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 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%.

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.

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.

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

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

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