Campus Improvement Plan 2020-2021

Comprehensive Needs Assessment

Demographics

Demographics Summary

TWE Enrollment: Approximately 403 students

Student Demographics Enrollment by Sex: Male: 51%; Female: 49%

Enrollment by Ethnicity: Asian: 5%; African American: 35%; Latino: 42%; White: 14%; Two or More: 4%

Economically Disadvantaged: 89%

At Risk: 60%

Additional Demographics: Bilingual: 16%; ESL: 17%; LEP: 40%; Immigrant: 6%; Homeless: 2%; Gifted & Talented: 5%

TWE is a small walking community, where most of our students are able to walk to and from school with their older siblings who pick them up heading home from SHS. Our community feeder schools are SFMS and SHS.

Demographics Strengths

Though Thornwood is a small school, it is very diverse, which allows for students to learn from each other in a variety of ways beyond just the academics.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Thornwood's diversity is a strength, to be used to our advantage Root Cause: Continue finding ways to build on our diversity and learn together.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

Addendums were uploaded with comparative Math, Reading and Writing Practice STAAR data.

In general, our students made significant growth, especially in Math across grade levels. In reading, our students were making gains, especially in 3rd grade and 5th grade. Writing is the area not making progress across grade levels, and will therefore be one area of focus.

No STAAR data is available for the 2019-20 school year, due to Covid.

Student Learning Strengths

Math Analysis and Trends:

• For all intermediate grades, Practice STAAR Math 2020 data shows increased achievement from Practice STAAR Math 2019 data. The tests were taken 1 year apart. The only performance level that decreased was the 5th gr. “Masters” level.
• Grades 3 and 5 had significant growth from Practice STAAR Math 2019 to STAAR 2019 Math tests. If the growth rates between last year’s Practice Math and STAAR Math tests were applied to this year’s 2020 Practice Math test, TWE would have been projected to make significant gains in math this year.
• When comparing the 4th grade Cohort’s May 2019 Math STAAR scores to 5th Grade Practice Math STAAR 2020 scores, the students made significant gains in math achievement in less than one year.

Reading Analysis and Trends:

• For all intermediate grades, Practice STAAR Reading 2020 data shows similar data achievement when compared to Practice STAAR Reading 2019 data. The tests were taken 1 year apart.
• Grade 5 had significant growth from Practice STAAR Reading 2019 to STAAR 2019 Reading test. If the growth rates between last year’s 5th gr. Practice Reading and STAAR Reading tests were applied to this year’s Practice Reading test, TWE would have had similar growth for 5th grade Reading STAAR.
• When comparing the 4th grade Cohort’s May 2019 Reading STAAR scores to 5th Grade Practice Reading STAAR scores, the students made significant gains in reading achievement in less than one year.

Problem Statements Identifying Student Learning Needs

Problem Statement 1: Thornwood students need ownership in their learning, especially in reading and math. Root Cause: Lack of motivation or interest in growth, and we can control this.

Comprehensive Needs Assessment

School Processes &  Programs

School Processes & Programs Summary

Programs for 2020-21:

ST Math (PK-5) - addresses deep conceptual understanding of math concepts with rigor Lucy Calkins and Workshop approach - addresses reading and writing workshop Project CLASS - school-wide social skills program to address student survey data

School Processes & Programs Strengths

Our programs for 2020-21 address core areas for academics - Math, Reading and Writing. In addition, our Project CLASS program addresses the SEL component.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Thornwood students must continue to make growth in reading, writing, math and critical thinking Root Cause: The need for targeted, aligned instruction while tracking growth.

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

Thornwood's Mission: To inspire every student to learn and be more than they ever thought or dreamed possible.
Thornwood's Vision: Thornwood is a kind and safe learning community where everyone is connected and empowered through challenging learning opportunities. 
Thornwood's Values:
As a member of the Thornwood staff . . .I commit to a growth mindset. I commit to working with a positive, no excuses attitude.
I commit to providing a caring, safe and structured learning environment that emphasizes high expectations for academic, social and emotional learning. 
I commit to using systematic processes to consistently measure and respond to each student’s needs, ensuring student growth.
I commit to collaborating to study, clarify, align, and implement learning objectives.
I commit to promoting student ownership of their personalized learning path through goal-setting, challenging opportunities and individual interests. 
I commit to developing student problem solving skills.
I commit to fostering respect, communication, perseverance, and teamwork.
I commit to establishing positive, constructive relationships with our students, colleagues, parents and community members. We collectively agree to uphold these values.

Perceptions Strengths

Thornwood's Mission, Vision and Values have been consistently communicated and shared among students, staff and community. Continued discussions around our MVV will help all of our stakeholders to continue working towards our shared mission.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Thornwood's Mission, Vision and Values were established in 2019. Root Cause: A clear mission and vision is needed for alignment and purpose.

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

Accountability Data

• Texas Academic Performance Report (TAPR) data 
• Effective Schools Framework data
• RDA data
• Local Accountability Systems (LAS) data

Student Data: Assessments

• State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) 
• Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
• 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

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 
• Male / Female performance, progress, and participation data
• Male / Female performance and participation data
• Special education/non-special education population including discipline, progress and participation data 
• Special education population, including performance, discipline, attendance, and mobility
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data 
• At-Risk population, including performance, discipline, attendance, and mobility
• EL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.
• Section 504 data
• Homeless data
• Gifted and talented data 
• Dyslexia Data

Student Data: Behavior and Other Indicators

• Attendance data
• Mobility rate, including longitudinal 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 
• Teacher/Student Ratio
• State certified and high quality staff data 
• Highly qualified staff data
• Campus leadership data
• Campus department and/or faculty meeting discussions and data 
• Professional development needs assessment data

Parent/Community Data

• Parent Involvement Rate
• Community surveys and/or other feedback

Support Systems and Other Data

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