Campus Improvement Plan 2021-2022

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: 1114 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- we are able to leverage the strengths and resources of our population to serve our own school through our Bears for Bears Initiative. Our enrollment numbers also help provide us staffing that enables us to implement a wide range of electives.

Problem Statements Identifying Demographics Needs

Problem Statement 1: SBMS is a diverse learning environment with its own inherent strengths and challenges. Root Cause: Portions of our population have significant economic and learning needs while some of our population could benefit from working with diverse populations.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

Below is the data from STAAR comparing 2019 to 2021. While we recognize that last year was gravely impacted by a pandemic, our goal was to work to ensure the least academic impact was made on kids, regardless of instructional model. While numbers fell between the previous years at all levels, we did see some increases at the masters level for Math and Science.

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 Learning Strengths

Our student achievement scores fell about 7-8% in areas, but we were worried about larger losses. We saw two improvement areas at the masters level of Math and Science.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: All students at SBMS need to perform at high levels. Root Cause: We must look at every student's performance level and aim to push them to the next.

School Processes & Programs

School Processes & Programs Summary

Overview: SBMS is a comprehensive middle school that runs a seven period day plus an advisory each day (Bear Pride Time). Advisory content includes: Preparation for the week, review of grades and missing assignments, character education programming, study hall and community circle discussions. Our programs are: GT, Advanced Academic, and Academic Courses. Over the past few years, we have expanded our elective options to include: band, orchestra, yearbook, newspaper, art I, art II, art III, speech, theater, a few CTE courses, choir and technology applications.

Composition of Administration and Teams: We have three assistant principals who are paired with counselors who matriculate with the children. We have a few processes that monitor student needs and designate support- Counseling/Administrative Team Meetings, Student Support Meetings, Instructional Leadership Team Meetings and Interventionists who serve the needs of our students. Content and grade level teams plan together to align content across like courses and ensure all students receive a guaranteed and viable curriculum. We do this work, both planning and data disaggregation, through Professional Learning Communities. We have a DC team comprised of representatives of each of our departments who truly lead the school and help problem solve things as they develop through the year.

Recruitment and Support of Personnel: Teachers are provided adequate instructional supplies, supportive planning structures and input to providing feedback on decisions that pertain to their work at SBMS. Teachers are involved in site based decision making committtees and assist with developing the focuses of the school year. Staff are provided an opportunity to be involved in the recruitment and hiring of new staff to develop strong teams at SBMS and encourage retention.

School Processes & Programs Strengths

Our DC team represents our different departments on campus and is truly dynamic and open. They provide ongoing feedback to address student and staff needs and offer solutions as we work through the school year. Our counselors and administrators work very hard to support our teachers, and our students and their families.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Limited time is an issue for meeting with teacher teams this year. Root Cause: COVID safety precautions have created some limitations that we must work around to provide meeting time for teams.

Perceptions

Perceptions Summary

School Belonging 38%

School Climate 47%

School Engagement 30%

School Rigorous Expectations 60%

School Safety 52%

School Teacher-Student Relationships 50%

Perceptions Strengths

Feedback, in relationship to our most recent survey, indicated appreciation for teachers' efforts to be consistent and clear in the work they designed and presented on our learning management system, teacher communication practices, the organization and communication practices of the leadership of SBMS and families feeling welcome on campus.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: COVID has changed the manner in which we interact with families and students. Root Cause: COVID 19 has required two different models of instruction and serious safety precautions.

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

• District goals
• Campus goals
• HB3 Reading and math goals for PreK-3
• HB3 CCMR goals
• Performance Objectives with summative review (prior year)
• Campus/District improvement plans (current and prior years)
• State and federal planning requirements
• Covid-19 Factors and/or waivers

Accountability Data

• Texas Academic Performance Report (TAPR) data
• Student Achievement Domain
• Student Progress Domain
• Closing the Gaps Domain
• Effective Schools Framework data
• Comprehensive, Targeted, and/or Additional Targeted Support Identification data
• Accountability Distinction Designations
• Federal Report Card Data
• Alternative Education Accountability (AEA) data
• Local Accountability Systems (LAS) data
• Community Based Accountability System (CBAS)

Student Data: Assessments

• State and federally required assessment information
• (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
• Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
• Postsecondary college, career or military-ready graduates
• Advanced Placement (AP) and/or International Baccalaureate (IB) assessment data
• PSAT
• Student Success Initiative (SSI) data for Grades 5 and 8
• Student failure and/or retention rates
• Local benchmark or common assessments data
• Running Records results

Student Data: Student Groups

• Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and progress
• Special programs data, including number of students, academic achievement, discipline, attendance, and progress
• Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data
• Male / Female performance, progress, and participation data
• Special education/non-special education population including discipline, progress and participation data
• Migrant/non-migrant population including performance, progress, discipline, attendance and mobility data
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data
• EL/non-EL or LEP data, including academic achievement, progress, 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
• 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
• TTESS data

Parent/Community Data

• Parent surveys and/or other feedback
• Parent engagement 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