Campus Improvement Plan 2022-2023

Comprehensive Needs Assessment

Demographics

Demographics Summary

Our enrollment profile has remained the same, as has most of our demographic data. We will have ten prekindergarten classrooms, six Spanish bilingual and four mainstream English classes in PK4. We are currently staffed for two PK3 Spanish and two PK3 English class sections. This year we will continue to increase the number of students served in our three year old program, as well as, continue the growth in our PK4 program.  We also have one Early Childhood Special Education (ECSE) classroom for special education students.

According to our most recent school report card, we have 186 students. This decline in enrollment is attributed to the impact of the COVID-19 Pandemic.  Our racial make up is: 5.9% African American, 1.1% Asian; 87.1% Hispanic,4.8% White, and 1.1% Two or more races.

Student attendance is often inconsistent, in both PreK3 and PreK4. Parent education on the importance of coming to school each day continues to be a focus.

Many of the students at Lion Lane are considered Economically Disadvantaged, specifically 92.5%. English is not the first language of 72% of our students. Most of our students (97.8%) qualify as "at risk" of not graduating from high school. In addition, 4.8% of our students are considered homeless and 63.6% of our students are served through special education either in speech, Early Childhood Special Education or both.

The staff at Lion Lane has been remarkably stable since the opening of the school in 2001. However, as the pandemic continued through the 21-22, school year, we did see teachers with significant longevity at the campus choose to retire.

Demographics Strengths

The staff at Lion Lane has been remarkably stable since the opening of the school in 2001. We were very fortunate to have a stable staff of teachers, assistants, office staff, and a nurse. A few staff members have been here since the building opened 21 years ago. The last several years, has allowed us to hire several new teachers and assistants, as well as, a new front office staff. The changes in staff has created a new energy on campus and a desire to step outside of the comfortable curriculum and move forward in following the district curriculum in literacy, math, science and social studies. It has also allowed us to increase our focus on developing student social skills and focus on this portion of the curriculum.

Our families experience crises that would be expected of those living in a high poverty area, however, we have family support from our campus social worker. Due the impact of the pandemic, the focus on the parent center decreased this past year. This will be revitalized in the coming school year.  We continue to have parent volunteer program and an ongoing community partnership with Christ Evangelical Presbyterian Church (CEPC).

Problem Statements Identifying Demographics Needs

Problem Statement 1: Our families continue to experience crisis associated with our demographics. Root Cause: Poverty.

Problem Statement 2: Student attendance is frequently inconsistent. Root Cause:  Poverty and parent education.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

Lion Lane administered the CIRCLE Progress Monitoring Tool at the beginning, middle and end of the year. The end of year (EOY) assessment was administered and yielded student growth. The percentage of students in the bilingual program scoring at or above benchmark exceeded the district average in the area of Rapid Letter Naming and Rapid Vocabulary. The scoring results when English and Spanish scores were combined were as follows: Rapid Letter Naming (88%), Rapid Vocabulary Naming (75%), Writing (89%), Social Emotional (89%), Math (86%) and 71% of our students were reading at a level A or above.  Our lowest scoring area was Rapid Vocabulary Naming with 75% of students scoring at or above the benchmark.

Generally, our English classrooms continue to score lower than our Spanish ones, this appears to be in part to the amount of significant social skill development that is required in our English classrooms. There is still a significant gap between English and Spanish Rapid Vocabulary Naming (RVN) scores. However, with an ongoing focus on shared reading and language strategies to support vocabulary development, we have seen an increase in Rapid Vocabulary Naming ( RVN).  This will continue to be an area of focus for our students at Lion Lane.

Student Learning Strengths

Lion Lane administered the CIRCLE Progress Monitoring Tool at the beginning and middle and end of the year. Strengths on our campus are in our bilingual program as students in this program, are out performing students in our Mainstream/ESL classroom. Students in these classes perform significantly higher than their peers in the areas of Rapid Letter Naming and Rapid Vocabulary. With end of year (EOY) scores as follows: Rapid Letter Naming - Spanish at 94% and English at 78%; Rapid Vocabulary- Spanish at 89% and English at 54%.

For mid year assessments, we identified areas of focus for the remainder of the year. These included: Rapid Letter Naming (79%) and Rapid Vocabulary (65%).  This focus yielded good results in our bilingual classes and growth in our English classes.

Problem Statements Identifying Student Learning Needs

Problem Statement 1:    Mainstream/ESL classrooms performance on the CIRCLE assessment is consistently lower than the performance in the bilingual classrooms.  Root Cause: Poverty, lack of experiences, social/behavioral deficits and parent involvement.

Comprehensive Needs Assessment

School Processes & Programs

School Processes & Programs Summary

As Lion Lane continues to develop our Professional Learning Community (PLC) process, we continue our focus in all classrooms on English language development. Students in our bilingual classrooms were exposed to the Preview-View-Review Strategy during the math and project (science/social studies) block of instruction. Exposing our Mainstream/ESL students to thoughtful planning of vocabulary development paired with hands on, interactive activities will be a continued focus for next school year.

Each day students participate in three learning workshops focused on higher level thinking skills and problem solving: literacy, math, and projects. 

Continued areas of focus are:

• We maintained a balanced approach to literacy learning by taking each child where they are at the beginning of the year, using our CIRCLE data to build upon their strengths. Throughout the year, using middle of the year CIRCLE, Observation Survey (OS) and classroom assessments to ensure that all students are meeting end of year expectations.
• We turned our focus to further improving our understanding of the district curriculum in math and implementing workstations and small group during math.
• Students participated in class projects that allowed them to apply their recently acquired literacy, math, science, and social studies skills in authentic situations.

In addition, students participate in daily social skills development activities, gross motor instruction and recess.

Teaching young children appropriate social skills is critical in early childhood. Student behavior generally meets age appropriate expectations. However, students that were in crisis were met with immediate support. These students received classroom support in the form of focused social skill development, behavior intervention plans, and frequent contact with a variety of adults to support the appropriate behavior. Access to a Behavior Intervention Specialist on campus allowed us to have quick intervention that was frequently monitored. We were able to access support from the district's System of Care department when needed. This combined support helped teachers to target specific student behaviors and provide a variety of data-based interventions. Professional development sessions were held before school started with new staff to support the implementation of structured routines and procedures to support behavior and establish consistent schedules.

Our teachers continue to be highly dedicated and hardworking. We have established professional learning communities lead by experienced team leaders. The campus mission is revisited and tweaked based on feedback from staff, our campus PLC Norms and Professional Responsibilities have been developed to ensure that we are all working toward a common goal.

Lion Lane encourages parent participation and community involvement in a variety of ways throughout the school year. We were able to host two book fairs this year to encourage literacy at home. We also offered a parent session to educate parents about age appropriate behaviors and expectations at home, as well as, a session to help prepare parents for what will be expected of their children in Kindergarten.

School Processes & Programs Strengths 

Our literacy instruction remains a strength. We have a focus on sending children to kindergarten with strong literacy skills, because research suggests that this is the most significant predictor of future success in school.  There is a strong commitment by our staff to providing a balanced literacy program.

Our teachers differentiate instruction teaching most of the day in smaller focused groups. Instruction is based on assessment data to ensure it is matched closely to student need.

Some of the strengths of our instructional program that our staff, parents, and community shared are as follows: 

• We consistently differentiate instruction
• All classrooms are using technology in meaningful ways
• Data is used to facilitate and guide instruction
• Teachers collaborate to best meet the needs of all students
• The full day program allows us to thoroughly implement all content areas 
• Small Group instruction

Additionally, to enhance anytime, anywhere opportunities for our youngest learners we are providing ReadyRosie access to parenting videos that help them engage students in learning at home.

Our professional development time continues to be instrumental in allowing us to grow together as a staff. Because staff had indicated that this time could be better used if the professional development was targeted to their individual needs and areas of growth, we have refocused this time to better meet teacher needs.  This will be a continued area of focus in the coming year.

This year was the third year of support from our Intervention Specialist who focused on behavior and academic interventions to support student achievement. She supported student growth through hands on interventions in classrooms, pull out support and through professional development for our staff members. This model was well received and will be a continued focus to meet all stakeholders needs.

Through CIT team participation, we had two parent representatives on our CIT team for the 2021-2022 school year. These parents participated in our meetings and were active on our Campus Improvement Team. School newsletters were sent to parents in English and Spanish and teachers communicate almost daily with families using Remind. We had almost all of our students represented by parents/guardians at Meet the Teacher, Open House, and Parent Conferences this year. Parent classes were held – proportionately more parents from bilingual classes attended than from mainstream/ESL classes. Parents responded to attendance calls, absence note reminders to reduce tardiness and increase student attendance.

Some of the ways we currently support our community include:

• Parent meetings (i.e. Meet the Teacher, Parent conferences, Book Fair) 
• CIS worker on campus to support families
• Constant communication with parents (school newsletters, Remind, marquee reminders/announcements, phone calls, conferences) 
• Christ Evangelical Presbyterian Church (CEPC)
• ReadyRosie

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Families continue to experience crisis associated with our demographics.  Root Cause:   Poverty

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

The last two school years gave campus leadership the opportunity to refine the communication process and support more collaboration when planning across all team. We saw that despite the mitigation practices put in place the previous two years, teachers were able to use this as an opportunity to truly refine their ability to collaborate and have authentic relationships. I observed that teachers who had not been receptive to support from their peers started seeking out assistance and support to grow in areas that had previously been challenging. In the end, our team grew as a whole, not just professionally but in the area of authenticity.

Campus leadership continued to provide opportunities to increase engagement and team building through celebrations, lunches, treats, etc. These practices will continue, while exploring better ways to meet the staff needs.

Lion Lane's enrollment has decreased over the past several years, and additional study is needed to see if there are three or four year olds in our community who are not participating in our program or if this is related to the demographic changes in our community or impacts from the COVID-19  Pandemic..

Perceptions Strengths

We will continue to participate in the Good Neighbor program with our staff this year as we feel this is a strength in ensuring that our students are exposed to service projects at an early age.

We will welcome parents back to campus and encourage them to volunteer in classrooms, connect with their child's teacher and participate in parent workshops to support learning at home.

Problem Statements Identifying Perceptions  Needs

Problem Statement 1: Families continue to experience crisis associated with our demographics.  Root Cause:   Poverty

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
• Performance Objectives with summative review (prior  year)

Accountability Data

• Texas Academic Performance Report (TAPR) data 
• Local Accountability Systems (LAS) data

Student Data: Assessments

• Local diagnostic reading assessment data 
• Running Records results
• Observation Survey 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 
• Economically disadvantaged / Non-economically disadvantaged performance 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

Student Data: Behavior and Other  Indicators

• Attendance data
• Mobility rate, including longitudinal data 
• Enrollment trends

Employee Data

• Professional learning communities (PLC) data 
• Staff surveys and/or other feedback

Parent/Community Data

• Parent surveys and/or other feedback