Campus Improvement Plan
Spring Shadows Elementary School 2022-2023
- Mission Statement, Vision, Core Values, Core Characteristics
- 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, Core Characteristics
Spring Branch Independent School District
Spring Shadows Elementary School
2022-2023 Campus Improvement Plan
Mission Statement
Spring Shadows Elementary provides a safe and loving environment where personalized learning challenges the whole child to fulfill their academic and social potential.
Vision
At Spring Shadows Elementary we educate learners to build confidence, have social responsibility, and strive for academic excellence.
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 Learning
- School Processes & Programs
- Perceptions
- Priority Problem Statements
- Comprehensive Needs Assessment - Data Documentation
Demographics
Comprehensive Needs Assessment
Demographics
Demographics Summary
Spring Shadows Elementary serves a diverse and vibrant community in northwest Houston. The campus is located near the intersection of Kempwood Street and Campbell Road. The majority of our students reside in the Waterford Place and Miami Gardens multi-family complexes.
In 2021-22, the campus served 618 students in grades K-5. This was an increase in 42 students from the prior year. The largest ethnic group, Hispanic-Latino, comprised 80% of our student population. Black/African American students comprised 14%, White 4%, and Multi-Race 2%.
Spring Shadows is a school-wide Title 1 campus with 94% of students considered as Economically Disadvantaged for state reporting purposes.
Additionally, the majority of our student population are served through programs that support English acquisition (49% bilingual and 11% ESL).
15% of our students were served through special education last school year, and 1% were considered homeless or displaced.
84% of students were considered at-risk, and 10% were immigrants. 26% of students received interventions. Of these, 24 students were identified as dyslexic and 10 of our students were identified as gifted and talented. 22 students (4%) were served under Section 504.
According to the most recent TAPR Report (Texas Academic Performance Report), our student mobility rate was 24%, about the twice as high as Spring Branch ISD and the state of Texas.
The average class size at Spring Shadows is 17 students per class. In 2021-22, there were 5 classes that exceeded 24:1.
Demographics Strengths
Our students bring rich and varied experiences to our campus, and the staff has been trained to provide culturally relevant and responsive learning experiences. The staff demographics also reflect student demographics. Spring Shadows families are supportive of campus initiatives and programs.
Problem Statements Identifying Demographics Needs
Problem Statement 1: Some students and families do not create connections and long-term stability that help support student success. Root Cause: The campus mobility rate is 24%.
Student Learning
Comprehensive Needs Assessment
Student Learning
Student Learning Summary
Spring Shadows students made significant gains across multiple measures of academic achievement in 2021-22. For the first time in school history, the campus earned an overall B rating (87 Scaled Score) from the Texas Education Agency's accountability system. The campus earned an A (91) for School Progress. Distinction Designations were earned for Science and Comparative Closing the Gaps.
3rd Grade Reading
Approaches | Meets | Masters | OVERALL | Compared to 2021 (Overall) |
|
SBISD | 77 (70) +7 | 52 (41) +11 | 34 (23) +11 | 163 (134) | +29 |
SSE | 70 (51) +20 | 33 (14) +19 | 16 (3) +12 | 119 (68) | +51 |
TX | 75 (66) +9 | 50 (37) +13 | 30 (19) +11 | 155 (122) | +33 |
4th Grade Reading
Approaches | Meets | Masters | OVERALL | Compared to 2021 (Overall) |
|
SBISD | 78 (64) +14 | 57 (39) +18 | 33 (19) +14 | 168 (112) | +56 |
SSE | 71 (33) +38 | 50 (12) +38 | 17 (2) +15 | 138 (47) | +91 |
TX | 76 (62) +14 | 52 (35) +17 | 28 (17) +11 | 156 (114) | +42 |
5th Grade Reading
Approaches | Meets | Masters | OVERALL | Compared to 2021 (Overall) |
|
SBISD | 80 (74) +6 | 60 (51) +9 | 40 (36) +4 | 180 (161) | +19 |
SSE | 60 (56) +4 | 40 (29) +11 | 18 (20) -2 | 118 (105) | +13 |
TX | 80 (72) +8 | 56 (45) +11 | 36 (30) +6 | 172 | +25 |
3rd Grade Math
Approaches | Meets | Masters | OVERALL | Compared to 2021 (Overall) |
|
SBISD | 73 (67) | 49 (40) | 27 (21) | 149 (128) | +21 |
SSE | 52 (41) +11 | 25 (8) +17 | 10 (0) +10 | 89 (49) | +38 |
TX | 70 (61) +9 | 41 (29) +11 | 20 (14) +6 | 131 (104) | +27 |
4th Grade Math
Approaches | Meets | Masters | OVERALL | Compared to 2021 (Overall) |
|
SBISD | 74 (66) +8 | 50 (45) +5 | 30 (32) -2 | 154 (143) | +11 |
SSE | 60 (38) +22 | 26 (11) +15 | 7 (2) +5 | 90 (51) | +42 |
TX | 68 (58) +10 | 41 (34) +7 | 22 (21) +1 | 131 (113) | +18 |
5th Grade Math
Approaches | Meets | Masters | OVERALL | Compared to 2021 (Overall) |
|
SBISD | 77 (75) +2 | 53 (53) - | 30 (36) -6 | 149 164 | -4 |
SSE | 64 (78) -14 | 30 (40) -10 | 4 (20) -16 | 108 (138) | -40 |
TX | 75 (69) +6 | 45 (42) +3 | 23 (24) -1 | 143 (135) | +8 |
Science
Approaches | Meets | Masters | OVERALL | Compared to 2021 (Overall) |
|
SBISD | 65 (64) | 39 (37) | 21 (18) | 125 (119) | +6 |
SSE | 55 (55) | 31 (26) | 13 (9) | 99 (90) | +9 |
TX | 66 (61) | 37 (30) | 17 (12) | 120 (103) | +17 |
English learner results on TELPAS (Texas English Language Proficiency Assessment System):
33% of 1st grade students progressed a proficiency level (27% prior year - increase of 6%)
30% of 2nd grade students progressed a proficiency level (48% prior year - decrease of 18%)
40% of 3rd grade students progressed a proficiency level (29% prior year- increase of 11%)
36% of 4th grade students progressed a proficiency level (25% prior year - increase of 11%)
43% of 5th grade students progressed a proficiency level (50% prior year - decrease of 7%)
For primary grade reading level performance:
49% of Kindergarten students ended the year reading Level D or higher (increase of 10% from prior year).
57% of 1st grade students ended the year reading Level I or higher (increase of 14% from prior year).
50% of 2nd graders ended the year reading Level M or higher (increase of 10% from prior year).
Current Status of the Campus for 22-23:
https://docs.google.com/spreadsheets/d/1SCEqL9qHRhFEJ8JZ9zSKlOp-vzU5uOMoKObxJ74bDIM/edit?usp=sharing
Student Learning Strengths
STAAR
Spring Shadows students met 14 of 14 indicators (100%) for Growth in the Closing the Gaps domain of state accountability. The campus earned a distinction in this area.
13% of 5th grade students achieved the Masters Grade Level standard of performance on STAAR Science, and the campus earned a distinction in this area as well.
80% of students in grades 4-5 made at least expected growth on STAAR Reading and Math, and 42% made accelerated growth.
Across all tests, 40% of students improved by at least one performance level from prior year and 13% increased two performance levels.
Primary Reading
Growth trends continue in a positive direction - all three grade levels (K-2) improved the % of students reading on grade level by 10% or more.
Problem Statements Identifying Student Learning Needs
Problem Statement 1 (Prioritized): 62% of EL students did not progress at least one proficiency level on TELPAS in Spring 2022 Root Cause: Lack of instructional frameworks and delivery of best practices for language acquisition
Problem Statement 2 (Prioritized): 42% of students were reading on grade level or higher in May, 2022. 42% were below benchmark, and 16% were approaching benchmark. Root Cause: School attendance, inconsistent implementation of literacy framework
Problem Statement 3 (Prioritized): Only 25% of current 4th & 5th grade students achieved Meets Grade Level or higher on STAAR Math in 2022. Root Cause: Staffing, student attendance, teacher capacity, inconsistent implementation of curriculum.
Problem Statement 4 (Prioritized): 17% of current 4th & 5th grade students achieved Masters Grade Level on STAAR Reading in 2022. Root Cause: Staffing, student attendance, teacher capacity, inconsistent implementation of curriculum.
School Processes & Programs
Comprehensive Needs Assessment
School Processes & Programs
School Processes & Programs Summary
Programs:
Spring Shadows has a number of programs on campus to support the academic and social-emotional needs of students:
- One-way dual language program
- Special education services: resource, inclusion, life skills, APPLE (autism), speech
- RtI to support students that need academic and/or behavioral interventions
- Newcomer interventions designed to support English acquisition for students in grades 3-5
- Project Class to support students and teachers with social skills and a framework for classroom management
Processes:
- Campus team structures are articulated and defined, documented and articulated to stakeholders. The membership, roles and responsibilities of various working groups are communicated.
- School, grade level, team, teacher and student goals are developed through an aligned process focused on growth. Goals are measurable and support ongoing cycles of improvement.
- The use of data is embedded into the culture of the school, from professional learning goals for teachers, teacher teams, content areas, and individual student goals.
- The campus maintains multiple structures and platforms to monitor student progress and growth throughout the year.
- Campus Care Team is designed to support students with extra counseling and social skills support.
- Multi-tiered supports (MTSS) provide a framework for supporting best practices for students needing behavior interventions
- Response to Intervention (RtI) supports the identification of students needing extra support
- Structures and resources to support learning and collaboration across the campus, including team leaders, instructional leadership, instructional coaches, and intentional/extended periods of time for planning
Procedures:
- The school's master schedule allows for campus priorities that support goals, including extended planning/professional learning time as well as intervention time for students.
School Processes & Programs Strengths
The campus has deployed support for both academic and social skill development. In addition to the supports in place, the campus has articulated specific roles and responsibilities for all staff members. The campus has also developed a master schedule that supports classroom implementation of the district curriculum while also being responsive to campus needs.
Problem Statements Identifying School Processes & Programs Needs
Problem Statement 1 (Prioritized): Students in certain grade levels and subjects did not receive documented RtI support. Root Cause: Lack of staffing and new state mandates for focus on STAAR failures (HB 4545).
Problem Statement 2 (Prioritized): Considering multiple measures, 50% of students across the campus are below benchmark/grade level in literacy and numeracy. Root Cause: Students with more than 10 absences are impacted disproportionately in academic progress, and more than 10% of our students missed more than 10 days of school in 2021-22.
Perceptions
Comprehensive Needs Assessment
Perceptions
Perceptions Summary
Perceptions Summary
The core mission at Spring Shadows is high levels of learning for all.
In the 2020-21 school year, the campus Guiding Coalition developed and refined our Collective Commitments around building a collaborative culture, focusing on learning, and sustaining a results orientation. Last year, the campus began intentional work around building a culture of professional learning and collaboration that was facilitated by members of the campus instructional leadership team.
Staff surveys indicate a strong sense of pride in the community and the school. The majority of staff believe students and families have a positive perception of the school and that students enjoy coming to school.
Feedback from students in grades 3-5 indicated that they were excited about going to class, and most responded that they were excited to participate. A large portion stated that they believed teachers will make them keep trying when they feel like giving up, and nearly all believe teachers treat them with respect.
Parent surveys indicate high levels of satisfaction with various aspects of the school's goals and processes.
Perceptions Strengths
Students and staff have positive relationships with one another. Additionally, the campus benefits from strong partnerships like Communities in Schools that help connect the campus with families and other community stakeholders.
Problem Statements Identifying Perceptions Needs
Problem Statement 1 (Prioritized): The campus vision, mission and beliefs have yet to be internalized and operationalized across the campus. Root Cause: Staff turnover for the past two years has been above 25%.
Priority Problem Statements
Priority Problem Statements
Problem Statement 2: 62% of EL students did not progress at least one proficiency level on TELPAS in Spring 2022
Root Cause 2: Lack of instructional frameworks and delivery of best practices for language acquisition
Problem Statement 2 Areas: Student Learning
Problem Statement 5: Students in certain grade levels and subjects did not receive documented RtI support.
Root Cause 5: Lack of staffing and new state mandates for focus on STAAR failures (HB 4545).
Problem Statement 5 Areas: School Processes & Programs
Problem Statement 7: The campus vision, mission and beliefs have yet to be internalized and operationalized across the campus.
Root Cause 7: Staff turnover for the past two years has been above 25%.
Problem Statement 7 Areas: Perceptions
Problem Statement 3: 42% of students were reading on grade level or higher in May, 2022. 42% were below benchmark, and 16% were approaching benchmark.
Root Cause 3: School attendance, inconsistent implementation of literacy framework
Problem Statement 3 Areas: Student Learning
Problem Statement 6: Considering multiple measures, 50% of students across the campus are below benchmark/grade level in literacy and numeracy.
Root Cause 6: Students with more than 10 absences are impacted disproportionately in academic progress, and more than 10% of our students missed more than 10 days of school in 2021-22.
Problem Statement 6 Areas: School Processes & Programs
Problem Statement 1: Only 25% of current 4th & 5th grade students achieved Meets Grade Level or higher on STAAR Math in 2022.
Root Cause 1: Staffing, student attendance, teacher capacity, inconsistent implementation of curriculum.
Problem Statement 1 Areas: Student Learning
Problem Statement 4: 17% of current 4th & 5th grade students achieved Masters Grade Level on STAAR Reading in 2022.
Root Cause 4: Staffing, student attendance, teacher capacity, inconsistent implementation of curriculum.
Problem Statement 4 Areas: Student Learning
Comprehensive Needs Assessment - Data Documentation
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
Accountability Data
- Texas Academic Performance Report (TAPR) data
- Student Achievement Domain
- Effective Schools Framework data
- Comprehensive, Targeted, and/or Additional Targeted Support Identification data
Student Data: Assessments
- Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
- Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results
- Local diagnostic reading assessment data
- Local benchmark or common assessments data
- Running Records results
Student Data: Student Groups
- At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data
- Section 504 data
- Homeless data
- Dyslexia data
- Response to Intervention (RtI) student achievement data
Student Data: Behavior and Other Indicators
- Attendance data
- Mobility rate, including longitudinal data
- Discipline records
- School safety data
- Enrollment trends
Employee Data
- Professional learning communities (PLC) data
- Staff surveys and/or other feedback
- State certified and high quality staff data
- Campus leadership data
Parent/Community Data
- Community surveys and/or other feedback
Support Systems and Other Data
- Organizational structure data
- Budgets/entitlements and expenditures data
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - EARLY LITERACY
- Performance Objective 3 - STUDENT GROWTH (PRIMARY GRADES)
- Performance Objective 4 - STUDENT GROWTH (INTERMEDIATE GRADES)
- Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Shadows Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2023, Spring Shadows Elementary School will increase student performance on STAAR Grades 3-5 exams in reading and math by at least 5 percentage points at each performance level (approaches, meets, masters).
2021-22: Reading: 63% (approaches), 41% (meets), 17% (masters); Math: 61% (approaches), 31% (meets), 10% (masters)
2020-21: Reading: 45% (approaches), 19% (meets), 8% (masters); Math: 54% (approaches), 22% (meets), 8% (masters)
High Priority
Evaluation Data Sources: State Accountability Report Domain 1 (available mid-August)
Strategy 1: Consistent implementation of balanced literacy components and district curriculum through a workshop model of instruction, including phonics and phonemic awareness. Ensure all classrooms have necessary furniture, supplies and resources, including books for classroom libraries. Strategy's Expected Result/Impact: Increased student performance on STAAR, MAP, TX-KEA and local assessments Staff Responsible for Monitoring: Principal, LIS Title I: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Results Driven Accountability Problem Statements: Student Learning 3, 4 Funding Sources: Books for Classroom Libraries - 211 - Title I, Part A - 11 6329 - $6,000, Classroom Supplies - 199 PIC 11 - Instructional Services - 11 6399 - $18,562, Classroom Supplies other than books - 211 - Title I, Part A - 211 6399 11 - $14,669, Supplies for bilingual classrooms - 199 PIC 25 - ESL/Bilingual - 11 6399 - $7,620, Renewal for A-Z for shared reading - 211 - Title I, Part A - 11 6397 - $2,000, Books for Classroom Libraries - 282 ARP21 (ESSER III Campus Allocations) - 11 6329, Furniture and rugs for classrooms - 199 PIC 99 - Undistributed - $5,628 |
Strategy 2: Provide instructional materials and supplies that will enhance student engagement in all content areas, including, but not limited to manipulatives, science materials, consumables, books, small group instructional materials, field trips, professional books/resources, teacher materials/resources, technology and office supplies. Strategy's Expected Result/Impact: Increased student engagement and performance as measured by STAAR, MAP, TX-KEA and local assessments Staff Responsible for Monitoring: Principal, Instructional Specialist Title I: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction Problem Statements: School Processes & Programs 2 Funding Sources: Science & other content supplies - 199 PIC 11 - Instructional Services - 11 6399 - $15,000, Online subscriptions/software (EduSmart) - 282 ARP21 (ESSER III Campus Allocations) - 6397 11 - $2,700, Classroom Supplies for math - 282 ARP21 (ESSER III Campus Allocations) - 11 6399 - $18,000, Books for Teacher Planning - 282 ARP21 (ESSER III Campus Allocations) - 13 6329 - $5,000, student field trips - 211 - Title I, Part A - 11 6299 - $5,000 |
Strategy 3:Ensure mathematics teachers have support, training and resources to consistently implement district curriculum, including professional learning opportunities and coaching. Strategy's Expected Result/Impact: Increased student achievement and engagement Staff Responsible for Monitoring: MIS, Instructional Specialist Title I: 2.4 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction Problem Statements: Student Learning 3 Funding Sources: books for professional learning - 211 - Title I, Part A - 13 6329 - $500, Contracted Services for Number Talk Training - 282 ARP21 (ESSER III Campus Allocations) - 13 6210 - $21,000 |
Strategy 4: Provide extended learning time and opportunities for students failing to meet grade level requirements and/or master priority learning standards, including prior year STAAR (extended day and/or week and/or year - summer). Strategy's Expected Result/Impact: Increased student performance and achievement - increase in % students achieving Masters Grade Level Staff Responsible for Monitoring: Principal, Instructional Specialist Title I: 2.4, 2.6 - ESF Levers: Lever 3: Positive School Culture Problem Statements: Student Learning 2, 3 - School Processes & Programs 2 Funding Sources: Extra Duty pay for staff, including paraprofessionals - 199 PIC 30 - At Risk School Wide SCE - 11 6116, 6121, 6125 - $11,180, Extra Duty pay for staff, including paraprofessionals - 282 ARP21 (ESSER III Campus Allocations) - $47,571 |
Strategy 5: Support and establish consistent school-wide structures and routines for teacher daily schedules and lesson plans to align with district curriculum standards and frameworks. Strategy's Expected Result/Impact: Increased student engagement and achievement. Staff Responsible for Monitoring: Principal, Assistant Principal, Instructional Specialist, LIS Title I: 2.6 - TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum Problem Statements: Perceptions 1 |
Strategy 6: Recruit and retain highly qualified teachers through various support structures, including mentoring and coaching. Strategy's Expected Result/Impact: Maintain high quality teaching staff. Staff Responsible for Monitoring: Principal, Lead Mentor, instructional specialists TEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 1: Strong School Leadership and Planning |
Strategy 7: Enhance and sustain leadership capacity to lead and support learning teams through professional development opportunities. Strategy's Expected Result/Impact: Increased leadership capacity and high-functioning professional learning teams. Staff Responsible for Monitoring: Principal TEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers Funding Sources: Professional Development for math teacher - 282 ARP21 (ESSER III Campus Allocations) - 13 6299 - $18,000, Contracted Services - 211 - Title I, Part A - 23 6299 - $270 |
Strategy 8: Implement common intervention times in grades 4-5 to ensure students receive accelerated instruction. Strategy's Expected Result/Impact: Close learning gaps Staff Responsible for Monitoring: Instructional Specialists Title I: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math Problem Statements: School Processes & Programs 1 |
Strategy 9: Expand collection of books available in school library to enhance student choice and independence in reading. Strategy's Expected Result/Impact: Increased reading volume and higher circulation rates Staff Responsible for Monitoring: Librarian, Principal Title I: 2.4, 2.5 Funding Sources: books for school library - 211 - Title I, Part A - 12 6329 - $10,000 |
Performance Objective 1 Problem Statements:
Student Learning |
Problem Statement 2: 42% of students were reading on grade level or higher in May, 2022. 42% were below benchmark, and 16% were approaching benchmark. Root Cause: School attendance, inconsistent implementation of literacy framework Problem Statement 3: Only 25% of current 4th & 5th grade students achieved Meets Grade Level or higher on STAAR Math in 2022. Root Cause: Staffing, student attendance, teacher capacity, inconsistent implementation of curriculum. Problem Statement 4: 17% of current 4th & 5th grade students achieved Masters Grade Level on STAAR Reading in 2022. Root Cause: Staffing, student attendance, teacher capacity, inconsistent implementation of curriculum. |
School Processes & Programs |
Problem Statement 1: Students in certain grade levels and subjects did not receive documented RtI support. Root Cause: Lack of staffing and new state mandates for focus on STAAR failures (HB 4545). Problem Statement 2: Considering multiple measures, 50% of students across the campus are below benchmark/grade level in literacy and numeracy. Root Cause: Students with more than 10 absences are impacted disproportionately in academic progress, and more than 10% of our students missed more than 10 days of school in 2021-22. |
Perceptions |
Problem Statement 1: The campus vision, mission and beliefs have yet to be internalized and operationalized across the campus. Root Cause: Staff turnover for the past two years has been above 25%. |
Performance Objective 2 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Shadows Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: EARLY LITERACY: By June 2023, Spring Shadows 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 10 percentage points or ≥ to 85%.
2021-22: Kindergarten 49% On/Above Grade Level; 1st Grade: 57% On/Above Grade Level; 2nd Grade: 50% On/Above Grade Level
2020-21: Kindergarten 39% On/Above Grade Level; 1st Grade: 43% On/Above Grade Level; 2nd Grade: 40% On/Above Grade Level
High Priority
HB3 Goal
Evaluation Data Sources: Running Records End-of-Year Report
Strategy 1: Student Support Committee (SSC) will collaborate and align intervention services with instructional specialists, classroom teachers, and Extended Impact Teacher. Strategy's Expected Result/Impact: Increase in % of students that are progressed monitored through RtI. Staff Responsible for Monitoring: CAIS, AP Title I: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 5: Effective Instruction Problem Statements: School Processes & Programs 1 |
Strategy 2: Kindergarten teacher assistants will be trained on small group and individual intervention strategies. Strategy's Expected Result/Impact: Increased % of kindergarten students reading on grade level by EOY running records. Staff Responsible for Monitoring: LIS |
Strategy 3: Engage, train and support families to assist students with effective strategies for reading, including a parent training for students receiving dyslexia services. The campus will host Family Read-In days twice a year for grades K-2. Strategy's Expected Result/Impact: Increased % of students reading on or above grade level by EOY running records. Staff Responsible for Monitoring: Bilingual Intervention teacher, dyslexia intervention teacher Title I: 2.4, 4.2 - TEA Priorities: Build a foundation of reading and math Funding Sources: Contracted services, Supplies & Materials for parent training/meetings, including snacks - 211 - Title I, Part A - 6299 6399 6499 61 - $3,102, Contracted Services - 211 - Title I, Part A - 61 6299 - $500 |
Strategy 4: Engage, train and support families through a Parental & Family Engagement policy with flexible meeting times. The campus will host a variety of opportunities for families, including quarterly meetings with the principal, family fun nights, and evening programs. Strategy's Expected Result/Impact: Increased family engagement and stakeholder satisfaction. Staff Responsible for Monitoring: Principal, CIS, Support Staff Title I: 4.1, 4.2 - TEA Priorities: Improve low-performing schools - ESF Levers: Lever 3: Positive School Culture |
Performance Objective 2 Problem Statements:
School Processes & Programs |
Problem Statement 1: Students in certain grade levels and subjects did not receive documented RtI support. Root Cause: Lack of staffing and new state mandates for focus on STAAR failures (HB 4545). |
Performance Objective 3 - STUDENT GROWTH (PRIMARY GRADES)
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Shadows Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: STUDENT GROWTH (PRIMARY GRADES): By June 2023, Spring Shadows Elementary School will increase the % of students demonstrating progress in reading and math by 5 percentage points or ≥ to 85%.
2021-22: Reading - 36% met CGI; Math - 36% met CGI (Baseline Year)
High Priority
HB3 Goal
Evaluation Data Sources: BOY to EOY Measures of Academic Progress (MAP) Reports Grades 1 and 2
Strategy 1: At least quarterly, teacher teams will review, analyze and respond to formal and informal assessment data (MAP, running records, and local assessments). Strategy's Expected Result/Impact: Student academic progress, teacher team collective efficacy Staff Responsible for Monitoring: LIS, Instructional Specialist, MIS Title I: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools |
Strategy 2: Campus teachers will be supported through coaching cycles and opportunities for job-embedded professional learning. Teachers and school leaders will attend targeted and aligned professional development opportunities. Teachers will be provided with reading materials as needed to support ongoing professional learning and curriculum needs. Strategy's Expected Result/Impact: Improve teaching and learning for all students Staff Responsible for Monitoring: Principal TEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers Problem Statements: Perceptions 1 |
Strategy 3: The performance and growth of special education students will be monitored and reviewed by staff. Case managers will meet with teachers responsible for implementing IEP's. Materials and supplies will be purchased to ensure that all special education students have access to instructional materials specific to their IEP goals and/or accommodations. Strategy's Expected Result/Impact: Special education will make more than adequate progress and master their goals. Staff Responsible for Monitoring: Administration 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 - 199 PIC 23 - Special Education - $645 |
Performance Objective 3 Problem Statements:
Perceptions |
Problem Statement 1: The campus vision, mission and beliefs have yet to be internalized and operationalized across the campus. Root Cause: Staff turnover for the past two years has been above 25%. |
Performance Objective 4 - STUDENT GROWTH (INTERMEDIATE GRADES)
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Shadows Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: STUDENT GROWTH (INTERMEDIATE GRADES): By June 2023, Spring Shadows Elementary School will increase the % of students demonstrating progress in reading and math by 5 percentage points or more on MOY MAP and by 3 percentage points year over year on STAAR Progress.
2021-22: Reading - 50% met CGI; Math - 62% met CGI; 83% of STAAR Progress (Baseline Year)
Evaluation Data Sources: BOY to MOY MAP Reports Grades 3-5
Year over year STAAR progress Grades 4 and 5 (Campus Accountability Report, Domain 2A component score available in August)
Strategy 1: The campus will utilize Extended Impact Teachers through Opportunity Culture to provide targeted instruction with broader impact in math, science and English Language Development. Strategy's Expected Result/Impact: Increase in student outcomes for STAAR Math, STAAR Reading and TELPAS. Staff Responsible for Monitoring: Principal Title I: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - Problem Statements: Student Learning 1, 3 |
Strategy 2: Math teachers will implement Number Talks and Math Writing in every classroom for grades 2-5. Strategy's Expected Result/Impact: Increased % of students performing on grade level and/or meeting growth targets Staff Responsible for Monitoring: Instructional Specialist, MIS Title I: 2.4 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 5: Effective Instruction |
Performance Objective 4 Problem Statements:
Student Learning |
Problem Statement 1: 62% of EL students did not progress at least one proficiency level on TELPAS in Spring 2022 Root Cause: Lack of instructional frameworks and delivery of best practices for language acquisition Problem Statement 3: Only 25% of current 4th & 5th grade students achieved Meets Grade Level or higher on STAAR Math in 2022. Root Cause: Staffing, student attendance, teacher capacity, inconsistent implementation of curriculum. |
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Shadows Elementary School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2023, the rate of Emergent Bilingual/English Learners increasing at least one Composite Score level will increase by 18 percentage points or ≥ to 80%.
2021-22: TELPAS Progress Rate 42% (Based on completed TELPAS administrations in both 2021 and 2022.)
Evaluation Data Sources: State Accountability Report Domain 3
Strategy 1: Train and support teachers in best practices on language acquisition, utilizing rubrics on speaking, listening, reading and writing during ELD block. Strategy's Expected Result/Impact: Increase % of students improving proficiency on TELPAS Staff Responsible for Monitoring: Extended Impact Teacher Title I: 2.4, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math - ESF Levers: Lever 5: Effective Instruction Problem Statements: Student Learning 1 |
Strategy 2: Review student/teacher schedules to ensure students receive first instruction in English for 50% of the day, in accordance with district guidelines for one-way dual language program. Strategy's Expected Result/Impact: Increase % of students increasing a proficiency level on TELPAS Staff Responsible for Monitoring: Instructional Specialists Title I: 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 5: Effective Instruction Problem Statements: Student Learning 1 |
Performance Objective 5 Problem Statements:
Student Learning |
Problem Statement 1: 62% of EL students did not progress at least one proficiency level on TELPAS in Spring 2022 Root Cause: Lack of instructional frameworks and delivery of best practices for language acquisition |
Goal 2: Student Support
Student Support
- Performance Objective 1 - INTERVENTIONS
- Performance Objective 2 - CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
Performance Objective 1 - INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Spring Shadows Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 1: INTERVENTIONS: By June 2023, Spring Shadows Elementary School will implement TIER II interventions with students identified as needing additional supports in reading and/or math.
Evaluation Data Sources: PK-CIRCLE Assessment, Kinder-TX-KEA, Grades 1-5-MAP
Strategy 1: The campus SSC committee will calendar out data study meetings to meet at least once each nine weeks. Campus data trackers will be maintained to ensure that multiple data points are reviewed as part of RtI process. Strategy's Expected Result/Impact: Increase in % of students performing on grade level in reading and math Staff Responsible for Monitoring: CAIS, Instructional Specialist Title I: 2.4 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 5: Effective Instruction Problem Statements: Student Learning 2 - School Processes & Programs 1, 2 |
Strategy 2: Implement systems of academic support and intervention (RtI) to close learning gaps and accelerate instruction. Ensure full implementation of dyslexia identification process with parental notification. Strategy's Expected Result/Impact: Increased student performance and achievement Staff Responsible for Monitoring: CAIS, Assistant Principal Title I: 2.4, 2.6 - ESF Levers: Lever 5: Effective Instruction Problem Statements: Student Learning 2 - School Processes & Programs 1, 2 Funding Sources: Instructional Specialist, Intervention Teachers (part-time & partial funded & stipends) - 211 - Title I, Part A - 211 11 6119 6141 6143 6146 - $295,159 |
Performance Objective 1 Problem Statements:
Student Learning |
Problem Statement 2: 42% of students were reading on grade level or higher in May, 2022. 42% were below benchmark, and 16% were approaching benchmark. Root Cause: School attendance, inconsistent implementation of literacy framework |
School Processes & Programs |
Problem Statement 1: Students in certain grade levels and subjects did not receive documented RtI support. Root Cause: Lack of staffing and new state mandates for focus on STAAR failures (HB 4545). Problem Statement 2: Considering multiple measures, 50% of students across the campus are below benchmark/grade level in literacy and numeracy. Root Cause: Students with more than 10 absences are impacted disproportionately in academic progress, and more than 10% of our students missed more than 10 days of school in 2021-22. |
Performance Objective 2 - CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
Goals
Goal 2: STUDENT SUPPORT. Spring Shadows Elementary School students will benefit from multi-tiered systems of support.
Performance Objective 2: CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE: By June 2023, Spring Shadows Elementary 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: Campus attendance committee will deploy a variety of strategies to increase student attendance and engagement. Strategy's Expected Result/Impact: Increase end of year average daily attendance to at least 95%. Staff Responsible for Monitoring: Assistant Principal Title I: 2.4, 2.5 - TEA Priorities: Improve low-performing schools - ESF Levers: Lever 3: Positive School Culture Problem Statements: School Processes & Programs 2 |
Strategy 2: Classroom teachers will utilize morning meetings to support and enhance Core Characteristics through morning message and activities. Strategy's Expected Result/Impact: Increase in student connectedness and attendance. Decrease in discipline referrals. Staff Responsible for Monitoring: Instructional Specialists Title I: 2.5 - TEA Priorities: Improve low-performing schools - ESF Levers: Lever 3: Positive School Culture |
Strategy 3: Classroom guidance lessons will focus on and support Core Characteristics. Strategy's Expected Result/Impact: Increase in student connectedness and attendance. Decrease in discipline referrals. Staff Responsible for Monitoring: Principal, AP Title I: 2.5 - TEA Priorities: Improve low-performing schools - ESF Levers: Lever 3: Positive School Culture Problem Statements: Perceptions 1 |
Performance Objective 2 Problem Statements:
School Processes & Programs |
Problem Statement 2: Considering multiple measures, 50% of students across the campus are below benchmark/grade level in literacy and numeracy. Root Cause: Students with more than 10 absences are impacted disproportionately in academic progress, and more than 10% of our students missed more than 10 days of school in 2021-22. |
Perceptions |
Problem Statement 1: The campus vision, mission and beliefs have yet to be internalized and operationalized across the campus. Root Cause: Staff turnover for the past two years has been above 25%. |
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 Shadows Elementary School will ensure a safe and orderly 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: The campus will deploy a campus-wide structure (5 Be's) to support student success and internalization of positive behaviors. (Be Here & Ready, Be Safe, Be of Service, Be Responsible, Be Respectful) Strategy's Expected Result/Impact: Increase in student connectedness & attendance. Decrease in discipline referrals. Staff Responsible for Monitoring: AP, Instructional Specialist Title I: 2.5 - TEA Priorities: Improve low-performing schools - ESF Levers: Lever 3: Positive School Culture Problem Statements: School Processes & Programs 2 - Perceptions 1 |
Strategy 2: Classroom teachers will utilize a variety of strategies to support positive behaviors, including interactive modeling and logical consequences. Strategy's Expected Result/Impact: Increase in student connectedness & engagement. Decrease if office referrals. Staff Responsible for Monitoring: AP, Instructional Specialist Title I: 2.5 - TEA Priorities: Improve low-performing schools - ESF Levers: Lever 3: Positive School Culture |
Strategy 3: Student behavior support will be part of RtI process and include a variety of stakeholders. Strategy's Expected Result/Impact: Decrease in discipline referrals. Staff Responsible for Monitoring: AP, Instructional Specialist Title I: 2.5 - TEA Priorities: Improve low-performing schools - ESF Levers: Lever 3: Positive School Culture |
Performance Objective 1 Problem Statements:
School Processes & Programs |
Problem Statement 2: Considering multiple measures, 50% of students across the campus are below benchmark/grade level in literacy and numeracy. Root Cause: Students with more than 10 absences are impacted disproportionately in academic progress, and more than 10% of our students missed more than 10 days of school in 2021-22. |
Perceptions |
Problem Statement 1: The campus vision, mission and beliefs have yet to be internalized and operationalized across the campus. Root Cause: Staff turnover for the past two years has been above 25%. |
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Spring Shadows Elementary School will ensure a safe and orderly 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
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: The 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. Supplies and resources will be purchased from local budgets. Staff Responsible for Monitoring: Administrators Funding Sources: School Safety supplies - 199 PIC 99 - Undistributed - $6,780 |
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: Administrators Safety Committee |
Strategy 3: Students will receive lessons on digital citizenship safety. Strategy's Expected Result/Impact: Students have a feeling of a safe virtual learning environment. Staff are able to conduct lessons free of virtual learning distractions. Staff Responsible for Monitoring: Campus Leadership Team Teachers Title I: 2.5 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 5: Effective Instruction |
Performance Objective 3 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Spring Shadows Elementary School will ensure a safe and orderly environment.
Performance Objective 3: EMERGENCY OPERATIONS: Maintain Campus Emergency Operations Procedures (EOP) that comply with SB 11, and include Standard Operating Procedures.
Evaluation Data Sources: Campus Emergency Operation Procedures Documents
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: Administrators |
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: Administrators Safety Committee |
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Spring Shadows Elementary 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: Conduct frequent budget meetings with Administrative Assistant to review and manage all budgets. Ensure budget lines and codes support campus priorities. Strategy's Expected Result/Impact: Error free records. Documentation of purchases and orders. Staff Responsible for Monitoring: Principal Administrative Assistant |
Strategy 2: Provide opportunities for all staff to receive training in best practices for customer service, financial services, and safety procedures. Provide for coverage for all staff as needed. Strategy's Expected Result/Impact: 100% compliance with local, state and federal guidelines for programs and safety. Staff Responsible for Monitoring: Principal, Admn Asst. TEA Priorities: Recruit, support, retain teachers and principals |
Campus Funding Summary
Campus Funding Summary
199 PIC 11 - Instructional Services | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Classroom Supplies | $18,562.00 |
1 | 1 | 2 | Science & other content supplies | $15,000.00 |
Sub-Total | $33,562.00 | |||
Budgeted Fund Source Amount | $33,562.00 | |||
+/- Difference | $0.00 |
199 PIC 23 - Special Education | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 3 | 3 | Supplies and Materials | $645.00 |
Sub-Total | $645.00 | |||
Budgeted Fund Source Amount | $645.00 | |||
+/- Difference | $0.00 |
199 PIC 25 - ESL/Bilingual | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Supplies for bilingual classrooms | $7,620.00 |
Sub-Total | $7,620.00 | |||
Budgeted Fund Source Amount | $7,620.00 | |||
+/- Difference | $0.00 |
199 PIC 30 - At Risk School Wide SCE | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 4 | Extra Duty pay for staff, including paraprofessionals | $11,180.00 |
Sub-Total | $11,180.00 | |||
Budgeted Fund Source Amount | $11,180.00 | |||
+/- Difference | $0.00 |
199 PIC 99 - Undistributed | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Furniture and rugs for classrooms | $5,628.00 |
3 | 2 | 1 | School Safety supplies | $6,780.00 |
Sub-Total | $12,408.00 | |||
Budgeted Fund Source Amount | $12,408.00 | |||
+/- Difference | $0.00 |
211 - Title I, Part A | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Classroom Supplies other than books | $14,669.00 |
1 | 1 | 1 | Renewal for A-Z for shared reading | $2,000.00 |
1 | 1 | 1 | Books for Classroom Libraries | $6,000.00 |
1 | 1 | 2 | student field trips | $5,000.00 |
1 | 1 | 3 | books for professional learning | $500.00 |
1 | 1 | 7 | Contracted Services | $270.00 |
1 | 1 | 9 | books for school library | $10,000.00 |
1 | 2 | 3 | Contracted Services | $500.00 |
1 | 2 | 3 | Contracted services, Supplies & Materials for parent training/meetings, including snacks | $3,102.00 |
2 | 1 | 2 | Instructional Specialist, Intervention Teachers (part-time & partial funded & stipends) | $295,159.00 |
Sub-Total | $337,200.00 | |||
Budgeted Fund Source Amount | $337,200.00 | |||
+/- Difference | $0.00 |
282 ARP 21 (ESSER III Campus Allocations) | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Books for Classroom Libraries | $0.00 |
1 | 1 | 2 | Online subscriptions/software (EduSmart) | $2,700.00 |
1 | 1 | 2 | Books for Teacher Planning | $5,000.00 |
1 | 1 | 2 | Classroom Supplies for math | $18,000.00 |
1 | 1 | 3 | Contracted Services for Number Talk Training | $21,000.00 |
1 | 1 | 4 | Extra Duty pay for staff, including paraprofessionals | $47,571.00 |
1 | 1 | 7 | Professional Development for math teacher | $18,000.00 |
Sub-Total | $112,271.00 | |||
Budgeted Fund Source Amount | $112,271.00 | |||
+/- Difference | $0.00 | |||
Grand Total Budgeted | $514,886.00 | |||
Grand Total Spent | $514,886.00 | |||
+/- Difference | $0.00 |