Campus Improvement Plan
Hunters Creek Elementary School 2025-2026
- Mission Statement, Vision, Core Values
- Comprehensive Needs Assessment
- Goal 1: Student Achievement
- Goal 2: Student Support
- Goal 3: Safe Schools
- Goal 4: Fiscal Responsibility
- Campus Funding Summary
- Addendum
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Hunters Creek Elementary School
2025-2026 Campus Improvement Plan

Mission Statement
At HCE we positively impact each child's life every day to graduate students with Tough Minds and Tender Hearts!
Vision
TOUGH MIND - TENDER HEART
Together with faculty and families our students are building:
High expectations for themselves as self-advocates.
An ability to problem solve with perseverance to develop strengths and overcome obstacles.
An empathetic and respectful character.
The capability to collaborate and think critically to create their own unique futures.
Core Values
Every Child: We put students at the heart of everything we do.
Collective Greatness: We, as a community, leverage our individual strengths to reach challenging goals.
Collaborative Spirit: We believe in each other and find joy in our work.
Limitless Curiosity: We never stop learning and growing.
Moral Compass: We are guided by strong character, ethics and integrity.
Core Characteristics of a T-2-4 Ready Graduate
Academically Prepared: Every Child finds joy in learning, has a learner's mindset and is motivated and equipped with the knowledge, skills and competencies to succeed in life.
Ethical & Service-Minded: Every Child acts with integrity, is personally responsible for their actions and is a civically-engaged community member.
Empathetic & Self-Aware: Every Child appreciates differences, forms secure relationships and cares for their own and others’ emotional, mental and physical health.
Persistent & Adaptable: Every Child is fueled by their own passions, interests and goals and perseveres with confidence and courage.
Resourceful Problem-Solver: Every Child thinks critically and creatively and applies knowledge to find and solve problems.
Communicator & Collaborator: Every Child skillfully conveys thoughts, ideas, knowledge and information and is a receptive and responsive listener.
Comprehensive Needs Assessment
Demographics
Comprehensive Needs Assessment
Demographics
Demographics Summary
Hunters Creek Elementary School serves students in grades K-5 within the Spring Branch Independent School District (SBISD).
Enrollment trends showed a decrease of 36 students from the 2023-2024 school year to the 2024–2025 school year.
Enrollment Trends:
2024-2025: Enrollment – 575
2023-2024: Enrollment – 611
2022-2023: Enrollment – 604
Source: PEIMS OnDataSuite Fall Dashboard
The demographic profile of the students at Hunters Creek Elementary School has remained relatively consistent during the past three years. The majority of the students are White, followed by Hispanic. During the 2024-2025 school year, 10.1% of the students were identified as Emergent Bilingual (EB); 18.8% Economically Disadvantaged; 21.6% At-Risk; 2.8% Immigrant; 20.2% of students were identified for special education services; and 15.3% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2024-2025: African American – 32 (5.6%)
2023-2024: African American – 32 (5.2%)
2022-2023: African American – 24 (4.0%)
2024-2025: American Indian-Alaskan Native – *
2023-2024: American Indian-Alaskan Native – *
2022-2023: American Indian-Alaskan Native – *
2024-2025: Asian – 63 (11.0%)
2023-2024: Asian – 63 (10.3%)
2022-2023: Asian – 63 (10.4%)
2024-2025: Hispanic – 120 (20.9%)
2023-2024: Hispanic – 126 (20.6%)
2022-2023: Hispanic – 113 (18.7%)
2024-2025: Native Hawaiian-Pacific Islander – 0 (0.0%)
2023-2024: Native Hawaiian-Pacific Islander – 0 (0.0%)
2022-2023: Native Hawaiian-Pacific Islander – 0 (0.0%)
2024-2025: White – 328 (57.0%)
2023-2024: White – 357 (58.4%)
2022-2023: White – 374 (61.9%)
2024-2025: Two-or-more – 31 (5.4%)
2023-2024: Two-or-more – 32 (5.2%)
2022-2023: Two-or-more – 29 (4.8%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2024-2025: At-Risk – 124 (21.6%)
2023-2024: At-Risk – 140 (22.9%)
2022-2023: At-Risk – 112 (18.5%)
2024-2025: Economically Disadvantaged – 108 (18.8%)
2023-2024: Economically Disadvantaged – 113 (18.5%)
2022-2023: Economically Disadvantaged – 112 (18.5%)
2024-2025: Emergent Bilingual – 58 (10.1%)
2023-2024: Emergent Bilingual – 77 (12.6%)
2022-2023: Emergent Bilingual – 62 (10.3%)
2024-2025: Gifted and Talented – 88 (15.3%)
2023-2024: Gifted and Talented – 101 (16.5%)
2022-2023: Gifted and Talented – 93 (15.4%)
2024-2025: Homeless – *
2023-2024: Homeless – *
2022-2023: Homeless – 5 (0.8%)
2024-2025: Immigrant – 16 (2.8%)
2023-2024: Immigrant – 17 (2.8%)
2022-2023: Immigrant – 13 (2.2%)
2024-2025: Migrant – 0 (0.0%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)
2024-2025: Special Education – 116 (20.2%)
2023-2024: Special Education – 108 (17.7%)
2022-2023: Special Education – 82 (13.6%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Attendance Rates:
2022-2023: 96.0%
2021-2022: 95.7%
2020-2021: 96.9%
Source: Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2022-2023: 4.6%
2021-2022: 8.5%
2020-2021: 5.6%
Source: Texas Academic Performance Report (TAPR)
Demographics Strengths
- HCE's percentage of Gifted and Talented Students is growing.
- Parent engagement for all learners has increased.
- The PTA is actively involved in recruiting active volunteers to support the work of the campus and enhance community connections.
Problem Statements Identifying Demographics Needs
Problem Statement 1: The number of students requiring specially designed instruction through special education has increased over the last 3 years.
Root Cause: Dyslexia is now served under special education.
Problem Statement 2: Average daily attendance is less than 98%.
Root Cause: Parent education is needed regarding the impact of missing school days for extended weekends and vacations.
Student Achievement
Comprehensive Needs Assessment
Student Achievement
Student Achievement Summary
Hunters Creek Elementary 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 STAAR Redesign Reading passing rates:
2024: 3rd Grade Reading - 94% Approaches; 79% Meets; 60% Masters
2023: 3rd Grade Reading - 92% Approaches; 77% Meets; 43% Masters
2024: 4th Grade Reading - 96% Approaches; 80% Meets; 60% Masters
2023: 4th Grade Reading - 95% Approaches; 78% Meets; 53% Masters
2024: 5th Grade Reading - 94% Approaches; 79% Meets; 57% Masters
2023: 5th Grade Reading - 99% Approaches; 90% Meets; 57% Masters
2024: SPED All Grades Reading - 78% Approaches; 41% Meets; 21% Masters
2023: SPED All Grades Reading - 85% Approaches; 52% Meets; 10% Masters
2024: EB All Grades Reading - 97% Approaches; 58% Meets; 39% Masters
2023: EB All Grades Reading - 88% Approaches; 65% Meets; 26% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Redesign Mathematics passing rates:
2024: 3rd Grade Mathematics - 81% Approaches; 60% Meets; 27% Masters
2023: 3rd Grade Mathematics - 90% Approaches; 63% Meets; 18% Masters
2024: 4th Grade Mathematics - 88% Approaches; 72% Meets; 42% Masters
2023: 4th Grade Mathematics - 91% Approaches; 83% Meets; 59% Masters
2024: 5th Grade Mathematics - 92% Approaches; 76% Meets; 38% Masters
2023: 5th Grade Mathematics - 96% Approaches; 89% Meets; 52% Masters
2024: SPED All Grades Mathematics - 56% Approaches; 34% Meets; 9% Masters
2023: SPED All Grades Mathematics - 72% Approaches; 51% Meets; 11% Masters
2024: EB All Grades Mathematics - 84% Approaches; 63% Meets; 26% Masters
2023: EB All Grades Mathematics - 88% Approaches; 61% Meets; 21% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
- 92% of students scored at the approaches level on ELA STAAR.
- 88% of students scored at the approaches level on MATH STAAR.
- 86% of students scored at the approaches level on SCIENCE STAAR.
Problem Statements Identifying Student Achievement Needs
Problem Statement 1: ELA masters percentage decreased by 4%; Math masters percentage decreased by 4%; Science masters percentage decreased by 5%.
Root Cause: Data driven instructional practices are at the foundational level. Data driven instructional practices must be aligned to ensure that students who are mastering curriculum are able to demonstrate that on STAAR.
Problem Statement 2: 19% of EB students reclassified.
Root Cause: Language accommodations and instructional practices that support language acquisition have not been explicitly taught consistently to EB students.
Staff Recruitment and Retention
Comprehensive Needs Assessment
Staff Recruitment and Retention
Staff Recruitment and Retention Summary
The Talent strategy is to recruit and retain the best employees at Hunters Creek Elementary 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
- Onboarding processes
- Staffing and Performance Management
- Competitive Compensation and Benefits
- Benefits Training opportunities
Teacher by years of experience:
2024-2025: Beginning – 2.0 FTE (5.1%)
2023-2024: Beginning – 3.7 FTE (10.9%)
2022-2023: Beginning – 3.0 FTE (8.2%)
2024-2025: 1-5 Years – 13.1 FTE (33.7%)
2023-2024: 1-5 Years – 12.1 FTE (35.7%)
2022-2023: 1-5 Years – 11.3 FTE (31%)
2024-2025: 6-10 Years – 8.4 FTE (21.6%)
2023-2024: 6-10 Years – 9.1 FTE (26.8%)
2022-2023: 6-10 Years – 10.0 FTE (27.4%)
2024-2025: 11-20 Years – 13.2 FTE (33.9%)
2023-2024: 11-20 Years – 7.0 FTE (20.6%)
2022-2023: 11-20 Years – 10.1 FTE (27.7%)
2024-2025: Over 20 Years – 2.1 FTE (5.4%)
2023-2024: Over 20 Years – 2.0 FTE (5.9%)
2022-2023: Over 20 Years – 2.0 FTE (5.5%)
2024-2025: Total – 38.9 FTE (100%)
2023-2024: Total – 33.9 FTE (100%)
2022-2023: Total – 36.5 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strengths
- HCE has a strong reputation for success and teacher support, making it a favorable place to work. This supports active recruitment for vacancies.
- HCE's Lead Mentor and mentoring program for our Novice and Novice +1 and +2 teachers is strategic and provides support to retain teachers and positively impact student achievement.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: We currently have 2 special education teacher vacancies [APPLE and SBS].
Root Cause: Lack of qualified special education candidates.
Problem Statement 2: We currently have 1 special education paraprofessional vacancy [APPLE].
Root Cause: Compensation for paraprofessionals is not adequate to recruit and retain staff.
Family and Community Engagement
Comprehensive Needs Assessment
Family and Community Engagement
Family and Community Engagement Summary
FAMILY ENGAGEMENT
Hunters Creek Elementary 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
Hunters Creek Elementary 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. Hunters Creek Elementary 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
- The HCE PTA works collaboratively with the school to identify areas of need. The executive board meets regularly with the principal to understand campus needs. The HCE PTA funds 7 positions.
- The HCE PTA actively plans and facilitates community engagement opportunities throughout the year. A year-long joint calendar is published at the start of the year with planned events.
- The HCE PTA manages a weekly newsletter, The Cougar Express, that supports active and real time communication regarding events and opportunities to be involved in volunteering and community engagement events.
Problem Statements Identifying Family and Community Engagement Needs
Problem Statement 1: When English is not the primary language spoken at home, there is a decrease in family engagement.
Root Cause: Language barrier [Translation services available]
Problem Statement 2: Maintaining the funding for 7 positions
Root Cause: Lack of funding for public education in Texas and rising costs for goods and services
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - STUDENT GROWTH
- Performance Objective 3 - RELATIVE PERFORMANCE
- Performance Objective 4 - CLOSING THE GAPS
- Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
- Performance Objective 6 - EARLY LITERACY
- Performance Objective 7 - EARLY NUMERACY
- Performance Objective 8 - ADVANCED COURSES
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Hunters Creek Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2026, Hunters Creek Elementary School will increase student performance on STAAR Grades 3-5 exams in reading and math by at least 3 percentage points in approaches, 3 percentage points in meets, and 3 percentage points in masters.
2024-25: Reading: 93% (approaches), 81% (meets), 58% (masters); Math: 89% (approaches), 71% (meets), 35% (masters)
2023-24: Reading: 95% (approaches), 79% (meets), 59% (masters); Math: 88% (approaches), 70% (meets), 38% (masters)
2022-23: Reading: 95% (approaches), 82% (meets), 51% (masters); Math: 92% (approaches), 79% (meets), 44% (masters) Baseline Year
Evaluation Data Sources: 2023 Texas Academic Performance Report, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 1
Strategy 1: Professional Learning Communities: Instructional support and professional learning will primarily occur through content team professional learning communities (PLCs). PLCs will focus their work and learning in the following areas: (1) Targeted TEKS-aligned instruction, (2) formative and summative assessments and data analysis and action planning cycle, (3) development of instructional strategies and lessons that meet student needs and support concept development, (4) review of student products, (5) exploration of competency-based progression toward mastery of standards (6) Attendance (7) Accommodations (8) Emergent Bilingual students (9) Student Culture. Professional learning will result in improvements in instructional practice that may require additional materials, supplies, and/or technology. Professional learning may also result in additional intervention and/or extension outside normal school day for students. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, campus professional development, and through external opportunities (PD seminars, school visits, etc). Professional learning and strategic planning will require funding substitutes. Professional development may include trainings and materials from outside agencies and approved SBISD vendors.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin Team, ILT
Funding Sources: Dues - 199 PIC 99 - Undistributed - 23.6399 - $365, Subs - Support Staff - 199 PIC 11 - Instructional Services - 11.6122 - $2,310
Strategy 2: Response to Intervention: Identify student needs, targets for growth, and provide in school and out-of-school intervention to increase campus performance, close performance gaps, and positively impact school connectedness
Student learning gaps will highlight the need for instructional materials, supplies, and/or technology. Professional learning may require additional materials, supplies, substitutes, and/or technology. Professional learning may also result in student interventions outside normal school day for students.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin Team, ILT
Strategy 3: Resources: Provide resources to facilitate responsive teaching based on student needs in core subjects - ELA, Math, Science, and Social Studies Resources needed may include books, teacher professional books, supplies and materials, digital and technology equipment, subscriptions, and resources.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin Team, ILT
Funding Sources: Other Maintenance Repairs - 199 PIC 11 - Instructional Services - 11.6249 - $750, Mic Contract Services - 199 PIC 11 - Instructional Services - 11.6299 - $500, Supplies and Materials - 199 PIC 11 - Instructional Services - 11.6399 - $26,661, Technology Equipment - 199 PIC 99 - Undistributed - 12.6398 - $750, Other Supplies - Library - 199 PIC 99 - Undistributed - 12.6399 - $1,500
Performance Objective 2 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Hunters Creek Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: STUDENT GROWTH: By June 2026, Hunters Creek Elementary School will increase the percentage of annual growth points earned by students demonstrating STAAR academic growth in reading language arts and math by 3 percentage points or ≥ 85%.
2024-25: 83 School Progress-Annual Growth RLA and Math Score
2023-24: 85 School Progress-Annual Growth RLA and Math Score
2022-23: 81 School Progress-Annual Growth RLA and Math Score (Baseline Year)
Evaluation Data Sources: State Accountability Report Domain 2 A (Annual Growth RLA and Math)
Strategy 1: Professional Learning Communities: Instructional support and professional learning will primarily occur through content team professional learning communities (PLCs). PLCs will focus their work and learning in the following areas: (1) Targeted TEKS-aligned instruction, (2) formative and summative assessments and data analysis and action planning cycle, (3) development of instructional strategies and lessons that meet student needs and support concept development, (4) review of student products, (5) exploration of competency-based progression toward mastery of standards (6) Attendance (7) Accommodations (8) Emergent Bilingual students (9) Student Culture. Professional learning will result in improvements in instructional practice that may require additional materials, supplies, and/or technology. Professional learning may also result in additional intervention and/or extension outside normal school day for students. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, campus professional development, and through external opportunities (PD seminars, school visits, etc). Professional learning and strategic planning will require funding substitutes. Professional development may include trainings and materials from outside agencies and approved SBISD vendors.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin team, ILT
Strategy 2: Response to Intervention: Identify student needs, targets for growth, and provide in school and out-of-school intervention to increase campus performance, close performance gaps, and positively impact school connectedness
Student learning gaps will highlight the need for instructional materials, supplies, and/or technology. Professional learning may require additional materials, supplies, substitutes, and/or technology. Professional learning may also result in student interventions outside normal school day for students.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin team, ILT
Strategy 3: Resources: Provide resources to facilitate responsive teaching based on student needs in core subjects - ELA, Math, Science, and Social Studies Resources needed may include books teacher professional books, supplies and materials, digital and technology equipment, subscriptions, and resources.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin team, ILT
Funding Sources: Supplies and Materials - 199 PIC 11 - Instructional Services - 11.6399 - $1,750
Performance Objective 3 - RELATIVE PERFORMANCE
Goals
Goal 1: STUDENT ACHIEVEMENT. Hunters Creek Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: RELATIVE PERFORMANCE: By June 2026, Hunters Creek Elementary School will increase its relative performance scale score.
2024-25: 82 Scale Score
2023-24: 82 Scale Score
2022-23: 85 Scale Score
Evaluation Data Sources: Accountability Report Domain 2 B
Strategy 1: Professional Learning Communities: Instructional support and professional learning will primarily occur through content team professional learning communities (PLCs). PLCs will focus their work and learning in the following areas: (1) Targeted TEKS-aligned instruction, (2) formative and summative assessments and data analysis and action planning cycle, (3) development of instructional strategies and lessons that meet student needs and support concept development, (4) review of student products, (5) exploration of competency-based progression toward mastery of standards (6) Attendance (7) Accommodations (8) Emergent Bilingual students (9) Student Culture. Professional learning will result in improvements in instructional practice that may require additional materials, supplies, and/or technology. Professional learning may also result in additional intervention and/or extension outside normal school day for students. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, campus professional development, and through external opportunities (PD seminars, school visits, etc). Professional learning and strategic planning will require funding substitutes. Professional development may include trainings and materials from outside agencies and approved SBISD vendors.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin team, ILT
Strategy 2: Response to Intervention: Identify student needs, targets for growth, and provide in school and out-of-school intervention to increase campus performance, close performance gaps, and positively impact school connectedness
Student learning gaps will highlight the need for instructional materials, supplies, and/or technology. Professional learning may require additional materials, supplies, substitutes, and/or technology. Professional learning may also result in student interventions outside normal school day for students.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin team, ILT
Strategy 3: Resources: Provide resources to facilitate responsive teaching based on student needs in core subjects - ELA, Math, Science, and Social Studies Resources needed may include books teacher professional books, supplies and materials, digital and technology equipment, subscriptions, and resources.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin team, ILT
Performance Objective 4 - CLOSING THE GAPS
Goals
Goal 1: STUDENT ACHIEVEMENT. Hunters Creek Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: CLOSING THE GAPS: By June 2026, Hunters Creek Elementary School will increase the percentage of academic achievement indicators on track to meet or exceed interim targets in the closing the gaps domain by 2 component points.
2024-25: 25 of 32 Academic Achievement Points Met; 78.1% Component Points
2023-24: 25 of 32 Academic Achievement Points Met; 78.1% Component Points
2022-23: 20 of 24 Academic Achievement Points Met; 83.3% Component Points (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 3
Strategy 1: Professional Learning Communities: Instructional support and professional learning will primarily occur through content team professional learning communities (PLCs). PLCs will focus their work and learning in the following areas: (1) Targeted TEKS-aligned instruction, (2) formative and summative assessments and data analysis and action planning cycle, (3) development of instructional strategies and lessons that meet student needs and support concept development, (4) review of student products, (5) exploration of competency-based progression toward mastery of standards (6) Attendance (7) Accommodations (8) Emergent Bilingual students (9) Student Culture. Professional learning will result in improvements in instructional practice that may require additional materials, supplies, and/or technology. Professional learning may also result in additional intervention and/or extension outside normal school day for students. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, campus professional development, and through external opportunities (PD seminars, school visits, etc). Professional learning and strategic planning will require funding substitutes. Professional development may include trainings and materials from outside agencies and approved SBISD vendors.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin team, ILT
Strategy 2: Response to Intervention: Identify student needs, targets for growth, and provide in school and out-of-school intervention to increase campus performance, close performance gaps, and positively impact school connectedness.
Student learning gaps will highlight the need for instructional materials, supplies, and/or technology. Professional learning may require additional materials, supplies, substitutes, and/or technology. Professional learning may also result in student interventions outside normal school day for students.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin team, ILT
Funding Sources: Supplies and Materials - Special Education - 199 PIC 23 - Special Education - 23.6399 - $1,030, Supplies and Materials - At Risk - 199 PIC 24 - At Risk - 24.6399 - $2,288
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Hunters Creek Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2026, the rate of Emergent Bilingual students increasing at least one composite score level on TELPAS will meet or exceed the expected growth target for English Language Proficiency Status.
2024-25: TELPAS Progress Rate 76%
2023-24: TELPAS Progress Rate 70%
2022-23: TELPAS Progress Rate 69% (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 3
Strategy 1: Response to Intervention: Identify student needs, targets for growth, and provide in school and out-of-school intervention to increase campus performance, close performance gaps, and positively impact language acquisition
Student learning gaps will highlight the need for instructional materials, supplies, and/or technology. Professional learning may require additional materials, supplies, substitutes, and/or technology. Professional learning may also result in student interventions outside normal school day for students.
Strategy's Expected Result/Impact: Improved performance on TELPAS
Staff Responsible for Monitoring: Admin team, enrichment interventionist
Funding Sources: Supplies and Materials - 199 PIC 25 - ESL/Bilingual - 25.6399 - $1,120
Performance Objective 6 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Hunters Creek Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: EARLY LITERACY: By June 2026, Hunters Creek Elementary School will increase the percentage of K-2 students on track to read at grade level from BOY to EOY.
Evaluation Data Sources:
Kindergarten: Circle Kindergarten Progress Monitoring (KPM) BOY to EOY (Baseline Year)
Grades 1 and 2: Amira Reading Mastery (ARM) BOY to EOY (Baseline Year)
Strategy 1: Professional Learning Communities: Instructional support and professional learning will primarily occur through content team professional learning communities (PLCs). PLCs will focus their work and learning in the following areas: (1) Targeted TEKS-aligned instruction, (2) formative and summative assessments and data analysis and action planning cycle, (3) development of instructional strategies and lessons that meet student needs and support concept development, (4) review of student products, (5) exploration of competency-based progression toward mastery of standards (6) Attendance (7) Accommodations (8) Emergent Bilingual students (9) Student Culture. Professional learning will result in improvements in instructional practice that may require additional materials, supplies, and/or technology. Professional learning may also result in additional intervention and/or extension outside normal school day for students. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, campus professional development, and through external opportunities (PD seminars, school visits, etc). Professional learning and strategic planning will require funding substitutes. Professional development may include trainings and materials from outside agencies and approved SBISD vendors.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin team, ILT
Strategy 2: Response to Intervention: Identify student needs, targets for growth, and provide in school and out-of-school intervention to increase campus performance, close performance gaps, and positively impact school connectedness
Student learning gaps will highlight the need for instructional materials, supplies, and/or technology. Professional learning may require additional materials, supplies, substitutes, and/or technology. Professional learning may also result in student interventions outside normal school day for students.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin team, ILT
Performance Objective 7 - EARLY NUMERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Hunters Creek Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 7: EARLY NUMERACY: By June 2026, Hunters Creek Elementary School will increase the percentage of K-2 students on track to be on grade level in foundational math skills by 3 percentage points or ≥ 80%.
Evaluation Data Sources: End of Year (EOY) K-2 Math Progress Monitoring
Strategy 1: Professional Learning Communities: Instructional support and professional learning will primarily occur through content team professional learning communities (PLCs). PLCs will focus their work and learning in the following areas: (1) Targeted TEKS-aligned instruction, (2) formative and summative assessments and data analysis and action planning cycle, (3) development of instructional strategies and lessons that meet student needs and support concept development, (4) review of student products, (5) exploration of competency-based progression toward mastery of standards (6) Attendance (7) Accommodations (8) Emergent Bilingual students (9) Student Culture. Professional learning will result in improvements in instructional practice that may require additional materials, supplies, and/or technology. Professional learning may also result in additional intervention and/or extension outside normal school day for students. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, campus professional development, and through external opportunities (PD seminars, school visits, etc). Professional learning and strategic planning will require funding substitutes. Professional development may include trainings and materials from outside agencies and approved SBISD vendors.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin team, ILT
Strategy 2: Response to Intervention: Identify student needs, targets for growth, and provide in school and out-of-school intervention to increase campus performance, close performance gaps, and positively impact school connectedness
Student needs will highlight the need for instructional materials, supplies, and/or technology. Professional learning may require additional materials, supplies, substitutes, and/or technology. Professional learning may also result in student interventions outside normal school day for students.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin team, ILT
Performance Objective 8 - ADVANCED COURSES
Goals
Goal 1: STUDENT ACHIEVEMENT. Hunters Creek Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 8: ADVANCED COURSES: By June 2026, Hunters Creek Elementary School will increase the number of students prepared for sixth grade advanced coursework in reading and math.
Evaluation Data Sources: Texas Education Agency Data Tables
Strategy 1: Professional Learning Communities: Instructional support and professional learning will primarily occur through content team professional learning communities (PLCs). PLCs will focus their work and learning in the following areas: (1) Targeted TEKS-aligned instruction, (2) formative and summative assessments and data analysis and action planning cycle, (3) development of instructional strategies and lessons that meet student needs and support concept development, (4) review of student products, (5) exploration of competency-based progression toward mastery of standards (6) Attendance (7) Accommodations (8) Emergent Bilingual students (9) Student Culture. Professional learning will result in improvements in instructional practice that may require additional materials, supplies, and/or technology. Professional learning may also result in additional intervention and/or extension outside normal school day for students. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, campus professional development, and through external opportunities (PD seminars, school visits, etc). Professional learning and strategic planning will require funding substitutes. Professional development may include trainings and materials from outside agencies and approved SBISD vendors.
Strategy's Expected Result/Impact: Increased number of students ready for advanced courses
Staff Responsible for Monitoring: Admin team, ILT
Strategy 2: Response to Intervention: Identify student needs, targets for growth, and provide in school and out-of-school intervention to increase campus performance, close performance gaps, and positively impact school connectedness
Student needs will highlight the need for instructional materials, supplies, and/or technology. Professional learning may require additional materials, supplies, substitutes, and/or technology. Professional learning may also result in student interventions outside normal school day for students.
Strategy's Expected Result/Impact: Increased number of students ready for advanced courses
Staff Responsible for Monitoring: Admin team, ILT
Goal 2: Student Support
Student Support
- Performance Objective 1 - CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
- Performance Objective 2 - INTERVENTIONS
- Performance Objective 3 - STUDENT ATTENDANCE
Performance Objective 1 - CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
Goals
Goal 2: STUDENT SUPPORT. Hunters Creek Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 1: CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE: By June 2026, Hunters Creek Elementary School will implement at least three strategies that advance the focus on Core Characteristics for every child.
Evaluation Data Sources: Campus calendar and newsletters
Strategy 1: Guidance lessons will be planned and facilitated by the school counselor and teachers to support students in understanding the concept and actions of each SBISD Core Characteristic: Academically Prepared, Ethical & Service-minded, Empathetic & Self-aware, Persistent & adaptable, Resourceful Problem-solver, Communicator & Collaborator. Activities aligned with Core Characteristics may require instructional materials, supplies, technology, substitutes, and extra duty pay for staff for student and family events outside the normal school day.
Strategy's Expected Result/Impact: Core Characteristics awareness and application of skills
Staff Responsible for Monitoring: Admin team, counselor
Funding Sources: Supplies - Counselor - 199 PIC 99 - Undistributed - 33.6399 - $1,000
Strategy 2: Core Characteristic of the Week through morning announcements
Strategy's Expected Result/Impact: Core characteristics awareness and application of skills
Staff Responsible for Monitoring: Admin team, counselor
Strategy 3: Leadership Council: 3rd-5th students serve on Leadership Council at the direction of the counselor to action out SBISD Core Characteristics.
Strategy's Expected Result/Impact: Core Characteristics awareness and application of skills
Staff Responsible for Monitoring: Admin team, counselor
Strategy 4: Implementation of the Cougar Code: Be Kind. Be Safe. Be Responsible.
Strategy's Expected Result/Impact: Improved time on task and problem-solving abilities
Staff Responsible for Monitoring: Student Support Team [admin team]
Performance Objective 2 - INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Hunters Creek Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 2: INTERVENTIONS: By June 2026, Hunters Creek Elementary School will implement TIER interventions with students identified as needing academic or behavioral supports.
Evaluation Data Sources: Multiple measures
Strategy 1: Staff: Provide personalized support for students and teachers through instructional staff. Support may include but will not be limited to: coaching, professional development, planning, and intervention groups. Professional learning will result in improvements in instructional practice that may require additional materials, supplies, and/or technology. Professional learning may also result in additional intervention and/or extension outside of the normal school day for students.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin team, ILT
Strategy 2: Resources: Provide resources to facilitate responsive teaching based on student needs in core subjects - ELA, Math, Science, and Social Studies. Resources needed may include books [Spanish and English], teacher professional books, supplies and materials, digital and technology equipment, subscriptions, and resources.
Strategy's Expected Result/Impact: Improved student achievement
Staff Responsible for Monitoring: Admin team, ILT
Performance Objective 3 - STUDENT ATTENDANCE
Goals
Goal 2: STUDENT SUPPORT. Hunters Creek Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 3: STUDENT ATTENDANCE: By June 2026, student attendance at Hunters Creek Elementary School will increase or will be ≥ 98%.
Evaluation Data Sources: Skyward data and Texas Academic Performance Report
Strategy 1: Communicate the importance of daily attendance to parents and students through school communication and work through attendance improvement plans with parents and students.
Strategy's Expected Result/Impact: Improved student attendance and improved student achievement
Staff Responsible for Monitoring: Admin team
Goal 3: Safe Schools
Safe Schools
- Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
- Performance Objective 2 - SAFETY COMMITTEE
- Performance Objective 3 - EMERGENCY OPERATIONS
Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
Goals
Goal 3: SAFE SCHOOLS. Hunters Creek Elementary School will ensure a safe and secure learning environment.
Performance Objective 1: SAFE SCHOOL ENVIRONMENT: Align academic, behavior, and discipline systems to support a safe campus culture and maximize student learning.
Evaluation Data Sources: Discipline Data Dashboard, Review effectiveness of Behavior Intervention Plans
Strategy 1: Student Support Team and System: Implement a system for student support that involves a collaborative approach among parents, admin, teachers, counselor, and students through a clearly defined team and process
Strategy's Expected Result/Impact: Active engagement in learning, teacher support, and improved student behavior
Staff Responsible for Monitoring: Admin Team, Student Support Team
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Hunters Creek Elementary School will ensure a safe and secure learning environment.
Performance Objective 2: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Evaluation Data Sources: Campus Safety Committee roster and calendar
Strategy 1: Establish Campus Safety Committee composed of a cross section of stakeholders to look at matters related to campus safety
Strategy's Expected Result/Impact: Refined safety practices
Staff Responsible for Monitoring: Campus Safety Officer
Strategy 2: Participate in campus safety audit
Strategy's Expected Result/Impact: Refined safety practices
Staff Responsible for Monitoring: Campus Safety Officer
Performance Objective 3 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Hunters Creek Elementary School will ensure a safe and secure learning environment.
Performance Objective 3: EMERGENCY OPERATIONS: Maintain Campus Emergency Operations Procedures (EOP) that comply with SB 11, and include Standard Operating Procedures.
Evaluation Data Sources: Campus Emergency Operation Procedures Documents
Strategy 1: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures.
Strategy's Expected Result/Impact: Submitted campus EOP in September
Staff Responsible for Monitoring: Campus Safety Officer
Strategy 2: Update campus EOPs annually and train staff at the start of each school year
Strategy's Expected Result/Impact: Campus procedures maintained in campus EOP Staff training documents maintained
Staff Responsible for Monitoring: Campus Safety Officer
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Hunters Creek Elementary School will ensure efficient and effective fiscal management of resources and operations.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices
Evaluation Data Sources: Year-To-Date (YTD) Budget Reports (monthly, quarterly, annually)
Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage budgets.
Strategy's Expected Result/Impact: Error free records. Documentation of purchases and orders.
Staff Responsible for Monitoring: Principal
Administrative Assistant
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Subs - Support Staff | 11.6122 | $2,310.00 |
| 1 | 1 | 3 | Other Maintenance Repairs | 11.6249 | $750.00 |
| 1 | 1 | 3 | Mic Contract Services | 11.6299 | $500.00 |
| 1 | 1 | 3 | Supplies and Materials | 11.6399 | $26,661.00 |
| 1 | 2 | 3 | Supplies and Materials | 11.6399 | $1,750.00 |
| Sub-Total | $31,971.00 | ||||
| Budgeted Fund Source Amount | $31,971.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 23 - Special Education | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 4 | 2 | Supplies and Materials - Special Education | 23.6399 | $1,030.00 |
| Sub-Total | $1,030.00 | ||||
| Budgeted Fund Source Amount | $1,030.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 24 - At Risk | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 4 | 2 | Supplies and Materials - At Risk | 24.6399 | $2,288.00 |
| Sub-Total | $2,288.00 | ||||
| Budgeted Fund Source Amount | $2,288.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 25 - ESL/Bilingual | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 5 | 1 | Supplies and Materials | 25.6399 | $1,120.00 |
| Sub-Total | $1,120.00 | ||||
| Budgeted Fund Source Amount | $1,120.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 99 - Undistributed | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Dues | 23.6399 | $365.00 |
| 1 | 1 | 3 | Other Supplies - Library | 12.6399 | $1,500.00 |
| 1 | 1 | 3 | Technology Equipment | 12.6398 | $750.00 |
| 2 | 1 | 1 | Supplies - Counselor | 33.6399 | $1,000.00 |
| Sub-Total | $3,615.00 | ||||
| Budgeted Fund Source Amount | $3,615.00 | ||||
| +/- Difference | $0.00 | ||||
| Grand Total Budgeted | $40,024.00 | ||||
| Grand Total Spent | $40,024.00 | ||||
| +/- Difference | $0.00 | ||||
Addendum
Campus Report Card 2023-2024 (Delayed)