Campus Improvement Plan 2020-2021

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 has not reached campus wide goals and ELA teachers are not meeting their individual student academic goals.
Root Cause: Demographics of low SES is 99%, mobility rate 20%, At risk 94%, and Hispanic population is 98%

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

Problem Statement 3 (Prioritized): Students lack foundational literacy building blocks that impact reading progress 
Root Cause: Language barriers, social economic challenges (LOW SES 99%), Homeless Status (19 students), Recent Immigrant Status (newcomers 150), and a mobility rate of 20%

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. Traumatic experiences that students have faced during COVID quarantine.

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): In 2020 Reading STAAR Release assessments grades 3rd-5th, student performance increased from 53% to 56% meeting minimum standards (Approaches), however not meeting campus yearly goals. 
Root Cause: 20% Student Mobility creates additional academic challenges for teachers. 82 newcomers increased challenges such as lack of previous formal educational foundations.
 
Problem Statement 7 (Prioritized): On 2020 Writing 4th grade STAAR release, student performance increased from 38% to 51% of students meeting minimum standard (Approaches). 
Root Cause: New curriculum implementation combined with lack of student readiness for the writing domain. 82 newcomers increased challenges such as lack of previous formal educational foundations.

Problem Statement 8 (Prioritized): Reading levels do not reflect adequate growth in 2nd Language acquisition. 
Root Cause: Students lack of formal education in their native language delays the process of transfer to the 2nd language.

Problem Statement 9 (Prioritized): Families struggle to pay rent and keep food on the table. The stress is many homes is higher because parents do not know if they will have money to pay next month's rent. 
Root Cause: COVID quarantines are not allowing parents to find work

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.

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 18-19 61% to 2019-2020 RS 51%

Math 18-19 87% to 2019-2020 RS 53%

Writing 18-19 57% to 2019-2020 RS 51%

Science 18-19 74% to 2019-2020 RS N/A due to COVID quarantine 

English acquisition continues to increase as seen in TELPAS scores.

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 has not reached campus wide goals and ELA teachers are not meeting their individual student academic goals.
Root Cause: Demographics of low SES is 99%, mobility rate 20%, At risk 94%, and Hispanic population is 98%

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

Problem Statement 3 (Prioritized): Students lack foundational literacy building blocks that impact reading progress 
Root Cause: Language barriers, social economic challenges (LOW SES 99%), Homeless Status (19 students), Recent Immigrant Status (newcomers 150), and a mobility rate of 20%

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. Traumatic experiences that students have faced during COVID quarantine.

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): In 2020 Reading STAAR Release assessments grades 3rd-5th, student performance increased from 53% to 56% meeting minimum standards (Approaches), however not meeting campus yearly goals. 
Root Cause: 20% Student Mobility creates additional academic challenges for teachers. 82 newcomers increased challenges such as lack of previous formal educational foundations.

Problem Statement 7 (Prioritized): On 2020 Writing 4th grade STAAR release, student performance increased from 38% to 51% of students meeting minimum standard (Approaches). 
Root Cause: New curriculum implementation combined with lack of student readiness for the writing domain. 82 newcomers increased challenges such as lack of previous formal educational foundations.

Problem Statement 8 (Prioritized): Reading levels do not reflect adequate growth in 2nd Language acquisition. 
Root Cause: Students lack of formal education in their native language delays the process of transfer to the 2nd language.

Problem Statement 9 (Prioritized): Families struggle to pay rent and keep food on the table. The stress is many homes is higher because parents do not know if they will have money to pay next month's rent. 
Root Cause: COVID quarantines are not allowing parents to find work

Comprehensive Needs Assessment

School Processes & Programs

School Processes & Programs Summary

In 2019-2020, teacher performance on TTESS increased 95% of teachers scored proficient or above on the TTESS Appraisal Tool. Percentage of teachers at "Developing" level decreased by 3%. Teacher "Accomplished" level increased by 15% and "Distinguished" level increased 2%.

Time was used during Hornet Huddles on a 6-day rotation from 7:30 - 9:00 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 for intentionality. 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 produce more than 1 years growth according to Hattie's effect size.

School Processes & Programs Strengths

• A lot of 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 vast 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) This provides teachers with strategies that can be incorporated across curriculum.
• Grade levels made progress on the Professional Learning Community process. In regards to 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 2019. Parents were given a survey related to COVID-19 by the school district. Teachers did not have an opportunity to take the survey due to COVID-19.

aSTUDENTSasSchool belonging a 78% 

• School climate 78%
• School rigor expectations 80%
• School safety 68%
• school teacher-student relationships 83%

FAMILIES (57 Parents) 

COVID Survey

• Social Emotional 70%
• Learning 32%
• Technology Access 63%
• Internet Access 21%

2019-2020 Fall - We were unable to complete survey due to COVID quarantines.

Perceptions Strengths

Common school expectations have been put into place to help with school culture and climate. Project Class continues to be utilized for a school-wide implementation and weekly support was provided from the program. This provided a norm of common expectations for all students and staff to follow.

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. Traumatic experiences that students have faced during COVID quarantine.

Problem Statement 2 (Prioritized): Families struggle to pay rent and keep food on the table. The stress is many homes is higher because parents do not know if they will have money to pay next month's rent. 
Root Cause: COVID quarantines are not allowing parents to find work

Priority Problem Statements

Problem Statement 1: Academic progress made has not reached campus wide goals and ELA teachers are not meeting their individual student academic goals.
Root Cause 1: Demographics of low SES is 99%, mobility rate 20%, At risk 94%, and Hispanic population is 98%
Problem Statement 1 Areas: Demographics - Student Achievement - Staff Quality, Recruitment, and Retention - Demographics - Student Learning

Problem Statement 2: Lack of parental engagement and support.
Root Cause 2: Parents have limited schooling, are monolingual Spanish, and lack the knowledge of the US education system.
Problem Statement 2 Areas: Demographics - Student Achievement - Parent and Community Engagement - Demographics - Student Learning

Problem Statement 3: Students lack foundational literacy building blocks that impact reading progress
Root Cause 3: Language barriers, social economic challenges (LOW SES 99%), Homeless Status (19 students), Recent Immigrant Status (newcomers 150), and a mobility rate of 20%
Problem Statement 3 Areas: Demographics - Student Achievement - Demographics - Student Learning

Problem Statement 4: Limited cultural expectations are a barrier for students’ advancements
Root Cause 4: Families in our community do not see a need for higher education which increases the difficulties of reaching students' full potential. Tramautic experiences that students have faced during COVID quarantine.
Problem Statement 4 Areas: Demographics - Student Achievement - School Culture and Climate - Parent and Community Engagement - Demographics - Student Learning - Perceptions

Problem Statement 5: Teacher instructional quality, efficacy, and skills vary across campus as shown in student performance data
Root Cause 5: Teachers learning new curriculum and instructional techniques. Diverse years of teaching experience and lack of bilingual teachers available.
Problem Statement 5 Areas: Demographics - Student Achievement - Staff Quality, Recruitment, and Retention - Curriculum, Instruction, and Assessment - Demographics - Student Learning

Problem Statement 6: In 2020 Reading STAAR Release assessments grades 3rd-5th, student performance increased from 53% to 56% meeting minimum standards (Approaches), however not meeting campus yearly goals.
Root Cause 6: 20% Student Mobility creates additional academic challenges for teachers. 82 newcomers increased challenges such as lack of previous formal educational foundations.
Problem Statement 6 Areas: Demographics - Curriculum, Instruction, and Assessment - Demographics - Student Learning

Problem Statement 7: On 2020 Writing 4th grade STAAR release, student performance increased from 38% to 51% of students meeting minimum standard (Approaches).
Root Cause 7: New curriculum implementation combined with lack of student readiness for the writing domain. 82 newcomers increased challenges such as lack of previous formal educational foundations.
Problem Statement 7 Areas: Demographics - Student Achievement - Curriculum, Instruction, and Assessment - Demographics - Student Learning

Problem Statement 8: Reading levels do not reflect adequate growth in 2nd Language acquisition.
Root Cause 8: Students lack of formal education in their native language delays the process of transfer to the 2nd language.
Problem Statement 8 Areas: Demographics - Student Achievement - Curriculum, Instruction, and Assessment - Demographics - Student Learning

Problem Statement 9: Families struggle to pay rent and keep food on the table. The stress is many homes is higher because parents do not know if they will have money to pay next month's rent.
Root Cause 9: COVID quarantines are not allowing parents to find work
Problem Statement 9 Areas: Demographics - Student Achievement - Parent and Community Engagement - Demographics - Student Learning - Perceptions

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

• District goals 
• Campus goals
• 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 
• Federal Report Card Data

Student Data: Assessments

• State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) 
• 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 
• 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)
• Local diagnostic reading assessment data 
• Local diagnostic math assessment data 
• 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
• Economically disadvantaged / Non-economically disadvantaged performance and participation data 
• Male / Female performance and participation data
• 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

• Professional learning communities (PLC) 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
• Parent Involvement Rate
• Community surveys and/or other feedback

Support Systems and Other Data

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