Campus Improvement Plan

Comprehensive Needs Assessment

Demographics

Demographics Summary

The student population of Buffalo Creek Elementary has decreased consistently over the past five years. However, the demographics remain similar. Our student population is made up of 92% Hispanic, 3% White, 3% African American, 1.5% Asian, and .5% Other. Our average enrollment for the 2021-22 school year was 450 students.

Our class sizes fluctuate and tend to increase over the course of the school year. The majority of our recent immigrants arrive primarily from Central America. Our population is approximately 96% economically disadvantaged and 78% LEP. Students arriving from other countries often come with interrupted schooling and significant academic needs with some more than one year behind academically.

Our staff is an experienced teaching staff with many of them having been on the campus 5 years or more. The demographics of the staff reflect that of our student body.

Demographic Strengths

One of the strengths of our population is that a good number of them stay with us throughout their elementary education. Our mobility rate was at 17% the previous school year. We believe that biliteracy and the acquisition of English as a second language is a great asset to our students. Their experiences, academically and personally, have given them exposure to other cultures, languages, and helped them to develop grit and perseverance that enhance their educational journey.

Problem Statements Identifying Demographics Needs

Problem Statement 1 (Prioritized): Many of our students come to us with limited academic experiences- including content knowledge and English-language acquisition. 
Root Cause: Poverty and extraneous family challenges serve as distractions to the learning and engagement of our students and their families.

Problem Statement 2 (Prioritized): Many of our students are 2nd language learners so they are still developing their native language and English language skills simultaneously.
Root Cause: Limited English language exposure and experiences at home

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

Academic performance at Buffalo Creek has steadily improved since 2020, even despite the impact of the COVID-19 pandemic. Buffalo Creek receievd a letter grade of B from the Texas Education Agency for 2021-22 academic performance, a distinction in closing academic gaps, and is no longer identified for targeted improvement.

Student Learning Strengths

The students respond well to targeted instruction through small groups and tutoring. Due to the implementation of our RtI small group schedule on a daily basis, our students performing just at or below grade level began to make great improvements in all areas.

Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): Our language arts instruction continues to be an area of focus so our goal is to continue to provide support on the Units of Study for our teachers. Root Cause: Our language arts instruction requires consistent implementation of the Units of Study so our students are exposed to all the components of balanced literacy.

Problem Statement 2 (Prioritized): Our reclassification rates remain below our goals. Root Cause: We need to provide our teachers with more support around English phonics pedagogy, including vocabulary development and cross-linguistic connections, and instructional strategies for English-language. development.

Problem Statement 3 (Prioritized): Students have significant deficits in reading fluency and comprehension. Root Cause: Students lack proficiency in foundational reading skills (phonics/phonemic awareness, vocabulary, high-frequency words) that lead to fluency and comprehension.

Problem Statement 4:The percentage of students at the meets and masters levels remain below our goals of 46% and 30% respectively. Root Cause: The level of rigor of instruction is skewed due to the gaps in foundational skills.

Comprehensive Needs Assessment

School Processes & Programs

School Processes & Programs Summary

The instructional leadership team includes: the Principal, the Assistant Principal, the school counselor, lead teachers, and two bilingual reading interventionists.

K -2nd grade classes are self-contained while grades 3-5 are departmentalized.

At BCE, we have a talented group of educators. We have implemented a rigorous screening and interview process which has allowed us to hire a combination of new and experienced highly-qualified educators. We also have had a Lead Mentor for the last few years that oversees the support for our new teachers as they adjust to our campus.

Our campus is assigned two Literacy Instructional Specialists for K - 2nd and for 3rd - 5th. They will continue to support our teachers with the implementation of the Units of Studies. We anticipate the addition of math support specialists as well.

Our campus will continue to implement the RtI small group, priority standards-focused interventions, and acceleration during our T24 block and SPIRAL program. The interventionists support students alongside their grade-level teachers.

The master schedule has been developed to provide push-in literacy support by all non-classroom based personnel along with protected time for grade-level teams to meet as professional learning communities.

School Processes & Programs Strengths 

The reading interventionists are assigned to work with three grade levels each to provide the support needed by teachers and students. By adding the reading interventionists, our goal is to provide our teachers support with instructional practices, coaching, and direct student interventions.

We have also been provided with two Literacy Coaches to continue to support our district's adoption of the Units of Study. They will provide teachers support through PLCs, coaching cycles, observations, feedback, modeling, and debriefing.

Our new teachers new to education are assigned a Mentor and our new to campus teachers are assigned a buddy teacher to assist and support. The lead mentor oversees their relationship and support while serving as a liaison with the administration.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1 (Prioritized): Instructional strategies used in our classrooms need to have a deeper impact on our students so that they show progress on MAP and STAAR. Root Cause: Teachers will benefit from support to strengthen their instructional strategies and deepen their understanding of the TEKS.

Problem Statement 2 (Prioritized): Our teachers need support with instruction, student interventions, and the implementation of the Units of Study. Root Cause: The implementation of the Response to Intervention small groups and Units of Study need to be done with 100% fidelity by all teachers.

Problem Statement 3: The percentage of students performing at the meets and masters levels continues to lag behind our goals. Root Cause: Instruction and experiences do not consistently meet the rigor of the meets/masters level.

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

At BCE, our culture is one of taking an active role in caring for our students in all ways. Our teachers and staff are committed to giving our students and their families their best. They build strong relationships with students and parents alike. This was especially true last year during the challenges of the pandemic. While difficult, particularly with expediting our transition to virtual learning while simultaneously building the technology skills of an entire community, students, staff, and parents all report feeling supported as they navigated the complexities of the school year.

Our 3rd - 5th grade students participated in the Panorama survey, which showed that we outperformed the district average in all categories despite the challenges of COVID-19. The spring 2021-22 results showed the following:

• School belonging: 83%
• School climate: 90%
• School Engagement: 75%
• School rigor expectations: 92% 
• School safety: 82%
• School teacher-student relationships: 92%

We encourage and promote our 3 BE's (Be safe, respectful, and responsible) daily through morning announcements, signage, and schoolwide activities.

Perceptions Strengths

A BCE strength is the teachers' awareness of the academic and socio-emotional needs of our students. Our teachers are quick to zone in on issues that students face and have good communication with the families. If needed, they promptly involve the administrators, CIS, and counselor to provide further assistance. Our CIS Project Manager makes frequent home visits when needed for some families.

Problem Statements Identifying Perceptions Needs

Problem Statement 1 (Prioritized): Some of our students do not feel a strong connection to the school. 
Root Cause: Some students do not feel connected to the school due to the impact of the pandemic and variance in learning models

Problem Statement 2: An intentional effort to reacquaint (and introduce) our families to new staff members, new processes, and procedures, and goal for student achievement will be necessary as we welcome families back to school.
Root Cause: Many parents have been physically and socially disconnected from the school both during and pre-COVID.

Priority Problem Statements

Problem Statement 7: Many of our students come to us with limited academic experiences- including content knowledge and English-language acquisition.
Root Cause 7: Poverty and extraneous family challenges serve as distractions to the learning and engagement of our students and their families.
Problem Statement 7 Areas: Demographics

Problem Statement 5: Our language arts instruction continues to be an area of focus so our goal is to continue to provide support on the Units of Study for our teachers.
Root Cause 5: Our language arts instruction requires consistent implementation of the Units of Study so our students are exposed to all the components of balanced literacy.
Problem Statement 5 Areas: Student Learning

Problem Statement 9: Instructional strategies used in our classrooms need to have a deeper impact on our students so that they show progress on MAP and STAAR.
Root Cause 9: Teachers will benefit from support to strengthen their instructional strategies and deepen their understanding of the TEKS.
Problem Statement 9 Areas: School Processes & Programs

Problem Statement 11: Some of our students do not feel a strong connection to the school.
Root Cause 11: Some students do not feel connected to the school due to the impact of the pandemic and variance in learning models.
Problem Statement 11 Areas: Perceptions

Problem Statement 2: Many of our students are 2nd language learners so they are developing their native language and English language skills simultaneously.
Root Cause 2: Limited English language exposure and experiences at home.
Problem Statement 2 Areas: Demographics

Problem Statement 8: Our reclassification rates remain below our goals.
Root Cause 8: We need to provide our teachers with more support around English phonics pedagogy, including vocabulary development and cross-linguistic connections, and instructional strategies for English-language. development.
Problem Statement 8 Areas: Student Learning

Problem Statement 10: Our teachers need support with instruction, student interventions, and the implementation of the Units of Study.
Root Cause 10: The implementation of the Response to Intervention small groups and Units of Study need to be done with 100% fidelity by all teachers.
Problem Statement 10 Areas: School Processes & Programs

Problem Statement 4: Students have significant deficits in reading fluency and comprehension.
Root Cause 4: Students lack proficiency in foundational reading skills (phonics/phonemic awareness, vocabulary, high-frequency words) that lead to fluency and comprehension.
Problem Statement 4 Areas: Student Learning

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
• 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
• Student Progress Domain
• Closing the Gaps Domain
• Effective Schools Framework data

Student Data: Assessments

• STAAR current and longitudinal results, including all versions
• STAAR released test questions
• STAAR Emergent Bilingual (EB) progress measure data
• Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
• Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results
• Local benchmark or common assessments data
• Running Records results
• Observation Survey results
• Texas approved PreK - 2nd grade assessment data

Student Data: Student Groups

• Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups
• Special programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group
• Economically disadvantaged / Non-economically disadvantaged performance and participation data
• Male / Female performance, progress, and participation data
• Special education/non-special education population including discipline, progress and participation data
• Migrant/non-migrant population including performance, progress, discipline, attendance and mobility data
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data
• Section 504 data
• Homeless data
• Gifted and talented data
• Dyslexia data
• Response to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

• Attendance data
• Mobility rate, including longitudinal data
• Discipline records
• Student surveys and/or other feedback
• Class size averages by grade and subject
• School safety data
• Enrollment trends

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
• Evaluation(s) of professional development implementation and impact
• Equity data
• T-PESS 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
• Processes and procedures for teaching and learning, including program implementation
• Budgets/entitlements and expenditures data
• Study of best practices
• Action research results