Campus Improvement Plan 2020-2021

Comprehensive Needs Assessment

Demographics

Demographics Summary

Spring Branch MS (SBMS) mirrors the demographics and many of the academic challenges facing our school district, the City of Houston, and even the State of Texas; continuing the work the school did to reimagine and redesign the learning experience to better meet the needs of children at SBMS offers a proof point that it can be done elsewhere. It is a school with rich traditions and strong leadership in which many children are reaching their potential. Others, however, are not.

Enrollment: 1189 students enrolled
Feeder Elementary Schools: VOE, HCE, MDE, BHE, HME, SBE, WVE 
Feeder High Schools: MHS and SWHS

Demographics Strengths

Diversity is our greatest strength and opportunity. Our school is a microcosm for HOuston and Texas- in this time and place, we have an opportunity to serve the whole child and build a better American who understands his or her potential, civic opportunity and relationship to one another.

Problem Statements Identifying Demographics Needs

Problem Statement 1 (Prioritized): We would like to see our students interact across economic and racial divides. Root Cause: Academic pathways have reinforced boundaries.

Comprehensive Needs Assessment

Revised/Approved: September 30, 2020

Student Achievement

Student Achievement Summary

Unfortunately due to COVID, we were not able to ascertain the full impact of our work for the 19-20 school year. since no STAAR exams were administered. Recognizing that the same demographics that were at risk in 19-20 likely continue, and even worsen in terms of being at risk due to the extended closure, continuing the focus of our celebrations and our work is the responsible thing to do.

Celebrations
	Approaches	Meets	Masters	Change in Approaches	Change in Meets	Change in Masters
Reading	78	55	35	-1	3	1
Math	81	59	30	1	11	6
Writing	72	52	26	1	4	4
Science	81	54	33	4	1	3
Social Studies	72	48	31	9	10	7

 

 

 

 

 

 

 

 

 

Distinctions Earned:

• Academic Achievement in English Language Arts
• Post-Secondary Readiness

Targeted Improvement Program (TIP)
SBMS is a TIP school-
Any campus not identified for comprehensive support and improvement that has at least one consistently underperforming student group identified for targeted support improvement
Our TIP area:

• Economically Disadvantaged Student Group (2%)

We need to better serve our Economically Disadvantaged and EL students through the identification of essential standards and tracking systems to provide timely intervention and ensure students are connected to school.

Student Achievement Strengths

No data was captured due to COVID for the 19-20 school year, but from the previous year:

1. Both Math and Social Studies saw significant gains in the number of children reaching meets expectations in STAAR.
2. Both Math and Social Studies saw gains in the number of children reaching masters level of performance in STAAR.
3. We received two distinctions: Academic Achievement in ELA and Post- Secondary Readiness

 
Problem Statements Identifying Student Achievement Needs

Problem Statement 1 (Prioritized): Three of our demographic subgroups are not reaching their academic potential. Root Cause: Strong Tier I instruction and intervention needs to be designed and tailored and frequently monitored for these students.

Priority Problem Statements

Problem Statement 1: We would like to see our students interact across economic and racial divides.
Root Cause 1: Academic pathways have reinforced boundaries.
Problem Statement 1 Areas: Demographics

Problem Statement 2: Three of our demographic subgroups are not reaching their academic potential.
Root Cause 2: Strong Tier I instruction and intervention needs to be designed and tailored and frequently monitored for these students.
Problem Statement 2 Areas: Student Achievement

Problem Statement 3: Teachers need help identifying 7-10 Essential Standards to focus on in their work with students.
Root Cause 3: The breadth and width of the curriculum is overwhelming and distracting.
Problem Statement 3 Areas: Curriculum, Instruction, and Assessment

Problem Statement 4: We have several new staff in key positions this year and will need to support them well.
Root Cause 4: New staff need support and this year may be difficult.
Problem Statement 4 Areas: Staff Quality, Recruitment, and Retention

Problem Statement 5: The diversity of our school creates opportunities to improve our engagement of our families.
Root Cause 5: Our families come from different perspectives, gifts and skill sets.
Problem Statement 5 Areas: Parent and Community Engagement

Problem Statement 6: We need to build a stronger intervention system built on the identification of essential standards. 
Root Cause 6: It is hard to find time in the bell schedule for intervention for students that doesn't hurt first line instruction. 
Problem Statement 6 Areas: School Context and Organization

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

• District goals
• Quantifiable goals for student performance in reading and math PreK-3(HB 3) 
• Campus goals
• Quantifiable goals for measures of CCMR(HB 3)
• Campus Performance Objectives Summative Review from previous year 
• Current and/or prior year(s) campus and/or district improvement plans
• Campus and/or district planning and decision making committee(s) meeting data 
• State and federal planning requirements
• Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.

Accountability Data

• Texas Academic Performance Report (TAPR) data 
• Student Achievement Domain
• Domain 1 - Student Achievement 
• Student Progress Domain 
• Domain 2 - Student Progress 
• Closing the Gaps Domain 
• Domain 3 - Closing the Gaps
• Effective Schools Framework data
• Comprehensive, Targeted, and/or Additional Targeted Support Identification data 
• Targeted support Identification data
• Accountability Distinction Designations 
• Federal Report Card Data
• RDA data
• Alternative Education Accountability (AEA) data 
• Local Accountability Systems (LAS) data
• Annual Measurable Achievement Objectives (AMAO) data 
• Alternative Education Accountability (AEA) data
• Local Accountability Systems (LAS) data

Student Data: Assessments

• State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) 
• State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
• STAAR End-of-Course current and longitudinal results, including all versions 
• STAAR Released Test Questions
• STAAR EL Progress Measure data
• STAAR ELL Progress Measure data
• Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
• Postsecondary college, career or military-ready graduates including enlisting in U. S. armed services, earning an industry based certification, earning an associate degree, graduating with completed IEP and workforce readiness
• Advanced Placement (AP) and/or International Baccalaureate (IB) assessment data 
• PSAT and/or ASPIRE
• Student Success Initiative (SSI) data for Grades 5 and 8 
• Student failure and/or retention rates
• Local diagnostic reading assessment data 
• Local diagnostic math assessment data
• Local benchmark or common assessments data 
• Student failure and/or retention rates
• Running Records results

Student Data: Student Groups

• Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups 
• Special programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group 
• Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group 
• Economically disadvantaged / Non-economically disadvantaged performance and participation data
• Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data 
• Male / Female performance, progress, and participation data
• Male / Female performance and participation data
• Special education/non-special education population including discipline, progress and participation data 
• Special education population, including performance, discipline, attendance, and mobility
• Migrant/non-migrant population including performance, progress, discipline, attendance and mobility data 
• Migrant population, including performance, discipline, attendance, and mobility
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data 
• At-Risk population, including performance, discipline, attendance, and mobility
• EL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc. 
• ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.
• Section 504 data 
• Homeless data
• Gifted and talented data 
• Dyslexia Data
• Response to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

• Completion rates and/or graduation rates data 
• Annual dropout rate data
• Attendance data
• Mobility rate, including longitudinal data 
• Discipline records
• Violence and/or violence prevention records 
• Tobacco, alcohol, and other drug-use data
• Student surveys and/or other feedback 
• Class size averages by grade and subject 
• School safety data

Employee Data

• Professional learning communities (PLC) data 
• Staff surveys and/or other feedback 
• Teacher/Student Ratio
• State certified and high-quality staff data 
• Highly qualified staff data
• Campus leadership data
• Campus department and/or faculty meeting discussions and data 
• Professional development needs assessment data
• Evaluation(s) of professional development implementation and impact 
• T-PESS data

Parent/Community Data

• Parent surveys and/or other feedback 
• Parent engagement rate
• Parent Involvement Rate
• Community surveys and/or other feedback

Support Systems and Other Data

• Organizational structure data
• Processes and procedures for teaching and learning, including program implementation 
• Communications data
• Capacity and resources data 
• Budgets/entitlements and expenditures data 
• Study of best practices
• Action research results 
• Other additional data