Campus Improvement Plan 2020-2021

Comprehensive Needs Assessment

Demographics

Demographics Summary

Wilchester Elementary is a PK-5 neighborhood school on the west side of Houston with an enrollment of just over 800 students. Below are the demographic breakdowns for the school:

Ethnic Distribution:
African American	6	0.7%
Hispanic	101	12.4%
White	570	69.8%
American Indian	3	0.4%
Asian	113	13.8%
Pacific Islander	0	0.00%
Two or More Races	24	2.9%
Economically Disadvantaged	37	4.5%
Non-Educationally Disadvantaged	780	95.5%
Section 504 Students	28	3.4%
English Learners (EL)	101	12.4%
Students w/ Disciplinary Placements  (2017-18)	0	0.0%
Students w/ Dyslexia	12	1.5%
At-Risk	156	19.1%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Demographics Strengths

Wilchester has a highly engaged community with multi-generational family investment in the school. Wilchester boasts a growing diversity that adds to the rich culture of the school.

Problem Statements Identifying Demographics Needs

Problem Statement 1: The demographic make-up of the faculty and staff of Wilchester Elementary does not fully represent the demographic make up of Wilchester students.
Root Cause: While the student population at Wilchester has changed over the last few years, there is a smaller amount of movement in the teaching staff.

Comprehensive Needs Assessment

Student Achievement

Student Achievement Summary

Wilchester Elementary boasts a strong academic achievement record and routinely meets and exceeds annual student growth goals. With a growing population of ELLs, particularly recent immigrants with little to no English acquisition, teachers have struggled with how best to meet the needs of these learners while maintaining high levels of rigor for all other students.

Student Achievement Strengths

Wilchester Elementary boasts a strong academic achievement record and routinely meets and exceeds annual student growth goals.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Wilchester Elementary ELL students are not making adequate progress on the ELL indicators. Root Cause: The speaking portion of the TELPAS seems to be a barrier for most students.

Comprehensive Needs Assessment

School Culture and Climate

School Culture and Climate Summary

As a quaint neighborhood school in a close-knit community, Wilchester has a strong legacy of families who have had generations of students come through the school. In recent years, new families moving into the neighborhood as well as area corporations moving expat families into the community have brought a new dynamic to the school. This deep culture and tradition, while wonderful in many ways, has already created somewhat of a divide between those who have been here for a long time and those new to the community.

School Culture and Climate Strengths

As a quaint neighborhood school in a close-knit community, Wilchester has a strong legacy of families who have had generations of students come through the school. There is a very active PTA and a great number of community partnerships connected with the school.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: There are a significant number of students that do not feel connected to Wilchester Elementary. Root Cause: Wilchester is a tight knit community where many families have lived here generationally for years. New students and their families struggle to "break into the bubble" and feel a sense of belonging.

Comprehensive Needs Assessment

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Wilchester is a highly sought-after school for new candidates in SBISD and has low mobility in staff movement.

Staff Quality, Recruitment, and Retention Strengths

Wilchester is a highly respected school, and highly sought after for candidates seeking employment with SBISD.

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: Wilchester Elementary has an increased number of brand-new teachers and staff with little to no experience. Root Cause: Last minute changes to staffing in light of COVID meant that we were hiring staff up to the day before school began.

Comprehensive Needs Assessment

Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Wilchester Elementary has strong curriculum and instruction programming focusing on literacy and numeracy as well as social-emotional learning for all students. A workshop model allows for whole group, small group and individual conferencing to meet the needs of individual learners.

Curriculum, Instruction, and Assessment Strengths

Teachers at Wilchester Elementary value lifelong learning themselves and spend time throughout the year as well as in the summer to improve their practice.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: There is a significant learning curve for teachers in the use of the Learning Management System itsLearning. Root Cause: Staff resisted embracing this tool as the primary tool for engaging students with technology before this fall.

Comprehensive Needs Assessment

Parent and Community Engagement

Parent and Community Engagement Summary

Wilchester Elementary has a highly engaged parent group and community. They invest PTA dollars in our programming and routinely volunteer their time and talents to making Wilchester a wonderful place to learn and grow.

Parent and Community Engagement Strengths

Over 75% of the PTA budget directly impacts student learning, and volunteers are in no short supply when there is a need.

Problem Statements Identifying Parent and Community Engagement Needs

Problem Statement 1: Wilchester Elementary, which is usually bursting with parent/community engagement, will not have the same engagement in light of COVID. Root Cause: Restrictions around parent volunteers will limit the typical involvement of parents.

Comprehensive Needs Assessment

Technology

Technology Summary

Wilchester Elementary has worked over the years to build a technology plan that prioritizes student devices. We are working towards 1 to 1 matching for all students.

Technology Strengths

Teachers are working to seamlessly incorporate technology instruction into the day-to-day life of a student at WCE.

Problem Statements Identifying Technology Needs

Problem Statement 1: Many parents do not necessarily have the knowledge or time to support students in a distance learning situation. Root Cause: Wilchester Elementary has not adequately trained parents on the itsLearning platform, or other technology tools, that will be essential for use this year.

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 
• State and federal planning requirements
• Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.

Accountability Data

• Texas Academic Performance Report (TAPR) data 
• Student Achievement Domain
• Student Progress Domain 
• Closing the Gaps Domain
• Accountability Distinction Designations

Student Data: Assessments

• State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) 
• State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
• STAAR ELL Progress Measure data
• Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results 
• Student Success Initiative (SSI) data for Grades 5 and 8
• Local diagnostic reading assessment data 
• Local diagnostic math assessment 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 
• Economically disadvantaged / Non-economically disadvantaged performance and participation data
• Special education/non-special education population including discipline, progress and participation data 
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data 
• Response to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

• Attendance data

Employee Data

• Professional learning communities (PLC) data 
• Staff surveys and/or other feedback
• Campus department and/or faculty meeting discussions and data 
• Professional development needs assessment data

Parent/Community Data

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