Campus Improvement Plan 2020-2021

Comprehensive Needs Assessment

Revised/Approved: September 18, 2020

Demographics

Demographics Summary

Attendance Rate (2017-18) 96.9% 
Enrollment by Race/Ethnicity 
African American 2.6%
Hispanic 19.4%
White 60.9%
American Indian 0.6%
Asian 10.9%
Pacific Islander 0.0% 
Two or More Races 5.5%
Economically Disadvantaged 17.0%
English Learners 14.1%
Special Education 7.5%
Mobility Rate (2017-18)  6.5%

Demographics Strengths

Our diversity is a strength. Although it is reported that we are 60% white, that's not exactly true as our middle eastern students are coded as white. Most of those students are learning English as a Second Language and some are newcomers to the US.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Meeting the needs of and engaging the families and students of our middle eastern students whose parents speak very little English.

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
• 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 
• Local Accountability Systems (LAS) 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 
• Student Success Initiative (SSI) data for Grades 5 and 8
• SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license) 
• Student failure and/or retention rates
• 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

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 
• Discipline records
• Student surveys and/or other feedback 
• 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
• T-PESS data
• PDAS and/or T-TESS

Parent/Community Data

• Parent surveys and/or other feedback

Support Systems and Other 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