Campus Improvement Plan

Comprehensive Needs Assessment

Revised/Approved: August 13, 2020

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 2019-2020, the campus served 669 students in grades K-5. The largest ethnic group, Hispanic-Latino, comprised 85% of our student population. Black/African American students comprised 9%, White 4%, Asian 1% and Multi-Race 1%.

Spring Shadows is a school-wide Title 1 campus with 95% 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 (57% bilingual and 9% ESL). 14% of our students were served through special education last school year, and 4% were considered homeless or displaced. 83% of students are considered at-risk, and 12% are immigrants. 26% of students receive interventions.

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.

Problem Statements Identifying Demographics Needs

Problem Statement 1 (Prioritized): Male students are disproportionately sent to the office for discipline. Root Cause: Lack of cultural awareness and/or gender bias

Comprehensive Needs Assessment

Revised/Approved: August 13, 2020

Student Learning

Student Learning Summary

State assessments (STAAR) were not administered last school year due to COVID and school closures. However, the campus did administer TELPAS as well as local and campus assessments.

TELPAS (state assessment of English proficiency)

• 51% of 5th grade students progressed at least one proficiency level 
• 18% of 4th grade students progressed at least one proficiency level 
• 33% of 3rd grade students progressed at least one proficiency level 
• 49% of 2nd grade students progressed at least one proficiency level 
• 36% of 1st grade students progressed at least one proficiency level

Student Learning Strengths

More than half of our 5th graders progressed at least one proficiency level on TELPAS.

Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): 63% of EL students did not progress at least one proficiency level on TELPAS in Spring 2020 Root Cause: Lack of instructional frameworks and delivery of best practices for language acquisition

Problem Statement 2: __% of students were reading below benchmark in December 2019 as measured by MAP Root Cause: Inconsistent implementation of literacy framework (district curriculum)

Problem Statement 3 (Prioritized): In spring 2020, thirty-six 5th grade students who had been in US schools since Kindergarten had not transitioned to English as their primary language of instruction and assessment Root Cause: Lack of framework and expectations for English acquisition.

Problem Statement 4 (Prioritized): 5th grade STAAR science achievement was 47% approaches grade level Root Cause: Staffing, teacher capacity, and inconsistent implementation of science curriculum

Problem Statement 5 (Prioritized): English Writing STAAR achievement in 4th grade was 44% approaches grade level in 2019 Root Cause: Staffing, teacher capacity, and inconsistent implementation of writing workshop across all grade levels

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 across two-thirds of the campus
• Special education services: resource, inclusion, life skills, 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 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

School Processes & Programs Strengths

The campus has deployed extensive levels of support for both academic and social skill development. Students receive services in a timely manner. In addition to the supports in place, the campus has articulated specific roles and responsibilities for all staff members.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1 (Prioritized): Students identified for Tier 2 & Tier 3 interventions do not make adequate progress. Root Cause: Students are not receiving timely and consistent interventions.

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

Staff surveys given in May 2020 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.

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): Students and families struggled with online learning experiences in the spring of 2020. Root Cause: The campus attempted to provide schooling in a crisis, and many teachers did not receive the training needed to support online learning.

Priority Problem Statements

Problem Statement 2: Students identified for Tier 2 & Tier 3 interventions do not make adequate progress.
Root Cause 2: Students are not receiving timely and consistent interventions.
Problem Statement 2 Areas: School Processes & Programs

Problem Statement 3: 63% of EL students did not progress at least one proficiency level on TELPAS in Spring 2020
Root Cause 3: Lack of instructional frameworks and delivery of best practices for language acquisition
Problem Statement 3 Areas: Student Learning

Problem Statement 4: Students and families struggled with online learning experiences in the spring of 2020.
Root Cause 4: The campus attempted to provide schooling in a crisis, and many teachers did not receive the training needed to support online learning.
Problem Statement 4 Areas: Perceptions

Problem Statement 5: Male students are disproportionately sent to the office for discipline.
Root Cause 5: Lack of cultural awareness and/or gender bias
Problem Statement 5 Areas: Demographics

Problem Statement 6: In spring 2020, thirty-six 5th grade students who had been in US schools since Kindergarten had not transitioned to English as their primary language of instruction and assessment
Root Cause 6: Lack of framework and expectations for English acquisition.
Problem Statement 6 Areas: Student Learning

Problem Statement 8: 5th grade STAAR science achievement was 47% approaches grade level 
Root Cause 8: Staffing, teacher capacity, and inconsistent implementation of science curriculum 
Problem Statement 8 Areas: Student Learning

Problem Statement 9: English Writing STAAR achievement in 4th grade was 44% approaches grade level in 2019 
Root Cause 9: Staffing, teacher capacity, and inconsistent implementation of writing workshop across all grade levels 
Problem Statement 9 Areas: Student Learning

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
• Effective Schools Framework data
• Comprehensive, Targeted, and/or Additional Targeted Support Identification data 
• Local Accountability Systems (LAS) 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

• 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, progress, and participation data
• Migrant population, including performance, discipline, attendance, and mobility
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data
• ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc. 
• 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

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