Campus Improvement Plan 2020-2021

Comprehensive Needs Assessment

Demographics

Demographics Summary

2019-2020 School Year	2018-19	2019-20
African American	7.38%	6.94%
Hispanic	82.33%	83.92%
White	5.82%	4.36%
American Indian	0.19%	0.19%
Asian	2.71%	1.98%
Pacific Islander	0%	0%
Two or More Races	1.55%	2.38%
Economically Disadvantaged	90%	92.06%
ELL	53.98%	55.55%
At Risk	71.65%	72.81%

 

 

 

 

 

 

 

 

 

 

 

 

Historical Context for Campus and the community: Housman was built in 1954 to answer a growing demand for schools in a suburban neighborhood that was brand new and expanding. At the time, the majority of people moving into the neighborhood were new homeowners, most of them native to Texas, with college educations or post-high-school technical training, largely connected to the professions of oil, gas, and retail management. Over time, as the neighborhood aged and property values climbed, homeowners were replaced by renters, often from other countries, seeking growth opportunities for their families in the Houston area. Whereas Housman once boasted a stable population of average to high-achieving students, over time, academic performance data dropped as poverty became the norm, as language and culture became a barrier, and as the distraction of home and food insecurity became more common.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Housman student enrollment is decreasing. Root Cause: The Housman zoned community is shifting. Apartment rent is increasing - families are moving to the suburbs to buy homes - $300,000+ homes are being built.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

Due to Covid 19, formal assessments were not administered in Spring 2020. Target Improvement will continue through 2020-2021 school year.

Student achievement data indicates a need for growth in numeracy[MAP and STAAR], literacy[MAP and STAAR], and social/emotional discrete skills[Panorama]. Housman is rated as D by TEA accountability system.

Domain 1	Student Achievement	57
Domain 2A	Academic Growth	67
Domain 2B	Relative Performance	60
Domain 3	Closing the Gaps	63

 

 

 

 

 

MAP Data	17-18	18-19
Math	45%	51%
Reading	37%	58%

 

 

 

 

STAAR

STAAR data indicates a need for improvement in all subjects. The performance gap between EL and non-EL students is significant. The focus of the instructional strategies in the Campus Improvement Plan goals targets intentional data analysis and responding to data in frequent cycles in order to maximize time spent on focused learning on essential learning standards. The instructional team at Housman is focused on moving student groups up from "Approaches" to "Meets" and "Meets to Masters".

All Students	Approaches	Meets	Masters
Reading	56%	25%	12%
Writing	57%	26%	6%
Math	59%	23%	11%
Science	68%	38%	9%
EL Students
Reading	45%	13%	5%
Writing	30%	2%	0%
Math	53%	17%	6%
Science	58%	19%	4%

 

 

 

 

 

 

 

 

 

 

 

TELPAS

As reported by TELPAS composite score data, 46 EL students are 1 year behind expected language acquisition progress, 21 students are 2 years behind, and 4 students are 3 years behind. [2018-2019]

June 2020 EL Summary

Gr	#Sts	#LEP	%LEP	Potential # of students to Exit the program	% Potential students	New % LEP
KG	64	39	61%	0	0%
1	87	48	55%	1	2%	54%
2	70	43	61%	7	16%	51%
3	80	46	58%	7	15%	49%
4	103	61	59%	19	31%	41%
5	91	42	46%	6	14%	40%
Glasgow	4	1	25%	0	0%	25%
Total	499	280	56%	40	14%	48%

Panorama

Panorama Data	17-18	18-19
School Belonging	66%	64%
School Climate	58%	60%
School Rigorous Expectations	70%	80%
School Safety	51%	54%
School Teacher-Student Relationships	68%	77%
OVERALL	63%	66%

 

 

 

 

 

 

 

 

Problem Statements Identifying Student Learning Needs

Problem Statement 1: Student achievement needs improvement - reading, math, and gap between EL and non-EL students is significantly impacting overall student achievement scores. Root Cause: Our focus was too broad creating wide-spread learning targets that were not specific enough to target, track, and monitor. Through PLC learning, essential standards have been identified, strategic interventions have been built in to the daily schedule focused on essential standards, and staff has been organized to target these essential standards to impact student achievement.

Comprehensive Needs Assessment

School Processes &  Programs

School Processes & Programs Summary

Housman leverages curriculum documents created by SBISD academic departments. Each department aligns the TEKS with a scope and sequence of the work for the year.

Reading/Writing:

For the 2019-2020 school year, SBISD adopted Teachers College to deliver daily reading and writing instruction through reading and writing workshop. SBISD has invested in and assigned a literacy coach to support the successful implementation of TCRWP. The district literacy coach supported the successful implementation of TC in K-5 classrooms. During summer of 2020, 3 teachers will attend the TC Writing Institute and 11 teachers will attend the TC Homegrown Reading Institute.

Math:

Priority standards are identified and curriculum documents support the vertical alignment of the skills from one grade level to the next. In addition to the SBISD curriculum documents, we utilize the online platform of Dreambox for personalized learning paths for math.

Science:

The 5 E Model is used for daily science instruction. In order to support science in K-5, Edusmart software will be utilized to supplement the district curriculum.

Social Studies:

The SBISD Humanities department is collaborating to identify connections for integration of social studies into the reading and writing workshop model.

To support the district curriculum and to align our instructional and assessment practices, Housman is learning through work with Solution Tree on the Professional Learning Community conference, Response to Intervention, and Common Formative Assessments.

Assessments include:

MAP
STAAR
TELPAS
Common Formative Assessments - Exit Tickets, Rubrics on student performance 
District Priority Standards Assessments

Instruction:

To maximize instructional minutes, a global master schedule is created to ensure uninterrupted instructional time is available at each grade level. RtI is built in to the daily schedule for teachers to respond to assessment data and target student learning gaps. The redesign of the master schedule with designated intervention time partnered with specific adults assigned for intervention groups focused on essential standards is the focus of collaborative work for 2020-2021 school year.

Collaborative work through the PLC process will focus on Essential Standards.

Housman actively participates in the One Way Dual Language program to support simultaneous bi-literacy for our native Spanish speakers.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Professional Learning Communities must be committed to continuous cycles of improvement to improve student outcomes.
Root Cause: Housman is in the initiating and implementing phase of PLC work.

Problem Statement 2: Curriculum must be narrowly focused to target the essential needs of students for a solid foundation in literacy and numeracy.
Root Cause: Before TC was adopted for reading, the curriculum wasn't structured enough to support systematic reading instruction with routine data checks. This impacted all other subjects.

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

Attendance is a target for improvement at Housman as it directly impacts school culture and climate. 
14% of students are trending toward chronic absenteeism.
9% of students are nearly chronically absent.
7% of students are chronically absent.

Attendance impacts school connectedness and academic growth targets.

Panorama data informs needs the need to increase school connectedness.

Panorama Data	17-18	18-19
School Belonging	66%	64%
School Climate	58%	60%
School Rigorous Expectations	70%	80%
School Safety	51%	54%
School Teacher-Student Relationships	68%	77%
OVERALL	63%	66%

 

 

 

 

 

 

 

 

Mission	Vision	Values
Why do we exist?	What must we become?	How must we behave?
Mission	Vision	Values
High levels of learning for ALL	Housman Mustangs are critical readers and thinkers who are socially and emotionally intelligent. We have confidence to start and try hard things, with the ability to persevere through challenges.	Every Child Collaborative Spirit Collective Greatness Limitless Curiosity Moral Compass

 

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Student culture data through Panorama indicates a need for improvement for students to positively report feeling about school. Root Cause: Through investigative discussions and empathy interviews, it was discovered students don't separate their feelings of safety and positive adult relationships between home and school. Additionally, we host SBS behavior units. The classes where students have been exposed to aggressive student behaviors have indicated lower ratings on Panorama for school culture and climate.

Problem Statement 2: Housman student attendance is in need of improvement. Attendance directly impacts student learning outcomes. Root Cause: Students must be invested in their own learning and feel connected to teachers in order to prioritize school attendance an effort.