Campus Improvement Plan

Comprehensive Needs Assessment

Demographics

Demographics Summary

There have been no major changes in our enrollment profile with the exception of an increase in recent immigrant students enrolling over the past three years. Hollibrook's student profile continues to be represented by 99% Hispanic students with the remaining 1% distributed between African Americans, American Indian, or two or more other races.  A little over 98% of our students are economically disadvantaged and 94% are LEP. Most of our students (94%) are at-risk and we have on the average a 20% mobility rate which is a slight increase from last year. We have a high number of homeless students (87 students) and the highest number of newcomers (138 students).

Demographics Strengths

The LEP and mobility percentages have increased their previous levels.

Most students attending Hollibrook Elementary, come from one ethnic group. We focus on instruction that allows all students to continue learning in their first language (Spanish) as they transition into their second language (English).

Problem Statements Identifying Demographics Needs

Problem Statement 1 (Prioritized): Academic progress made in 21-22 has not reached campus wide goals and ELA teachers are not meeting their individual student academic goals.
Root Cause: Demographics of low SES is 100%, mobility rate 20%, At risk 95%, and Hispanic population is 98%

Problem Statement 2 (Prioritized): Lack of parental engagement and support. 
Root Cause: Parents have limited schooling, are monolingual Spanish, hold two or more jobs, and lack the knowledge of the US educational system

Problem Statement 3 (Prioritized): Students lack foundational literacy building blocks that impact reading progress 
Root Cause: Social economic challenges, homeless status, recent immigrant status, mobility rate, and limited home library

Problem Statement 4 (Prioritized): Limited cultural expectations are a barrier for students’ advancements 
Root Cause: Families in our community do not see a need for higher education which increases the difficulties of reaching students' full potential

Problem Statement 5 (Prioritized): Teacher instructional quality, efficacy, and skills vary across campus as shown in student performance data 
Root Cause: Teachers learning new curriculum and instructional techniques. Diverse years of teaching experience and lack of bilingual teachers available.

Problem Statement 6 (Prioritized): 2022 Reading STAAR assessments for grades 3rd-5th, student performance combined was 67% at approaches level, however not meeting campus yearly goals
Root Cause: High student mobility, newcomers, attendance due to quarantines, COVID closure.

Problem Statement 7 (Prioritized): Reading levels do not reflect adequate growth in 2nd Language acquisition. 
Root Cause: Students lack English phonics foundation and is not supported in their Spanish language home and community

Problem Statement 8 (Prioritized): Lack of student rigorous focus and engagement in academics
Root Cause: Families struggle to pay rent and keep food on the table which shifts priorities at home

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

In 2016-2017 and 2017-2018 Hollibrook met all 4 indexes for State Accountability. In 2018-2019 Hollibrook met accountability standards, earned a distinction, and achieved an overall B rating. In 2020-2021 we were not rated due to the pandemic.

Since Hollibrook is a homogeneous ethnic and socioeconomic group, there is little to no gap between the performance of the whole group and sub-groups. We do not see a bigger gap between genders and the LEP population.

Hollibrook's English learner student performance data indicates student percentages are comparable to district averages.

Student Learning Strengths

Hollibrook Elementary has shown improvement in all content areas for three consecutive years. 

Students attendance has increased from 95.60% to 96.9%;

Reading 2019-2020 51% to 2020-2021 60%;

Math 2019-2020 53% to 2020-2021 64%;

Writing 2019-2020 53% to 2020-2021 41%;

Science 2019-2020 N/A due to COVID quarantine to 2020-2021 52%;

English acquisition continues to increase as seen in TELPAS scores. 2018-2019 80% to 2019-2020 76%;

Students are making progress through Tier 3 interventions provided by Interventionist and Small Group Tier 2 interventions made by classroom teachers.

Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): Academic progress made in 21-22 has not reached campus wide goals and ELA teachers are not meeting their individual student academic goals.
Root Cause: Demographics of low SES is 100%, mobility rate 20%, At risk 95%, and Hispanic population is 98%

Problem Statement 2 (Prioritized): Lack of parental engagement and support. 
Root Cause: Parents have limited schooling, are monolingual Spanish, hold two or more jobs, and lack the knowledge of the US educational system

Problem Statement 3 (Prioritized): Students lack foundational literacy building blocks that impact reading progress 
Root Cause: Social economic challenges, homeless status, recent immigrant status, mobility rate, and limited home library

Problem Statement 4 (Prioritized): Limited cultural expectations are a barrier for students’ advancements 
Root Cause: Families in our community do not see a need for higher education which increases the difficulties of reaching students' full potential

Problem Statement 5 (Prioritized): Teacher instructional quality, efficacy, and skills vary across campus as shown in student performance data 
Root Cause: Teachers learning new curriculum and instructional techniques. Diverse years of teaching experience and lack of bilingual teachers available.

Problem Statement 6 (Prioritized): 2022 Reading STAAR assessments for grades 3rd-5th, student performance combined was 67% at approaches level, however not meeting campus yearly goals
Root Cause: High student mobility, newcomers, attendance due to quarantines, COVID closure.

Problem Statement 7 (Prioritized): Reading levels do not reflect adequate growth in 2nd Language acquisition. 
Root Cause: Students lack English phonics foundation and is not supported in their Spanish language home and community

Problem Statement 8 (Prioritized): Lack of student rigorous focus and engagement in academics
Root Cause: Families struggle to pay rent and keep food on the table which shifts priorities at home

Comprehensive Needs Assessment

School Processes & Programs

School Processes & Programs Summary

Time was used during Hornet Huddles on a 6 day rotation from 2:00 - 3:30 pm for teachers to meet and plan, write common assessments, analyze student performance data, and/or attend professional development. The backwards planning method was utilized for assessments and planning. Teacher facilitators and principals led the discussions with teams during Hornet Huddles to focus on the specific needs of each grade level. The administrators attended grade level Hornet Huddles and planning periods in PK-5th to support planning and instruction. In Reading instruction, best practices were implemented to ensure strategies that produced more than 1 years growth according to Hattie's effect size.

School Processes & Programs Strengths

• Support is provided to all grade levels in the form of interventionists, teacher facilitators and the administrative staff
• Team planning expectations are put into place to unpack the TEKS, create rigorous lesson plans driven by data, and embrace collaboration among all team members that
• include best practices delivering instruction
• Staff development and training takes place during faculty meetings and Hornet Huddles
• Extended planning time is allocated for each team every 6 days (Hornet Huddles)
• Second, third, fourth and fifth grade levels are departmentalized to draw on the strengths of the teachers
• Administrative presence at all planning meetings is critical to the success
• LEP Assistants' schedule has been created to support the needs of all students
• Access to Professional Development and vasts amounts of resources are available to teachers
• Team and Family school culture
• Administrative presence during planning kept a strong focus on teaching, learning, and helped maximize instructional time 
• New curriculum was rolled out for Reading and Writing
• Effective implementation of John Seidlitz's training to address successful EL instructional strategies. (Seven Habits of Highly Effective Language Learners and 38 Vocabulary
• Building Strategies)provides teachers with strategies that can be incorporated across curriculum
• Grade levels made progress on the Professional Learning Community process
• Data analysis, instruction and TEKS study to design lessons to fill gaps and further student success 

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

All 3rd-5th Grade students took Panorama survey in the fall of 2020 and Spring of 2021. Survey was focused on social and emotional needs.

Perceptions Strengths

Common school expectations have been put into place to help with school culture and climate. 

SEL lessons were provided to all students following the district curriculum and also provided lessons based on the needs of the students.

Communication with parents increased due to the use of Class Dojo.

Hornet Camp lessons given at the beginning of the year set the foundation for a positive school culture and clear expectations.

We have maintained the Parent Teacher Association (PTA) for Hollibrook Elementary. We offer monthly Coffee with the Principal/Counselor, Hispanic Literacy classes, Ready Rosie for PK parents, and monthly Family Library Night. In addition, we have parent representatives from our community on the Campus Improvement Team (CIT) to provide their valuable perspective. Mentors from Memorial Drive United Methodist Church are present on our campus approximately once a week and meet one on one with identified students. Support is also provided for all parents in acquiring Class Dojo app on their phones to stay in communication with teachers.

Problem Statements Identifying Perceptions Needs

Problem Statement 1 (Prioritized): Limited cultural expectations are a barrier for students advancements 
Root Cause: Families in our community do not see a need for higher education which increases the difficulties of reaching students' full potential. 

Problem Statement 2 (Prioritized): Lack of student rigorous focus and engagement in academics
Root Cause: Families struggle to pay rent and keep food on the table which shifts priorities at home

Priority Problem Statements

Problem Statement 1: Academic progress made in 21-22 has not reached campus wide goals. ELA and math teachers are not meeting individual student academic goals.
Root Cause 1: Demographics of low SES is 99.5%, mobility rate 23%, At risk 95%, and Hispanic population is 98%.
Problem Statement 1 Areas: Demographics - Student Learning

Problem Statement 4: Limited cultural expectations are a barrier for students advancement.
Root Cause 4: Our community does not see a need for higher education which increases the difficulties of reaching students' full potential and attainment of goals.
Problem Statement 4 Areas: Demographics - Student Learning - Perceptions

Problem Statement 2: Lack of parental engagement and academic support.
Root Cause 2: Parents have limited schooling, are monolingual Spanish, hold two or more jobs, and lack the knowledge of the US educational system. Problem Statement 2 Areas: Demographics - Student Learning

Problem Statement 8: Lack of student rigorous focus, engagement, and motivations in academics.
Root Cause 8: Families struggle to pay rent and keep food on the table which shifts priorities at home.
Problem Statement 8 Areas: Demographics - Student Learning - Perceptions

Problem Statement 3: Students lack foundational literacy building blocks in Spanish, delaying reading progress in English.
Root Cause 3: Social economic challenges, homeless status, recent immigrant status, mobility rate, and limited home library
Problem Statement 3 Areas: Demographics - Student Learning

Problem Statement 5: Teacher instructional quality, efficacy, and skills vary across campus as shown in student performance data.
Root Cause 5: Teachers are learning new curriculum and instructional techniques. Diverse years of professional practice and lack of bilingual experienced teachers available.
Problem Statement 5 Areas: Demographics - Student Learning

Problem Statement 6: 2022 Reading STAAR assessments for grades 3rd-5th, student performance combined was 67% at approaches level, however not meeting campus yearly goals.
Root Cause 6: High student mobility, newcomers, attendance due to quarantines, and health related fears.
Problem Statement 6 Areas: Demographics - Student Learning

Problem Statement 7: Reading levels do not reflect adequate growth in 2nd Language acquisition.
Root Cause 7: Students lack English phonics foundation and is not supported in their Spanish language home and community.
Problem Statement 7 Areas: Demographics - Student Learning

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

• District goals
• Campus goals
• HB3 Reading and math goals for PreK-3
• Performance Objectives with summative review (prior year)
• Campus/District improvement plans (current and prior years)
• Planning and decision making committee(s) meeting data
• State and federal planning requirements
• Covid-19 Factors and/or waivers

Accountability Data

• Texas Academic Performance Report (TAPR) data 
• Student Achievement Domain
• Student Progress Domain 
• Closing the Gaps Domain 
• Effective Schools Framework data
• Comprehensive, Targeted, and/or Additional Targeted Support Identification data 
• Federal Report Card Data

Student Data: Assessments

• State and federally required assessment information
• STAAR Released Test Questions
• STAAR EL Progress Measure data 
• Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results 
• Student Success Initiative (SSI) data for Grades 5 and 8
• SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license) 
• SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)
• Running Records results
• Istation Indicators of Progress (ISIP) reading assessment data for Grades PK-2 
• 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 education/non-special education population including discipline, progress and participation data 
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data 
• Dyslexia Data
• Response to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

• Completion rates and/or graduation rates data 
• Attendance data
• Mobility rate, including longitudinal data 
• Discipline records
• Violence and/or violence prevention records 
• Student surveys and/or other feedback
• Class size averages by grade and subject 
• School safety data

Employee Data

• Staff surveys and/or other feedback 
• Teacher/Student Ratio
• State certified and high quality staff data 
• Campus leadership data
• T-PESS data

Parent/Community Data

• Parent surveys and/or other feedback 
• Parent engagement rate
• Community surveys and/or other feedback

Support Systems and Other Data

• Organizational structure data
• Processes and procedures for teaching and learning, including program implementation 
• Communications data
• Capacity and resources data 
• Budgets/entitlements and expenditures data 
• Study of best practices
• Action research results