Campus Improvement Plan 2020-2021

Comprehensive Needs Assessment

Demographics

Demographics Summary

Rummel Creek Elementary School is a neighborhood school in Spring Branch Independent School District. In the 2019-2020 school year RCE had 796 students enrolled in grades PreK-5. 5.78% of students are economically disadvantaged and 11.3% are classified as English Learners. 15.2% of students qualify as Gifted & Talented. 8% 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	376	47.24%
Male	420	52.76%
Ethnicity
Hispanic-Latino	127	15.95%
Race
American Indian - Alaskan Native	0	0.00%
Asian	119	14.95%
Black - African American	13	1.63%
Native Hawaiian - Pacific Islander	0	0.00%
White	502	63.07%
Two or More	35	4.40%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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: Rummel Creek staff demographics do not mirror the demographics of our student population. Root Cause: Many Rummel Creek staff members have worked on the campus for many years, and have been teaching for more than 10 years. The demographics of our community have changed over time.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary 

2019-2020  STAAR/MAP Data:

Due to COVID-19 RCE students did not take the STAAR exam or the End of Year (EOY) MAP assessments.

2018-2019 STAAR/MAP Data:

Grade 3	Reading	Math
Approaches	95%	97%
Meets	78%	83%
Masters	56%	59%
Grade 4	Reading	Math	Writing
Approaches	95%	98%	94%
Meets	79%	91%	81%
Masters	55%	82%	44%
Grade 5	Reading	Math	Science
Approaches	100%	100%	99%
Meets	98%	100%	87%
Masters	71%	92%	58%

 

 

 

 

 

 

 

 

 

 

 

 

 

2019-2020 MAP Data (Fall & Winter only):

All	%		#
	Oct	Dec	Oct	Dec
Below GL	4%	3%	22	18
Approach GL	49%	19%	287	110
On GL	32%	50%	188	299
Above GL	15%	28%	91	166
Tested			588	593

 

 

 

 

 

 

 

 

Student Learning Strengths

Historically Rummel Creek Elementary students perform well on standardized measures of content mastery. Although students did not take STAAR or EOY MAP tests in the 2019-2020 school year due to COVID-19, the comparison of Beginning of Year (BOY) and Middle of Year (MOY) MAP scores in conjunction with STAAR interim assessment data suggest that most students at Rummel Creek would have Met or Mastered standard in all assessed content areas.

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: While most students do well on standardized measures of assessment, our economically disadvantaged students do not perform as well as our non-EcoDis students. Root Cause: A lack of resources can limit access to additional supports for students. The campus needs to look for ways to provide equitable resources to all students.

Comprehensive Needs Assessment

School Processes & Programs

School  Processes  &  Programs Summary

Rummel Creek has a strong team of interventionists 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.

Entering the 2020-2021 school year focus is being placed on protecting time for identifying and addressing specific learning needs of all students as a result of COVID-19.

School  Processes  &  Programs Strengths

Teacher teams work closely together to design instruction for their students. Teachers in grades 2-5 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: Specific learning needs and gaps will need to be identified and addressed for all students as a result of COVID-19 campus closures. Root Cause: Students missed face-to-face instruction during the final 9 weeks of the 2019-2020 school year due to COVID-19.

Comprehensive Needs Assessment

Perceptions

Perceptions  Summary

The spring Panorama survey was not administered to staff, families, or students due to COVID-19.

Rummel Creek is known for having a warm and welcoming climate. 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: Instructional staff report a desire for more specific feedback and coaching on their work. Root Cause: Feedback from administrators has been surface level and lacks specificity.

Comprehensive Needs Assessment Data Documentation

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

Improvement  Planning  Data

• District goals
• Quantifiable goals for student performance in reading and math PreK-3(HB 3) 
• Campus goals
• Campus Performance Objectives Summative Review from previous year 
• 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
• Student Progress Domain 
• Closing the Gaps Domain

Student  Data: Assessments

• State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) 
• State of Texas Assessments of Academic Readiness (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 diagnostic reading assessment data 
• Local diagnostic math assessment data
• Local benchmark or common assessments data 
• Running Records results
• 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 
• 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 and participation data
• Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data 
• Male / Female performance, progress, and participation data
• Male / Female performance and participation data
• Special education/non-special education population including discipline, progress and participation data 
• Special education population, including performance, discipline, attendance, and mobility
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data 
• At-Risk population, including performance, discipline, attendance, and mobility
• EL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc. 
• ELL or LEP data, including academic achievement, 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 
• Highly qualified 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
• 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
• Budgets/entitlements and expenditures data