Campus Improvement Plan 2023-2024 - Spring Oaks Middle School

Mission Statement, Vision, Core Values

Spring Branch Independent School District

Spring Oaks Middle School

2023-2024 Campus Improvement Plan

Mission Statement

Spring Oaks Middle School will:
Work hard.
Be kind.
Embrace challenges.
Learn daily.
No excuses.

Vision

As a SOMS community, we commit to providing a high-quality education for all students.

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

Comprehensive Needs Assessment

Demographics

Demographics Summary

Spring Oaks Middle School serves students in grades 6-8 within the Spring Branch Independent School District (SBISD).

Enrollment trends showed a decrease of 48 students from the 2020–2021 school year to the 2022–2023 school year.

Enrollment Trends:
2022-2023: Enrollment – 644
2021-2022: Enrollment – 673
2020-2021: Enrollment – 692
Source: PEIMS OnDataSuite Fall Dashboard

The demographic profile of the students at Spring Oaks Middle School has remained relatively consistent during the past three years. The majority of the students are Hispanic, followed by African American. Many of the students are considered economically disadvantaged, which qualifies the campus as a Title 1 school. During the 2022-2023 school year, 64.1% of the students were identified as Emergent Bilingual/English Learner (EB/EL); 80.3% At-Risk; 7.0% Immigrant; 1.6% Homeless; 17.2% of students were identified for special education services; and 4.2% were identified for gifted and talented services.

Demographic Trends: Race/Ethnicity
2022-2023: African American – 35 (5.4%)
2021-2022: African American – 35 (5.2%)
2020-2021: African American – 33 (4.8%)

2022-2023: American Indian-Alaskan Native – *
2021-2022: American Indian-Alaskan Native – 0 (0.0%)
2020-2021: American Indian-Alaskan Native – *

2022-2023: Asian – 10 (1.6%)
2021-2022: Asian – 14 (2.1%)
2020-2021: Asian – 9 (1.3%)

2022-2023: Hispanic – 561 (87.1%)
2021-2022: Hispanic – 590 (87.7%)
2020-2021: Hispanic – 617 (89.2%)

2022-2023: Native Hawaiian-Pacific Islander – 0 (0.0%)
2021-2022: Native Hawaiian-Pacific Islander – 0 (0.0%)
2020-2021: Native Hawaiian-Pacific Islander – 0 (0.0%)

2022-2023: White – 29 (4.5%)
2021-2022: White – 27 (4.0%)
2020-2021: White – 28 (4.1%)

2022-2023: Two-or-more – 7 (1.1%)
2021-2022: Two-or-more – 7 (1.0%)
2020-2021: Two-or-more – *
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown

Additional Student Information:
2022-2023: At-Risk – 517 (80.3%)
2021-2022: At-Risk – 496 (73.7%)
2020-2021: At-Risk – 517 (74.7%)

2022-2023: Economically Disadvantaged – 588 (91.3%)
2021-2022: Economically Disadvantaged – 609 (90.5%)
2020-2021: Economically Disadvantaged – 639 (92.3%)

2022-2023: Emergent Bilingual/English Learner – 413 (64.1%)
2021-2022: Emergent Bilingual/English Learner – 395 (58.7%)
2020-2021: Emergent Bilingual/English Learner – 353 (51.0%)

2022-2023: Gifted and Talented – 27 (4.2%)
2021-2022: Gifted and Talented – 28 (4.2%)
2020-2021: Gifted and Talented – 21 (3.0%)

2022-2023: Homeless – 10 (1.6%)
2021-2022: Homeless – *
2020-2021: Homeless – 5 (0.7%)

2022-2023: Immigrant – 45 (7.0%)
2021-2022: Immigrant – 58 (8.6%)
2020-2021: Immigrant – 48 (6.9%)

2022-2023: Migrant – 0 (0.0%)
2021-2022: Migrant – 0 (0.0%)
2020-2021: Migrant – 0 (0.0%)

2022-2023: Special Education – 111 (17.2%)
2021-2022: Special Education – 98 (14.6%)
2020-2021: Special Education – 102 (14.7%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown

Attendance Rates:
2020-2021: 93.7%
2019-2020: 96.8%
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Chronic Absenteeism:
2020-2021: 22.5%
2019-2020: 11.5%
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Demographics Strengths
Students identified for Gifted and Talented services increased from 2020-2021 to 2022-2023 by 6 students (1.2%).
Our special programs align with the needs of our students as we have large EB, SpEd, and Economically Disadvantaged populations.
Our population is becoming slightly more diverse even though we are still majority Hispanic so students from various cultures learn and work together.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Demographic shifts are noticed with increasing numbers of students experiencing homelessness, EBs, and special needs. Meeting students' needs will continue to be a challenge. Root Cause: More students are being identified to better serve their specific needs.

Problem Statement 2: SOMS has seen a doubling of the number of students experiencing chronic absenteeism. Root Cause: Students and families are opting for students to stay home.

Student Achievement

Comprehensive Needs Assessment

Student Achievement

Student Achievement Summary

Spring Oaks Middle School implements a rigorous curriculum that is aligned to state standards and continuously revised to produce and prepare all students towards T-2-4 district goals. Students will master rigorous academic standards to ensure college and career readiness. We believe campus administrators and teachers are members of the campus’ Professional Learning Committees (PLC). PLC in SBISD is an ongoing collaborative team process used to establish a school-wide culture that develops teacher leadership explicitly focused on building and sustaining school improvement efforts.

A top priority in SBISD is literacy. Students receive the opportunity and skill set to experience meaningful literacy experiences that are rigorous and engaging. With their peers, students in SBISD listen, speak, read and write through the content areas with a commitment that they will become lifelong readers and writers. SBISD is driven by standards, focused on strategies, differentiated, and guided by student data. Numeracy is also a top priority in SBISD. Our goal is to provide academic experiences that build confident and creative mathematical thinkers. Students identified for special education (SPED) services or as Emergent Bilingual/English Learner (EB/EL) are also a district focus.

Below is a summary of the STAAR Reading passing rates:
2022: 6th Grade Reading - 54% Approaches; 29% Meets; 10% Masters
2021: 6th Grade Reading - 48% Approaches; 21% Meets; 8% Masters

2022: 7th Grade Reading - 70% Approaches; 39% Meets; 24% Masters
2021: 7th Grade Reading - 63% Approaches; 37% Meets; 18% Masters

2022: 8th Grade Reading - 74% Approaches; 49% Meets; 25% Masters
2021: 8th Grade Reading - 63% Approaches; 33% Meets; 13% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Below is a summary of the STAAR Reading passing rates for SPED and EB/EL:
2022: SPED All Grades Reading - 35% Approaches; 20% Meets; 6% Masters
2021: SPED All Grades Reading - 26% Approaches; 16% Meets; 3% Masters

2022: EB/EL All Grades Reading - 61% Approaches; 33% Meets; 16% Masters
2021: EB/EL All Grades Reading - 55% Approaches; 28% Meets; 12% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Below is a summary of the STAAR Mathematics passing rates:
2022: 6th Grade Mathematics - 80% Approaches; 36% Meets; 11% Masters
2021: 6th Grade Mathematics - 71% Approaches; 35% Meets; 5% Masters

2022: 7th Grade Mathematics - 65% Approaches; 33% Meets; 15% Masters
2021: 7th Grade Mathematics - 54% Approaches; 22% Meets; 5% Masters

2022: 8th Grade Mathematics - 62% Approaches; 24% Meets; 3% Masters
2021: 8th Grade Mathematics - 40% Approaches; 10% Meets; 2% Masters

2022: End of Course Algebra I - 98% Approaches; 86% Meets; 62% Masters
2021: End of Course Algebra I - 97% Approaches; 48% Meets; 17% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Below is a summary of the STAAR Mathematics passing rates for SPED and EB/EL:
2022: SPED All Grades Mathematics - 51% Approaches; 20% Meets; 8% Masters
2021: SPED All Grades Mathematics - 34% Approaches; 16% Meets; 3% Masters

2022: EB/EL All Grades Mathematics - 70% Approaches; 33% Meets; 11% Masters
2021: EB/EL All Grades Mathematics - 55% Approaches; 23% Meets; 4% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Student Achievement Strengths

Overall academic performance on the STAAR improved in all the content areas at the approaches, meets, and masters levels.
Improved TEA rating from an F to a B.
Academic performance for students served in the Special Education and Emergent Bilingual programs improved in all the content areas at the approaches, meets, and masters levels.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Our SpEd and EB special populations will be a continued area of focus. Root Cause: SpEd and EB students struggle with achievement on STAAR and/ or TELPAS.

Problem Statement 2: Reading and literacy will be a continued area of focus. Root Cause: There is a gap between SpED and EB performance on STAAR ELA-R as compared to gen ed students.

Staff Recruitment and Retention

Comprehensive Needs Assessment

Staff Recruitment and Retention

Staff Recruitment and Retention Summary

The Talent strategy is to recruit and retain the best employees at Spring Oaks Middle School to support students. For employees and support personnel, this includes recruitment processes and hiring practices to develop and retain staff to meet the unique needs of each department and/or campus. Increased creativity and flexibility in our staffing, compensation, and benefit plans will help SBISD attract and retain qualified individuals. In order to meet our strategic goals, attract and retain the best talent, we focus our efforts on the following key areas:

Recruitment and Retention of instructional, non-instructional, paraprofessional, and auxiliary staff
Onboarding processes
Staffing and Performance Management
Competitive Compensation and Benefits
Benefits Training opportunities

Teacher by years of experience:
2022-2023: Beginning – 4 FTE (7.2%)
2021-2022: Beginning – 3.1 FTE (5.5%)
2020-2021: Beginning – 1.3 FTE (2.2%)

2022-2023: 1-5 Years – 18.6 FTE (33.6%)
2021-2022: 1-5 Years – 16.4 FTE (29.0%)
2020-2021: 1-5 Years – 22.9 FTE (38.9%)

2022-2023: 6-10 Years – 14.6 FTE (26.4%)
2021-2022: 6-10 Years – 18.5 FTE (32.7%)
2020-2021: 6-10 Years – 15.1 FTE (25.7%)

2022-2023: 11-20 Years – 9.4 FTE (17.0%)
2021-2022: 11-20 Years – 9.5 FTE (16.8%)
2020-2021: 11-20 Years – 10.9 FTE (18.5%)

2022-2023: Over 20 Years – 8.7 FTE (15.7%)
2021-2022: Over 20 Years – 9.1 FTE (16.1%)
2020-2021: Over 20 Years – 8.6 FTE (14.6%)

2022-2023: Total – 55.3 FTE (100%)
2021-2022: Total – 56.5 FTE (100%)
2020-2021: Total – 58.8 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report

Staff Recruitment and Retention Strengths

Regular meetings (faculty, DC, PLCs, grade level) promote open discussions regarding campus and district issues
Mentoring program ensures that new staff have support from teachers within their assigned subject/grade level as well as monthly professional learning meetings
Teacher appraisers and campus leadership set goals, give timely feedback, and focus on continuous cycles of improvement
Staff is engaged in the PLC process and analyze data continuously to better understand low performing areas and target individual student needs.

Problem Statements Identifying Staff Recruitment and Retention Needs

Problem Statement 1: Data reflects an increase in beginner teachers. Root Cause: Candidate pools are thin. The best candidates are chosen with experience not being the deciding factor.

Problem Statement 2: Data reflects a decrease in staffing numbers which will necessitate more creative thinking around staffing and scheduling. Root Cause: The data shows that we have fewer FTEs each year.

Family and Community Engagement

Comprehensive Needs Assessment

Family and Community Engagement

Family and Community Engagement Summary

FAMILY ENGAGEMENT
Spring Oaks Middle School provides a sustained and strategic focus on educating, engaging and empowering families that are aligned with the SBISD Family E3 framework, focusing on building the capacity of families and staff to work together for student academic success. The Share a Smile Customer Service commitments are embedded into the Family E3 expectations, emphasizing the importance of customer service at our campus. The campus Translation and Interpretation Procedure asserts our commitment to provide families with information they can understand. Families are invited to attend campus and district events. The Family E3 team conducts an annual needs assessment with our campus to determine family engagement strengths and areas of support.

COMMUNITY ENGAGEMENT
Spring Oaks Middle School works closely with the SBISD Community Engagement Division to support meaningful, strategic two-way engagement of families, community members, partners, and volunteers. The district traditionally has a large and very committed network of partners and 11,000+ volunteers. During the summer, the Community Engagement team conducts a needs assessment with our campus to determine community engagement strengths and areas of support. We welcome and value volunteers who serve on our campus as mentors and tutors to support student success.

Family and Community Engagement Strengths

We started building an active PTA in the spring of 2023
Communities in Schools (CIS) provides specialized supports for our students and families
Hosted family events such as: Coffee & Conversations, Skyward/ Canvas trainings, student-led Open House, Fall & Spring Report Card Pick Up nights

Problem Statements Identifying Family and Community Engagement Needs

Problem Statement 1: SOMS will need to create more of a varied set of opportunities to connect and engage with parents aside from report card pick up nights. Root Cause: SOMS had to start with academics first and it's time to branch out from there.

Problem Statement 2: SOMS has invested in translation devices and headphones though it is not routine for staff to step up and translate. Root Cause: A rotation schedule might be of help to remedy this predicament.

Goal 1: Student Achievement

Student Achievement

Performance Objective 1 - ACHIEVEMENT

Goals

Goal 1: STUDENT ACHIEVEMENT. Spring Oaks Middle School students will master rigorous academic standards to ensure college and career readiness.

Performance Objective 1: ACHIEVEMENT: By June 2024, Spring Oaks Middle School will increase student performance on STAAR Redesign Grades 6-8 exams in reading and math by at least 5 percentage points in approaches, 3 percentage points in meets, and 3 percentage points in masters.

2022-23: Reading: 68% (approaches), 38% (meets), 12% (masters); Math: 73% (approaches), 37% (meets), 12% (masters) Baseline Year

Evaluation Data Sources: 2023 Texas Academic Performance Report (TAPR)

Strategy 1: All teachers and departments will be supported by ILT, Instructional Coaches, Instructional Facilitator and TLS to support the PLC culture and ensure teachers follow the PLC 7 step process in planning.

Strategy's Expected Result/Impact: Increased overall achievement in tested area specifically in meets and masters.
Staff Responsible for Monitoring: Administrators, Department Chairs

TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction

Strategy 2: ELA campus leaders will continue to implement and support improved structures and approaches to literacy for all grade levels' implementation with support from Chris Newton, District Humanities Support.

Strategy's Expected Result/Impact: Increase percentage of students at the meets and masters levels on STAAR reading.
Staff Responsible for Monitoring: Administrators, Instructional Coaches, Instructional Facilitator, DC

Title I:
2.5, 2.6
- TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction

Strategy 3: We will continue to refine and adjust RtI processes to be more systematic and collaborative to ensure that every child's needs are being met. We will continue to provide PD on RtI structure and process and schedule meetings to monitor student progress.

Strategy's Expected Result/Impact: Increase the number of students meeting or exceeding STAAR standards.
Staff Responsible for Monitoring: ILT, DC, CAIS

Title I:
2.6
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 5: Effective Instruction
Funding Sources: Misc Operating - 211 - Title I, Part A - 211.11.6499.000.046.30.0.000.FBG24 - $3,000

Strategy 4: Ongoing professional development opportunities will be provided and required, such as, but not limited to: 1) focus on EL and SpEd strategies (Multiligual Department, SpEd department)) 2) coordinating with the Humanities Department to provide additional support to continue implementation and refining workshop model in 6th, 7th, and 8th ELA 3) Refining our RtI process and structures (CAIS) 4) Effectively utilizing Canvas, Google Suite, Go Formative, and supporting teachers in this work (TLS) 5) refining the PLC process/7 steps (Guiding Coalition) 6) coordinate with district content support leads to provide additional support in ELA, math, science, social studies, and electives.

Strategy's Expected Result/Impact: Increase the number of students meeting or exceeding STAAR standards.
Staff Responsible for Monitoring: ILT, Instructional Coaches, Instructional Facilitator, CAIS, DCs, TLS

TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction
Funding Sources: Supply/Material - 211 - Title I, Part A - 211.11.6399.000.046.30.0.000.FBG24 - $17,185, Technology Equipment - 211 - Title I, Part A - 211.11.6398.000.046.30.0.000.FBG24 - $10,000

Strategy 5: Campus instructional leaders will review and monitor teachers' lesson plans and provide calibrated feedback, schedule regular instructional rounds and provide department data feedback points, and review our data analysis (intervention/extension) plan. Campus instructional leaders will review disaggregated data to track and monitor the progress of all students. Campus Instructional Leaders will also work with Community Superintendent, Dr. B. Williams, to monitor the implementation and effectiveness of our campus TIP/CIP plans.

Strategy's Expected Result/Impact: Increase the number of students meeting or exceeding STAAR standards.
Staff Responsible for Monitoring: ILT, Instructional Coaches, Instructional Facilitator, CAIS, DCs, TLS

Title I:
2.4
- TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction

Performance Objective 2 - STUDENT GROWTH

Goals

Goal 1: STUDENT ACHIEVEMENT. Spring Oaks Middle School students will master rigorous academic standards to ensure college and career readiness.

Performance Objective 2: STUDENT GROWTH: Spring Oaks Middle School will increase the percentage of students demonstrating STAAR Redesigned academic growth in reading and math by 5 percentage points or ≥ to 85%.

2022-23: School Progress-Annual Growth /Accelerated Learning: 58%/33% (Reading); 66%/41% (Math) Baseline Year

Evaluation Data Sources: 2023 TAPR