Campus Improvement Plan 2022-2023

Comprehensive Needs Assessment

Demographics

Spring Oaks Demographics Summary:

5% White
5% African American
93% Economically disadvantaged
77% At-risk
63% English Language Learners

Demographics Strengths

The diversity of student population at Spring Oaks Middle School is viewed as a strength. This diversity is reflected in our staff. In addition, our emergent bilingual population is viewed as a strength. The ability to speak multiple languages is a skill we know will be an asset to our students in high school and in post-secondary education.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

SOMS has worked with intentional planning using PLC strategies. Teams have time built into their day to engage in the PLC 7 steps including analyzing and unpacking the TEKS prior to the unit, creating SMART goals for the essentials standards that are measured through common formative assessments, and analyzing data to develop acceleration and intervention plans.

The math department provides a math lab class to students in need of additional intervention. The ELAR department has two class periods (90 minutes) focused on balanced literacy while allowing in class intervention and extension.

Math and Reading give the NWEA MAP assessment at least 2 times annually to monitor student growth and identify needed scaffolds to support grade level content. District benchmarks and common formative assessments are utilized in all content areas to guide  instruction.

In order to support student academic achievement SOMS will continue to focus on Tier 1 and Tier 2 instruction in the classroom- focusing on a shift from just looking at data to utilizing data to guide instruction.

Resources used at SOMS include Motivation Math, Math Coach, Engaging Math, Closing the Distance, IXL, Imagine Math, All In Learning, Edgenuity, Pathways and Abydos.

Interventions provided for all core contents including Tier 2 and Tier 3 RtI groupings based on data twice weekly during advisory time as well as Math and ELAR interventionists pulling students for Tier 3 intervention. Teachers also host before school, lunch, and after school tutorials and Saturday ROAR  tutorials.
 

Student Learning Strengths

We provide frequent and ongoing professional development and support for teachers so that they can design and implement rigorous first instruction aligned with the standards as well as analyze and respond to data to address student  needs.

Each core content teacher has a daily conference period as well as a daily Professional Learning Community/team planning period. 

Math and ELA have instructional support from campus instructional  coaches/interventionists.

Every student has a double-blocked ELA class. Math Lab classes are scheduled for targeted students.

RTI periods are scheduled into the school day twice a week to provide ongoing, targeted interventions to students.

Comprehensive Needs Assessment

School Processes & Programs

School Processes & Programs Summary

School Processes: Spring Oaks will increase our PLC capacity by implementing the processes we have developed over the past two years and continue to refine the PLC process in order help us achieve our goals as a school. SOMS ILT will host weekly learning walks and provide departments feedback. We will record four cycles of PLC 7 Steps in our PLC Celebration Dashboard.

What to continue: PLC intentional agendas (both department and team) PLC meeting minutes with actions items highlighted, monitored PLC data dives, PLC collaborative team products and archiving PLC work in the PLC celebrations dashboard, department weekly walkthroughs and calibrated feedback cycles, calibrated lesson plan feedback

Processes that need to be developed, modified, or enhanced: RTI processes and procedures; building RTI expectations in our daily plans and instructional PD to support implementation. Going beyond the teacher data tracker and finding purpose for the information. Collaborative groups of staff members to help develop consistency in expectations and messaging in implementation of staff directives from leadership and what that will look and sound like. i.e...discipline, dress code, project class, champs, refine and strengthen grade level teams. Campus Assessment and Instructional Support Specialist on campus this school year to facilitate and refine the RTI process.

Discipline Processes: Spring Oaks uses a multi-tiered discipline referral process. Teachers complete the referral form by describing behaviors and completing several Tier 1 interventions such as redirection, private 1 on 1 conversations with the student about the behavior and then contacting the parent. If the behavior continues the teachers are asked to document at least 2 more tier one interventions on the referral form and start documenting the tier 2 interventions that include project class and parent teacher conferences. When the referral has exhausted all tier 1 and 2 requirements then the referral is given to the grade level AP for further interventions. Teachers retain a copy of the referral form.

School Programs:

Project class: How do we message this each day in classrooms by teachers? Teachers at SOMS are given a set of project class posters to display in their classrooms. Project class behaviors are discussed as a part of the morning announcements. New teachers to SOMS attend PC training, can refer students to T2 and T3 intervention via PC referral to our PC coach who is here a full day one day a week throughout the school year.

Boys and Girls Club: The Boys and Girls club before and after school programs has highly benefited our students and their connectedness to school. Students and families attend multiple events throughout the year on campus.

Panther Success Academy/Campus-wide RtI: "What I Need" time every Tuesday/Thursday morning for 30 minutes

Panther R.O.A.R. – Saturday STAAR tutorials from 8am-12pm (reading/writing, math, science, social studies)

Teacher College – ELA teachers

School Processes & Programs Strengths

Core content teams continue to develop into functioning PLCs and are becoming proficient at using the PLC questions as they design instruction and use data to address the needs of their students. Teachers, instructional leaders and administrators, as part of the campus Guiding Coalition, continue to hone our PLC processes which includes archiving the PLC work in the PLC celebrations dashboard and using the PLC Collaborative team products template to document the 7 steps for each PLC cycle performed.

Comprehensive Needs Assessment

Perceptions Summary

Perceptions

Motivation among staff with students could be improved, we need have to ownership. 

Morale of staff could be elevated, yet self-reflective, possible incentives could help.

Classroom management needs to start first day, needs to be consistent, and needs follow-up from leadership…individual teachers have their own methods, but we need to talk the same talk at SOMS, one PLC monthly meetings can be devoted and discussed, sharing methods of how it is working, pro and cons…and what can we share. Example RTI for student behavior/academic. Discipline referrals could be google docs with file folders per teacher, teachers may be more apt to fill out a doc form online and place in their folder. Truancy is a challenging issue, what type of intervention is in place for repeat offenders, communications to inform teachers of steps being taken is necessary, yet a standard protocol needs to be followed by both teacher and leadership…communication is vital.

Teacher retention, instructional and classroom management skills come with experience, how do we get teachers to buy in and want to stay as a record teacher Suggestion of journaling during PLC first 5 minutes, reflective pro and con questions specific to things in classroom, option to discuss and share at end of PLC, coaches probe for specifics if writing and discussion is null. Grade level team meetings are usually controlled by AP, which is necessary sometime, consistency lacking from class to class, possible occasional grade level meetings without AP controlling would help teachers become more consistent, the meeting can be held with AP present…but more as a listener and supporter

Perceptions Strengths

Increased communication with community has also increased attendance and involvement. Increased visibility and continued connecting with parents and students via methods such as Zoom, webinars and phone calls will be key, including looking at our panorama survey results to further strengthen community involvement.

Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

• Campus goals
• Performance Objectives with summative review (prior year)
• Campus/District improvement plans (current and prior years)
• Planning and decision making committee(s) meeting data
• State and federal planning requirements

Accountability Data

• Texas Academic Performance Report (TAPR) data
• Student Achievement Domain
• Domain 1 - Student Achievement
• Student Progress Domain
• Domain 2 - Student Progress
• Closing the Gaps Domain
• Domain 3 - Closing the Gaps
• Effective Schools Framework data
• Comprehensive, Targeted, and/or Additional Targeted Support Identification data
• Targeted support Identification data

Student Data: Assessments

• (STAAR) current and longitudinal results, including all versions
• STAAR End-of-Course current and longitudinal results, including all versions
• Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
• Local diagnostic reading assessment data
• Local benchmark or common assessments data
• Running Records results
• Observation Survey 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 progress
• 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 and participation data
• Special education/non-special education population including discipline, progress and participation data
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data
• EL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.
• Response to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

• Attendance data
• Discipline records
• Student surveys and/or other feedback
• Class size averages by grade and subject

Employee Data

• Professional learning communities (PLC) data
• Teacher/Student Ratio
• Campus leadership data
• Professional development needs assessment data

Parent/Community Data

• Parent surveys and/or other feedback
• Parent engagement rate

Support Systems and Other Data

• Processes and procedures for teaching and learning, including program implementation
• Communications data
• Capacity and resources data
• Budgets/entitlements and expenditures data
• Study of best practices
• Action research results