Campus Improvement Plan

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 2020-21, the campus served 576 students in grades K-5. The largest ethnic group, Hispanic-Latino, comprised 83% of our student population. Black/African American students comprised 11%, White 4%, Asian 1% and Multi-Race 1%.

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 (52% bilingual and 9% ESL).

15% of our students were served through special education last school year, and 4% were considered homeless or displaced.

81% of students are considered at-risk, and 10% are immigrants. 26% of students receive interventions. Of these, 19 students were identfieid as dyslexic and 7 of our students were identified as gifted and talented.

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: Male students are disproportionately sent to the office for discipline infractions. Root Cause: Lack of cultural awareness and/or gender bias.

Comprehensive Needs Assessment

 

Student Learning

Student Learning Summary

Spring Shadows Elementary students in grades 3-4 performed significantly lower than district and state peers on both the reading and mathematics STAAR.

3rd Grade Reading

	Approaches	Meets	Masters	OVERALL	Compared to 2019 (Overall)
SBISD	70	41	23	134	-8
SSE	51	14	3	68	-35
TX	68	38	19	115	-21

 

4th Grade Reading

	Approaches	Meets	Masters	OVERALL	Compared to 2019 (Overall)
SBISD	64	39	19	112	-10
SSE	33	12	2	47	-49
TX	63	36	18	117	-24

 

3rd Grade Math

	Approaches	Meets	Masters	OVERALL	Compared to 2019 (Overall)
SBISD	67	40	21	128	-16
SSE	41	8	0	49	-45
TX	61	30	14	105	-40

 

4th Grade Math

	Approaches	Meets	Masters	OVERALL	Compared to 2019 (Overall)
SBISD	66	45	32	143	-4
SSE	38	11	2	51	-29
TX	58	35	21	114	-35

 

However, Spring Shadows 5th grade students improved from campus 5th grade scores in 2019 at higher rates than district and state peers, and outperformed their state peers in mathematics. 

5th Grade Reading

	Approaches	Meets	Masters	OVERALL	Compared to 2019 (Overall)
SBISD	74	51	36	161	+6
SSE	56	29	20	105	+13
TX	72	45	30	147	-10

 

5th Grade Math

	Approaches	Meets	Masters	OVERALL	Compared to 2019 (Overall)
SBISD	75	53	36	164	-5
SSE	78	40	20	138	+36
TX	69	43	24	136	-39

 

5th grade students also showed improvement in science STAAR achievement while district and state peers decreased.

Science

	Approaches	Meets	Masters	OVERALL	Compared to 2019 (Overall)
SBISD	64	37	18	119	-16
SSE	55	26	9	90	+21
TX	61	30	12	103	-42

 

English learner results on TELPAS (Texas English Language Proficiency Assessment System):

27% of 1st grade students progressed a proficiency level
48% of 2nd grade students progressed a proficiency level
29% of 3rd grade students progressed a proficiency level
25% of 4th grade students progressed a proficiency level
50% of 5th grade students progressed a proficiency level

For primary grade reading level performance:

	Beginning of Year			Middle of Year			End of Year			Goal 90%
Grade Level	# On or Above Grade Level	Total # of students	% On or Above Grade Level	# On or Above Grade Level	Total # of students	% On or Above Grade Level	# On or Above Grade Level	Total # of students	% On or Above Grade Level	Met Goal Y/N
Level K				B or Above 55	79	70%	D or Above 27	69	39%	N
Level 1	D or Above 27	102	26%	G or Above 23	92	25%	I or Above 38	88	43%	N
Level 2	I or Above 35	104	34%	K or Above 44	100	44%	M or Above 36	90	40%	N

 

 

Student Learning Strengths

5th grade achievement on STAAR and TELPAS either approached or exceeded campus goals. 2nd grade EL students also made significant gains in English acquisition.

Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): 64% of EL students did not progress at least one proficiency level on TELPAS in Spring 2021 Root Cause: Lack of instructional frameworks and delivery of best practices for language acquisition

Problem Statement 2 (Prioritized): 31% of students were reading on grade level or higher in May, 2021. 49% were below benchmark, and 20% were approaching benchmark. Root Cause: Lapses in school attendance, inconsistent implementation of literacy framework

Problem Statement 3 (Prioritized): 60% of current 4th & 5th grade students did not meet passing standard for STAAR math in May, 2021. Root Cause: Staffing (COVID/teacher attendance), student attendance, teacher capacity, inconsistent implementation of curriculum,

Problem Statement 4 (Prioritized): 58% of current 4th & 5th grade students did not meet passing standard for STAAR reading in May, 2021. Root Cause: Staffing (COVID/teacher attendance), student attendance, teacher capacity, inconsistent implementation of curriculum,

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, 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 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. 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): The number of students served through RtI decreased in 2020-21, and students did not make adequate progress Root Cause: Students are not receiving timely and consistent interventions due to lack of staffing and resources.

Problem Statement 2 (Prioritized): Considering multiple measures, 60% of students across the campus are below benchmark/grade level in literacy and numeracy. Root Cause: More than 60% of students missed at least 40% of the instructional year in in-person instruction in 2020-21.

Comprehensive Needs Assessment

Perceptions

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 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.

On the spring, 2020 Panorama student survey, 56% of students in grades 3-5 indicated that they were excited about going to class, and 55% responded that they were excited to participate. 75% stated that they believed teachers will make them keep trying when they feel like giving up, and 87% believe teachers treat them with respect.

Parent surveys in the spring of 2021 indicated high levels of satisfaction (above 90%) 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

Problem Statement 3: 64% of EL students did not progress at least one proficiency level on TELPAS in Spring 2021
Root Cause 3: Lack of instructional frameworks and delivery of best practices for language acquisition
Problem Statement 3 Areas: Student Learning

Problem Statement 6: The number of students served through RtI decreased in 2020-21, and students did not make adequate progress
Root Cause 6: Students are not receiving timely and consistent interventions due to lack of staffing and resources.
Problem Statement 6 Areas: School Processes & Programs

Problem Statement 1: The campus vision, mission and beliefs have yet to be internalized and operationalized across the campus.
Root Cause 1: Staff turnover for the past two years has been above 25%.
Problem Statement 1 Areas: Perceptions

Problem Statement 4: 31% of students were reading on grade level or higher in May, 2021. 49% were below benchmark, and 20% were approaching benchmark.
Root Cause 4: Lapses in school attendance, inconsistent implementation of literacy framework
Problem Statement 4 Areas: Student Learning

Problem Statement 7: Considering multiple measures, 60% of students across the campus are below benchmark/grade level in literacy and numeracy.
Root Cause 7: More than 60% of students missed at least 40% of the instructional year in in-person instruction in 2020-21.
Problem Statement 7 Areas: School Processes & Programs

Problem Statement 2: 60% of current 4th & 5th grade students did not meet passing standard for STAAR math in May, 2021.
Root Cause 2: Staffing (COVID/teacher attendance), student attendance, teacher capacity, inconsistent implementation of curriculum,
Problem Statement 2 Areas: Student Learning

Problem Statement 5: 58% of current 4th & 5th grade students did not meet passing standard for STAAR reading in May, 2021.
Root Cause 5: Staffing (COVID/teacher attendance), student attendance, teacher capacity, inconsistent implementation of curriculum,
Problem Statement 5 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
• 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
• 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 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
• 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

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