Campus Improvement Plan 2022-2023

Comprehensive Needs Assessment

Demographics

Demographics Summary

Edgewood Elementary serves PK-5th. Due to COVID19 we did not receive end of year information for the 2019-2020 school year. Our Economically disadvantage percent is now 92% based on free and reduce lunch applications. The student campus population as showing in 2018-2019 TAPR is about 3% African American, Hispanic 85%, White 7%, Asian and other 5%, Economically Disadvantaged 84%, English Language Learners 60%, At Risk 85% and 66% of the students at the school are enrolled in the One Way Dual Language Bilingual Program or ESL . GT 3% and Special Ed. 7.4% Mobility rate 13%.

Our Economically Disadvantaged students increased from 83% to 85% from 2017 to 2018. At Risk students also increased from 83% to 85%. Enrollment for the 2014-2015 school year was 749, 2015-2016 school year was 678, 2016-2017 school year was 660, the 2017-2018 school year was 634 in October but increased and kept steady at 650 the rest of the school year. Our projection enrollment was 603 for the 2018-2019 school year but actually was 625. Our current 2019-2020 enrollment is 627 as of October 2019. There has been a steady decrease in student enrollment. Most of our students come from multi-family housing. Due to the revitalization of our attendance area and the increase in housing costs for our families, many students have been displaced or are living with families and friends.

Demographics Strengths

The Edgewood community one of lots of pride and desire to have the children achieve their goals. The parents show up for the children at a variety of school events including, "Meet the Teacher", "Open House", parent conferences and excursions.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Students in need of differentiated learning support based on SEL needs are not showing an increase in performance. Root Cause: Consistent implementation of support plans are needed in order to match the level of SEL support with academic growth.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

Due to COVID19 we did receive a end of year state rating for STAAR 2021. Our 2022 STAAR data is captured below. We surpassed our 2019 reading scores and getting closer in our math performance. Our end of year running record data shows that we are closing the achievement gaps in the primary grades levels as our kindergarten is at 72% reading at or above grade level and first grade is at 58%. We have some work to do with our second graders to increase their on grade level reading performance.

Student Learning Strengths

Due to COVID19, we will not receive a new state rating. Our rating will remain based on the 2019 data in which we were rated a B. In 2019, we were able to remain as a meets standard school. In March 2020, our students were all virtual learners and we began to learn how to best teach students in a virtual environment. As we opened the school year in August 2020, only 40% of our students came in-person for instruction. The rest remained as virtual learners. We began to see more students come to school in December. By the 3rd 9 weeks we had about 72% of our students learning on campus. We were able to have pockets of celebrations this year in MAP, running record data and student the learning environment. During the 2021-22 school year we were all in person and started Response to Interventions with lots of small groups.

Our teachers did a great job in reducing the below grade level (red) and increasing on grade level reading based on running record data as follows:

We have some work to do in 2nd grade with additional targeted interventions.

Our biggest strength was in 3rd, 4th and 5th grade STAAR reading performance. We surpassed our 2019 STAAR performance levels at approaches, meets and masters.

Problem Statements Identifying Student Learning Needs

Problem Statement 1: Our students learning in Spanish did not show significant increase in MAP. Root Cause: The lack of consistent phonics instruction in our OWDL classrooms

Comprehensive Needs Assessment

School Processes & Programs

School Processes & Programs Summary

We utilize a team approach to hire at Edgewood Elementary. We base our process to find, recruit and retain the best teaches that will support student learning for all students. Teachers are selected based on experience and team collaboration strengths. We want our school community to model the best qualities of a professional in order to help students with social-emotional aspects of daily interactions and long-term planning, and a pursuit of high levels of academic learning and performance. We have hired teachers from other Spring Branch schools, new teachers that student taught in Spring Branch and teachers new to our area. This provides us a wealth of diverse viewpoints to find the best strategy to support student learning.

We are beginning our 4th year of Units of Study implementation and see the results of the past 3 years in students reading at or above grade level. We will continue with the process of teaching students to read at high levels. We will learn how to use and navigate Canvas to support instruction and parent communication.

School Processes & Programs Strengths

Our strengths include providing all students with books they can and want to read. We have student book bags and provide students books at their reading level and allow them to book shop every week. Teachers meet with the students and set goals for reading and math. They provide students with goal setting trackers and celebrate their progress. Teachers meet with students in small group instruction. We will have a district provided LIS, Literacy Instructional Specialist, and a MIS, Math Instructional Specialists this 2021-22 school year. They will support teachers by coaching, modeling and providing ongoing professional development. They will also meet with teachers to discuss data trends and set next steps. We will continue to have the district support in the 2022-23 school year and our year 2 of our CAIS staff member. She is resourceful and brings lots of strengths with testing and response to interventions.

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

We will continue to anchor our systems around our Instructional Framework. We will utilize teacher, staff and parent surveys to enhance our systems and procedures. Our goal is to continue to provide all the necessary planning for our teachers to create and implement the best lessons for our students. We will monitor student performance through data trackers and adjust for students. We will celebrate our staff and students as they engage and show growth from their efforts. Our Vision, Mission, Beliefs and Commitments are listed below.

We are committed to creating masterpieces, students and staff, no two are the same.

Our Vision is that we aspire to develop globally conscious citizens of strong character who are critical thinkers and can contribute to the world. Our Mission is that EWE is a professional learning community with the mission of ensuring high levels of student achievement for every child. We believe that all students deserve: Authentic learning experiences that are rigorous, individualized and collaborative. The opportunity for their gifts and talents to be discovered and nurtured.

Belief statements

• Students achieve academic success when their social-emotional needs are met.
• Learning has to be personalized to be relevant and meaningful and meet each child’s individual needs.
• Engagement of all members of the school community (parents, staff, students, community members) are important and necessary for positive outcomes.

Perceptions Strengths

We are held in high regard in our community. Edgewood Elementary has a good reputation of being a community centered school. Our parents trust us to do right by their students. They attend family nights, parent conferences, and celebrate our teachers for their hard work. Our PTA is working hard to increase membership. We went from 20 to 50 members and now our goal is to be at 75 members.