Campus Improvement Plan

Comprehensive Needs Assessment

Demographics

Demographics Summary

Rummel Creek Elementary School is a neighborhood school in Spring Branch Independent School District. In the 2020-2021 school year RCE had 787 students enrolled in grades PreK-5. 4.83% of students are economically disadvantaged, 12.83% are identified as Limited English Proficient (LEP) and 11.82% are classified as English as a Second Language (ESL). 1487% of students qualify as Gifted & Talented. 8.77% of students receive special education services. See the chart below for further demographic information.

Student Demographics (2019 - 2020 Fall PEIMS file loaded 05/09/2020)	Count	Percent
Gender
Female	381	48.41%
Male	406	51.59%
Ethnicity
Hispanic-Latino	138	17.53%
Race
American Indian - Alaskan Native	0	0.00%
Asian	123	15.63%
Black - African American	15	1.91%
Native Hawaiian - Pacific Islander	0	0.00%
White	478	60.74%
Two or More	33	4.19%

 

Demographics Strengths

Rummel Creek has a very low mobility rate, falling below 4% year-over-year. Most students stay at Rummel Creek throughout their elementary school years. To support English learners, all teachers at RCE are ESL certified and we have an ESL teachers assistant to provide additional, targeted supports for these students.

Problem Statements Identifying Demographics Needs

Problem Statement 1: The percentage of Emergent Bilingual students scoring approaches or higher on the reading STAAR test continues to be lower than the percentage of non-EL students scoring approaches or higher. On the Reading STAAR test in the 2021-2022 school year 76% of Emergent Bilingual students scored approaches or better compared to 96% of non-EL students scoring approaches or better.
Root Cause: While many of our Emergent Bilingual students are high achieving, we do not have extensive resources for providing targeted instruction, and the only direct services are provided by a 1/2 time paraprofessional.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary 

2020-2021  STAAR/MAP Data:

Grade 3	Reading	Math
Approaches	92%	94%
Meets	68%	72%
Masters	47%	46%
Grade 4	Reading	Math	Writing
Approaches	95%	89%	96%
Meets	79%	89%	83%
Masters	41%	69%	58%
Grade 5	Reading	Math	Science
Approaches	95%	96%	90%
Meets	84%	90%	65%
Masters	67%	75%	33%

 

2020-2021 MAP Data:

	BOY		MOY			EOY
Math MAP: 2nd-5th	%	#	%	#	%		#
Did Not Meet	7.5%	36	7.1%	33	6.7%		32
Approaches	29.4%	141	30%	140	21.5%		103
Meets	32.8%	157	32.5%	152	32.5%		156
Masters	30.3%	145	30.4%	142	39.4%		189
Tested	479		467		480

 

	BOY		MOY			EOY
Reading MAP: 2nd-5th	%	#	%	#	%		#
Did Not Meet	7.3%	35	7.3%	34	7.5%		36
Approaches	20.9%	100	22.9%	107	19.7%		95
Meets	27.3%	131	26.8%	125	23.2%		112
Masters	44.5%	213	43%	201	49.7%		240
Tested	479		467		480

 

Student Learning Strengths

Historically Rummel Creek Elementary students perform well on standardized measures of content mastery. As there was no accountability measure associated with the STAAR tests for the 2020-2021 school year, and because the state will be moving to a fully-online assessment system in the 2022-2023 school year, the RCE team decided to take a risk and move to online testing this year. With the exception of 4th grade writing (which was taken on paper), all but a handful of students took the Reading, Math, and Science tests online. While we saw a small dip in scores as compared to historical data, overall Rummel Creek students continued to excel in this measure of academic progress.

2018-2019  Data:

Accountability Rating: A 

Distinction Designations:

Academic Achievement in ELA/Reading, Academic Achievement in Mathematics, Academic Achievement in Science, Top 25 Percent: Comparative Academic Growth, Top 25 Percent: Compative Closing the Gaps, Postsecondary Readiness

84% of 3rd, 4th, and 5th grade students achieved Meets Standard on Reading STAAR. 91% of 3rd, 4th, and 5th grade students achieved Meets Standard on Math STAAR. This is a slight increase from 2017-2018 in reading and is equal to 2017-2018 in math.

Problem Statements Identifying Student Learning Needs

Problem Statement 1: Considering the high achievement level of students at Rummel Creek, the percentage of students achieving "masters" level on STAAR is remaining constant or declining, rather than increasing.
Root Cause: While teachers have resources and a rich understanding of their grade level content and interventions for striving learners, there are fewer resources and strategies for extension for our high achieving student population.

Problem Statement 2: English learners and students receiving special education services are performing at rates lower than other student populations.
Root Cause: Teachers need additional training on how to support and intervene for English language learners and students receiving special education services.

Problem Statement 3: While our community is highly involved on our campus, for many parents this involvement is focused around events or performances, rather than instruction and/or learning.
Root Cause: Due to the COVID-19 pandemic visitors and volunteers were removed from the school building for more than a year. During the 2021-2022 school year we were so excited to welcome them back in and get back to "normal," but were not intentional about planning events that focused on learning.

Problem Statement 4: Now that RCE is 1:1 with student devices, we are looking for ways to leverage technology most effectively without overdoing the screen time for students.
Root Cause: When teachers were planning instruction that could "flip virtual overnight" they relied heavily on technology to ensure student access. Moving back to using it only as a tool to enhance learning requires intentionality.

Problem Statement 5: Professional Learning Communities must be committed to continuous cycles of improvement to improve student outcomes.
Root Cause: Rummel Creek is in the initiating and implementing stages of our PLC journey.

Comprehensive Needs Assessment

School Processes & Programs

School  Processes  &  Programs Summary

Rummel Creek has a strong team of interventionists and instructional specialists who support students alongside their grade level teachers. Students also have opportunities for extension both within their classroom and through the Spiral and Math Movers programs. Rummel Creek has a rigorous screening and interview process for new hires, and interviews are conducted by committees. We are fortunate to have two assistant principals in addition to the principal, which allows for more interaction with both students and teachers throughout the school day. The master schedule has protected time for grade level teams to meet as professional learning teams, as well as "What I Need" (WIN) Time during the school day. During WIN Time first instruction pauses and all students get what they need, whether that be a pull-out intervention or extension, an extra reading or math small group with a grade level teacher, or social-emotional supports. This is one of the strategies we utilize to ensure high levels of learning for all students.

School  Processes  &  Programs Strengths

Teacher teams work closely together to design instruction for their students. Teachers in grades 3-5 are departmentalized to allow teachers to become experts in 1-2 content areas. Rummel Creek is a destination campus for both new and veteran teachers, which gives us the benefit of having a rich pool of highly-qualified applicants for all open positions.

Problem  Statements  Identifying  School Processes  &  Programs Needs

Problem Statement 1: Meeting the needs of all students is our collectively responsibility. Teacher teams must work collaboratively and creatively to meet the learning needs of all students at Rummel Creek. Root Cause: The health and safety guidelines associated with the COVID-19 pandemic during the 2020-2021 school year limited our teachers ability to share students across classrooms during WIN Time to ensure the learning needs of all students were met. Teachers are planning for ways to maximize this time in the 2021-2022 school year.

Problem Statement 2: Considering the high achievement level of students at Rummel Creek, the percentage of students achieving "masters" level on STAAR math has declined over the past few years. Root Cause: While teachers have multiple resources, a rich understanding of their grade level content and interventions, and multiple layers of support for language arts instruction, there are fewer resources and supports in math.

Problem Statement 3: English learners and students receiving special education services are performing at rates lower than other student populations. Root Cause: Teachers need additional training on how to support and intervene for English language learners and students receiving special education services.

Problem Statement 4: Professional Learning Communities must be committed to continuous cycles of improvement to improve student outcomes. Root Cause: Rummel Creek is in the initiating and implementing stages of our PLC journey.

Comprehensive Needs Assessment

Perceptions

Perceptions  Summary

Rummel Creek is known for having a warm and welcoming atmosphere. Even though community access to campus was severly limited during the 2020-2021 school year, due to the COVID-19 pandemic, students reported feeling nurtured and cared for on campus. Teachers, staff, and administrators worked hard to reach families through other measures such as virtual meetings, phone calls, and emails. While not the same and in-person interactions, RCE staff worked hard to help families continue to feel connected to our school. Students, teachers, staff, and parents report feeling a family atmosphere when entering school grounds. We have a highly professional staff at RCE. Overall, the staff is positive and hard working. We have many different assessments and surveys to help drive our instruction and meet students' needs. This year, we will continue administering the MAP test which provides us with student growth data three times per school year in Reading and Math. The strong majority of staff, parents, and students report feeling that the school holds rigorous expectations and there is a focus on core values and safety.

Perceptions  Strengths

Rummel Creek has a very positive reputation within the community and district. There are many second-generation families currently attending RCE, and there are even several RCE alumni that now work on the campus. Students and parents report feeling supported by the staff on campus, and the perception data around communication is very favorable.

Problem  Statements  Identifying  Perceptions Needs

Problem Statement 1: While our community is highly involved on our campus, for many parents this involvement is focused around events or performances, rather than instruction and/or learning. Root Cause: Due to the COVID-19 pandemic visitors and volunteers were removed from the school building for more than a year. During the 2021-2022 school year we were so excited to welcome them back in and get back to "normal," but were not intentional about planning events that focused on 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 CCMR goals
• Performance Objectives with summative review (prior year)
• Campus/District improvement plans (current and prior years)
• 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
• Community Based Accountability System (CBAS)

Student Data: Assessments

• State and federally required assessment information
• (STAAR) current and longitudinal results, including all versions
• Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
• Student Success Initiative (SSI) data for Grades 5 and 8
• Local benchmark or common assessments data
• Running Records results
• Texas approved PreK - 2nd grade 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
• 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

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

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