Campus Improvement Plan

Comprehensive Needs Assessment

Demographics

Demographics Summary

The Wildcat Way School serves students in early education grades to PK within the Spring Branch Independent School District (SBISD). Enrollment trends showed a decrease of 31 students from the 2023–2024 school year to the 2024–2025 school year.

Enrollment Trends:
2024-2025: Enrollment – 268
2023-2024: Enrollment – 299
2022-2023: Enrollment – 302
Source: PEIMS OnDataSuite Fall Dashboard

The demographic profile of the students at The Wildcat Way School has remained relatively consistent during the past three years. About 32.1% of the students are White, followed by Hispanic at 25.0%. Almost half of the students are considered economically disadvantaged, which qualifies the campus as a Title 1 school. During the 2024-2025 school year, 42.2% of the students were identified as Emergent Bilingual (EB); 75.8% At-Risk; 13.1% Immigrant; and 12.3% of students were identified for special education services.

Demographic Trends: Race/Ethnicity
2024-2025: African American – 53 (19.8%)
2023-2024: African American – 31 (10.4%)
2022-2023: African American – 26 (8.6%)

2024-2025: American Indian-Alaskan Native – * 
2023-2024: American Indian-Alaskan Native – *
2022-2023: American Indian-Alaskan Native – 8 (2.7%)

2024-2025: Asian – 44 (16.4%)
2023-2024: Asian – 34 (11.4%)
2022-2023: Asian – 46 (15.2%)

2024-2025: Hispanic – 67 (25.0%)
2023-2024: Hispanic – 110 (36.8%)
2022-2023: Hispanic – 101 (33.4%)

2024-2025: Native Hawaiian-Pacific Islander – * 
2023-2024: Native Hawaiian-Pacific Islander – *
2022-2023: Native Hawaiian-Pacific Islander – 0.0 (0.0%)

2024-2025: White – 86 (32.1%)
2023-2024: White – 109 (36.5%)
2022-2023: White – 98 (32.5%)

2024-2025: Two-or-more – 14 (5.2%)
2023-2024: Two-or-more – 11 (3.7%)
2022-2023: Two-or-more – 23 (7.6%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown

Additional Student Information:
2024-2025: At-Risk – 203 (75.8%)
2023-2024: At-Risk – 223 (74.6%)
2022-2023: At-Risk – 236 (78.2%)

2024-2025: Economically Disadvantaged – 137 (51.1%)
2023-2024: Economically Disadvantaged – 144 (48.2%)
2022-2023: Economically Disadvantaged – 141 (46.7%)

2024-2025: Emergent Bilingual – 113 (42.2%)
2023-2024: Emergent Bilingual – 111 (37.1%)
2022-2023: Emergent Bilingual – 107 (35.4%)

2024-2025: Gifted and Talented – NA 
2023-2024: Gifted and Talented – NA 
2022-2023: Gifted and Talented – NA
Note: Identification for G/T begins in the Spring of the Kindergarten year

2024-2025: Homeless – * 
2023-2024: Homeless – *
2022-2023: Homeless – 7 (2.3%)
2024-2025: Immigrant – 35 (13.1%)
2023-2024: Immigrant – 24 (8.0%)
2022-2023: Immigrant – 27 (8.9%)
2024-2025: Migrant – 0 (0.0%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)
2024-2025: Special Education – 33 (12.3%)
2023-2024: Special Education – 33 (11.0%)
2022-2023: Special Education – 20 (8.9%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown

Demographics Strengths

• Cultural and linguistic diversity: With 42.2% of students identified as Emergent Bilingual and representation across multiple racial/ethnic groups, Wildcat Way students are developing strong cross-cultural awareness and bring rich, diverse backgrounds that enhance the learning environment.
• Stable identification and support for At-Risk students: While the majority of students are identified as At-Risk, the percentages have remained fairly consistent over the past three years, demonstrating that the campus has robust systems in place to identify and support these students year after year.
• Balanced racial/ethnic representation: Enrollment includes significant populations of White, Hispanic, African American, and Asian students. This balanced demographic profile provides opportunities for inclusivity, multicultural learning, and collaboration among students of varied backgrounds.
• Increased identification of special populations: The consistent identification of Special Education (12.3%) and Immigrant students (13.1%) shows that the campus has effective processes to ensure students’ needs are recognized and addressed early.
• Title I designation supporting equity: With more than half of students identified as economically disadvantaged, the campus benefits from Title I resources, which allow staff to implement targeted interventions, supplemental instruction, and family engagement initiatives that strengthen learning outcomes.
• Consistent enrollment of emergent bilingual students: The number of EB students has grown slightly over three years, reflecting the school’s capacity to serve and retain these learners through bilingual and language-rich supports.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Wildcat Way is experiencing a growing need for intentional, school-wide instruction and reinforcement of essential social skills, as a lack of these skills at the start of the year is contributing to increased behavior challenges and peer conflict among students.
Root Cause: Many students at Wildcat Way begin the school year without foundational social skills due to limited prior instruction and practice, contributing to an increase in behavior challenges and difficulties with peer interactions and conflict resolution.

Problem Statement 2: Student attendance at Wildcat Way is inconsistent, with frequent fluctuations that impact instructional continuity and student progress.
Root Cause: Some parents may not fully understand the importance of establishing consistent routines and reinforcing positive habits beginning in Pre-K, which can impact student attendance and readiness for learning.

Comprehensive Needs Assessment

Student Achievement

Student Achievement Summary
The Wildcat Way 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 End-of-Year (EOY) CIRCLE Progress Monitoring in English:
2024-25: 95% Rapid Letter Naming; 80% Rapid Vocabulary; 89% Early Writing; 93% Social and Emotional Development; 94% Math
2023-24: 93% Rapid Letter Naming; 85% Rapid Vocabulary; 92% Early Writing; 88% Social and Emotional Development; 94% Math
2022-23: 94% Rapid Letter Naming; 78% Rapid Vocabulary; 90% Early Writing; 88% Social and Emotional Development; 90% Math
Source: Children’s Learning Institute (CLI), CIRCLE Progress Monitoring School Summary Report

Below is a summary of the End-of-Year (EOY) CIRCLE Progress Monitoring in Spanish:
2024-25: 95% Rapid Letter Naming; 74% Rapid Vocabulary; 100% Early Writing; 89% Social and Emotional Development
2023-24: 100% Rapid Letter Naming; 83% Rapid Vocabulary; 100% Early Writing; 96% Social and Emotional Development
2022-23: 80% Rapid Letter Naming; 80% Rapid Vocabulary; 72% Early Writing; 76% Social and Emotional Development
Source: Children’s Learning Institute (CLI), CIRCLE Progress Monitoring School Summary Report 
Note: Math not administered in Spanish

Student Achievement Strengths

• Early literacy and numeracy growth: Students are showing measurable progress in foundational literacy and numeracy skills, which is critical at the PK level and sets a strong foundation for future academic success.
• Language development gains: Emergent Bilingual students are making steady growth in oral language proficiency, vocabulary, and comprehension, supported by targeted instruction and early interventions.
• Positive readiness indicators: Data reflects that students leaving PK demonstrate readiness skills aligned with Kindergarten expectations, showing strength in social- emotional development, fine motor skills, and early problem-solving.
• Special Education progress: Students receiving special education services are meeting individualized learning goals at higher rates, indicating effective identification and support strategies.
• Intervention success: At-Risk students benefit from early interventions, with evidence of improved outcomes in phonological awareness, letter recognition, and number sense compared to prior years.
• Consistent parent engagement: Families are actively engaged in student learning through parent-teacher conferences, progress updates, and school readiness programs, which supports stronger student outcomes.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: A persistent achievement gap exists between ESL and Bilingual students at Wildcat Way, indicating a need for more targeted instruction, differentiated support, and progress monitoring to ensure equitable academic outcomes.
Root Cause: Bilingual students at Wildcat Way tend to be highly mobile and often enter school with fewer foundational skills, contributing to gaps in academic progress and continuity of learning.

Problem Statement 2: A significant achievement gap exists between classes primarily composed of students from the north side and south side elementary feeder patterns, indicating disparities in school readiness and prior academic exposure.
Root Cause: Students from different feeder patterns enter Pre-K with varying levels of school readiness due to differences in early learning experiences and community resources. Additionally, grouping students by feeder pattern can reinforce these disparities by limiting opportunities for peer modeling and balanced classroom dynamics.

Comprehensive Needs Assessment

Staff Recruitment and Retention

Staff Recruitment and Retention Summary

The Talent strategy is to recruit and retain the best employees at The Wildcat Way 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   
• On boarding processes
• Staffing and Performance Management   
• Competitive Compensation and Benefits   
• Benefits Training opportunities

Teacher by years of experience:
2023-2024: Beginning – 1.0 FTE (6.3%)
2022-2023: Beginning – 0.0 FTE (0.0%)
2021-2022: Beginning – 0.0 FTE (0.0%)

2023-2024: 1-5 Years – 6.0 FTE (37.5%)
2022-2023: 1-5 Years – 6.0 FTE (40.0%)
2021-2022: 1-5 Years – 4.5 FTE (29.2%)

2023-2024: 6-10 Years – 5.0 FTE (31.3%)
2022-2023: 6-10 Years – 3.0 FTE (20.0%)
2021-2022: 6-10 Years – 3.0 FTE (19.7%)

2023-2024: 11-20 Years – 2.0 FTE (12.5%)
2022-2023: 11-20 Years – 3.0 FTE (20.0%)
2021-2022: 11-20 Years – 4.0 FTE (26.2%)

2023-2024: 21-30 Years – 1.0 FTE (6.3%)
2022-2023: 21-30 Years – 3.0 FTE (20.0%)
2021-2022: 21-30 Years – 3.8 FTE (24.9%)

2023-2024: Over 30 Years – 1.0 FTE (6.3%)
2022-2023: Over 30 Years – 0.0 FTE (0.0%)
2021-2022: Over 30 Years – 0.0 FTE (0.0%)

2023-2024: Total – 16.0 FTE (100%)
2022-2023: Total – 15.0 FTE (100%)
2021-2022: Total – 15.3 FTE (100%)
Source: Texas Academic Performance Reports (TAPR)

Staff Recruitment and Retention Strengths

• Growing teacher workforce: The number of full-time equivalent (FTE) teachers has increased from 15.0 in 2022–2023 to 16.0 in 2023–2024, reflecting success in attracting additional instructional staff to meet student needs.
• Strong pool of early- to mid-career teachers: The majority of teachers fall within the 1–10 years of experience range (68.8% in 2023–2024), providing the campus with a balance of fresh perspectives, strong energy, and up-to-date training aligned with current instructional practices.
• Retention of experienced educators: The campus continues to employ teachers with over 20 years of experience, ensuring veteran leadership, mentoring opportunities for newer teachers, and continuity of instructional expertise.
• Introduction of beginning teachers: In 2023–2024, Wildcat Way successfully recruited its first beginning teacher (6.3% of staff), demonstrating the school’s ability to attract new educators into the profession and grow future leaders within SBISD.
• Longevity within the district: Shifts in teacher experience levels over the past three years show stability in staffing, with multiple teachers retained across years, supporting consistent instruction and stronger relationships with students and families.
• Comprehensive onboarding and support: The district’s emphasis on onboarding processes, competitive compensation, and professional development opportunities helps maintain high retention rates and ensures staff feel supported in their roles.

Problem Statements Identifying Staff Recruitment and Retention Needs

Problem Statement 1: Teachers with fewer than five years of experience are more likely to exit the field of education at the end of the school year.
Root Cause: Each year, Wildcat Way sees a growing number of students with behavioral challenges, while educators are expected to meet increasing demands with limited compensation and support, contributing to elevated stress and burnout.

Problem Statement 2: Professional development at Wildcat Way is implemented inconsistently, leading to gaps in instructional practices and uneven teacher growth across the campus.
Root Cause: Inconsistent implementation of professional development is partly due to varying levels of teacher experience and confidence, as well as limited ongoing support. The absence of district Pre-K coaches and the limited availability of lead teachers--who also manage their own classrooms--reduces opportunities for modeling, feedback, and instructional coaching.

Comprehensive Needs Assessment

Family and Community Engagement

Family and Community Engagement Summary 

FAMILY ENGAGEMENT

The Wildcat Way 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

The Wildcat Way 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. The Wildcat Way 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

Family Engagement

The Wildcat Way School provides a sustained and strategic focus on educating, engaging, and empowering families that align with the SBISD Family E3 framework, emphasizing collaboration between families and staff for student academic success. The Share a Smile Customer Service commitments are embedded into the Family E3 expectations, reinforcing the importance of excellent customer service at our campus.

Our campus Translation and Interpretation Procedure demonstrates our commitment to providing families with information they can fully understand. Families are consistently invited to attend both campus and district events, ensuring meaningful opportunities for involvement. Additionally, the Family E3 team conducts an annual needs assessment to identify family engagement strengths and areas of support, ensuring that engagement strategies are responsive to family needs.

Community Engagement
The Wildcat Way School works closely with the SBISD Community Engagement Division to support strategic two-way engagement with families, community members, partners, and volunteers. SBISD benefits from a large and highly committed network of partners and volunteers. At Wildcat Way, we welcome and value these partners and volunteers, recognizing the essential role they play in the success of our students, staff, and families. 

During the 2024–2025 school year, our campus was able to host more than 10 family and community engagement opportunities — the most we have ever had — demonstrating our strong commitment to building connections. We are proud to have a very actively involved family and community base that consistently supports the academic and social success of our students.

Problem Statements Identifying Family and Community Engagement Needs

Problem Statement 1: Parents of English Language Learners at Wildcat Way are less likely to participate in school activities, which can impact home-school connections and student support.
Root Cause: Language and cultural barriers can limit parents' understanding of academic and behavioral expectations, reducing their engagement in school activities and communication.

Problem Statement 2: Parent participation in large group events at Wildcat Way is limited.
Root Cause: The campus lacks adequate facilities, such as a gym or cafeteria, to accommodate school-wide events, making it challenging to host gatherings that support high levels of family engagement.