Campus Improvement Plan 2021-2022
Bunker Hill Elementary School 2021-2022
- Mission Statement, Vision, Core Values
- Comprehensive Needs Assessment
- Goal 1: Student Achievement
- Goal 2: Student Support
- Goal 3: Safe Schools
- Goal 4: Fiscal Responsibility
- Campus Funding Summary
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Bunker Hill Elementary School
2021-2022 Campus Improvement Plan
Mission Statement
At Bunker Hill Elementary:
We believe all students have the desire and ability to succeed.
We believe our students are unique, resilient, and valuable with different strengths and needs.
We believe students need a safe, positive, and supportive environment to grow.
We believe our faculty and staff are dedicated, innovative, reflective, flexible, intentional, and passionate.
We believe in supporting the whole child by being genuine, life-long learners who create an environment of high expectations to help students achieve.
We believe our Bunker Hill Elementary family is built on trust, common values, mutual respect, support, and teamwork with a strong desire to make a difference.
Vision
We believe Bunker Hill Elementary students will continue the learners journey as critical thinkers and problem solvers through resilience and perseverance.
We believe students will leave Bunker Hill Elementary knowing how to value the differences in others.
We believe our Bunker Hill Elementary students will continue to be responsible citizens who value and serve their community.
Core Values
Every Child
We put students at the heart of everything we do.
Collective Greatness
We, as a community, leverage our individual strengths to reach challenging goals.
Collaborative Spirit
We believe in each other and find joy in our work.
Limitless Curiosity
We never stop learning and growing.
Moral Compass
We are guided by strong character, ethics and integrity.
Core Characteristics of a T-2-4 Ready Graduate
Academically Prepared: Every Child finds joy in learning, has a learner's mindset and is motivated and equipped with the knowledge, skills and competencies to succeed in life.
Ethical & Service-Minded: Every Child acts with integrity, is personally responsible for their actions and is a civically-engaged community member.
Empathetic & Self-Aware: Every Child appreciates differences, forms secure relationships and cares for their own and others’ emotional, mental and physical health.
Persistent & Adaptable: Every Child is fueled by their own passions, interests and goals and perseveres with confidence and courage.
Resourceful Problem-Solver: Every Child thinks critically and creatively and applies knowledge to find and solve problems.
Communicator & Collaborator: Every Child skillfully conveys thoughts, ideas, knowledge and information and is a receptive and responsive listener.
Comprehensive Needs Assessment
- Demographics
- Student Achievement
- School Culture and Climate
- Staff Quality, Recruitment, and Retention
- Curriculum, Instruction, and Assessment
- Parent and Community Engagement
- School Context and Organization
- Technology
Demographics
Comprehensive Needs Assessment
Demographics
Demographics Summary
| Subgroups | Number out of | Percentage |
| African American | 15 | 2% |
| Hispanic | 110 | 16% |
| White | 330 | 49% |
| Asian | 182 | 27% |
| Multi-Race | 30 | 5% |
| ESL | 171 | 26% |
| At-Risk | 172 | 25% |
| GT | 132 | 20% |
| SPED | 60 | 9% |
| EE | 6 | less than 1% |
| FRL | 92 | 14% |
Our enrollment increased from 630 in 2019-2020 to 669 in 2020-2021.
Our enrollment has been projected to increase to 680 in 2021-2022.
Our Demographic numbers at BHE are shifting:
Our White population decreased by 69 students moving from 63% to 49%.
Our African American, Hispanic, and Asian populations increased from 5-8 students in each category.
Our Multi-Race population decreased by 6 students lowering the percentage to 5%.
Our ESL population decreased by three students.
Our At-Risk population decreased by twenty five students.
Our GT population increased by nineteen students.
Our SPED population increased from 50 students to 60 students. SPED - 31 out of the total 60 students, Speech Only - 29 out of the total 60 students
Our FRL (economically disadvantaged) population increased by 14 students also increasing our FRL percentage from 12% to 14%.
Student Achievement
Comprehensive Needs Assessment
Student Achievement
Student Achievement Summary
We have three focus areas for this school year: Literacy, Numeracy, and Social-Emotional Learning (SEL).
- Our PLC work will have a tight focus this year: Professional Learning Communities (PLC) will meet weekly on Wednesdays. We have intentionally carved out time for SPED teachers to plan with grade level teams twice a month and data study teams will meet the other two weeks a month.
- We will utilize data trackers: Reading, Math, and Behavior trackers will be used to stay on top of our data. Focusing on using data to inform our instructional decisions is part of our PLC work. In addition to the trackers, we also use Eduphoria data to create flexible groups and student groups based on need. Teachers will continue to work on understanding how to analyze their student data and will develop teacher goals as well as helping students write their own goals to show growth.
- We will also continue to use adaptive software such as ST Math in grades K-2, Dream Box in all grade levels, and MyON and Epic for reading to continually measure growth in order to adjust our instruction as needed.
We will focus on closing gaps by increasing our Level III post secondary readiness scores.
See specifics for Student Achievement under each Goal Performance Objective**
School Culture and Climate
Comprehensive Needs Assessment
School Culture and Climate
School Culture and Climate Summary
Our focus this year: Positive Behavioral Interventions and Supports (PBIS)
We will launch PBIS school-wide in the fall. PBIS is an evidence-based three-tiered framework for improving and integrating all of the data, systems, and practices affecting student outcomes every day. It supports every child. Students achieve improved social and academic outcomes, schools experience reduced exclusionary discipline practices, and school personnel feel more effective.
Outcomes:
Improved Student Outcomes:
- Academic Performance
- Social-Emotional Competence
- Social and Academic Outcomes for School-Wide Discipline
- Reduced Bullying Behaviors
Reduced Exclusionary Discipline:
- Office Discipline Referrals
- Suspensions (both in-school and out-of-school)
- Restraint and Seclusion
Improved Teacher Outcomes:
- Perception of Teacher Efficacy
- School Organizational Health and School Climate
- Perception of School Safety
See specifics for Student Achievement under each Goal Performance Objective**
School Culture and Climate Strengths
Our learning community is committed to developing a school culture that supports and cultivates a student-centered learning environment by supporting administration and teachers in their professional growth.
The school sets high standards for all students and families. Parents are equal partners with the teachers in helping each student succeed.
The BHE PTA is very involved with administration and teachers in aiding to provide many opportunities for parents, students, and families to be involved in the BHE community.
Through PTA, Administrative Team, and our SEL (Sunshine committee), we continue to explore ways to motivate and appreciate faculty and staff.
Staff Quality, Recruitment, and Retention
Comprehensive Needs Assessment
Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary
BHE tends to remain stable in staffing with low turnover. Our turnover rate increased this past year due to COVID-19. We will have quite a few new staff members join the BHE faculty and staff for the 2021-2022 school year: three classroom teachers, an Art teacher, a Health Fitness Coach, a Health Fitness Teacher Assistant, a Fine Arts paraprofessional , 2 Resource Teachers (one is a new unit!), a 3rd-5th grade math interventionist, and 3 Kindergarten Teacher Assistants.
The district will continue to support or TCRWP work with a Literacy Instructional Specialist. New this year, they will also be adding a Math Instructional Specialist.
There are many opportunities for leadership at BHE. Teacher leadership roles include grade level Team Leaders, PBIS Committee and Sub-Committees, and our Lead Mentor teacher.
Many staff members have 10+ years at BHE and quite a few have left BHE to raise children and then returned to BHE to continue their teaching career.
Our SEL (Sunshine committee) and our PTA provide strategic and periodic opportunities and experiences for staff to maintain high morale and campus engagement.
PBIS has student incentives as well as teacher incentives which will also help us improve and maintain high morale and continue to maintain our welcoming climate.
Curriculum, Instruction, and Assessment
Comprehensive Needs Assessment
Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Strengths
Our goal is to use our PLC (Professional Learning Community) weekly planning time constructively to utilize on-going assessments and assorted data points to support personalized learning in order to support significant gains in improving overall achievement and overall progress in all 4 indexes. This year, we are going to restructure that time. Twice a month, SPED teachers and Grade Level Teams will meet to lesson plan together. The other two weeks of the month will be for Interventionists, Specialists, and Grade Level Teams to meet in data study teams focusing on the areas of Literacy, Numeracy, and ESL. These meetings will occur on Wednesdays during their conference periods.
We will continue to use Eduphoria to create flexible groups and student groups based on skills and/or need. We will also use Reading. Math, ESL, and Behavior trackers this year. MAP Fluency may be utilized to fill in gaps in reading and/or math in addition to using adaptive software ST-Math, DreamBox, MyON, and Epic.
Parent and Community Engagement
Comprehensive Needs Assessment
Parent and Community Engagement
Parent and Community Engagement Summary
BHE has an active PTA. They are a strong, committed group will to provide our learning community any support as needed. Our PTA continues to assess our most successful programs to support through their fund-raising efforts. The principal and the PTA president meet regularly. The principal and the PTA executive board meet on a monthly basis as does the PTA. They make decisions on which activities and special events will be hosted here at BHE and how they will be funded.
We have an active CIT (Campus Improvement Team) that meets monthly to discuss campus needs. Our CIT helps us monitor and analyze the effectiveness of our CIP (Campus Improvement Plan). They also review our programs such as TCRWP and OC-TX.
We host a Principal Coffee on the first day of school and each grade level hosts a luncheon within the first two weeks of school. We also host three back to school nights during the week the district selects as our parking is limited. Throughout the school year, our music teacher coordinates and puts on grade level musicals for parents and the community in 1st through 5th grades. We have a Fall and Spring Book Fair, International Day, Veteran's Day, Constitution Day, Wax Museum, Spring Fling, and Go Texan Day to name a few opportunities for parents to become involved whether through volunteering or as a spectator.
Throughout the school year, our music teacher coordinates and puts on musicals and shows for parents and the community. We have a Fall and Spring Book Fair, International Day, Veteran's Day, Constitution Day, Wax Museum, Spring Fling, and Go Texan Day to name a few opportunities for parents to become involved whether through volunteering or as a spectator.
Parent and Community Engagement Strengths
Events are well attended.
Parents have many opportunities to be involved at BHE.
Parents are welcomed and encouraged to volunteer in classrooms, the library, the copy room, the main office, and on campus.
Communication with our parents/community is available in a variety of formats (BHE website, BHE PTA website, weekly PTA e-blasts, call-outs, etc.). We use one school-wide newsletter with links to every grade level, specials teachers, librarian, and counselor news so parents have a one-stop-shop for all things BHE. It will be tweeted, emailed through Messenger, blasted through the PTA Monday news flash, and posted on our PTA website monthly.
** Normally, A BHE handbook is included with the student planners. It is a compilation of the new parent orientation, newcomers committee, kinder round up information, back to school information, topics of interest on our webpages, and other need-to-know hot topics for students and families. Due to COVID 19, the planner had to be printed prior to the SBISD Student Handbook's release and will not be included in the planner this year.
School Context and Organization
Comprehensive Needs Assessment
School Context and Organization
School Context and Organization Summary
Bunker Hill Elementary has 32 classroom teachers, 1 AIM special education program with 1 teacher and 2 paraprofessionals, 2 Inclusion/Resource teachers and 1 paraprofessional, 5 interventionists (Language Arts K-2, Math K-2, Math 3-5, ESL, Dyslexia, and Special Programs), 1 librarian and 1 library aide, and 1 counselor.
Each grade level has a common planning time as do our Specialists. Our teams meet weekly in PLC's during conference periods focusing on instructional planning, vertical/horizontal alignment, staff development, and data analysis. This year, we are going to restructure that time. Twice a month, SPED teachers and Grade Level Teams will meet to lesson plan together. The other two weeks of the month will be for Interventionists, Specialists, and Grade Level Teams to meet in data study teams focusing on the areas of Literacy, Numeracy, and ESL. These meetings will occur on Wednesdays during their conference periods.
In addition, we have four meetings monthly: a faculty meeting, PBIS Sub-Committee meetings, ILT meeting, and some sort of professional development or training scheduled during the fourth week of the month.
Technology
Comprehensive Needs Assessment
Technology
Technology Summary
All classrooms have Active Boards. Grades K-1 have technology carts with ipads, Grade 2 has carts with Chrome books. Grades 3, 4, and 5 have Chrome books. 5th grade has Chrome books; however, they do not have carts or charging stations as they are now in temporary classrooms until we move into the new building in the Fall of 2022.
**We are waiting to hear from the district if students in 3rd-5th grade will be one-to-one this year. If they are one-to-one, no carts will be prepared for those classrooms as all devices will be checked out individually to each student.
Teachers are actively learning and incorporating ItsLearning into planning and/or instructional practices.
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - EARLY LITERACY
- Performance Objective 3 - GAP - CLOSING
- Performance Objective 4 - STUDENT GROWTH
- Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Bunker Hill Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2022, Bunker Hill Elementary School will increase student performance on STAAR Grades 3-5 exams in reading and math by at least 3 points at each performance level (approaches, meets, masters).
2020-21: Reading: 86% (approaches), 68% (meets), 47% (masters); Math: 89% (approaches), 72% (meets), 53% (masters)
2019-20: Not Rated due to COVID
2018-19: Reading: [91]% (approaches), [71]% (meets), [46]% (masters); Math: [94]% (approaches), [75]% (meets), [53]% (masters)
2017-18: Reading: [92]% (approaches), [69]% (meets), [46]% (masters); Math: [93]% (approaches), [76]% (meets), [48]% (masters)
Evaluation Data Sources: STAAR 3-8 Reports
Summative Evaluation: None
| Strategy 1: Professional Learning Communities (PLCs): Instructional support and professional learning will primarily occur through content team PLCs. PLCs will focus their work and learning in the following areas: (1) Developing and adhering to collective commitments, (2) purposeful planning and development of instructional strategies and lessons that meet student needs and support concept development, (3) outlining common assessment protocol and expectations using data and TEKS, (4) formative and summative assessments and data analysis and action planning cycle, (5) review of student products, (6) exploration of competency-based progression toward mastery of essential standards. Strategy's Expected Result/Impact: Students will meet the post-secondary targets and/or will show increased student performance on STAAR and/or MAP. Staff Responsible for Monitoring: Administrative Team, ILT, K-5 Teachers, Intervention Teachers Funding Sources: Staff Development, Training Materials, Instructional and Other Materials - 199 PIC 11 - Instructional Services - $2,500, Paper and Cartridges for printing/copying assessments and reports - 199 PIC 99 - Undistributed - $500 |
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Performance Objective 2 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Bunker Hill Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: EARLY LITERACY: EARLY LITERACY: By June 2022, Bunker Hill Elementary School will increase the combined % of students reading On Grade Level or Above Grade Level on the End-of-Year Running Records assessment in each primary grade, K, 1, and 2, by 5 percentage points or ≥ to 85%.
2020-21: Kindergarten 70% On Grade Level or Above Grade Level; 1st Grade: 75 On Grade Level or Above Grade Level; 2nd Grade: 86% On Grade Level or Above Grade Level
Evaluation Data Sources: State Accountability Reports
Summative Evaluation: None
| Strategy 1: Professional Learning Communities (PLCs): Instructional support and professional learning will primarily occur through content team PLCs. PLCs will focus their work and learning in the following areas: (1) Developing and adhering to collective commitments, (2) purposeful planning and development of instructional strategies and lessons that meet student needs and support concept development, (3) outlining common assessment protocol and expectations using data and TEKS, (4) formative and summative assessments and data analysis and action planning cycle, (5) review of student products, (6) exploration of competency-based progression toward mastery of essential standards. Strategy's Expected Result/Impact: Students will meet the post-secondary targets and/or will show at least one year's growth on STAAR. Staff Responsible for Monitoring: Administrative Team, ILT, K-5 Teachers, Intervention Teachers Funding Sources: Staff Development, Training Materials, Instructional and Other Materials - 199 PIC 11 - Instructional Services - $2,500, Substitutes - 199 PIC 11 - Instructional Services - $775, Training Resources - 199 PIC 99 - Undistributed - $500 |
| Strategy 2: Response to Intervention: Identify student needs, targets for growth, and provide in school intervention to increase campus performance, close performance gaps, and positively impact school connectedness. Student needs will highlight the need for instructional materials, supplies, and/or technology Strategy's Expected Result/Impact: 85% of all K-2 students will be at or above grade level by the end of the year. Students below level will receive Massive Practice 1 time per nine weeks at a minimum. Data Study Teams will meet a minimum of once per month to track progress (monitoring through SSC and RtI and the reading trackers). Staff Responsible for Monitoring: Administrative Team, ILT, K-5 Teachers, Interventionists Funding Sources: Instructional and Other Materials - 199 PIC 23 - Special Education - $50, Instructional and Other Materials - 282 ARP21 (ESSER III Campus Allocations) - $22,000, Instructional and Other Materials - 199 PIC 24 - At Risk - $525 |
Performance Objective 3 - GAP - CLOSING
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Bunker Hill Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: GAP - CLOSING: y June 2022, Bunker Hill Elementary School will increase overall performance on STAAR Grades 3-5 exams to narrow the gap or improve performance above the target by at least 2 percentage points for English Learners. 2020-21: English Learners 53%; non-English Learners 72% 2019-20: Not Rated due to COVID Evaluation Data Sources: State Accountability Report Domain 1
Summative Evaluation: None
| Strategy 1: Professional Learning Communities (PLCs): Instructional support and professional learning will primarily occur through content team PLCs. PLCs will focus their work and learning in the following areas: (1) Developing and adhering to collective commitments, (2) purposeful planning and development of instructional strategies and lessons that meet student needs and support concept development, (3) outlining common assessment protocol and expectations using data and TEKS, (4) formative and summative assessments and data analysis and action planning cycle, (5) review of student products, (6) exploration of competency-based progression toward mastery of essential standards. Strategy's Expected Result/Impact: Students will increase achievement in the core academic areas. Staff Responsible for Monitoring: Administrative Team, ILT, K-5 and SPED Teachers, Intervention Teachers Funding Sources: Staff Development, Training Materials, Instructional and Other Materials - 199 PIC 11 - Instructional Services - $2,500, Paper and Cartridges for printing/copying assessments and reports - 199 PIC 99 - Undistributed - $500 |
| Strategy 2: Personalized Professional Learning: Faculty will continuously engage in professional development and professional learning that align to teacher and student needs. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration (PLCs and other established touch-points), monthly faculty meetings and through external opportunities (PD seminars, school visits, etc). Teachers will continue to implement ItsLearning ( ITSL) as a personalized learning format aligning with the district vision of Anywhere, Anytime Learning (Access), Individualized Instruction (Rigor), Holistic and Actionable Data, and Student Voice and Agency. Strategy's Expected Result/Impact: Students will increase achievement in the core academic areas. Targeted Professional Development as needed. Implementation of Personalized Learning may lead to a need for additional intervention or extension outside the normal school day. Staff Responsible for Monitoring: Administrative Team, ILT, K-5 and SPED Teachers, Interventionists Funding Sources: Staff Development, Training Materials, Instructional and Other Materials - 199 PIC 11 - Instructional Services - $2,000 |
| Strategy 3: Small Group Instruction: Pride Time has been set aside in the master schedule for RtI which may include, but is not limited to, workshop and small group instruction. One hour daily will be given to minimize classroom disruption and provide consistency. Student needs will highlight the need for instructional materials, supplies, and/or technology. Strategy's Expected Result/Impact: Students will meet the post-secondary targets and/or will show at least one year's growth on STAAR. Weekly planning in PLC teams. Develop and use a Pride Time walk through form that will document the implementation of workshop and small group instruction. Data conferences will be used to inform instruction and flexible grouping for small group intervention. Staff Responsible for Monitoring: Administrative Team, ILT, LIS and Interventionists, K-5 Teachers, Administration Funding Sources: Instructional and Other Materials - 199 PIC 99 - Undistributed - $2,000, Learning A-Z, See Saw, and Other Technology - 199 PIC 11 - Instructional Services - $6,000, Instructional and Other Materials - 282 ARP21 (ESSER III Campus Allocations) - $3,500 |
| Strategy 4: Response to Intervention: Identify student needs, targets for growth, and provide in school intervention to increase campus performance, close performance gaps, and positively impact school connectedness. Student needs will highlight the need for instructional materials, supplies, and/or technology. Strategy's Expected Result/Impact: Students will increase achievement in the core academic areas. We will use the BHE RTI shared drive to track SSC and intervention progress. We will meet monthly with the Interventionists and Teachers to review student progress and make adjustments to interventions being provided by teachers (Tier II) and interventionists (Tier III). Staff Responsible for Monitoring: Administrative Team, LIS, Interventionists, K-5 and SPED Teachers Funding Sources: Instructional Materials - 199 PIC 23 - Special Education - $50, Instructional Materials - 199 PIC 24 - At Risk - $525, Software and Other Instructional Materials - 282 ARP21 (ESSER III Campus Allocations) - $15,000 |
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Strategy 5: Ensure that ELL Strategies are consistently used school wide by learning and implementing strategies and using the ELPS descriptors and PLD's to plan targeted small group instruction. |
Performance Objective 4 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Bunker Hill Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: STUDENT GROWTH: By June 2022, Bunker Hill Elementary School will increase the % of students who meet or exceed conditional growth index (CGI) targets on Measures of Academic Progress: Reading (K-5) increase by 5 points, Math (K-5) increase by 3 points.
2020-21: Reading - 60% met CGI; Math - 63% met CGI
2019-20: Not Rated due to COVID
2018-19: Reading - 61% met CGI; Math - 69% met CGI
2017-18: Reading - 61% met CGI; Math - 73% met CGI
Evaluation Data Sources: Measures of Academic Progress (MAP) Reports
Summative Evaluation: None
| Strategy 1: Professional Learning Communities (PLCs): Instructional support and professional learning will primarily occur through content team PLCs. PLCs will focus their work and learning in the following areas: (1) Developing and adhering to collective commitments, (2) purposeful planning and development of instructional strategies and lessons that meet student needs and support concept development, (3) outlining common assessment protocol and expectations using data and TEKS, (4) formative and summative assessments and data analysis and action planning cycle, (5) review of student products, (6) exploration of competency-based progression toward mastery of essential standards. Strategy's Expected Result/Impact: Students will increase achievement in the core academic areas. Staff Responsible for Monitoring: Administrative Team, LIS, Reading Interventionist, K-5 and SPED Teachers Intervention Teachers Funding Sources: Paper and Cartridges for printing/copying assessments and reports - 199 PIC 99 - Undistributed - $500, Staff Development, Training Materials, Instructional and Other Materials - 199 PIC 11 - Instructional Services - $2,500 |
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| Strategy 2: Personalized Professional Learning: Faculty will continuously engage in professional development and professional learning that align to teacher and student needs. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration (PLCs and other established touch-points), monthly faculty meetings and through external opportunities (PD seminars, school visits, etc). Teachers will continue to implement ItsLearning ( ITSL) as a personalized learning format aligning with the district vision of Anywhere, Anytime Learning (Access), Individualized Instruction (Rigor), Holistic and Actionable Data, and Student Voice and Agency. Strategy's Expected Result/Impact: Students will increase achievement in the core academic areas. Targeted Professional Development as needed. Implementation of Personalized Learning may lead to a need for additional intervention or extension outside the normal school day. Staff Responsible for Monitoring: Administrative Team, LIS, Reading Interventionist, K-5 and SPED teachers Funding Sources: Staff Development, Training Materials, Instructional and Other Materials - 199 PIC 11 - Instructional Services - $2,000 |
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| Strategy 3: Small Group Instruction: Pride Time has been set aside in the master schedule for RtI which may include, but is not limited to, workshop and small group instruction. One hour daily will be given to minimize classroom disruption and provide consistency. Student needs will highlight the need for instructional materials, supplies, and/or technology. Strategy's Expected Result/Impact: Students will increase achievement in the core academic areas. Weekly planning in PLC teams. Continue the use of a Pride Time walk through form that will document the implementation of workshop and small group instruction. Data conferences will be used to inform instruction and flexible grouping for small group intervention. Staff Responsible for Monitoring: Administrative Team, LIS, Reading Interventionist, K-5 and SPED Teachers Intervention Teachers Funding Sources: Instructional and Other Materials - 199 PIC 99 - Undistributed - $2,000, Technology Tools including but not limited to headphones, printers, etc. and Digital Resources including subscription services - 199 PIC 11 - Instructional Services - $6,000 |
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| Strategy 4: Response to Intervention: Identify student needs, targets for growth, and provide in school intervention to increase campus performance, close performance gaps, and positively impact school connectedness. Student needs will highlight the need for instructional materials, supplies, and/or technology. Strategy's Expected Result/Impact: Students will increase achievement in the core academic areas. We will use the BHE RTI shared drive to track SSC and intervention progress. We will meet monthly with the Interventionists and Teachers to review student progress and make adjustments to interventions being provided by teachers (Tier II) and interventionists (Tier III). Staff Responsible for Monitoring: Administrative Team, LIS, Reading Interventionist, K-5 and SPED teachers Funding Sources: Instructional Materials - 199 PIC 23 - Special Education - $50, Instructional Materials - 199 PIC 24 - At Risk - $525 |
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| Strategy 5: MAP Testing: Administer MAP reading and math in grades K-5, and administer science in grade 5, three times per year (after completion of assessment) to create action plans based on the data. Strategy's Expected Result/Impact: Students will meet and/or will show at least one year's growth on MAP. We will use the BHE RTI shared drive to track SSC and intervention progress. We will meet monthly with the Interventionists and Teachers to review student progress and make adjustments to interventions being provided by teachers (Tier II) and interventionists (Tier III). Data conferences will be used to inform instruction and flexible grouping for small group intervention. Staff Responsible for Monitoring: Administrative Team, LIS, Reading Interventionist, K-5 and SPED teachers Funding Sources: Staff Development, Training Materials, Instructional and Other Materials including printing of reports - 199 PIC 99 - Undistributed - $2,500 |
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| Strategy 1: Ensure that ELL Strategies are consistently used school wide by learning and implementing strategies and using the ELPS descriptors and PLD's to plan targeted small group instruction. Strategy's Expected Result/Impact: Students will increase achievement on TELPAS in the areas of listening, speaking, reading , and writing. Continue the use of an ELL checklist of strategies for quick walk throughs and reflection. ESL Interventionist will keep records, compile data, and meet with teachers monthly to assist teachers with individual ELL student goals and progress. Weekly planning in PLC teams. Targeted professional development and training Staff Responsible for Monitoring: Administrative Team, ILT, LIS, Interventionists, ESL Interventionist, K-5 and SPED Teachers Funding Sources: Staff Development, Training Materials, Instructional and Other Materials - 199 PIC 25 - ESL/Bilingual - $2,125 |
| Strategy 2: Professional Learning Communities (PLCs): Instructional support and professional learning will primarily occur through content team PLCs. PLCs will focus their work and learning in the following areas: (1) Developing and adhering to collective commitments, (2) purposeful planning and development of instructional strategies and lessons that meet student needs and support concept development, (3) outlining common assessment protocol and expectations using data and TEKS, (4) formative and summative assessments and data analysis and action planning cycle, (5) review of student products, (6) exploration of competency-based progression toward mastery of essential standards. Strategy's Expected Result/Impact: Students will increase achievement on TELPAS in the areas of listening, speaking, reading , and writing. Staff Responsible for Monitoring: Administrative Team, ESL Interventionist, K-5 and SPED Teachers, Intervention Teachers Funding Sources: Staff Development, Training Materials, Instructional and Other Materials - 199 PIC 11 - Instructional Services - $1,500 |
Goal 2: Student Support
Student Support
Performance Objective 1 - SCHOOL CONNECTEDNESS
Goals
Goal 2: STUDENT SUPPORT. Every Bunker Hill Elementary School student will benefit from an aligned system that supports his/her academic and social-emotional needs.
Performance Objective 1: SCHOOL CONNECTEDNESS: By June 2022, the % of Bunker Hill Elementary School students who feel connected as both individuals and learners will increase by at least 2 points.
2020-21: 89% Rigorous Expectations
2019-20: Not Rated due to COVID
2018-19: 86% Rigorous Expectations
2017-18: 77% Rigorous Expectations
Evaluation Data Sources: Panorama Student Survey
Summative Evaluation: None
| Strategy 1: Use BHE TV and Community Circles as a way to bring the school together on topics including: social and emotional issues, and character building (respect, empathy, compassion for others, etc.). Strategy's Expected Result/Impact: Increase awareness of culture and environment at BHE for students. Hold weekly community circles in every homeroom class. Review Panorama Survey, target areas of need, introduce strategies for teachers to use throughout the year. Staff Responsible for Monitoring: Librarian, Interventionist, Counselor, K-5 Teachers, Administrative Team, System of Care Funding Sources: Materials for Activities - 199 PIC 99 - Undistributed - $25 |
| Strategy 2: Hold school-wide events including but not limited to BHE School-Wide Reading and Writing Days, Poetry (Poem in Your Pocket) Day, Grade Level Plays, Square Dancing Showcase, and International Day. Strategy's Expected Result/Impact: Increase connectedness of students at BHE. Increase sense of community among all stakeholders. Staff Responsible for Monitoring: PTA, K-5 Teachers, Specialists, Librarian, Counselor, Coordinator of Special Programs, Administrative Team Funding Sources: Materials needed for Activities - 199 PIC 99 - Undistributed - $25 |
| Strategy 3: Reestablish a C-SHAC at BHE to engage staff and community through No Place for Hate, Red Ribbon Week, Anti-Bullying and Drug Prevention, Kindness Month, Autism Awareness Month, Gen TX and other activities. Strategy's Expected Result/Impact: Increase the number of students who feel connected as both individuals and learners by 2%. This committee will meet at least three times per year. Research and book two presentations for Anti-Bullying and Drug Prevention in 5th grade. Schedule and hold annual Red Ribbon Week. Participate in No Place for Hate activities, Kindness Month, Autism Awareness month, and Gen TX week activities. Staff Responsible for Monitoring: Administrative Team, Counselor, K-5 Teachers, SPED Teachers, PTA Funding Sources: Materials for Meetings/Activities - 199 PIC 99 - Undistributed - $25 |
Performance Objective 2 - GUIDANCE AND COUNSELING
Goals
Goal 2: STUDENT SUPPORT. Every Bunker Hill Elementary School student will benefit from an aligned system that supports his/her academic and social-emotional needs.
Performance Objective 2: GUIDANCE AND COUNSELING: Each grade level will implement and support character education and social-emotional learning curriculum.
Evaluation Data Sources: Training materials and attendance rosters
Summative Evaluation: None
| Strategy 1: Personalized Professional Learning: Faculty will continuously engage in professional development and professional learning that align to teacher and student needs focused on social and emotional supports. Professional learning will be embedded into the natural work and learning of teachers throughout the year. Professional learning will occur through team collaboration, monthly faculty meetings, Character Strong, and through external opportunities (PD seminars, school visits, etc). Strategy's Expected Result/Impact: Increase the number of students who feel connected as both individuals and learners by 2%. Increased Student Belonging on Panorama Survey Staff Responsible for Monitoring: Administrative Team, Counselor, K-5 Teachers, System of Care Funding Sources: Staff Development, Training Materials, Instructional and Other Materials - 199 PIC 11 - Instructional Services - $500 |
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Strategy 2: Build/Include a comprehensive counseling program. Continue the Character Strong character education and social emotional learning curriculum. Counselor will provide monthly classroom lessons and targeted small groups in order to meet social/emotional needs of students. Provide targeted social and emotional instruction based on areas of need. |
Goal 3: Safe Schools
Safe Schools
Performance Objective 1 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 1: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Evaluation Data Sources: Campus Safety Committee roster
Summative Evaluation: None
| Strategy 1: CAMPUS SAFETY COMMITTEE: Establish Campus Safety Committees composed of a cross section of stakeholders to look at matters related to campus safety. Strategy's Expected Result/Impact: Each Campus principal will recruit a safety team and provide a roster. Each campus team will meet three times per year so that all campuses will be able to refine safety practices. Staff Responsible for Monitoring: Administrative Team Safety Committee Funding Sources: Training and/or Training Materials - 199 PIC 99 - Undistributed - $300 |
| Strategy 2: HARRIS COUNTY DEPARTMENT OF EDUCATION: Participate in the Harris County Department of Education (HCDE) campus safety audit. Strategy's Expected Result/Impact: Campus will develop action plans to address any deficiencies as a result of safety audits. Staff Responsible for Monitoring: Administrative Team, Safety Committee |
Performance Objective 2 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 2: EMERGENCY OPERATIONS: Develop Campus Emergency Operations Procedures (EOP) that comply with SB 11, and include Standard Operating Procedures.
Evaluation Data Sources: Campus Emergency Operation Procedures Documents
Summative Evaluation: None
| Strategy 1: EMERGENCY OPERATIONS PROCEDURES: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures, such as the "I Love You Guys" Foundation. Strategy's Expected Result/Impact: Campus EOP is turned in and filed by September 1st. Staff Responsible for Monitoring: Administrative Team Funding Sources: Training Materials and Classroom Materials - 199 PIC 99 - Undistributed - $250 |
| Strategy 2: EMERGENCY OPERATIONS PROCEDURES: Update campus EOP annually and train staff at the start of each school year. Strategy's Expected Result/Impact: Campus procedures maintained in campus EOPs. Staff training documents maintained. EOP submitted by September 1st. Staff Responsible for Monitoring: Administrative Team, Safety Committee |
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Bunker Hill Elementary School will ensure efficient and effective fiscal management of resources and operations to maximize learning for all students.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices so that financial resources provide the maximum possible support for T-2-4.
Evaluation Data Sources: Year-To-Date (YTD) Budget Reports (monthly, quarterly, annually)
Summative Evaluation: None
| Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage money. Strategy's Expected Result/Impact: Error free records. Documentation of purchases and orders. Staff Responsible for Monitoring: Principal, Administrative Assistant Title I Schoolwide Elements: 3.1 |
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 1 | 1 | Staff Development, Training Materials, Instructional and Other Materials | $2,500.00 |
| 1 | 1 | 2 | Staff Development, Training Materials, Instructional and Other Materials | $2,000.00 |
| 1 | 1 | 3 | A-Z Learning, Raz Kids, Other Technology | $6,000.00 |
| 1 | 2 | 1 | Staff Development, Training Materials, Instructional and Other Materials | $2,500.00 |
| 1 | 2 | 1 | Substitutes | $775.00 |
| 1 | 3 | 1 | Staff Development, Training Materials, Instructional and Other Materials | $2,500.00 |
| 1 | 3 | 2 | Staff Development, Training Materials, Instructional and Other Materials | $2,000.00 |
| 1 | 3 | 3 | A-Z Learning, Raz Kids, Other Technology | $6,000.00 |
| 1 | 4 | 1 | Staff Development, Training Materials, Instructional and Other Materials | $2,500.00 |
| 1 | 4 | 2 | Staff Development, Training Materials, Instructional and Other Materials | $2,500.00 |
| 1 | 4 | 3 | Technology Tools including but not limited to headphones, printers, etc. and Digital Resources including subscription services | $6,000.00 |
| 1 | 5 | 2 | Staff Development, Training Materials, Instructional and Other Materials | $1,500.00 |
| 2 | 2 | 1 | Staff Development, Training Materials, Instructional and Other Materials | $500.00 |
| 2 | 2 | 2 | Staff Development, Training Materials, Instructional and Other Materials | $500.00 |
| Sub-Total | $37,275.00 | |||
| Budgeted Fund Source Amount | $37,275.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 23 - Special Education | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 1 | 4 | Instructional Materials | $50.00 |
| 1 | 2 | 2 | Instructional and Other Materials | $50.00 |
| 1 | 3 | 4 | Instructional Materials | $50.00 |
| 1 | 4 | 4 | Instructional Materials | $50.00 |
| Sub-Total | $200.00 | |||
| Budgeted Fund Source Amount | $200.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 24 - At Risk | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 1 | 4 | Instructional Materials | $525.00 |
| 1 | 2 | 2 | Instructional and Other Materials | $525.00 |
| 1 | 3 | 4 | Instructional Materials | $525.00 |
| 1 | 4 | 4 | Instructional Materials | $525.00 |
| Sub-Total | $2,100.00 | |||
| Budgeted Fund Source Amount | $2,100.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 25 - ESL/Bilingual | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 3 | 5 | Staff Development and Training Materials, Instructional and Other Materials | $2,125.00 |
| 1 | 5 | 1 | Staff Development and Training Materials, Instructional and Other Materials | $2,125.00 |
| Sub-Total | $4,250.00 | |||
| Budgeted Fund Source Amount | $4,250.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 99 - Undistributed | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 1 | 1 | Paper and Cartridges for printing/copying assessments and reports | $500.00 |
| 1 | 1 | 3 | Instructional and Other Materials | $2,000.00 |
| 1 | 2 | 1 | Training Resources | $500.00 |
| 1 | 3 | 1 | Paper and Cartridges for printing/copying assessments and reports | $500.00 |
| 1 | 3 | 3 | Instructional and Other Materials | $2,000.00 |
| 1 | 4 | 1 | Paper and Cartridges for printing/copying assessments and reports | $500.00 |
| 1 | 4 | 3 | Instructional and Other Materials | $2,000.00 |
| 1 | 4 | 5 | Staff Development, Training Materials, Instructional and Other Materials including printing of reports | $2,500.00 |
| 2 | 1 | 1 | Materials for Activities | $25.00 |
| 2 | 1 | 2 | Materials for Activities | $25.00 |
| 2 | 1 | 3 | Materials for Meetings/Activities | $25.00 |
| 3 | 1 | 1 | Training and/or Training Materials | $300.00 |
| 3 | 2 | 1 | Supplies and Materials | $430.00 |
| Sub-Total | $11,305.00 | |||
| Budgeted Fund Source Amount | $11,305.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 99 - Undistributed | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 1 | 1 | Paper and Cartridges for printing/copying assessments and reports | $500.00 |
| 1 | 1 | 3 | Instructional and Other Materials | $2,000.00 |
| 1 | 2 | 1 | Training Resources | $500.00 |
| 1 | 3 | 1 | Paper and Cartridges for printing/copying assessments and reports | $500.00 |
| 1 | 3 | 3 | Instructional and Other Materials | $2,000.00 |
| Grand Total | $51,720.00 | |||