Impact: Equipping teachers with knowledge about their students and the impact they will have on accountability ratings.
Staff Responsible for Monitoring: Classroom teachers, Instructional Leadership Team
Strategy 2: Analyze student performance data on the 24-25 STAAR assessment to understand where students must perform in order to show growth on the current year assessment.
Strategy's Expected Result/Impact: Growth for all students, not just some.
Staff Responsible for Monitoring: All teachers and staff
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Wilchester 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 81%
2023-24: TELPAS Progress Rate 84%
2022-23: TELPAS Progress Rate 76% (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: Identify EB learners in each classroom and their starting proficiency level for the year, and set projected growth measures for each student based on expected growth in one year based on that starting level.
Strategy's Expected Result/Impact: Knowledge of student abilities and goals for projected growth.
Staff Responsible for Monitoring: Classroom teachers, Instructional Leadership Team
Performance Objective 6 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Wilchester Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: EARLY LITERACY: By June 2026, Wilchester 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: Teachers will meet in collaborative meetings to review instructional data, plan common assessments, and determine student needs with the support of administration and instructional specialists.
Strategy's Expected Result/Impact: Planning for strong TIER I instruction
Staff Responsible for Monitoring: Instructional Staff
Strategy 2: Teachers will continue to develop their understanding of the components of foundational literacy and the strategies that best support growth as readers and writers, and actively monitor student progress to inform instruction, intervention and extension as they roll out the new HMH Curriculum.
Strategy's Expected Result/Impact: Systematic and structured literacy instruction, aligned with the Science of Reading body of research, will build a strong foundation for early readers and writers.
Staff Responsible for Monitoring: All literacy instructional staff
Strategy 3: Teachers will hold regular data analysis meetings to monitor student growth toward grade level expectations. Students not meeting expected benchmarks will be supervised through the SSC process.
Strategy's Expected Result/Impact: Active monitoring of student data will ensure timely responsive action for students not meeting expectation.
Staff Responsible for Monitoring: Classroom teachers, Interventionists
Performance Objective 7 - EARLY NUMERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Wilchester Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 7: EARLY NUMERACY: By June 2026, Wilchester 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: Utilize collaborative planning meetings to review data, both formal and informal, to plan for TIER I and TIER II instruction.
Strategy's Expected Result/Impact: Strong TIER I and II instruction in all classrooms.
Staff Responsible for Monitoring: Classroom teachers and Instructional Support staff
Strategy 2: Teachers will use adaptive software such as IXL to differentiate instruction and target specific student needs.
Strategy's Expected Result/Impact: Individualized instruction will target specific student needs.
Staff Responsible for Monitoring: Classroom teachers
Performance Objective 8 - ADVANCED COURSES
Goals
Goal 1: STUDENT ACHIEVEMENT. Wilchester Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 8: ADVANCED COURSES: By June 2026, Wilchester 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 build strong foundations in literacy and numeracy through depth of instruction on essential standards.
Strategy's Expected Result/Impact: Build a strong foundation for all students.
Staff Responsible for Monitoring: All classroom teachers.
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. Wilchester 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, Wilchester 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: Counselor will send out a monthly newsletter to all staff and families that names one core characteristic and gives ideas for conversation and activities related.
Strategy's Expected Result/Impact: Build knowledge and understanding of these characteristics among all stakeholders.
Staff Responsible for Monitoring: Counselor
Strategy 2: Dedicated time built into the master schedule for schoolwide morning announcements and encourage teachers to focus morning meeting topics to build positive school culture and time to address core characteristics with all students.
Strategy's Expected Result/Impact: Create a common language between students and staff on expected behaviors. Time for explicit instruction of expectations.
Staff Responsible for Monitoring: All instruction staff
Strategy 3: Grade level rallies and morning announcements will be used to highlight WOW behavior and spotlight core characteristic behaviors through shout outs and celebrations.
Strategy's Expected Result/Impact: Encourage positive behavior
Staff Responsible for Monitoring: All staff
Performance Objective 2 - INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Wilchester Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 2: INTERVENTIONS: By June 2026, Wilchester Elementary School will implement TIER interventions with students identified as needing academic or behavioral supports.
Evaluation Data Sources: Multiple measures
Strategy 1: During data study meetings, the team will set specific goals for all students receiving Tier II and Tier III interventions and will progress monitor to ensure growth.
Strategy's Expected Result/Impact: All students receiving Tier II and Tier III interventions will experience growth.
Staff Responsible for Monitoring: Classroom teachers and Instructional Leadership Team
Performance Objective 3 - STUDENT ATTENDANCE
Goals
Goal 2: STUDENT SUPPORT. Wilchester Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 3: STUDENT ATTENDANCE: By June 2026, student attendance at Wilchester Elementary School will increase or will be ≥ 98%.
Evaluation Data Sources: Skyward data and Texas Academic Performance Report
Strategy 1: Campus administrators will meet with the families of any students with excessive excused and/or unexcused absences to develop an Attendance Improvement Plan (AIP).
Strategy's Expected Result/Impact: Attendance Improvement Plans will result in increased attendance for any students with excessive excused and/or unexcused absences.
Staff Responsible for Monitoring: Assistant Principal
Strategy 2: Campus administrators will continue to educate families about the direct correlation between attendance and school funding.
Strategy's Expected Result/Impact: Understanding of the impact unnecessary absences have on school funding.
Staff Responsible for Monitoring: Assistant Principal
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. Wilchester 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: Implementation of PBIS matrix and WOW ticket system will encourage and reinforce positive behavior expectations.
Strategy's Expected Result/Impact: Positive behavior will positively impact student academic achievement
Staff Responsible for Monitoring: All staff
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Wilchester 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
Staff Responsible for Monitoring: Campus Safety Officer
Strategy 2: Participate in campus safety audit.
Strategy's Expected Result/Impact: Refined safety practices
Staff Responsible for Monitoring: Campus Safety Officer
Performance Objective 3 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Wilchester 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
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. Wilchester 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 |
| $0.00 | |||||
| Sub-Total | $0.00 | ||||
| Budgeted Fund Source Amount | $35,240.00 | ||||
| +/- Difference | $35,240.00 | ||||
| 199 PIC 23 - Special Education | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 2 | 3 | $500.00 | ||
| Sub-Total | $500.00 | ||||
| Budgeted Fund Source Amount | $810.00 | ||||
| +/- Difference | $310.00 | ||||
| 199 PIC 24 - At Risk | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 2 | 3 | $500.00 | ||
| Sub-Total | $500.00 | ||||
| Budgeted Fund Source Amount | $2,071.00 | ||||
| +/- Difference | $1,571.00 | ||||
| 199 PIC 25 - ESL/Bilingual | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 2 | Translation Tools | $800.00 | |
| 1 | 2 | 3 | $500.00 | ||
| Sub-Total | $1,300.00 | ||||
| Budgeted Fund Source Amount | $1,940.00 | ||||
| +/- Difference | $640.00 | ||||
| 199 PIC 99 - Undistributed | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| $0.00 | |||||
| Sub-Total | $0.00 | ||||
| Budgeted Fund Source Amount | $16,000.00 | ||||
| +/- Difference | $16,000.00 | ||||
| Grand Total Budgeted | $56,061.00 | ||||
| Grand Total Spent | $2,300.00 | ||||
| +/- Difference | $53,761.00 | ||||
Addendum
Campus Report Card 2023-2024 (Delayed)