Campus Improvement Plan
Spring Branch Middle School 2023-2024
- 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
Spring Branch Middle School
2023-2024 Campus Improvement Plan
Mission Statement
Our mission is to provide the building blocks for students to attain: Success Beyond Middle School
Vision
SBMS will be a learning community that values differences and encourages high achievement in ALL students towards T-2-4 success.
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
Comprehensive Needs Assessment
Demographics
Demographics Summary
Spring Branch Middle School serves students in grades 6-8 within the Spring Branch Independent School District (SBISD). Enrollment trends showed a decrease of 55 students from the 2020–2021 school year to the 2022–2023 school year.
Enrollment Trends:
2022-2023: Enrollment – 1,074
2021-2022: Enrollment – 1,122
2020-2021: Enrollment – 1,129
Source: PEIMS OnDataSuite Fall Dashboard
The demographic profile of the students at Spring Branch Middle School has remained relatively consistent during the past three years. The majority of the students are White, followed by Hispanic. About 39% of the students are considered economically disadvantaged during the 2022-2023 school year, which qualifies the campus as a Title 1 school. During the 2022-2023 school year, 23.6% of the students were identified as Emergent Bilingual/English Learner (EB/EL); 36.9% At-Risk; 3.3% Immigrant; 1.3% Homeless; 11.7% of students were identified for special education services; and 19.8% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2022-2023: African American – 47 (4.4%)
2021-2022: African American – 51 (4.6%)
2020-2021: African American – 46 (4.1%)
2022-2023: American Indian-Alaskan Native – *
2021-2022: American Indian-Alaskan Native – *
2020-2021: American Indian-Alaskan Native – *
2022-2023: Asian – 56 (5.2%)
2021-2022: Asian – 63 (5.6%)
2020-2021: Asian – 63 (5.6%)
2022-2023: Hispanic – 432 (40.2%)
2021-2022: Hispanic – 447 (39.8%)
2020-2021: Hispanic – 456 (40.4%)
2022-2023: Native Hawaiian-Pacific Islander – 0 (0.0%)
2021-2022: Native Hawaiian-Pacific Islander – 0 (0.0%)
2020-2021: Native Hawaiian-Pacific Islander – 0 (0.0%)
2022-2023: White – 494 (46.0%)
2021-2022: White – 511 (45.5%)
2020-2021: White – 517 (45.8%)
2022-2023: Two-or-more – 43 (4.0%)
2021-2022: Two-or-more – 47 (4.2%)
2020-2021: Two-or-more – 43 (3.8%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2022-2023: At-Risk – 396 (36.9%)
2021-2022: At-Risk – 432 (38.5%)
2020-2021: At-Risk – 436 (38.6%)
2022-2023: Economically Disadvantaged – 419 (39.0%)
2021-2022: Economically Disadvantaged – 409 (36.5%)
2020-2021: Economically Disadvantaged – 398 (35.3%)
2022-2023: Emergent Bilingual/English Learner – 253 (23.6%)
2021-2022: Emergent Bilingual/English Learner – 262 (23.4%)
2020-2021: Emergent Bilingual/English Learner – 253 (22.4%)
2022-2023: Gifted and Talented – 213 (19.8%)
2021-2022: Gifted and Talented – 207 (18.5%)
2020-2021: Gifted and Talented – 190 (16.8%)
2022-2023: Homeless – 14 (1.3%)
2021-2022: Homeless – 5 (0.5%)
2020-2021: Homeless – 5 (0.4%)
2022-2023: Immigrant – 35 (3.3%)
2021-2022: Immigrant – 42 (3.7%)
2020-2021: Immigrant – 37 (3.3%)
2022-2023: Migrant – 0 (0.0%)
2021-2022: Migrant – 0 (0.0%)
2020-2021: Migrant – 0 (0.0%)
2022-2023: Special Education – 126 (11.7%)
2021-2022: Special Education – 123 (11.0%)
2020-2021: Special Education – 117 (10.4%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Attendance Rates:
2020-2021: 95.3%
2019-2020: 97.8%
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2020-2021: 12.6%
2019-2020: 7.9%
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Demographics Strengths
Diversity is our greatest strength and opportunity. Our school is a microcosm of Houston. We have an opportunity to serve the whole child and help shape citizens who can understand differences in culture, economic class, lanuguages, etc. We have the ability to create relationships and empathy throughout the school.
Problem Statements Identifying Demographics Needs
Problem Statement 1: Spring Branch Middle School mirrors the demographics of the City of Houston which can cause academic and behavioral challenges. We would like to see our students interact across economic and racial divides by building relationships. In addition, staff that understands needs of all students so we can bridge the gaps in academics and culture. Root Cause: Zoning of the school and the Academic pathways have reinforced boundaries.
Problem Statement 2: We would like to see our students interact across economic and racial divides. Root Cause: Academic pathways have reinforced boundaries.
Student Achievement
Comprehensive Needs Assessment
Student Achievement
Student Achievement Summary
Spring Branch Middle School implements a rigorous curriculum that is aligned to state standards and continuously revised to produce and prepare all students towards T-2-4 district goals. Students will master rigorous academic standards to ensure college and career readiness. We believe campus administrators and teachers are members of the campus’ Professional Learning Committees (PLC). PLC in SBISD is an ongoing collaborative team process used to establish a school-wide culture that develops teacher leadership explicitly focused on building and sustaining school improvement efforts.
A top priority in SBISD is literacy. Students receive the opportunity and skill set to experience meaningful literacy experiences that are rigorous and engaging. With their peers, students in SBISD listen, speak, read and write through the content areas with a commitment that they will become lifelong readers and writers. SBISD is driven by standards, focused on strategies, differentiated, and guided by student data. Numeracy is also a top priority in SBISD. Our goal is to provide academic experiences that build confident and creative mathematical thinkers. Students identified for special education (SPED) services or as Emergent Bilingual/English Learner (EB/EL) are also a district focus.
Below is a summary of the STAAR Reading passing rates:
2022: 6th Grade Reading - 77% Approaches; 57% Meets; 32% Masters
2021: 6th Grade Reading - 71% Approaches; 45% Meets; 26% Masters
2022: 7th Grade Reading - 84% Approaches; 67% Meets; 51% Masters
2021: 7th Grade Reading - 75% Approaches; 55% Meets; 33% Masters
2022: 8th Grade Reading - 81% Approaches; 63% Meets; 47% Masters
2021: 8th Grade Reading - 78% Approaches; 52% Meets; 28% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Reading passing rates for SPED and EB/EL:
2022: SPED All Grades Reading - 42% Approaches; 27% Meets; 9% Masters
2021: SPED All Grades Reading - 30% Approaches; 10% Meets; 2% Masters
2022: EB/EL All Grades Reading - 57% Approaches; 33% Meets; 16% Masters
2021: EB/EL All Grades Reading - 44% Approaches; 21% Meets; 6% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Mathematics passing rates:
2022: 6th Grade Mathematics - 88% Approaches; 60% Meets; 30% Masters
2021: 6th Grade Mathematics - 77% Approaches; 56% Meets; 37% Masters
2022: 7th Grade Mathematics - 76% Approaches; 58% Meets; 37% Masters
2021: 7th Grade Mathematics - 74% Approaches; 56% Meets; 35% Masters
2022: 8th Grade Mathematics - 63% Approaches; 34% Meets; 11% Masters
2021: 8th Grade Mathematics - 62% Approaches; 36% Meets; 7% Masters
2022: End of Course Algebra I - 100% Approaches; 98% Meets; 87% Masters
2021: End of Course Algebra I - 100% Approaches; 87% Meets; 72% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Mathematics passing rates for SPED and EB/EL:
2022: SPED All Grades Mathematics - 51% Approaches; 27% Meets; 6% Masters
2021: SPED All Grades Mathematics - 32% Approaches; 18% Meets; 4% Masters
2022: EB/EL All Grades Mathematics - 59% Approaches; 28% Meets; 10% Masters
2021: EB/EL All Grades Mathematics - 53% Approaches; 25% Meets; 7% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
We have increase all our ELA scores from 2-19 percentage points in all categories.
We have increase all our Math scores in all but two categories.
All special education and EB students scores have all increased in all categories
Problem Statements Identifying Student Achievement Needs
Problem Statement 1: Although we have seen great improvements with students arriving to class on time, there is still room for growth. In addition we are creating speciality classes to close the gaps with struggling students. Root Cause: More consistency and implementation of procedures and policies. Bell to Bell instruction.
Problem Statement 2: We need to build a stronger intervention system built on the identification of essential standards and results of benchmark testing. Allowing students more access to labs to increase learning. Root Cause: Allow more flexibility in semester electives, allowing more access to labs to increase learning and essential standards.
Problem Statement 3: Although our students are making progress in approaches, there is less growth at the meets and the masters level. Root Cause: Teachers are using instructional time to address learning gaps and there needs to be more emphasis on quality of first round instruction to support all students. Students with learning gaps should be able to access extra support with Lab and small group intervention instruction.
Staff Recruitment and Retention
Comprehensive Needs Assessment
Staff Recruitment and Retention
Staff Recruitment and Retention Summary
The Talent strategy is to recruit and retain the best employees at Spring Branch Middle School to support students. For employees and support personnel, this includes recruitment processes and hiring practices to develop and retain staff to meet the unique needs of each department and/or campus. Increased creativity and flexibility in our staffing, compensation, and benefit plans will help SBISD attract and retain qualified individuals. In order to meet our strategic goals, attract and retain the best talent, we focus our efforts on the following key areas:
- Recruitment and Retention of instructional, non-instructional, paraprofessional, and auxiliary staff
- Onboarding processes
- Staffing and Performance Management
- Competitive Compensation and Benefits
- Benefits Training opportunities
Teacher by years of experience:
2022-2023: Beginning – 7 FTE (10.5%)
2021-2022: Beginning – 6 FTE (8.6%)
2020-2021: Beginning – 5 FTE (7.3%)
2022-2023: 1-5 Years – 24.4 FTE (36.5%)
2021-2022: 1-5 Years – 22.4 FTE (32.0%)
2020-2021: 1-5 Years – 19.7 FTE (28.7%)
2022-2023: 6-10 Years – 12.3 FTE (18.4%)
2021-2022: 6-10 Years – 21.3 FTE (30.5%)
2020-2021: 6-10 Years – 15.9 FTE (23.1%)
2022-2023: 11-20 Years – 14.4 FTE (21.1%)
2021-2022: 11-20 Years – 10.2 FTE (14.6%)
2020-2021: 11-20 Years – 16.2 FTE (23.6%)
2022-2023: Over 20 Years – 9.1 FTE (13.6%)
2021-2022: Over 20 Years – 10.1 FTE (14.4%)
2020-2021: Over 20 Years – 11.9 FTE (17.3%)
2022-2023: Total – 66.8 FTE (100%)
2021-2022: Total – 69.9 FTE (100%)
2020-2021: Total – 68.7 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strengths
Regular faculty, department and DC meetings to promote open discussions regarding campus and district issues.
Gratitude Fridays and Monthly faculty shout outs.
Providing a mentor for all new teachers to the profession.
Providing a Buddy to teachers new to SBMS
Staff engaged in PLC process as an active participant in data analysis.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: We have several new teachers with little to no experience. Some have only taught during COVID and need additional supports with classroom management, interventions and breaking down data. Root Cause: Many veteran teachers have left the profession. We are adding additional supports to help teachers with classroom management and created an MCL position for ELA to help break down data and assist new teachers. In addition we have mentor and buddy teachers assigned to all new teacher or teachers new to Spring Branch.
Problem Statement 2: We have several new teachers to the profession this year. Although there are supports to help with the curriculum and classroom management, teachers are still learning how to create systems, differentiate and increase rigor with in the classroom. Root Cause: New to the curriculum and creation of rules and policies within the classroom
Family and Community Engagement
Comprehensive Needs Assessment
Family and Community Engagement
Family and Community Engagement Summary
FAMILY ENGAGEMENT
Spring Branch Middle School provides a sustained and strategic focus on educating, engaging and empowering families that are aligned with the SBISD Family E3 framework, focusing on building the capacity of families and staff to work together for student academic success. The Share a Smile Customer Service commitments are embedded into the Family E3 expectations, emphasizing the importance of customer service at our campus. The campus Translation and Interpretation Procedure asserts our commitment to provide families with information they can understand. Families are invited to attend campus and district events. The Family E3 team conducts an annual needs assessment with our campus to determine family engagement strengths and areas of support.
COMMUNITY ENGAGEMENT
Spring Branch Middle School works closely with the SBISD Community Engagement Division to support meaningful, strategic two-way engagement of families, community members, partners, and volunteers. The district traditionally has a large and very committed network of partners and 11,000+ volunteers. During the summer, the Community Engagement team conducts a needs assessment with our campus to determine community engagement strengths and areas of support. We welcome and value volunteers who serve on our campus as mentors and tutors to support student success.
Family and Community Engagement Strengths
- Active PTA
- Community is in School provides additional or specialized supports students and families
- Weekly newsletters, emails, callouts, etc.
- Mentors
- Bears 4 Bears
- In 2022-23 we had 5,825 volunteers throughout the year.
Problem Statements Identifying Family and Community Engagement Needs
Problem Statement 1: Our school is diverse and encompasses all levels of social economical background. The diversity of our school creates opportunities to improve engagement with families and meet parents and students where they are. Root Cause: Our families come from different perspectives and social economic backgrounds which can limit the amount of involvement parents have in school wide activities.
Problem Statement 2: SBMS is a diverse community with multiple languages spoken and cultural differences. Root Cause: Our families come from different perspectives, social economic background, cultures and speak several languages.
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - STUDENT GROWTH
- Performance Objective 3 - CLOSING THE GAPS
- Performance Objective 4 - ENGLISH LANGUAGE ACQUISITION PROGRESS
- Performance Objective 5 - COLLEGE AND CAREER READINESS BENCHMARK
- Performance Objective 6 - ADVANCED COURSES
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Branch Middle School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2024, Spring Branch Middle School will increase student performance on STAAR Redesign Grades 6-8 exams in reading and math by at least 5 percentage points in approaches, 5 percentage points in meets, and 5 percentage points in masters.
2022-23: Reading: 85% (approaches), 68% (meets), 42% (masters); Math: 84% (approaches), 65% (meets), 38% (masters) Baseline Year
Evaluation Data Sources: 2023 Texas Academic Performance Report (TAPR)
Strategy 1: Each core content team will have additional planning and PLC time to ensure that pathways are created for each unit of study. By doing so, we can ensure appropriate challenge and rigor is in place to maximize student learning. Additionally, we will contract with a consultant to support our planning and responding to data practices.
Strategy's Expected Result/Impact: Students in all programs will receive appropriate levels of instruction and preparation for the next year's work as measured by multiple measures.
Staff Responsible for Monitoring: Administrators
TEA Priorities:
Recruit, support, retain teachers and principals, Build a foundation of reading and math
- ESF Levers:
Lever 1: Strong School Leadership and Planning
Funding Sources: Contracted services - 211 - Title I, Part A - 6299 - $3,600, Instructional Material - 199 PIC 11 - Instructional Services - 6399 - $10,335, Region 4 - 211 - Title I, Part A - 6239 - $2,000, Supplies Material - 211 - Title I, Part A - 6399 - $24,000, Substitutes - 211 - Title I, Part A - 6112 - $6,000, Technology - 211 - Title I, Part A - 6398
Strategy 2: Provide instructional materials, supplies, organizational materials and resources for all academic departments
Strategy's Expected Result/Impact: SBMS Teachers will have adequate materials, supplies, and resources to meet the academic needs of students.
Staff Responsible for Monitoring: Administrators DCs
ESF Levers:
Lever 5: Effective Instruction
Funding Sources: Career and Tech Supplies - 199 PIC 11 - Instructional Services - 6390 - $10,000, - 199 PIC 24 - At Risk - $5,000, Other reading material - 211 - Title I, Part A - 6329 - $18,000
Strategy 3: After or before school tutoring will be provided for students in all academic areas.
Strategy's Expected Result/Impact: Students will demonstrate growth in multiple measures.
Staff Responsible for Monitoring: Administration
TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 5: Effective Instruction
Funding Sources: Tutoring Supplemental Pay - 211 - Title I, Part A - 6116 - $10,000, - 199 PIC 30 - At Risk School Wide SCE - $2,750, - 199 PIC 11 - Instructional Services - 6110 - $10,000
Strategy 4: Provide outreach to parents and family to conference about students' grades or needs of the families.
Strategy's Expected Result/Impact: Increase parent involvement in students academics and behavior
Staff Responsible for Monitoring: Counselors, APs, Teachers
ESF Levers:
Lever 3: Positive School Culture
Funding Sources: - 199 PIC 22 - Career & Technology - $8,000, parent and family Engagement - 211 - Title I, Part A - 61.63 - $5,000
Strategy 5: Provide translation services and translated materials to families of our students in their native language, when needed
Strategy's Expected Result/Impact: Effective Communication between home and school
Staff Responsible for Monitoring: Administrators, Counselors
Title I:
4.1, 4.2
- ESF Levers:
Lever 3: Positive School Culture
Funding Sources: parent and family engagement - 211 - Title I, Part A - 61.6299 - $5,000
Performance Objective 2 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Branch Middle School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: STUDENT GROWTH: Spring Branch Middle School will increase the percentage of students demonstrating STAAR Redesigned academic growth in reading and math by 5 percentage points or ≥ to 85%.
2022-23: School Progress-Annual Growth /Accelerated Learning: 67%/31% (Reading); 73%/40% (Math) Baseline Year
Evaluation Data Sources: 2023 TAPR
Strategy 1: Provide professional development and PLC time for analyzing MAP, PSA and PSTAAR data to close student gaps
Strategy's Expected Result/Impact: Students will meet and exceed growth expectations.
Staff Responsible for Monitoring: MCL, CAIS and Administration
Funding Sources: - 199 PIC 25 - ESL/Bilingual - 6299 - $1,170, contracted Services - 211 - Title I, Part A - 6299 - $8,000
Strategy 2: At four points in the school year, we use our universal screener (MAP) and district standardized test (PSA) data to conduct data studies and trend analysis, identifying students in the lowest 25th percentile and providing tier II interventions based on the identified need.
Strategy's Expected Result/Impact: students will be able to grasp the content and increase scores on MAP and PSA's
Staff Responsible for Monitoring: CAIS, Counselors, Admin, MCL & IS's
Title I:
2.4, 2.6
- TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 5: Effective Instruction
Funding Sources: supplies and materials - 211 - Title I, Part A - 6300 - $2,000, - 199 PIC 11 - Instructional Services - $6,000
Strategy 3: Ensure that students identified as Emerging Bilinguals at the beginning or intermediate stages of English language acquisition receive support in English language development.
Strategy's Expected Result/Impact: Students identified as Emerging Bilinguals will demonstrate growth on TELPAS and on multiple measures.
Staff Responsible for Monitoring: ESL Teacher Administrators
Title I:
2.6
- TEA Priorities:
Build a foundation of reading and math
Funding Sources: supplies and Materials - 211 - Title I, Part A - 6399 - $2,000
Strategy 4: SBMS teachers will plan units of instruction with pre, mid-course and post assessments to determine student needs as they teach. Students will also use data trackers so they are aware of their data and make plans for intervention days and supports.
Strategy's Expected Result/Impact: Teachers and students will be able to track data, make mid-course adjustments and close gaps as they teach.
Staff Responsible for Monitoring: Department Chairs Administration
Title I:
2.6
Performance Objective 3 - CLOSING THE GAPS
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Branch Middle School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: CLOSING THE GAPS: By June 2024, Spring Branch Middle School will increase the percentage of academic achievement indicators on track to meet or exceed interim targets in the redesigned closing the gaps domain by 6 component points.
2022-23: 22 of 32 Academic Achievement Points Met; 68.8% Component Points (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools
Strategy 1: An intervention team at SBMS will design intervention for students in need. Students will receive small group direct intervention for Math and English, as well as additional supports in the classroom. A CAIS position staff member will help with identifying students and monitoring progress.
Strategy's Expected Result/Impact: Students identified as at risk or needing intervention will be provided assistance in reading and math.
Staff Responsible for Monitoring: ELA and Math Intervention Specialists, Administrators
Title I:
2.4, 2.5, 2.6
- TEA Priorities:
Recruit, support, retain teachers and principals
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 5: Effective Instruction
Funding Sources: Payroll - 211 - Title I, Part A - 6100 - $43,000
Strategy 2: Provide summer planning and summer school for students in core subjects for students needing remediation.
Strategy's Expected Result/Impact: Increase student knowledge and close the gaps with struggling students
Staff Responsible for Monitoring: Assistant Principals, CAIS, Counselors, teachers
Funding Sources: Supplemental pay - 199 PIC 11 - Instructional Services - 6110 - $10,516, instructional material - 199 PIC 25 - ESL/Bilingual - $2,000, Instructional Material - 211 - Title I, Part A - 6412 - $8,150
Performance Objective 4 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Branch Middle School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2024, the rate of Emergent Bilingual/English Learners increasing at least one composite score level on the new TELPAS will meet or exceed the expected growth target for English Language Proficiency Status.
2022-23: New TELPAS Progress Rate 29% (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools
Strategy 1: Provide EL strategies and accommodations to students
Strategy's Expected Result/Impact: Individualized support on academic performance.
Staff Responsible for Monitoring: EL AP Teachers
Title I:
2.6
Funding Sources: - 199 PIC 25 - ESL/Bilingual - $3,180
Strategy 2: Work with consultants to implement Talk Read Talk Write strategies into all classes.
Strategy's Expected Result/Impact: Increase Language acquisition
Staff Responsible for Monitoring: Teachers Administration
Title I:
2.6
- ESF Levers:
Lever 5: Effective Instruction
Funding Sources: Contracted services/instructional needs - 199 PIC 99 - Undistributed - $5,000, Contracted services/instructional needs - 199 PIC 23 - Special Education - $1,230
Performance Objective 5 - COLLEGE AND CAREER READINESS BENCHMARK
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Branch Middle School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: COLLEGE AND CAREER READINESS BENCHMARK: By June 2024, Spring Branch Middle School will increase the percentage of students who meet the college and career readiness benchmarks on the PSAT 8/9 by 5 percentage points in Evidence-based reading and writing (ERW) and 5 percentage points in mathematics.
2022-23: 65% Met ERW; 64% Met Mathematics; 56% Met Both
Evaluation Data Sources: PSAT 8/9 (Grade 8)
Strategy 1: Measure college and career readiness of students as measured on MAP "On-Track" to College Board benchmark performance in reading and math.
Strategy's Expected Result/Impact: Increase percent of students who are "On-Track" in reading and math as measured on MAP.
Funding Sources: instructional supports - 199 PIC 11 - Instructional Services - 6100 - $5,000
Performance Objective 6 - ADVANCED COURSES
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Branch Middle School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: ADVANCED COURSES: Increase the number of students completing advanced courses.
Spring 2023: 684 students completed one or more advanced courses
Spring 2022: 696 students completed one or more advanced courses
Evaluation Data Sources: Skyward course data (AAC and AP courses)
Strategy 1: Students will have open access to advanced courses.
Strategy's Expected Result/Impact: Increased enrollment in advanced courses
Staff Responsible for Monitoring: Counselors, Admin
Strategy 2: Inform parents and students about accelerated classes.
Strategy's Expected Result/Impact: Increase number of students in accelerated course.
Staff Responsible for Monitoring: Counselors
Strategy 3: Adjust placements of students who were highly successful in academic courses into AAC courses for next school year.
Strategy's Expected Result/Impact: Increase number of students in accelerated course.
Staff Responsible for Monitoring: Counselors
Goal 2: Student Support
Student Support
- Performance Objective 1 -CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
- Performance Objective 2 -INTERVENTIONS
- Performance Objective 3 - POST-SECONDARY PLANNING
- Performance Objective 4 - STUDENT ATTENDANCE
Performance Objective 1 -CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
Goals
Goal 2: STUDENT SUPPORT. Spring Branch Middle School students will benefit from multi-tiered systems of support.
Performance Objective 1: CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE: By June 2024, Spring Branch Middle School will implement at least three strategies that advance the focus on Core Characteristics for every child.
Evaluation Data Sources: Campus calendar and newsletters
Strategy 1: Teachers and students will create BEAR motto and matrix encompassing SBISD Core Characteristics.
Strategy's Expected Result/Impact: Create a structured, supportive environment that is respectful toward all students and staff by implementing PBIS.
Staff Responsible for Monitoring: ALL
ESF Levers:
Lever 3: Positive School Culture
Funding Sources: - 199 PIC 99 - Undistributed - $5,000
Strategy 2: Implement PBIS strategies into all classrooms.
Strategy's Expected Result/Impact: Provide for the development of Core Characteristics in every child.
Staff Responsible for Monitoring: Teachers, Administration, PBIS leadership team.
ESF Levers:
Lever 3: Positive School Culture
Funding Sources: Supplies and Materials - 211 - Title I, Part A - 6399 - $2,000
Strategy 3: Create a "BEARS" award for students who exhibit the characteristics and qualities of a SBMS Bear.
Strategy's Expected Result/Impact: Bring awareness to appropriate behavior by highlighting a male and female in each grade level 5 times a year.
Funding Sources: - 199 PIC 30 - At Risk School Wide SCE - $2,000, - 199 PIC 99 - Undistributed - $2,000
Performance Objective 2 -INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Spring Branch Middle School students will benefit from multi-tiered systems of support.
Performance Objective 2: INTERVENTIONS: By June 2024, Spring Branch Middle School will implement TIER interventions with students identified as needing academic or behavioral supports.
Evaluation Data Sources: Multiple measures
Strategy 1: At four points in the school year, we use our universal screener (MAP) and district standardized test (PSA) data to conduct data studies and trend analyses, identifying students in the lowest 25th percentile and providing tier II interventions based on the identified need.
Strategy's Expected Result/Impact: Students will be able to grasp the content and increase scores on MAP and PSA's.
Staff Responsible for Monitoring: CAIS
Counselors
TEA Priorities:
Build a foundation of reading and math
Funding Sources: - 199 PIC 11 - Instructional Services - $4,000, Payroll - 211 - Title I, Part A - 6119 - $125,000
Strategy 2: During the 2023-24 School year, Math and ELA interventionists will push into classes to supports students struggling to successful perform on formal and informal assessments.
Strategy's Expected Result/Impact: Increase number of students who succesful perform on state and local assessments.
Staff Responsible for Monitoring: English Intervention Specialist, Math Intervention Specialist
Funding Sources: instructional material - 199 PIC 24 - At Risk - 6299 - $2,000, - 199 PIC 11 - Instructional Services - 6300 - $7,000
Strategy 3: Create structure and processes to identify struggling students and implement Tier I, II or III supports as well as behavioral supports.
Staff Responsible for Monitoring: CAIS, Counselors, Teachers
Funding Sources: - 199 PIC 99 - Undistributed - $6,240, - 199 PIC 30 - At Risk School Wide SCE - $4,000, instructional supplies - 199 PIC 11 - Instructional Services - $5,000
Performance Objective 3 - POST-SECONDARY PLANNING
Goals
Goal 2: STUDENT SUPPORT. Spring Branch Middle School students will benefit from multi-tiered systems of support.
Performance Objective 3: POST-SECONDARY PLANNING: Spring Branch Middle School students will engage in activities that will prepare them to meet graduation requirements and pursue a viable post-secondary outcome.
Evaluation Data Sources: 4-Year Plan, Endorsement Selection Form
Strategy 1: 8th grade students participate in Guthrie campus visits to learn more about CTE Programs of Study.
Strategy's Expected Result/Impact: Students will determine if they want to pursue a career and technical opportunity.
Staff Responsible for Monitoring: Administrators
Counselors
TEA Priorities:
Connect high school to career and college
Funding Sources: - 199 PIC 22 - Career & Technology - $7,895, Software - 211 - Title I, Part A - 6397 - $3,000, - 199 PIC 99 - Undistributed - $2,000
Strategy 2: Students will complete a course selection process aligned to their career and endorsement path for their 9th grade year.
Strategy's Expected Result/Impact: All students will have a full schedule of courses selected for 9th grade.
Staff Responsible for Monitoring: Administrators
Counselors
Strategy 3: Students will complete a 4-Year Plan prior to entering 9th grade.
Strategy's Expected Result/Impact: All 8th grade students will:
-choose a career path aligned to an endorsement, and
-plan their courses across all 4 years of high school.
Staff Responsible for Monitoring: Administrators
Counselors
Performance Objective 4 - STUDENT ATTENDANCE
Goals
Goal 2: STUDENT SUPPORT. Spring Branch Middle School students will benefit from multi-tiered systems of support.
Performance Objective 4: STUDENT ATTENDANCE: By June 2024, student attendance at Spring Branch Middle School will increase or will be ≥ 98%.
Evaluation Data Sources: Skyward data, TAPR
Strategy 1: Monitor students attendance and use A2A letters and call outs to inform parents of absences.
Strategy's Expected Result/Impact: Increase awareness of unexcused absences and increase students attendance
Staff Responsible for Monitoring: CIS, APs, ADA
Title I:
2.5
Funding Sources: - 199 PIC 24 - At Risk - $3,000
Goal 3: Safe Schools
Safe Schools
- Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
- Performance Objective 2 - SAFETY COMMITTEE
- Performance Objective 3 - EMERGENCY OPERATIONS
Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
Goals
Goal 3: SAFE SCHOOLS. Spring Branch Middle School will ensure a safe and secure learning environment.
Performance Objective 1: SAFE SCHOOL ENVIRONMENT: Align academic, behavior, and discipline systems to support a safe campus culture and maximize student learning.
Evaluation Data Sources: Discipline Data Dashboard, Review effectiveness of Behavior Intervention Plans
Strategy 1: Create processes and routines for students and staff to be visible and consistent.
Strategy's Expected Result/Impact: Organized process for students
Staff Responsible for Monitoring: Teachers
Admin
Strategy 2: Create a discipline management plan were both students and staff are informed and trained on when and how to handle situations. Inform parents of expectation of the 2023-24 school year.
Strategy's Expected Result/Impact: Decrease the amount of tardies and serious incidents that occur
Staff Responsible for Monitoring: Admin
APs
Teachers
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Spring Branch Middle School will ensure a safe and secure learning environment.
Performance Objective 2: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Evaluation Data Sources: Campus Safety Committee roster and calendar
Strategy 1: Establish Campus Safety Committees composed of a cross section of stake holders 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/year so that all campuses will be able to refine safety practices.
Staff Responsible for Monitoring: Administrators
Strategy 2: Participate in campus safety audit.
Strategy's Expected Result/Impact: Campus will develop action plans to address andy deficiencies as a result of safety audits.
Staff Responsible for Monitoring: Administrator
Safety Committee
SBISD Police
Performance Objective 3 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Spring Branch Middle School will ensure a safe and secure learning environment.
Performance Objective 3: EMERGENCY OPERATIONS: Maintain Campus Emergency Operations Procedures that comply with SB 11, and include Standard Operating Procedures.
Evaluation Data Sources: Campus emergency operation procedures documents
Strategy 1: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures.
Strategy's Expected Result/Impact: Campus EOP
Staff Responsible for Monitoring: Administrators
Strategy 2: Update campus EOP annually and train staff at the start of each school year.
Strategy's Expected Result/Impact: Campus procedures maintained in campus EOP. Staff training documents maintained
Staff Responsible for Monitoring: Administrators
Safety Committee
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Spring Branch Middle School will ensure efficient and effective fiscal management of resources and operations.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices.
Evaluation Data Sources: Year-To-Date (YTD) Budget Reports (monthly, quarterly, annually)
Strategy 1: Maintain high quality financial management practices that align with goals to increase the positive culture and to increase STAAR scores
Strategy's Expected Result/Impact: Decrease in discipline referrals and increase STAAR and benchmark scores
Staff Responsible for Monitoring: Administration, CAIS
ESF Levers:
Lever 3: Positive School Culture, Lever 5: Effective Instruction
Strategy 2: 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 Budget assistant
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | |||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||
| 1 | 1 | 1 | Instructional Material | 6399 | $10,335.00 | ||||
| 1 | 1 | 2 | Career and Tech Supplies | 6390 | $10,000.00 | ||||
| 1 | 1 | 3 | 6110 | $10,000.00 | |||||
| 1 | 2 | 2 | $6,000.00 | ||||||
| 1 | 3 | 2 | Supplemental pay | 6110 | $10,516.00 | ||||
| 1 | 5 | 1 | instructional supports | 6100 | $5,000.00 | ||||
| 2 | 2 | 1 | $4,000.00 | ||||||
| 2 | 2 | 2 | 6300 | $7,000.00 | |||||
| 2 | 2 | 3 | instructional supplies | $5,000.00 | |||||
| Sub-Total | $67,851.00 | ||||||||
| Budgeted Fund Source Amount | $67,851.00 | ||||||||
| +/- Difference | $0.00 | ||||||||
| 199 PIC 22 - Career & Technology | |||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||
| 1 | 1 | 4 | $8,000.00 | ||||||
| 2 | 3 | 1 | $7,895.00 | ||||||
| Sub-Total | $15,895.00 | ||||||||
| Budgeted Fund Source Amount | $15,895.00 | ||||||||
| +/- Difference | $0.00 | ||||||||
| 199 PIC 23 - Special Education | |||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||
| 1 | 4 | 2 | Contracted services/instructional needs | $1,230.00 | |||||
| Sub-Total | $1,230.00 | ||||||||
| Budgeted Fund Source Amount | $1,230.00 | ||||||||
| +/- Difference | $0.00 | ||||||||
| 199 PIC 24 - At Risk | |||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||
| 1 | 1 | 2 | $5,000.00 | ||||||
| 2 | 2 | 2 | instructional material | 6299 | $2,000.00 | ||||
| 2 | 4 | 1 | $3,000.00 | ||||||
| Sub-Total | $10,000.00 | ||||||||
| Budgeted Fund Source Amount | $10,000.00 | ||||||||
| +/- Difference | $0.00 | ||||||||
| 199 PIC 25 - ESL/Bilingual | |||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||
| 1 | 2 | 1 | 6299 | $1,170.00 | |||||
| 1 | 3 | 2 | instructional material | $2,000.00 | |||||
| 1 | 4 | 1 | $3,180.00 | ||||||
| Sub-Total | $6,350.00 | ||||||||
| Budgeted Fund Source Amount | $6,350.00 | ||||||||
| +/- Difference | $0.00 | ||||||||
| 199 PIC 30 - At Risk School Wide SCE | |||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||
| 1 | 1 | 3 | $2,750.00 | ||||||
| 2 | 1 | 3 | $2,000.00 | ||||||
| 2 | 2 | 3 | $4,000.00 | ||||||
| Sub-Total | $8,750.00 | ||||||||
| Budgeted Fund Source Amount | $8,750.00 | ||||||||
| +/- Difference | $0.00 | ||||||||
| 199 PIC 99 - Undistributed | |||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||
| 1 | 4 | 2 | Contracted services/instructional needs | $5,000.00 | |||||
| 2 | 1 | 1 | $5,000.00 | ||||||
| 2 | 1 | 3 | $2,000.00 | ||||||
| 2 | 2 | 3 | $6,240.00 | ||||||
| 2 | 3 | 1 | $2,000.00 | ||||||
| Sub-Total | $20,240.00 | ||||||||
| 199 PIC 99 - Undistributed | |||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||
| Budgeted Fund Source Amount | $20,240.00 | ||||||||
| +/- Difference | $0.00 | ||||||||
| 211 - Title I, Part A | |||||||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount | ||||
| 1 | 1 | 1 | Technology | 6398 | $0.00 | ||||
| 1 | 1 | 1 | Contracted services | 6299 | $3,600.00 | ||||
| 1 | 1 | 1 | Region 4 | 6239 | $2,000.00 | ||||
| 1 | 1 | 1 | Supplies Material | 6399 | $24,000.00 | ||||
| 1 | 1 | 1 | Substitutes | 6112 | $6,000.00 | ||||
| 1 | 1 | 2 | Other reading material | 6329 | $18,000.00 | ||||
| 1 | 1 | 3 | Tutoring Supplemental Pay | 6116 | $10,000.00 | ||||
| 1 | 1 | 4 | parent and family Engagement | 61.63 | $5,000.00 | ||||
| 1 | 1 | 5 | parent and family engagement | 61.6299 | $5,000.00 | ||||
| 1 | 2 | 1 | contracted Services | 6299 | $8,000.00 | ||||
| 1 | 2 | 2 | supplies and materials | 6300 | $2,000.00 | ||||
| 1 | 2 | 3 | supplies and Materials | 6399 | $2,000.00 | ||||
| 1 | 3 | 1 | Payroll | 6100 | $43,000.00 | ||||
| 1 | 3 | 2 | Instructional Material | 6412 | $8,150.00 | ||||
| 2 | 1 | 2 | Supplies and Materials | 6399 | $2,000.00 | ||||
| 2 | 2 | 1 | Payroll | 6119 | $125,000.00 | ||||
| 2 | 3 | 1 | Software | 6397 | $3,000.00 | ||||
| Sub-Total | $266,750.00 | ||||||||
| Budgeted Fund Source Amount | $268,750.00 | ||||||||
| +/- Difference | $2,000.00 | ||||||||
| Grand Total Budgeted | $399,066.00 | ||||||||
| Grand Total Spent | $397,066.00 | ||||||||
| +/- Difference | $2,000.00 | ||||||||
Team Members
Staff Members: Jennifer Taylor, Juliet Peterson, Maya Franchi, Kate Waldorf, Ashleigh Garrett
District Representative: Julie Hodson
Parent Members: Charlene Ibanez, Lisa Ortega, Kim Ross
Community Members: Kathleen Braddock
Meeting Minutes
- 2017-2018
- 2018-2019
- 2022-2023
- 2023-2024
- September 14, 2023 Agenda, Meeting Minutes
- October 19, 2023 Agenda, Meeting Minutes
- November 16, 2023 Agenda, Meeting Minutes