Campus Improvement Plan 2021-2022
Spring Shadows Elementary School
- 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
2021-2022 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 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 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.
Student Learning
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,
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 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.
Perceptions
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
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 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
- 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
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - EARLY LITERACY
- Performance Objective 3 - GAP-CLOSING
- Performance Objective 4 - STUDENT GROWTH
- Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Spring Shadows Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2022, Spring Shadows Elementary School will increase student performance on STAAR Grades 3-5 exams in reading and math by at least 12% points at each performance level (approaches, meets, masters).
2020-21: Reading: 46% (approaches), 18% (meets), 8% (masters); Math: 51% (approaches), 19% (meets), 7% (masters)
2019-20: Not Rated due to COVID
2018-19: Reading: 66% (approaches), 31% (meets), 10% (masters); Math: 67% (approaches), 30% (meets), 12% (masters)
2017-18: Reading: 57% (approaches), 23% (meets), 9% (masters); Math: 63% (approaches), 29% (meets), 7% (masters)
Targeted or ESF High Priority
Evaluation Data Sources: STAAR 3-8 Reports
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 supplies and resources, including books for classroom libraries. Strategy's Expected Result/Impact: Increased student performance on STAAR, MAP and local assessments Staff Responsible for Monitoring: Principal, MCL, LIS Title I Schoolwide Elements: 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 - Targeted Support Strategy - Results Driven Accountability Problem Statements: Student Learning 4 - School Processes & Programs 2 Funding Sources: Classroom Supplies other than books- 211 - Title I, Part A- 211 6399 11- $30,000, Books for Classroom Libraries- 282 ARP21 (ESSER III Campus Allocations)- 11 6329- $10,000, Renewal for A-Z for shared reading - 211 - Title I, Part A- 6397 11- $5,000 , Classroom Supplies- 199 PIC 11 - Instructional Services- 11 6399- $31,160, Books for Classroom Libraries- 211 - Title I, Part A- 11 6329- $22,000, Supplies for bilingual classrooms - 199 PIC 25 - ESL/Bilingual - 11 6399 - $3,000 |
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 groups instructional materials, 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, and local assessments Staff Responsible for Monitoring: Principal, Instructional Specialist Title I Schoolwide Elements: 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 - Targeted Support Strategy Problem Statements: Student Learning 2 - School Processes & Programs 2 Funding Sources: Online subscriptions/software - 211 - Title I, Part A - 6397 11- $4,999 , Classroom Supplies - 282 ARP21 (ESSER III Campus Allocations) - 11 6399 - $11,012 , Science & other content supplies - 211 - Title I, Part A - 11 6399 - $27,934 , Classroom Technology - 282 ARP21 (ESSER III Campus Allocations) - 116398 - $2,700 |
Strategy 3: 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 Schoolwide Elements: 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 3: Positive School Culture, Lever 5: Effective Instruction - Targeted Support Strategy Problem Statements: Student Learning 1, 2 - School Processes & Programs 1, 2 Funding Sources: Intervention Teachers (part-time & partial funded & stipends for MCL) - 211 - Title I, Part A - 211 11 6119 6141 6143 6146 - $103,377 |
Strategy 4: Ensure mathematics teachers have support, training and resources to consistently implement district curriculum, including professional learning opportunities and coaching on instructional technology. Strategy's Expected Result/Impact: Increased student achievement and engagement Staff Responsible for Monitoring: MIS, Instructional Specialist Title I Schoolwide Elements: 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 - Targeted Support Strategy Funding Sources: Professional Development for Math Teachers - 211 - Title I, Part A - 13 6299 - $10,000, Professional Development - 282 ARP21 (ESSER III Campus Allocations) - 13 6299 - $12,000 |
Strategy 5: 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 Staff Responsible for Monitoring: Principal, Instructional Specialist Title I Schoolwide Elements: 2.4, 2.5, 2.6 - ESF Levers: Lever 3: Positive School Culture - Targeted Support Strategy Funding Sources: Extra Duty pay for staff, including paraprofessionals - 211 - Title I, Part A - 11 6116, 6121, 6125- $23,000 , Extra duty pay for summer program - 282 ARP21 (ESSER III Campus Allocations)- 11 6119 - $19,388 |
Strategy 6: 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, MCL's, Instructional Specialist, LIS Title I Schoolwide Elements: 2.4, 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 - Targeted Support Strategy |
Strategy 7: 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 Title I Schoolwide Elements: 2.6 - TEA Priorities: Recruit, support, retain teachers and principals Problem Statements: Perceptions 1 |
Strategy 8: 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 ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers - Additional Targeted Support Strategy Problem Statements: Perceptions 1 Funding Sources: registration & travel - 211 - Title I, Part A - 6411 13 23 - $12,000 |
Strategy 9: 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 Schoolwide Elements: 2.5 - TEA Priorities: Build a foundation of reading and math Problem Statements: Student Learning 2 |
Performance Objective 1 Problem Statements:
Student Learning |
Problem Statement 1: 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: 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 4 : 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 |
School Processes & Programs |
Problem Statement 1: 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: 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. |
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. Every Spring Shadows Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: EARLY LITERACY: By June 2022, 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 15 percentage points or ≥ to 85%.
2020-21: Kindergarten 39% On Grade Level or Above Grade Level; 1st Grade: 43% On Grade Level or Above Grade Level; 2nd Grade: 40% % On Grade Level or Above Grade Level
Targeted or ESF 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 Multi-Classroom Leader. Strategy's Expected Result/Impact: Increase in % of students that are progressed monitored through RtI. Staff Responsible for Monitoring: CAIS, AP Title I Schoolwide Elements: 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 5: Effective Instruction - Targeted Support Strategy Problem Statements: Student Learning 2 - 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 Title I Schoolwide Elements: 2.6 |
Strategy 3: Engage, train and support families to assist students with effective strategies for reading, including a parent training for students receiving dyslexia services. Strategy's Expected Result/Impact: Increased % of students reading on or above grade level by EOY running records. Staff Responsible for Monitoring: MCL, Bilingual Intervention teacher Title I Schoolwide Elements: 2.6, 3.1, 3.2 Problem Statements: Student Learning 2 - School Processes & Programs 2 Funding Sources: Contracted services, Supplies & Materials for parent training/meetings, including snacks - 211 - Title I, Part A - 6299 6399 6499 61 - $3,500 |
Performance Objective 2 Problem Statements:
Student Learning |
Problem Statement 2: 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 |
School Processes & Programs |
Problem Statement 1: 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: 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. |
Performance Objective 3 - GAP-CLOSING
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Spring Shadows Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: GAP-CLOSING: By June 2022, Spring Shadows Elementary School will increase overall performance on STAAR Grades 3-5 exams to narrow the gap or improve performance above the target by at least 10 percentage points for English Learners.
2020-21: English Learners 23%; non-English Learners 28%
2019-20: Not Rated due to COVID
Targeted or ESF High Priority
HB3 Goal
Evaluation Data Sources: State Accountability Report Domain 1
Strategy 1: Continue to refresh the school library with updated books and novels to meet the needs of English Learners. Purchase books for the school library. Strategy's Expected Result/Impact: All students will have access to updated reading material through the school library. Staff Responsible for Monitoring: Librarian Title I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low- performing schools - ESF Levers: Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum Funding Sources: Books for school library- 282 ARP21 (ESSER III Campus Allocations)- 12 6329- $10,000, Books for school library to support independent reading - 199 PIC 25 - ESL/Bilingual - $3,520 |
Strategy 2: Bilingual and ESL students will receive additional small group instruction by two newly hired teacher assistants (unit exchange). Strategy's Expected Result/Impact: Increased support and interventions for bilingual and ESL students Staff Responsible for Monitoring: Principal, Instructional Specialist Title I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math - ESF Levers: Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Targeted Support Strategy - Results Driven Accountability |
Strategy 3: Provide supplemental State Comp Ed funds and supports for students identified as At-Risk by way of tutoring, small group instruction, intervention, technology devices, and software programs. Strategy's Expected Result/Impact: Increased student achievement Staff Responsible for Monitoring: Principal, Instructional Specialist Title I Schoolwide Elements: 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 5: Effective Instruction - Targeted Support Strategy Funding Sources: Supplies and Materials for classrooms - 199 PIC 30 - At Risk School Wide SCE - $9,940 |
Performance Objective 4 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Spring Shadows Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: STUDENT GROWTH: By June 2022, Spring Shadows Elementary School will increase the % of students who meet or exceed conditional growth index (CGI) targets on Measures of Academic Progress: Reading (K-5) increase by 10 points, Math (K-5) increase by 10 points.
2020-21: Reading - 25% met CGI; Math - 45% met CGI
2019-20: Not Rated due to COVID
2018-19: Reading - 41% met CGI; Math - 54% met CGI
2017-18: Reading - 33% met CGI; Math - 46% met CGI
Targeted or ESF High Priority
HB3 Goal
Evaluation Data Sources: Measures of Academic Progress (MAP) Reports
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: MCL, LIS, Instructional Specialist Title I Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low- performing schools - Additional Targeted Support Strategy |
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, including webinars. 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 Title I Schoolwide Elements: 2.4 - TEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers - Targeted Support Strategy Funding Sources: Registration at Region 4 ESC- 211 - Title I, Part A- 6239 13 & 6239 23- $3,000, Reading materials for staff development & Curriculum resources - 211 - Title I, Part A- 6329 13- $8,000, Travel & Registration - 211 - Title I, Part A |
Strategy 3: The performance and growth of special education students will be monitored and reviewed by staff. Case managers will meet with teachers responsible 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 Schoolwide Elements: 2.4, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 5: Effective Instruction - Targeted Support Strategy Problem Statements: Student Achievement 1, 2 Funding Sources: Supplies and Materials - 199 PIC 23 - Special Education - $2,395 |
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Spring Shadows Elementary School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2022, the rate of English Learners increasing at least one Composite Score level will increase by 10 percentage points or ≥ 80%.
2020-21: TELPAS Progress Rate 60%
2019-20: Not Rated due to COVID
Evaluation Data Sources: State Accountability Report Domain 3
Strategy 1: Train and support teachers in best practices on language acquisition, utilizing rubrics on speaking. Strategy's Expected Result/Impact: Increase % of students improving proficiency in speaking. Staff Responsible for Monitoring: MCL, instructional specialist Title I Schoolwide Elements: 2.4, 2.6 - ESF Levers: Lever 5: Effective Instruction |
Goal 2: Student Support
Student Support
Performance Objective 1 - SCHOOL CONNECTEDNESS
Goals
Goal 2: STUDENT SUPPORT. Every Spring Shadows Elementary School student will benefit from an aligned system that supports his/her academic and social-emotional needs.
Performance Objective 1: SCHOOL CONNECTEDNESS: By June 2022, the % of Spring Shadows Elementary School students who feel connected as both individuals and learners will increase by at least 3% points.
2020-21: 68% School Rigorous Expectations
2019-20: Not Rated due to COVID
2018-19: 66% School Rigorous Expectations
2017-18: 74% School Rigorous Expectations
Evaluation Data Sources: Panorama Student Survey
Strategy 1: Provide ongoing professional development to teachers on Social Emotional Learning, including Responsive Classrooms. Additionally, students in K-5th grade who are in need of an academic and/or social emotional supports are invited to participate in private Project Class sessions or work with the school counselor. Strategy's Expected Result/Impact: An overall feeling of a safe campus environment among teachers and students. Students will learn how to problem solve and be confident communicators. Staff Responsible for Monitoring: Campus Administrators, CIS, Counselor, Project CLASS Title I Schoolwide Elements: 2.6 - TEA Priorities: Recruit, support, retain teachers and principals, Improve low-performing schools - ESF Levers: Lever 3: Positive School Culture - Targeted Support Strategy Funding Sources: Contract with Project Class- 211 - Title I, Part A- 11 6299- $6,000, Registration & Travel for training on Responsive Classrooms- 211 - Title I, Part A - 6411 13 & 23- $3,000 |
Strategy 2: Study Trips: Each grade level will participate in study trips connected with SBISD curriculum which provide experiences that could not happen in the classroom. Strategy's Expected Result/Impact: All study trips should anchor on ensuring future possibilities for learning and vocation for the learner. The trips should provide opportunity to empower to own their future. Examples of trips can include: Local Museums and Learning Venues Texas Parks and Recreational Areas Arboretums and Zoos Universities and colleges Local and State Government Agencies Geographical Points of Interest Historical Points of Interest Staff Responsible for Monitoring: MCL & Team Leaders Title I Schoolwide Elements: 2.4, 2.5 - TEA Priorities: Connect high school to career and college- ESF Levers: Lever 3: Positive School Culture, Lever 5: Effective Instruction - Targeted Support Strategy Funding Sources: Transportation & Fees- 211 - Title I, Part A- 6412 11 & 6494 11 - $7,000 |
Strategy 3: Leadership Opportunities: Implement SEL strategies to build positive climate and culture in classrooms through morning meeting. Give upper grade students opportunities to exhibit leadership through reading buddies and safety patrol. Strategy's Expected Result/Impact: Students build leadership skills through service learning. Staff Responsible for Monitoring: Counselor, Instructional Specialist Title I Schoolwide Elements: 2.5, 2.6 - TEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 3: Positive School Culture |
Strategy 4: Engage parents and community members in meaningful and ongoing collaboration & support through a variety of activities. Strategy's Expected Result/Impact: Increased parent satisfaction, engagement and confidence in online learning platforms. Staff Responsible for Monitoring: CIS, Administration Title I Schoolwide Elements: 3.1, 3.2 - ESF Levers: Lever 3: Positive School Culture |
Strategy 5: Provide students with an opportunity to meet and learn from local author(s) that connect with SEL. Strategy's Expected Result/Impact: Increased engagement & interest in writing and reading. Staff Responsible for Monitoring: Librarian Title I Schoolwide Elements: 2.5 - TEA Priorities: Build a foundation of reading and math Funding Sources: Contracted Service for visit - 211 - Title I, Part A - 6299 31 - $2,000 |
Strategy 6: Ensure guidance program includes opportunities for students to learn and apply strategies for conflict resolution and reporting/prevention of bullying. Strategy's Expected Result/Impact: Higher rates of school connectedness. Staff Responsible for Monitoring: Counselor Title I Schoolwide Elements: 2.5 - ESF Levers: Lever 3: Positive School Culture |
Performance Objective 2 - GUIDANCE AND COUNSELING
Goals
Goal 2: STUDENT SUPPORT. Every Spring Shadows Elementary School student will benefit from an aligned system that supports his/her academic and social-emotional needs.
Performance Objective 2: GUIDANCE AND COUNSELING: Each grade level will implement and support character education and social-emotional learning curriculum.
Evaluation Data Sources: Training materials and attendance rosters
Strategy 1: Ensure all staff receives services and professional development from counselor about social service partnerships and trauma response as well as suicide prevention. Strategy's Expected Result/Impact: Students have additional resources for improves emotional support Staff Responsible for Monitoring: Counselor Title I Schoolwide Elements: 2.6 - TEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 3: Positive School Culture Funding Sources: Supplies & Materials - 199 PIC 99 - Undistributed - $1,000 |
Goal 3: Safe Schools
Safe Schools
Performance Objective 1 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 1: 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: Virtual Learning Safety: Staff has professional learning opportunities on anti- bullying, cyber safety, and mental health concerns. 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 Schoolwide Elements: 2.5, 2.6 - 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 |
Strategy 4: COVID19/Pandemic: All personnel will be trained on safety protocols and expectations. School will purchase supplies for classrooms, including face masks and sanitizer. School will purchase supplies for clinic. Strategy's Expected Result/Impact: Consistent implementation of safety procedures and processes across the campus. Staff Responsible for Monitoring: Safety Office (Assistant Principal) |
Performance Objective 2 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 2: EMERGENCY OPERATIONS: Develop 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 to maximize learning for all students.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices so that financial resources provide the maximum possible support for T-2-4.
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 Title I Schoolwide Elements: 3.1 |
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, Administrative Assistant 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 | $31,160.00 |
Sub-Total | $31,160.00 | |||
Budgeted Fund Source Amount | $31,160.00 | |||
+/- Difference | $0.00 |
199 PIC 23 - Special Education | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 4 | 3 | Supplies and Materials | $2,395.00 |
Sub-Total | $2,395.00 | |||
Budgeted Fund Source Amount | $2,395.00 | |||
+/- Difference | $0.00 |
199 PIC 25 - ESL/Bilingual | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Supplies for bilingual classrooms | $3,000.00 |
1 | 3 | 1 | Books for school library to support independent reading | $3,520.00 |
Sub-Total | $6,520.00 | |||
Budgeted Fund Source Amount | $6,520.00 | |||
+/- Difference | $0.00 |
199 PIC 30 - At Risk School Wide SCE | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 3 | 3 | Supplies and Materials for classrooms | $9,940.00 |
Sub-Total | $9,940.00 | |||
Budgeted Fund Source Amount | $9,940.00 | |||
+/- Difference | $0.00 |
199 PIC 99 - Undistributed | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
2 | 2 | 1 | Supplies & Materials | $1,000.00 |
3 | 1 | 1 | School Safety supplies | $6,780.00 |
Sub-Total | $7,780.00 | |||
Budgeted Fund Source Amount | $7,780.00 | |||
+/- Difference | $0.00 |
211 - Title I, Part A | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Classroom Supplies other than books | $30,000.00 |
1 | 1 | 1 | Renewal for A-Z for shared reading | $5,000.00 |
1 | 1 | 1 | Books for Classroom Libraries | $22,000.00 |
1 | 1 | 2 | Online subscriptions/software | $4,999.00 |
1 | 1 | 2 | Science & other content supplies | $27,934.00 |
1 | 1 | 3 | Intervention Teachers (part-time & partial funded & stipends for MCL) | $103,377.00 |
1 | 1 | 4 | Professional Development for Math Teachers | $10,000.00 |
1 | 1 | 5 | Extra Duty pay for staff, including paraprofessionals | $23,000.00 |
1 | 1 | 8 | registration & travel | $12,000.00 |
1 | 2 | 3 | Contracted services, Supplies & Materials for parent training/meetings, including snacks | $3,500.00 |
1 | 4 | 2 | Registration at Region 4 ESC | $3,000.00 |
1 | 4 | 2 | Reading materials for staff development & Curriculum resources | $8,000.00 |
1 | 4 | 2 | Travel & Registration | $0.00 |
2 | 1 | 1 | Contract with Project Class | $6,000.00 |
2 | 1 | 1 | Registration & Travel for training on Responsive Classrooms | $3,000.00 |
2 | 1 | 2 | Transportation & Fees | $7,000.00 |
2 | 1 | 5 | Contracted Service for visit | $2,000.00 |
Sub-Total | $270,810.00 | |||
Budgeted Fund Source Amount | $270,810.00 | |||
+/- Difference | $0.00 |
282 ARP 21 (ESSER III Campus Allocations) | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Books for Classroom Libraries | $10,000.00 |
1 | 1 | 2 | Classroom Supplies | $11,012.00 |
1 | 1 | 2 | Classroom Technology | $2,700.00 |
1 | 1 | 4 | Professional Development | $12,000.00 |
1 | 1 | 5 | Extra duty pay for summer program | $19,388.00 |
1 | 3 | 1 | Books for school library | $10,000.00 |
Sub-Total | $65,100.00 | |||
Budgeted Fund Source Amount | $65,100.00 | |||
+/- Difference | $0.00 | |||
Grand Total | $393,705.00 |