Campus Improvement Plan 2021-2022

Comprehensive Needs Assessment

Demographics

Demographics Summary

TWE Enrollment: Approximately 390 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: 90%

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.

No STAAR data is available for the 2019-20 school year, due to Covid. Overall, our students made significant gains in achievement, especially in 3rd and 5th grade math, and in reading at all grade levels. Our students made good progress in Writing, though overall the results did not come close to reaching our goals.
May 2021 Results uploaded.

Student Learning Strengths

Math Analysis and Trends:

• For all intermediate grades, STAAR Math 2021 data shows significant increased student achievement from Practice STAAR Math 2021 data.
• Grades 3 and 5 had the most significant growth from Practice STAAR to STAAR 2021 Math tests.

Reading Analysis and Trends:

• For all intermediate grades, STAAR Reading 2021 data shows significant increased student achievement when compared to Practice STAAR Reading 2021 data.
• Grade 5 had the most significant growth from Practice STAAR Reading to STAAR 2021 Reading test.

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 2021-22:
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
Reading Academy - HB3 required for teachers in grades K-3

School Processes & Programs Strengths

Our programs for 2021-22 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
• Campus goals
• HB3 Reading and math goals for PreK-3
• HB3 CCMR goals
• Performance Objectives with summative review (prior year)
• Campus/District improvement plans (current and prior years)
• Planning and decision making committee(s) meeting data

Accountability Data

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

Student Data: Assessments

• State and federally required assessment information
• 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
• Local benchmark or common assessments data
• Running Records results

Student Data: Student Groups

• Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and progress
• Special programs data, including number of students, academic achievement, discipline, attendance, and progress
• Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data
• Male / Female performance, progress, 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
• 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 
• Campus leadership data
• Campus department and/or faculty meeting discussions and data 
• Professional development needs assessment data

Parent/Community Data

• Parent surveys and/or other feedback
• 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