Campus Improvement Plan 2021-2022

Comprehensive Needs Assessment

Demographics

Demographics Summary

Shadow Oaks Elementary enrollment will be approximately 500 students for PK-5th grades. Our demographics are as follows:

African American- 5.8%
American Indian- .2%
Asian- .05%
Hispanic-86.4%
White- 6.7%
Two or more races- .5%

Economically Disadvantaged- 96.2%
English Language Learners- 70.6%
At-Risk- 90.3%
Immigrant Population- 60
students Mobility Rate- 16.3%
Special Education- 12.4%
Gifted and Talented- .9%
Demographics Strengths

Shadow Oaks Elementary demographics are fairly unchanged from the previous year. Our families come from over the world and bring with them diverse strengths. Our students attendance is a strength(prior to the pandemic). We service our students through RTI, in-class support, resource, lifeskills and APPLE specialized classrooms.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Ninety-eight percent of our learners come from poverty, with seventy-two percent coming with limited English language proficiency. Root Cause: The majority of our families live in poverty with their primary language other than English.

Perceptions

Perceptions Summary

This data is from 2018-2019 due to the Pandemic.

This is Shadow Oaks Elementary's third year to participate in the Panorama Survey for our 3rd - 5th graders. We continue to see growth in all areas: Teacher-Student Relationships, Rigorous Expectations, School Belonging, School Climate and School Safety, with our overall score 80%. In all five areas we scored in the 80th - 99th percentile nationally.

School Rigorous Expectations 88% (Decrease of 1% from previous year)

School Teacher Relationships 87% (Increase of 1% from previous year)

School Belonging 78% (Increase of 3% from previous year)

School Climate 77% (Increase 2% from previous year)

School Safety 69% (Increase 2% from previous year)

Perceptions Strengths

Shadow Oaks has a collaborative culture that focuses on Every Child. We have established common schoolwide expectations. Our campus is committed to building positive relationships with all students and building an environment where all students feel they belong. Our campus has implemented school wide classroom community time this year. We are providing opportunities for students to display their leadership skills: 5th grade as our safety patrol; 4th grade as our hallway monitors; and 2nd grade as our Reading Buddies to 2nd graders.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Shadow Oaks students continue to develop skills to address confidence and growth mindset. Root Cause: Students have limited experiences to explore and gain self confidence

School Processes & Programs

School Processes & Programs Summary

Shadow Oaks Elementary has multiple positive organizational leadership structures. Our campus is a part of the Opportunity Culture Texas initiative. This allows us to optimize staffing to include a Multi-classroom facilitator, three multi-classroom leaders and an instructional specialist. This leadership team works directly with grade levels and are responsible for the growth and successes of our teachers and students. In addition, through general and title funds, we have two associate teachers work with our instructional team to support the academic success of our students. Further, we have a full time counselor, nurse, and two Community In Schools social workers. Shadow Oaks contracts with Project Class for one day of behavior intervention support. Our campus works closely with our SBISD Systems of Care Coach to support the social/emotional needs of our students. All teachers are members of a Professional Learning Community. Each grade level meets multiple times per week, including a weekly extended planning time, to thoughtfully and timely respond to data and build plans based on the findings. The Leadership Team and Campus Improvement Team, facilitate the work of the campus improvement plan.

School Processes & Programs Strengths

Over the past four years, Shadow Oaks has implemented the Professional Learning Community and will continue doing so. Our PLCs have a strong focus on the individualized growth of every student and collectively for the entire grade level/campus. Teachers gather, analyze and respond to data on a weekly basis. The shared leadership among the organizational leadership allows ownership and development of teacher leaders.

We are incorporating Adventure Time this year to support all students and meet HB3 requirements. All students will be participating daily in additional small groups for intervention or enrichment. Teams are working with thier instructional leaders who are also hands on during this time to support small group activities. Our vision is to close gaps and ensure full engagement from each student.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: The needs of our students academically, social/emotionally, and "whole" child are significant. It is challenging to ensure we address all students, all the time to effectively provide personalized learning. Root Cause: Opportunities to increase the "time' with students to support Tier II and III instruction.

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
• 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
• Accountability Distinction Designations
• Federal Report Card Data
• 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 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)
• Student failure and/or retention rates
• Local benchmark or common assessments data
• Running Records results
• Observation Survey results
• Istation Indicators of Progress (ISIP) reading assessment data for Grades PK-2
• Texas approved PreK - 2nd grade assessment data
• Texas approved Prekindergarten and Kindergarten assessment data

Student Data: Student Groups

• Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and progress
• Special programs data, including number of students, academic achievement, discipline, attendance, and progress
• 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
• Mobility rate, including longitudinal data
• Discipline records
• Student surveys and/or other feedback
• Class size averages by grade and subject
• 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

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