Campus Improvement Plan 2020-2021

​​​​​​Comprehensive Needs Assessment

Demographics

Demographics Summary

The student population of Buffalo Creek Elementary has decreased in numbers these past five years. However, the demographics remain about the same. Our student population is made up of 92% Hispanic, 3% White, 3% African American, 1.5% Asian, and .5% Other. The average number of students this past school year, 2019-20, was 491.

Our class sizes varied this past year.  In Kindergarten, we added an ESL classroom due to high numbers.  The rest of the grade levels remained the same with the exception of 3rd: 1st - 2 bilingual and 2 ESL, 2nd - 3 bilingual and 2 ESL, 3rd - 3 bilingual and 2 ESL, 4th - 3 bilingual and 2 ESL, 5th - 2 bilingual and 2 ESL. For 2020 - 21, we will add a bilingual class to 3rd grade so there will be 3 bilingual and 2 ESL classrooms. We continue to have an influx of recent immigrants arriving from primarily from Central America. Our population is approximately 96% economically disadvantaged and 78% LEP. Students arriving from other countries often come with learning deficits. Some of them are 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. We have found that our families like our school because of the relationships built so they tend to remain with us. Our mobility rate was at 17% the previous school year.

Problem Statements Identifying Demographics Needs

Problem Statement 1 (Prioritized): Due to their low SES, our students come to us with limited experiences, background knowledge, and language. 
Root Cause: Poverty

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

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

Due to COVID19, our students did not take the 2020 STAAR tests.

Buffalo Creek has remained steady on our STAAR performance over the last few years. Our reading and math scores on STAAR remained the close to the same for this past year 2018-19, reading 68% (up 2%) and 76% in math (the same as previous year). The meets and masters levels are slightly down in both reading and math. Reading had meets level at 32% and masters level at 11%. Math had the meets level at 38% and masters at 19%. We did have a decrease in our writing scores of 9% so that 50% of students were at the approaches level.  The writing meets level was at 14% and 1% were at masters level.  We had an increase in our science scores which were 71% at the approaches level, 40% at the meets level, and 18% at the masters level.

BCE was indicated as a school that needed Target Support because of three consecutive years of not meeting the TEA required 46% of the students performing at the meets level in reading and math. A Target Improvement plan was developed to focus on meeting the goal of 80% approaches, 46% percent meets, and 25% masters. The results of the STAAR released tests this spring prior to the COVID19 pandemic: Math - 57% Approaches, 20% Meets, 10% Masters; Reading - 56% Approaches, 20% Meets, 10% Masters; Writing - 35% Approaches, 6% Meets, 1% Masters, and Science - 44% Approaches, 17% Meets, 3% Masters.

Student Learning Strengths

Due to the implementation of our RtI small group schedule on a daily basis, our students began to make great improvements in all areas. The students respond well to small group, focused instruction.

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 students' English language acquisition is not strong enough for them to successfully transition from Spanish to English.
Root Cause: We need to provide our teachers with more support with English phonics pedagogy, vocabulary building, and strengthen instructional strategies for English language. development.

Problem Statement 3 (Prioritized): Students have large 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.

Comprehensive Needs Assessment

School Processes & Programs

School Processes & Programs Summary

The instructional leadership team includes: the Principal, the Assistant Principal, the school counselor, and two bilingual reading interventionists. K - 5th grade classes are all self-contained.

At BCE, we have a talented group of educators. We had four teachers leave our campus and one that moved to another grade level this past school year. We hired an experienced teacher for 5th grade teacher and new teachers for 3rd and 4th grade ESL and 4th grade Bilingual.

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 will be 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.

Our campus will continue to implement the RtI small group, priority standards focused interventions. The goal is to begin day one of instruction whether virtually or face to face.

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 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

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.

Our 3rd - 5th grade students participated in the Panorama survey, which showed a big increase from the fall 2018 to spring 2019 semester. The spring 2019 semester results showed the following:

• School belonging: 86%
• School climate: 92%
• School rigor expectations: 92% 
• School safety: 91%
• School teacher-student relationships: 90%

Our student attendance this past year, 2019 - 2020, was steady until the COVID19 pandemic.

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 because of their academic struggles while others have expressed being out numbered by the larger population of students, which are 2nd language speakers.

Priority Problem Statements

Problem Statement 1: Many of our students are 2nd language learners so they are still developing their English language skills.
Root Cause 1: Limited English language use and experiences at home.
Problem Statement 1 Areas: Demographics

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

Problem Statement 4: 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 4: 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 4 Areas: Student Learning

Problem Statement 5: Due to their low SES, our students come to us with limited experiences, background knowledge, and language.
Root Cause 5: Poverty
Problem Statement 5 Areas: Demographics

Problem Statement 6: Our students' English language acquisition is not strong enough for them to successfully transition from Spanish to English.
Root Cause 6: We need to provide our teachers with more support with English phonics pedagogy, vocabulary building, and strengthen instructional strategies for English language. development.
Problem Statement 6 Areas: Student Learning

Problem Statement 7: 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 7: Teachers will benefit from support to strengthen their instructional strategies and deepen their understanding of the TEKS.
Problem Statement 7 Areas: School Processes & Programs

Problem Statement 9: Our teachers need support with instruction, student interventions, and the implementation of the Units of Study.
Root Cause 9: 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 9 Areas: School Processes & Programs

Problem Statement 10: Some of our students do not feel a strong connection to the school.
Root Cause 10: Some students do not feel connected to the school because of their academic struggles while others have expressed being out numbered by the larger population of students, which are 2nd language speakers.
Problem Statement 10 Areas: Perceptions

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

• District goals
• Quantifiable goals for student performance in reading and math PreK-3(HB 3) 
• Campus goals
• Quantifiable goals for measures of CCMR(HB 3)
• Campus Performance Objectives Summative Review from previous year 
• Current and/or prior year(s) campus and/or district improvement plans
• Campus and/or district planning and decision making committee(s) meeting data 
• State and federal planning requirements
• Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.

Accountability Data

• Texas Academic Performance Report (TAPR) data 
• Student Achievement Domain
• Domain 1 - Student Achievement 
• Student Progress Domain 
• Domain 2 - Student Progress 
• Closing the Gaps Domain 
• Domain 3 - Closing the Gaps
• Effective Schools Framework data
• Comprehensive, Targeted, and/or Additional Targeted Support Identification data 
• Targeted support Identification data
• Accountability Distinction Designations 
• Federal Report Card Data
• RDA data
• Alternative Education Accountability (AEA) data 
• Local Accountability Systems (LAS) data
• Annual Measurable Achievement Objectives (AMAO) data 
• Alternative Education Accountability (AEA) data
• Local Accountability Systems (LAS) data

Student Data: Assessments

• State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) 
• State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
• STAAR Released Test Questions 
• STAAR EL Progress Measure data 
• STAAR ELL 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 diagnostic reading assessment data
• Local diagnostic math assessment data
• Local benchmark or common assessments data 
• Student failure and/or retention rates
• Running Records results 
• Observation Survey results
• Texas approved Prekindergarten and Kindergarten 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 
• Race and ethnicity 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
• Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data 
• Male / Female performance, progress, and participation data
• Male / Female performance and participation data
• Special education/non-special education population including discipline, progress and participation data 
• Special education population, including performance, discipline, attendance, and mobility
• Migrant/non-migrant population including performance, progress, discipline, attendance and mobility data 
• Migrant population, including performance, discipline, attendance, and mobility
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data 
• At-Risk population, including performance, discipline, attendance, and mobility
• EL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc. 
• ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.
• 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

Employee Data

• Professional learning communities (PLC) data 
• Staff surveys and/or other feedback 
• Teacher/Student Ratio
• State certified and high quality staff data 
• Highly qualified 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

Parent/Community Data

• Parent surveys and/or other feedback 
• Parent engagement rate
• Parent Involvement 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 
• Communications data
• Capacity and resources data 
• Budgets/entitlements and expenditures data 
• Study of best practices
• Action research results 
• Other additional data