Campus Improvement Plan 2021-2022

Comprehensive Needs Assessment

Demographics

Demographics Summary

2020-2021 Enrollment Count ranged between 400 and 420 over the course of the year. Between 2019-2020 school year and 2020-2021 school year, multiple families moved from our community to purchase homes in the suburbs of Houston. Katy and Cypress were the two most reported areas for moves. Families reported the cost of rent and the ability to purchase a home for their family as the reason for moving from Housman's school boundary.

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.

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".

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

Panorama

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's mission is High Levels of Learning for All. Housman's vision of excellence is - 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.

Forty minutes of daily intervention is built into the master schedule to target mastery of essential standards aligned to the Superintendent's priorities - literacy, numeracy, and EL supports.

Academic Recovery time was started in November to support students in recovering learning time lost due to tardies or abesences. This practice will continue and will start in October of 2021. In addition to students in need of support to recoup learning time for absences and tardies, students identified through the Response to Intervention System will be invited to attend Academic Recovery Tutorials each Tuesday and Thursday beginning in October.

Housman staff members [K-3, SpEd, Interventionist, Librarian, and Admin] will actively engage in the House Bill 3 Reading Academy. This work will inform intervention. Intervention in primary grades will be phonics based in order to close reading gaps. For below level readers in intermediate grades, massive practice in reading will the focus of intervention. For intermediate students on or above level in reading will participate in math intervention in order to develop mastery in math fluency.

For Social and Emotional Supports, daily community circles are imbedded into daily announcements. To support students in understanding emotions and developing self-regulating and positive self-advocacy skills, implementation of the Mood Meter from the book Permission to Feel by Dr. Mark Brackett was consistently used.

During 2020-2021 school year, student activities were paused due to Covid-19 safety processes. For the 2021-2022 school year, Student Council and Student Leadership Council will restart to give student leaders a voice in creating a school experience that is positive and enriching.

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. In 2020-2021 Academic Recovery Time was assigned for absences and tardies in order to remediate lost skills due to attendance. Thirty-six students in grades K-5 had 20 or more absences for the year. Twenty-five students had 20 or more tardies for the year. Investing students in daily attendance is ongoing work for campus staff as we work directly with students and families to understand the importance of daily attendance. Covid-19 illnesses and exposure to illness impacted school attendance for the 2020-2021 school year.

Attendance impacts school connectedness and academic growth targets.

Mustang Habits - During the 2020-2021 school year, student behavior trackers were introduced to promote students building Mustang Habits that are aligned with SBISD Core Characteristics. Each week, students received a personalized tracker where they set a goal on Monday. During the week, students received positive feedback and played a BINGO game with their positive feedback. They also received corrective feedback to improve behavior. The first week the BINGO tracker game was introduced, 8 Housman Mustangs were awarded a prize. The final week of the year, 245 Housman Mustangs were awarded a prize.

A Housman Mustang Hall of Fame was implemented for students who consistently over the course of 6 weeks demonstrated Mustang Habits and won BINGO. The first Housman Mustang Hall of Fame honored 29 students. The final Housman Mustang Hall of Fame honored 171 students.

The increase in BINGO winners and Housman Mustang Hall of Fame honorees indicates a shift in positive school culture, school-connectedness, and school belonging as students invested intentional effort to be present at school and demonstrate positive Mustang Habits.

Due to Covid 19, Panorama was not administered in Spring 2020. In the Fall of 2020, we used Panorama surveys with 3rd-5th students to gather input on the topics of emotion regulation, self-management, and social awareness. In the Spring of 2021, we used Panorama to gather input on the topics of school belonging, school climate, school engagement, school rigorous expectations, school safety, and school teacher-student relationships. Due to the difference in survey topics and questions, we are unable to note growth from Fall 2020 to Spring 2021. Housman's Panorama data as compared to previous years with the same topics decreases in every category. The ongoing effects of Covid-19 is believed to have impacted the Panorama data. Safety was the primary focus of communication with students and families and masks, plexiglass, and face shields created barriers to building "normal" school relationships.

Panorama data informs needs the need to increase school connectedness.

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.

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
• HB3 CCMR goals
• Performance Objectives with summative review (prior year)
• Campus/District improvement plans (current and prior years)
• Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.
• 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
• 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

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
• Student failure and/or retention rates
• Local diagnostic reading assessment data
• Local benchmark or common assessments data
• Running Records results
• Observation Survey results
• Other PreK - 2nd grade assessment data
• Grades that measure student performance based on the TEKS

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
• Economically disadvantaged / Non-economically disadvantaged 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
• 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
• School safety data
• Enrollment trends

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
• 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
• Budgets/entitlements and expenditures data
• Study of best practices
• Action research results
• Other additional data