Campus Improvement Plan 2021-2022

Comprehensive Needs Assessment

Demographics

Demographics Summary

Adopted 2019-2020- Enrollment Projections for 20.21: 343 Total Students
Wildcat Way currently has a total of 248 students enrolled with an additional 18 students attending virtually from our feeder schools.
Our total enrollment is down roughly by 100 students from our 19.20 projections.
Due to low numbers, Wildcat Way lost a Pre-K 4 ESL unit, in September of 2020.

Our PK3 program began the 2017-2018 school year with four sections, 3 ESL/Mainstream section and 1 Bilingual Spanish.

Due to low enrollment in the Bilingual program in the 17.18/18.19 school year, we decided to switch our bilingual classroom to an ESL section in August of 2019.

Throughout the 2019.2020 School year our 4 pre-k 3 sections remained at a full capacity with 18 students in each section. In January of 2020, the Bendwood school next door to Wildcat Way, opened up an additional Pre-K 3 section. Students zoned to any of the 9 elementary schools that feed into Wildcat Way are able to register for enrollment at Bendwood Elementary. The purpose of the additional unit was to be able to enroll the students that were on the Pre-K 3 waitlist at Wildcat Way, while also providing an inclusive environment opportunity to some of the special needs students at Bendwood.

In the fall of 2019 Wildcat Way started with 4 Pre-K 3 ESL classrooms , 13 Pre-K 4 ESL classrooms, 2 Pre- K 4 Bilingual classrooms, and 2 PPCD classrooms.

Due to low enrollment at the beginning of the school year, Wildcat Way lost one Pre-K 4 ESL teacher. However, students continued to enroll and by early winter, most of the Pre-K 4 ESL classrooms had between 25 and 26 students in each classroom.

Demographics Strengths

Enrollment grew during the fall semester and held steady throughout the 2021 spring semester. All In Person classes currently have 24 students enrolled.

In 2020-2021, we offered 4 ESL sections of our PK3 Program, (an AM and PM session, 2 Pre-K 4 bilingual classes, and 9 Pre-K 4 Esl classes.

Our PK 3 program began in 2016 with 2 Pre-K 3 sections, one bilingual and one ESL. By August 2018, we had a waiting list so long that two additional Pre-K 3 units were requested and set to be housed at Bendwood Elementary and begin in August of 2019.

All 15 teachers staffed at Wildcat Way are experienced early childhood teachers. Our families experience crisis that often expected of those living in high poverty, but we have family support in our full time CIS worker, and Social Emotional Learning Coach.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Many of our families continue to experience crisis associated with our demographics. Root Cause: Poverty

Comprehensive Needs Assessment

Student Achievement

Student Achievement Summary

Student Academic Achievement

WWS PK4 CIRCLE Literacy Assessment Bilingual & Mainstream Average at End of School Year 2018-2019:

• Rapid Letter Naming - Bilingual: 92% & Mainstream: 92%
• Rapid Vocabulary - Bilingual: 38% & Mainstream: 71%
• Phonological Awareness - Bilingual: 88% & Mainstream: 60%
• Early Writing - Bilingual: 94% & Mainstream: 94%
• Math Assessment- 92% (all English)

Student Achievement Strengths

Overall student achievement continues to improve on end of year assessments.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: End of year Literacy CIRCLE assessment data shows gaps between Bilingual and ESL/Mainstream classes Root Cause: poverty affects language development

Comprehensive Needs Assessment

School Culture and Climate

School Culture and Climate Summary

All Wildcat Way staff members understand the importance of cultivating a positive school climate and culture.

Relationships are at the forefront of all Wildcat Way goals and all students, staff, and members of the Wildcat Way community are treated with dignity and respect.

The Wildcat Way school provides students with a safe, supportive, encouraging, inviting, and challenging environment.

At Wildcat Way, we understand the importance of family engagement, and encourage participation in all school activities, events, and learning pathways.

We consistently encourage open communication and partnerships between home and school.

School Culture and Climate Strengths

94% of our community responded favorably when asked of their perception of the overall climate at Wildcat Way in 2018.2019.

Despite the many challenges that a global pandemic presented to our students and staff members in the spring of 2020, our community continued to support each other throughout the year.

Teachers are divided into 3 planning groups, who meet twice a week to focus on instruction and planning, and once a week in their PLC groups to focus on our essential elements.

All teachers attend professional development once a week that is catered towards early childhood.

All campus staff participated in 3 campus activities designed to provide a common understanding, language, and practice of great internal/external customer service through Share a Smile Initiative.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: Need to restructure systems to provide more time and support for students experiencing difficulty in achieving the outcomes. Root Cause: PK3 Student Arrival/Dismissal Supervision demands on support staff.

Comprehensive Needs Assessment

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

All of our teachers continue to be highly qualified. Most have been on our campus for more than five years. SBISD Prekindergarten Coaches and our teacher’s Team Planning Schedule will need to spend some extra time this year making sure everyone shares the same vision for our school. We have established professional learning communities lead by experienced team leaders. Our social-emotional specialist continues to support teachers in the social-emotional development of all students.

1. All teachers met highly qualified status.
2. All current staff are returning for the 2020.2021 school year, with the exception of one that is retiring.

Staff Quality, Recruitment, and Retention Strengths

The Wildcat Way School staff is highly qualified in research-based best practices--especially differentiation such as the use of: workstations; small group intervention; and guided reading. Another best practice is the creation, administration, and review of common assessments for vocabulary. Another strength is the willingness of the teachers and staff to work together--valuing and respecting each other's ideas. Paraprofessionals are dedicated to working with children and receiving professional development to support classroom instruction.

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: PK3 and PK4 teachers do not collaborate during PLC meetings. Root Cause: Lunch and planning schedules conflict due to different schedules.

Comprehensive Needs Assessment

Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

It is a learning year for our teachers with the introduction of virtual learning. Maintaining a balanced literacy and interdisciplinary approach remains the primary focus for all students.

1. Wildcat Way continues to focus on strengthening PLC's across grade levels PK4 & PK3, and among the ESCE teachers. 
2. Wildcat Way has incorporated Itslearning into more aspects of prekindergarten. With the need for virtual learning, teachers have utilized Itslearning as a resource for students and parents, and it is updated throughout the year by all teachers.
3. Wildcat Way Trail maintains a balanced approach to literacy learning by taking each student where they are at the beginning of the year (Beginning of Year Assessment data) and building on their strengths (formative assessment throughout the school year) to help them reach their full potential in early reading and writing (End of Year Assessment data).
4. Students participate in class projects that allowed them to apply their recently acquired literacy, math, science, and social studies skills in authentic situations.

Curriculum, Instruction, and Assessment Strengths

Campus Needs Assessment indicated these areas done successfully during 2018-2019:

• Itslearning was implemented for lesson planning, lesson plans, course resources, etc.
• Wildcat Way needed to focus on strengthening PLC's across grade levels PK4 & PK3.
• Project Approach learning and field investigations – real world connections
• Reading & Writing Connections with all Content Areas
• Read Alouds, Balanced Literacy, Small Group Instruction
• Students work independently in Workstations
• More implementation of Istation during workstations
• A fluid Ready Rose- home to school connection

Comprehensive Needs Assessment

Parent and Community Engagement

Parent and Community Engagement Summary

We believe that Every Child has limitless curiosity and the ability to achieve their highest potential.

Our mission statement at Wildcat Way is, To ignite life-long learners by creating a safe and inspiring environment for students, families, and staff.

We are committed

Our goal, Spring Branch T-2-4, drives Wildcat Way's vision to ensure student success.

Parent and Community Engagement Strengths

1. Through CIT team participation, we had parent representatives on our CIT team for the 2018-2019 school year.
2. We had the majority of students represented by parents/guardians at Orientation, Open House, Parent Conferences, fall carnival, and spring Art Car Parade.
3. Parents responded to attendance courtesy calls, absence note reminders, and home visits to reduce tardiness and increase student attendance.

Comprehensive Needs Assessment

School Context and Organization

School Context and Organization Summary

Wildcat Way is a school for early learning located on the south side of Spring Branch ISD. The campus serves three and four year old students in Prekindergarten from 3 Elementary feeder schools. Each classroom is lead by a certified teacher and a teacher assistant. Campus languages of instruction are English and Spanish. Free bus transportation is provided to all four year old students. Breakfast and lunch is provided to students at no cost.

Comprehensive Needs Assessment

Technology

Technology Summary

At Wildcat Way, technology is used by students and staff to provide on demand access to information, to increase student engagement, to provide opportunities for students to create products, and to practice skills and apply knowledge.

Technology Strengths

1. Teachers use the internet to find research and resources to support their instructional content, planning and implementation. Need to continue to build collaborative networks (i.e. wikis, blogs, goggle docs, campus web page, Lync, Skype, etc.) to share information across teachers.
2. Students use the apps on iPads and Chrome Books to practice literacy and math skills; generate collections of stories/books; etc.
3. Students participate in electronic benchmark testing at the beginning, middle, and end of the school year (CIRCLE). Students engage with interactive and responsive software (iStation, Dreambox) to practice skills on a weekly basis.
4. Parents have access to ReadyRosie app 24/7 to practice suggested skills with their child.

Problem Statements Identifying Technology Needs

Problem Statement 1: Not all technology provided by the district is developmentally appropriate Root Cause: Budget constraints

Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

• District goals

Student Data: Assessments

• Local benchmark or common assessments data
• Running Records results
• Observation Survey results
• Istation Indicators of Progress (ISIP) reading assessment data for Grades PK-2
• Prekindergarten Self-Assessment Tool

Student Data: Student Groups

• 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
• Section 504 data
• Homeless data

Student Data: Behavior and Other Indicators

• Attendance data
• Mobility rate, including longitudinal data
• Student surveys and/or other feedback
• Class size averages by grade and subject
• 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

Parent/Community Data

• Parent surveys and/or other feedback
• Parent engagement rate
• Community surveys and/or other feedback

Support Systems and Other Data

• Organizational structure data
• Communications data
• Capacity and resources data