Campus Improvement Plan 2022-2023
Hunter's Creek Elementary School
- 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
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Hunters Creek Elementary School
2022-2023 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
Data Documentation
Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
- District goals
- Campus goals
- HB3 Reading and math goals for PreK-3
- HB3 CCMR goals
- Performance Objectives with summative review (prior year)
- Campus/District improvement plans (current and prior years)
- Planning and decision making committee(s) meeting data
- State and federal planning requirements
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
- Accountability Distinction Designations
- Local Accountability Systems (LAS) data
Student Data: Assessments
- State and federally required assessment information
- State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)
- (STAAR) current and longitudinal results, including all versions
- State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
- STAAR released test questions
- STAAR EL 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 failure and/or retention rates
- Local diagnostic reading assessment data
- Local benchmark or common assessments data
- Running Records results
- Observation Survey results
- Texas approved PreK - 2nd grade assessment data
- Texas approved Prekindergarten and Kindergarten assessment data
- Other PreK - 2nd grade assessment data
Student Data: Student Groups
- Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and progress
- 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 progress
- 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, progress, 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
- EL/non-EL or LEP data, including academic achievement, progress, 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
- 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
- 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
- TTESS data
- T-PESS data
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
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - EARLY LITERACY
- Performance Objective 3 - STUDENT GROWTH (PRIMARY GRADES)
- Performance Objective 4 - STUDENT GROWTH (INTERMEDIATE GRADES)
- Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Hunters Creek Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2023, Hunters Creek Elementary School will increase student performance on STAAR Grades 3-5 exams in reading (2 points approaches, meets and masters) and math by at (2 points approaches, 3 points meets and masters).
2021-22: Reading: 94% (approaches), 82% (meets), 55% (masters); Math: 93% (approaches), 80% (meets), 52% (masters)
2020-21: Reading: 91% (approaches), 67% (meets), 43% (masters); Math: 92% (approaches), 78% (meets), 55% (masters)
Evaluation Data Sources: State Accountability Report Domain 1 (available mid- August)
| Strategy 1: Based on feedback on PLC Reflection Survey, we will adjust our schedule for collaborative meetings so that we are meeting every other week and on the other week teachers are planning. We will have Kid Talks at least once each nine weeks on a date the team requests. Collaborative Meeting topics: 1. Calibrate grading of math problem solving 2. Thin Slicing writing, reading response, math problem solving 3. Formative and summative data analysis 4. Adjusting curriculum roadmaps to meet the needs of HCE students while staying on schedule to be ready for district common assessments and priority standard assessments Strategy's Expected Result/Impact: 3rd, 4th and 5th reading and math STAAR scores will increase by at least [2-3] points at each performance level Walk-through checklist show implementation by all teachers Coaching Cycles with our LISs and Support from our MIS Notes from Collaborative meetings and Kid Talks. Staff Responsible for Monitoring: K - 5 Teachers Intervention Teachers LISs and MIS Administrative Team Funding Sources: Instructional materials, salaries for tutoring/Saturday School - 282 ARP21 (ESSER III Campus Allocations) - $20,000 |
| Strategy 2: Professional learning opportunities that are personalized for teachers to, at least, include: 1) All K - 3 teacher, librarian, intervention teachers, special ed teachers will participate in the year-long TEA Reading Academy 2) 4th & 5th grade teachers will participate in teacher lead staff development focused on small group instruction (flexible grouping, using the small group plans for ELA, filling gaps in math) on the 4 noon dismissal days. 3) SBISD Summer Homegrown Strategy's Expected Result/Impact: -- Each student, in all grade levels, will show at least one year's growth on their independent reading level -- 3rd, 4th and 5th reading and math STAAR scores meet our goals -- Walk-through checklist show implementation by all teachers Staff Responsible for Monitoring: K - 5 Teachers Intervention Teachers LISs and MIS Administrative Team Funding Sources: Instructional Materials, Tutoring, Saturday School - 282 ARP21 (ESSER III Campus Allocations) - $9,000 |
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Strategy 3: Grades 3, 4, 5 will implement student goal tracking with student data folders in math and reading. Strategy 4: Working with the new (PTA FUNDED) instructional intervention teacher, we will refine our use of the RtI/SSC process. 1. Ensure that every classroom has good first teaching that includes documented Tier 1 and Tier 2 interventions 2. Ensure that our math and literacy intervention specialist are kept informed of meetings about students they serve and include them in the feedback loop for these students. 3. Refine the plan for maintaining electronic tracking system for where each student is in the RtI process Strategy 5: As required by HB 4545 for our current 4th and 5th graders who did not pass Reading, Math or both STAAR tests in 2022, develop and implement Accelerated Learning Plans. Plan for delivering the required hours of supplemental intervention on targeted TEKS. |
Performance Objective 2 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Hunters Creek Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: EARLY LITERACY: By June 2023, Hunters Creek Elementary School will increase the combined % of students reading On Grade Level or Above Grade Level on the End-of-Year Running Records assessment in each primary grade, K, 1, and 2, by at least 3 percentage points or ≥ 85%.
2021-22: Kindergarten 76% On/Above Grade Level; 1st Grade: 88% On/Above Grade Level; 2nd Grade: 78% On/Above Grade Level 2020-21: Kindergarten 72% On/Above Grade Level; 1st Grade: 80% On/Above Grade Level; 2nd Grade: 66% On/Above Grade Level
Evaluation Data Sources: Running Records End-of-Year Report
Strategy 1: Based on feedback on PLC Reflection Survey, we will adjust our schedule for collaborative meetings so that we are meeting every other week and on the other week teachers are planning. We will have Kid Talks at least once each nine weeks on a date the team requests. Collaborative Meeting topics: 1. Analyzing running records to calibrate 2. Analyzing the phonics/spelling assessments to plan for intervention 3. Create the data wall for reading levels at the end of the first nine weeks.
Strategy's Expected Result/Impact: Meet our goal for early literacy
Staff Responsible for Monitoring: Admin Intervention Teachers Classroom Teachers
Strategy 2: Create and follow a schedule that provides time for teachers to successfully complete the modules in TEA Reading Academy.
Strategy's Expected Result/Impact: Meet our goal for early literacy
Staff Responsible for Monitoring: Admin Intervention teachers Classroom teachers
Performance Objective 3 - STUDENT GROWTH (PRIMARY GRADES)
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Hunters Creek Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: STUDENT GROWTH (PRIMARY GRADES): By June 2023, Hunters Creek Elementary School will increase the % of students demonstrating progress in reading and math by 5% points or ≥ to 85%.
2021-22: Reading - 46% met CGI; Math - 60% met CGI (Baseline Year)
Evaluation Data Sources: BOY to EOY Measures of Academic Progress (MAP) Reports Grades 1 and 2
Strategy 1: Continue to strengthen and personalize our literacy and math planning and small group instruction.
Strategy's Expected Result/Impact: Students will meet their growth measure targets and/or will show at least one year's growth on MAP Walk-through checklist show implementation by all teachers
Staff Responsible for Monitoring: 1 - 2Teachers Intervention Teachers Administrative Team
Performance Objective 4 - STUDENT GROWTH (INTERMEDIATE GRADES)
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Hunters Creek Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: STUDENT GROWTH (INTERMEDIATE GRADES): By June 2023, Hunters Creek Elementary School will increase the % of students demonstrating progress in reading and math by 5% points or more on MOY MAP and by 2% points year over year on STAAR Progress.
2021-22: Reading - 47% met CGI; Math - 55% met CGI; 83% of STAAR Progress (Baseline Year)
Evaluation Data Sources: BOY to MOY MAP Reports Grades 3-5 Year over year STAAR progress Grades 4 and 5 (Campus Accountability Report, Domain 2A component score available in August)
Strategy 1: Continue to strengthen and personalize our literacy and math planning and small group instruction.
Strategy's Expected Result/Impact: Increased student growth in math and reading
Staff Responsible for Monitoring: 3-5 teachers Intervention Teachers Admin Team
Funding Sources: Instructional Materials, Teacher Support Materials, Enrichment Materials, Intervention Materials - 199 PIC 11 - Instructional Services - $37,335
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Hunters Creek Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2023, the rate of Emergent Bilingual/English Learners increasing at least one Composite Score level will increase by 3 percentage points or ≥ to 80%.
2021-22: TELPAS Progress Rate 62% (Based on completed TELPAS administrations in both 2021 and 2022.)
Evaluation Data Sources: State Accountability Report Domain 3 Strategy 1 Details Reviews
Strategy 1: Each teacher will set goals with our EL learners for the 2nd, 3rd, and 4th nine weeks using the Language Proficiency Descriptors to ensure each student is growing each nine weeks.
Strategy's Expected Result/Impact: Each EL student will meet their goal each nine weeks.
Staff Responsible for Monitoring: Teachers Interventionist Admin Team
TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 5: Effective Instruction
Funding Sources: Instructional Materials - 199 PIC 24 - At Risk - $2,180, Instructional Materials - 199 PIC 25 - ESL/Bilingual - $1,100
Strategy 2: Through collaborative meeting or faculty meeting training, teachers will understand the need to increase opportunities for all students to engage in academic discussions with peers and the teacher to increase language proficiency in all domains on TELPAS
Strategy's Expected Result/Impact: Students will make at least one year's growth in the speaking domain on TELPAS.
Staff Responsible for Monitoring: Teachers Interventionist Admin
Goal 2: Student Support
Student Support
- Performance Objective 1 - INTERVENTIONS
- Performance Objective 2 - CORE CHARACTERISITCS OF A T-2-4 READY GRADUATE
Performance Objective 1 - INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Every Hunters Creek Elementary School student will benefit from an aligned system that supports his/her academic and social-emotional needs.
Performance Objective 1: INTERVENTIONS: By June 2023, Hunters Creek Elementary School will implement TIER II interventions with students identified as needing additional supports in reading and/or math.
Evaluation Data Sources: PK-CIRCLE Assessment, Kinder-TX-KEA, Grades 1-5-MAP Strategy 1 Details Reviews
Strategy 1: Administrators, teachers and intervention teachers will work collaboratively through collaborative meetings and kid talks to be sure that students who need intervention are receiving them - whether for enrichment or to fill in gaps on learning.
Strategy's Expected Result/Impact: Meeting our academic achievement goals.
Staff Responsible for Monitoring: Teachers Administrators Intervention Teachers
TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 5: Effective Instruction
Funding Sources: - 199 PIC 23 - Special Education - $420
Performance Objective 2 - CORE CHARACTERISITCS OF A T-2-4 READY GRADUATE
Goals
Goal 2: STUDENT SUPPORT. Every Hunters Creek Elementary School student will benefit from an aligned system that supports his/her academic and social-emotional needs.
Performance Objective 2: CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE: By June 2023, 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: Refine and continue to implement Morning Meeting as a time during the day to teach the skills needed to develop the core characteristics and academic achievement appropriate for each grade level.
Strategy's Expected Result/Impact: Students begin to use the language and show proficiency of characteristics such as learning to build trust and respect, growth mindset to believe in themselves and more.
Staff Responsible for Monitoring: Teachers Admin Team Intervention Teachers
Goal 3: Safe Schools
Safe Schools
- Performance Objective 2 - SAFETY COMMITTEE
- Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
- Performance Objective 3 - EMERGENCY OPERATIONS
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 1: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Evaluation Data Sources: Campus Safety Committee
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Strategy 1: HARRIS COUNTY DEPARTMENT OF EDUCATION: Participate in the Harris County Department of Education (HCDE) campus safety audit. Strategy's Expected Result/Impact: Campus will develop action plans to address any deficiencies as a result of safety audits. Strategy 2: Provide safety training for the staff during August DSDD, and once more in each semester and conduct all required safety drills. Strategy 3: Provide a volunteer safety training at the beginning of the year and throughout the year as needed. |
Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
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: The faculty will, together, approve a discipline management plan that aligns with the SBISD Student Code of Conduct.
Strategy's Expected Result/Impact: Discipline Referrals decrease
Staff Responsible for Monitoring: Teachers Administrators Interventionist
ESF Levers: Lever 3: Positive School Culture
Funding Sources: Reinforcers, Awards, Certificates, Paw Stickers - 282 ARP21 (ESSER III Campus Allocations) - $2,821 Formative Summative Oct Jan Apr June
Strategy 2: PTA has funded an Instructional Intervention teacher who will be our SSC/504 coordinator. She will work with teachers on Tier I best instruction/classroom management to ensure we are providing a safe classroom culture to maximize learning.
Strategy's Expected Result/Impact: Early intervention for students academically and behaviorally
Staff Responsible for Monitoring: Teachers Administrators Counselor Instructional Intervention Teacher
Performance Objective 3 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 2: EMERGENCY OPERATIONS: Develop 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: EMERGENCY OPERATIONS PROCEDURES: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures, such as the "I Love You Guys" Foundation. Strategy's Expected Result/Impact: Campus EOP is turned in and filed by September 1st. Staff Responsible for Monitoring: Administrators |
| Strategy 2: EMERGENCY OPERATIONS PROCEDURES: Update campus EOP annually, train staff at the start of each school year and practice procedures and drills throughout the year. Strategy's Expected Result/Impact: Campus procedures maintained in campus EOPs. Staff training documents maintained. EOP submitted by September 1st. Drill reports complete and turned in on time. Staff Responsible for Monitoring: Administrators, Safety Committee |
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Hunters Creek Elementary Schoolwill ensure efficient and effective fiscal management of resources and operations to maximize learning for all students.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices so that financial resources provide the maximum possible support for T-2-4.
Evaluation Data Sources: Year-To-Date (YTD) Budget Reports (monthly, quarterly, annually)
Summative Evaluation: None
| Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage money as well as meeting with the PTA Executive Board to plan for, review and monitor PTA funds. Strategy's Expected Result/Impact: Error free records. Documentation of purchases and orders. Staff Responsible for Monitoring: Principal, Administrative Assistant Title I Schoolwide Elements: 3.1 |
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 4 | 1 | Instructional Materials, Teacher Support Materials, Enrichment Materials, Intervention Materials | $37,335.00 |
| Sub-Total | $37,335.00 | |||
| Budgeted Fund Source Amount | $37,335.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 23 - Special Education | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 2 | 1 | 1 | $420.00 | |
| Sub-Total | $420.00 | |||
| Budgeted Fund Source Amount | $420.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 24 - At Risk | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 5 | 1 | Instructional Materials | $2,180.00 |
| Sub-Total | $2,180.00 | |||
| Budgeted Fund Source Amount | $2,180.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 25 - ESL/Bilingual | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 5 | 1 | Instructional Materials | $1,100.00 |
| Sub-Total | $1,100.00 | |||
| Budgeted Fund Source Amount | $1,100.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 99 - Undistributed | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 1 | 5 | materials, tutoring | $7,890.00 |
| Sub-Total | $7,890.00 | |||
| Budgeted Fund Source Amount | $7,890.00 | |||
| +/- Difference | $0.00 | |||
| 282 ARP21 (ESSER III Campus Allocations) | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 1 | 1 | Instructional materials, salaries for tutoring/Saturday School | $20,000.00 |
| 1 | 1 | 2 | Instructional materials, tutoring, Saturday School | $9,000.00 |
| 3 | 1 | 1 | Reinforcers, Awards, Certificates, Paw Stickers | $2,821.00 |
| 3 | 1 | 1 | Walkie Talkies, Flashlights, Emergency "Go Bags" | $7,000.00 |
| Budgeted Fund Source Amount | $78,498.00 | |||
| +/- Difference | $39,677.00 | |||
| Grand Total | $87,746.00 | |||