Campus Needs Assessments

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Campus Needs Assessments

REFLECTION QUESTIONS

Please complete the following section using the Comprehensive Needs Assessment (CNA) and submit that analysis documentation with the CIP.

What are some key takeaways about your community's needs that were illuminated by the remote learning transition? (Examples might include engagement challenges, digital divide, additional parental and family supports)

Technology reliability and connectivity are on going issues. Parent and student familiarity of Schoology and Google Meets have also been learning opportunities for us. We learned that support needed varies from technology support of logging in to

maneuvering through Schoology. Real time technology support was proven to beneficial. We had enough Chromebooks for 1:1 when we initially began. However, now that we are moving to more students returning to campus, student’s that had their own personal devices at home are not bringing those to campus for a variety of reasons. We are now having students who are returning to campus and technology.

What additional data did you consider that reflects a goal of closing the gap and addressing disproportionality? (Examples might include attendance, discipline, ESSA Domain 3 data leading to Comprehensive/ Targeted/ Additional Targeted ratings)

Discipline Data from 2019-2020, TCMS TAPR Report from 2018-2019, BOY, MOY data for SVMS from 2019-2020. BOY grade level data for 2020-2021, Attendance data, checkpoint data, and unit assessments.

Teacher turnover in 7th_{grade was excessive last year.}

MOY MAP data

Reading Data from 2019 – 2020;

Due to Covid 19 Closure from March 19 to June 2, we do not have April Data. Our January Data for Reading at Meets Level was as follows:

8th - 49% Eng I - 67% 7th - 52%

6th - 18%

Total Reading 42% meets 70 approaches

Reading for MOY had a decrease of 6% reading on grade level from BOY to MOY for reading.

At MOY 65% of students are reading on grade level. The largest drops were in 6th and 7th grade.

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Due to Covid 19 Closure from March 19 to June 2, we do not have April Data. Our January Data for Math Map Data is as follows: MOY MAP

6th - 61% 7th - 55% 8th - 66% Campus 61%

Dec DFA Math at Meets 8th - 35% (Alg I 87%) 7th - 21%

6th - 18%

Overall math - 26% (met goal of 25% at meets for January) Social Studies Data from 2019-2020:

Due to Covid 19 Closure from March 19 to June 2, we do not have April Data. Our January Data for Social Studies is as follows: Dec DFA -27% at Meets

Currently meeting goal at Meets level as measured by DEC DFA.

This year we are using our BOY STAAR assessment data a roadmap for student’s instructional needs. We have identified TEKS that are high priorities and will ensure strong instruction centered on those TEKS.

BOY STANDARDS ANALYSIS

What data do you consider most relevant to the instructional strategies that will be used in 2020-21 to see growth in core content areas?

(Examples might include TAPR, MOY data, engagement and COVID)

This year we are using our BOY and MOY STAAR assessment data a roadmap for student’s instructional needs. We have identified TEKS that are high priorities and will ensure strong instruction centered on those TEKS. The TEKS identified will be targeted and tracked

through exit tickets,

checkpoints, unit assessments, and GRASPS (summative assessments)

BOY STANDARDS ANALYSIS

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Additional data will be teacher PD and implementation of IB instructional strategies

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2020-21 Campus Student Outcomes

CAMPUS AREA

OF FOCUS CAMPUS STRATEGIC ACTIONS: CAMPUS MEASURES OF SUCCESS BY JUNE 2021

Growth in Reading

Instructional Strategy #1

Questions, Cues and Advanced Organizers. Providing guiding questions before lessons, modeling think aloud (inferencing,

predicting and drawing conclusions, skimming the chapter)

• Questions built into IB unit plans •_{Inquiry question on board}

configuration

•_{Interactive Notebooks utilized} • Student discussing and citing

evidence

READING – By June 2021, 59% of SVMS grade 6th_-8th_{students will score}

Meets as measured by STAAR Reading. Grades 6-8 students —

Choose a percentage. PPT growth at the meets level on STAAR

Student’s in RTI will receive small group

targeted intervention.

EL’s needing language acquisition support

will have in class support and/or pull out

intervention and language acquisition

based on language proficiency needs.

Special education students will have in

class support and/or pull out as indicated in

IEP’s

Cooperative Learning groups will be utilized based on students’ targeted TEKS need.

Growth in Math

Inquiry line of questioning developed in PLC’s and implemented in classroom instruction.

•_{Students will use “Habits of} Discussion” to process, answer questions and generate dialogue. Exit Tickets and/or Do Nows will measure growth on targeted TEKS as a result of questioning strategy implementation.

• Questions built into IB unit plans •_{Inquiry question on board}

configuration

•_{Interactive Notebooks utilized} • Student discussing and providing

evidence

MATH – By June 2021, 45% of SVMS grade 6th_-8th_{students will score Meets}

as measured by STAAR Math. Grades 6-8 students —

Student’s in RTI will receive small group

targeted intervention.

EL’s needing language acquisition support

will have in class support and/or pull out

intervention and language acquisition

based on language proficiency needs.

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•_{Students working in groups} • Students pulled for targeted

instruction

• Student discussing and providing evidence

Special education students will have in

class support and/or pull out as indicated in

IEP’s

Growth in Writing

Setting objectives and providing feedback that is corrective, timely and specific.

•_{Writing Conferences}

• No Red Ink will target and support student individualized growth.

WRITING – By June 2021, 40% of SVMS 7th_{grade students will score Meets as}

measured by STAAR Writing. Grade 7 students —

EL’s needing language acquisition support

will have in class support and/or pull out

intervention and language acquisition

based on language proficiency needs.

Special education students will have in

class support and/or pull out as indicated in

IEP’s

•_{Students working in groups} • Students pulled for targeted

instruction

Growth in Science

Instructional Strategy #1 Nonlinguistic Representation.

• Utilize visual tools •_Organizers • Diagrams •_{Physical models} • Anchor Charts

SCIENCE – By June 2021, 45% of SVMS 8th _{grade students will score Meets as}

measured by STAAR Science. Grade 8 students —

Choose a percentage. PPT growth at the meets level on the STAAR

EL’s needing language acquisition support

will have in class support and/or pull out

intervention and language acquisition

based on language proficiency needs.

Special education students will have in

class support and/or pull out as indicated in

IEP’s

Generating and testing hypothesis.

Experimental inquiry and decision-making. • Experiments

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Growth in Social Studies

Instructional Strategy #1 Summarizing and notetaking.

•_Outlines • Key concepts • Graphic organizers

SOCIAL STUDIES – By June 2021, 35% of SVMS 8th_{grade students will score}

Meets as measured by STAAR Social Studies

Grade 8 students —

Choose a percentage. PPT growth at the meets level on the STAAR

EL’s needing language acquisition support

will have in class support and/or pull out

intervention and language acquisition

based on language proficiency needs.

Special education students will have in

class support and/or pull out as indicated in

IEP’s

• Students working in groups • Students pulled for targeted

instruction

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OTHER MEASURES

CAMPUS AREA

OF FOCUS CAMPUS STRATEGIC ACTIONS: (Please include 1-2 measures per strategy)CAMPUS MEASURES OF SUCCESS

Social Emotional

Social Emotional Strategy #1 Mindfulness Moment – Daily mindful moment for students to pause and help focus on days ahead. Mindful moments will be part of daily announcements.

Occurring Daily

Students participate in Mindfulness Moment

Learning Coaches will plan approaches to learning skills that focus on the category of self-management and the cluster of

affective skills and the indicator of mindful awareness. These learning experiences will be written into the Learning Coaches Unit Plans and will provide at least 3 opportunities per indicator to practice the skill.

Social Emotional Strategy #2

Emotional Regulation. Learner Profile

lessons will be taught each week during café

conversations by counselors.

Learning Coaches will also plan learning

experiences in their unit plans that will

allow for delivery of emotional management

opportunities. There will be at least 3

opportunities to practice these skills when

addressed in Unit Plans

Counselors will provide learning coaches

with materials for a “calm down”/ reset area

for each classroom.

Restorative Circles and Discipline

Conversations will provide opportunities to practice controlling emotions and how responding differently might have prevented situation.

Learning Coaches will provide a reflection area.

Learning Coaches will plan approaches to learning skills that focus on the category of self-management and the cluster of

affective skills and the indicator of emotional management. These learning experiences will be written into the Learning Coaches Unit Plans and will provide at least 3 opportunities per indicator to practice the skill.

Monthly review of discipline reflections and restorative circle notes will be utilized. Students with repeated infractions will decrease by 50% in the first semester and 80% in the second semester.

CAMPUS AREA

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Parent Engagement

Parent Engagement Strategy #1

Parent engagement will increase through the communication via newsletters, social media, websites, virtual meetings and in person meetings.

Keep copies of communication. Sign in sheets from meetings Copies will be kept in the parent engagement crate.

Parent Engagement Strategy #2

Provide training and support with IB

implementation. Training will include:

“What is and IB education?”, “How to read

and interpret the IB report card”.

Additionally, IB updates and information

sessions will be held at each event with

parents.

Agendas, sign in sheets, Parent

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FUNDING DETAILS

CAMPUS

AREA OF

FOCUS

RESOURCES SUPPORTING

OUTCOME

FUNDING SOURCE

AMOUNT

Math

XPEN Graphic Display Tablet for all

content areas

TITLE I

9839.59

Writing

No Red Ink

TITLE I

7000

Reading

Nearpod/Flocabulary

TITLE I

3500

Reading

ThinkUp Digital Bundles

TITLE I

1480.55

Social

Emotional

PBIS

TITLE I

4395

Science

IB Professional Development for all

content areas

TITLE I

10,000

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