Campus Improvement Plan
Spring Forest Middle School 2025-2026
- Mission Statement, Vision, Core Values
- Comprehensive Needs Assessment
- Goal 1: Student Achievement
- Goal 2: Student Support
- Goal 3: Safe Schools
- Goal 4: Fiscal Responsibility
- Campus Funding Summary
- Addendum
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Spring Forest Middle School
2025-2026 Campus Improvement Plan

Mission Statement
At the heart of SBISD's mission is a core set of shared values that serve to ground and enliven our collective identity and strengthen our commitment to our mission as educational leaders. The foundation of success, for our students and our school system, is rooted in our core values and these values define the Spring Branch Way. Our mission is to provide an inclusive and positive learning environment designed to promote academic, social, and emotional development by cultivating creative and analytical minds that builds the whole of every child to become successful and global citizens.
Vision
To ensure that Every Child learns at high levels of learning that will prepare him or her for life beyond middle school and high school.
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 Forest Middle School serves students in grades 6-8 within the Spring Branch Independent School District (SBISD). Enrollment trends showed an increase of 30 students from the 2023–2024 school year to the 2024–2025 school year.
Enrollment Trends:
2024-2025: Enrollment – 993
2023-2024: Enrollment – 963
2022-2023: Enrollment – 962
Source: PEIMS OnDataSuite Fall Dashboard
The demographic profile of the students at Spring Forest Middle School has remained relatively consistent during the past three years. The majority of the students are Hispanic, followed by White. Many of the students are considered economically disadvantaged, which qualifies the campus as a Title 1 school. During the 2024-2025 school year, 24.8% of the students were identified as Emergent Bilingual (EB); 45.9% At-Risk; 7.8% Immigrant; 1.6% Homeless; 16.6% of students were identified for special education services; and 14.1% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2024-2025: African American – 147 (14.8%)
2023-2024: African American – 144 (15.0%)
2022-2023: African American – 146 (15.2%)
2024-2025: American Indian-Alaskan Native – *
2023-2024: American Indian-Alaskan Native – *
2022-2023: American Indian-Alaskan Native – *
2024-2025: Asian – 51 (5.1%)
2023-2024: Asian – 40 (4.2%)
2022-2023: Asian – 42 (4.4%)
2024-2025: Hispanic – 436 (43.9%)
2023-2024: Hispanic – 412 (42.8%)
2022-2023: Hispanic – 426 (44.3%)
2024-2025: Native Hawaiian-Pacific Islander – 0 (0.0%)
2023-2024: Native Hawaiian-Pacific Islander – 0 (0.0%)
2022-2023: Native Hawaiian-Pacific Islander – 0 (0.0%)
2024-2025: White – 314 (31.6%)
2023-2024: White – 335 (34.8%)
2022-2023: White – 317 (32.3%)
2024-2025: Two-or-more – 43 (4.3%)
2023-2024: Two-or-more – 31 (3.2%)
2022-2023: Two-or-more – 29 (3.0%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2024-2025: At-Risk – 456 (45.9%)
2023-2024: At-Risk – 480 (49.8%)
2022-2023: At-Risk – 514 (53.4%)
2024-2025: Economically Disadvantaged – 519 (52.3%)
2023-2024: Economically Disadvantaged – 508 (52.8%)
2022-2023: Economically Disadvantaged – 535 (55.6%)
2024-2025: Emergent Bilingual – 246 (24.8%)
2023-2024: Emergent Bilingual – 279 (29.0%)
2022-2023: Emergent Bilingual – 242 (25.2%)
2024-2025: Gifted and Talented – 140 (14.1%)
2023-2024: Gifted and Talented – 139 (14.4%)
2022-2023: Gifted and Talented – 140 (14.6%)
2024-2025: Homeless – 16 (1.6%)
2023-2024: Homeless – 11 (1.1%)
2022-2023: Homeless – 17 (1.8%)
2024-2025: Immigrant – 77 (7.8%)
2023-2024: Immigrant – 57 (5.9%)
2022-2023: Immigrant – 26 (2.7%)
2024-2025: Migrant – 0 (0.0%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)
2024-2025: Special Education – 165 (16.6%)
2023-2024: Special Education – 145 (15.1%)
2022-2023: Special Education – 150 (15.6%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Attendance Rates:
2022-2023: 94.8%
2021-2022: 94.5%
2020-2021: 95.4%
Source: Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2022-2023: 13.4%
2021-2022: 15.4%
2020-2021: 12.7%
Source: Texas Academic Performance Report (TAPR)
Demographics Strengths
- Our demographics strengths are our diversity with ethnicity, culture, races and languages. Teachers and staff learn the needs of our diverse population and adjust our instruction and care for our students.
- Our Emergent Bilingual, enrollment, and At Risk student population has increased.
- Our enrollment for the 25-25 school year has increased by 100 plus students. Our African American and Caucasian population has remained consistent.
Problem Statements Identifying Demographics Needs
Problem Statement 1: 24-25 school year attendance was only 1 % below meeting earning a distinction in domains 1 achievement, 2 growth, 3 closing the achievement gaps.
Root Cause: Need: Protocol system in place that students would continue each 9 weeks vs. every week.
Problem Statement 2: With being so diverse in all subgroups, our students are needing more support with conflict resolution.
Root Cause: With the use of cell phones and social media, many of students haven't experienced conflict resolution through talking and problem solving.
Problem Statement 3: Classroom instruction time was being lost with many students out of class for dress code, and nurse visits.
Root Cause: The need for a systemic approach and tardy tracker outlining consequences.
Student Achievement
Comprehensive Needs Assessment
Student Achievement
Student Achievement Summary
Spring Forest 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. Finally, our district core value of “Every Child” is exemplified through campus student support priorities. This includes ensuring that all students have the academic and mental health supports needed to be successful no matter the learning environment (SPED, GT, EB, CTE, etc.).
Below is a summary of the STAAR Redesign Reading passing rates:
2024: 6th Grade Reading - 79% Approaches; 62% Meets; 36% Masters
2023: 6th Grade Reading - 80% Approaches; 56% Meets; 26% Masters
2024: 7th Grade Reading - 75% Approaches; 60% Meets; 31% Masters
2023: 7th Grade Reading - 76% Approaches; 54% Meets; 28% Masters
2024: 8th Grade Reading - 80% Approaches; 57% Meets; 28% Masters
2023: 8th Grade Reading - 83% Approaches; 62% Meets; 32% Masters
2024: SPED All Grades Reading - 42% Approaches; 24% Meets; 8% Masters
2023: SPED All Grades Reading - 35% Approaches; 16% Meets; 5% Masters
2024: EB All Grades Reading - 61% Approaches; 39% Meets; 14% Masters
2023: EB All Grades Reading - 69% Approaches; 40% Meets; 12% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Below is a summary of the STAAR Redesign Mathematics passing rates:
2024: 6th Grade Mathematics - 71% Approaches; 32% Meets; 9% Masters
2023: 6th Grade Mathematics - 75% Approaches; 38% Meets; 12% Masters
2024: 7th Grade Mathematics - 39% Approaches; 16% Meets; 2% Masters
2023: 7th Grade Mathematics - 44% Approaches; 21% Meets; 2% Masters
2024: 8th Grade Mathematics - 82% Approaches; 52% Meets; 22% Masters
2023: 8th Grade Mathematics - 83% Approaches; 56% Meets; 26% Masters
2024: End of Course Algebra I - 99% Approaches; 91% Meets; 62% Masters
2023: End of Course Algebra I - 100% Approaches; 86% Meets; 55% Masters
2024: SPED All Grades Mathematics - 42% Approaches; 19% Meets; 9% Masters
2023: SPED All Grades Mathematics - 36% Approaches; 19% Meets; 9% Masters
2024: EB All Grades Mathematics - 62% Approaches; 32% Meets; 10% Masters
2023: EB All Grades Mathematics - 62% Approaches; 29% Meets; 11% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Student Achievement Strengths
Spring Forest student achievement data has been stagnant over the past 2-3 years in all areas, with math taking a 1-9% dip. For the 2025 school year, SFMS will implement the Effective School Framework with Region 4 and district support. Through implementing the ESF work, all core content teams will be aligned in practices, and have a systemic way to responding to data. Reading has a new curriculum that will involve internalizing lessons and planning for students. Feedback on the curriculum has been overall positive because of the resources it provides.
Reading 75-76% Approaches, 56-57% meets, and 30-34% masters
Math 65-63% approaches, 35-38% meets, and 12-14% masters
Science 76-70% approaches, 50-51% meets, 26-25% masters
Social Studies 58-51% approaches, 29-25 meets, 13-9% masters
Algebra 99-94% approaches, 56-57% meets, and 63-52% masters
Problem Statements Identifying Student Achievement Needs
Problem Statement 1: Math is a focus area that has to improve this year in order to not become a comprehensive targeted campus.
Root Cause: Alignment in resources, structured PLCs, and an instructional framework.
Problem Statement 2: Emergent Bilingual students are not meeting expectations in math and reading.
Root Cause: Additional support is needed to assist our students who are EB. Talk Read Talk Write strategies will be ongoing an embedded in instruction.
Problem Statement 3: Math is performing lower than projected in 6th Grade Mathematics. Math 65-63% approaches, 35-38% meets, and 12-14% masters Algebra 99-94% approaches, 56-57% meets, and 63-52% masters
Root Cause: 7th grade math scores reflect only those students in academic classes. Those academic students are needing more intense interventions in a small group.
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 Forest 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:
2024-2025: Beginning – 7.6 FTE (12.4%)
2023-2024: Beginning – 5.0 FTE (9.0%)
2022-2023: Beginning – 3.0 FTE (5.5%)
2024-2025: 1-5 Years – 15.9 FTE (25.9%)
2023-2024: 1-5 Years – 13.5 FTE (24.2%)
2022-2023: 1-5 Years – 19.9 FTE (36.4%)
2024-2025: 6-10 Years – 10.9 FTE (17.7%)
2023-2024: 6-10 Years – 12.8 FTE (22.9%)
2022-2023: 6-10 Years – 8.0 FTE (14.6%)
2024-2025: 11-20 Years – 20.4 FTE (33.2%)
2023-2024: 11-20 Years – 15.9 FTE (28.5%)
2022-2023: 11-20 Years – 16.3 FTE (29.8%)
2024-2025: Over 20 Years – 6.7 FTE (10.9%)
2023-2024: Over 20 Years – 8.5 FTE (15.2%)
2022-2023: Over 20 Years – 7.5 FTE (13.7%)
2024-2025: Total – 61.5 FTE (100%)
2023-2024: Total – 55.8 FTE (100%)
2022-2023: Total – 54.7 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strengths
- 6-10 year teachers increased, beginning year teachers have increased, and we retained our 20+ year veteran teachers 2022-24 school year.
- Teachers were recruited and retained during administrative transition which began in 2023.
- New teachers to the campus have SBISD experience and/or teaching experience.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: 1-5 year teachers have decreased.
Root Cause: Many changes in administration, and inconsistencies.
Problem Statement 2: With new administration and teams, there's been inconsistency with routines and procedures.
Root Cause: Teachers with experience went to other schools and surrounding districts.
Problem Statement 3: One third of the teaching staff population was not retained at the end of the 2024-2025 SY.
Root Cause: Performance management increased accountability.
Family and Community Engagement
Comprehensive Needs Assessment
Family and Community Engagement
Family and Community Engagement Summary
FAMILY ENGAGEMENT
Spring Forest 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 Forest 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 12,000+ volunteers. Spring Forest Middle School works with the Community Engagement team to recognize our campus needs, celebrate community engagement strengths, and identify partnership opportunities. We welcome and value partners and volunteers who serve on our campus to support the successes of our students, staff and families.
Family and Community Engagement Strengths
- Spring Forest Middle School's Family Engagement program, headed by Mrs. Trina Morford, was elected as a recipient of the 2024 Parent and Family Engagement Promising Practices Award which is sponsored by the Title I, Part A Parent and Family Engagement Statewide Initiative. Mrs. Morford will be recognized this October in Waco at the convention for the work she does with bridging the gap with families.
- Parents participate in SFMS workshops that focus on parental guidance with our Canvas and Skyward platforms.
- SFMS offers community events (Veteran's Day, Multi-Cultural Festival, etc.) that allows parents to participate and contribute their expertise.
Problem Statements Identifying Family and Community Engagement Needs
Problem Statement 1: School events are not always heavily attended.
Root Cause: Breakdown in communication.
Problem Statement 2: There is an increase in our cultures that are represented on our campus. However, these cultures are not always well represented at our various school events.
Root Cause: SFMS needs to continue to go into the communities of our different cultures and create relationships. Cultural norms need to be recognized and implemented to engage our different families.
Problem Statement 3: Students will need lessons on problems solving and conflict resolution.
Root Cause: With the many culture differences some students lack an understanding of cultural norms. Lessons will take place during advisory time.
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - STUDENT GROWTH
- Performance Objective 3 - RELATIVE PERFORMANCE
- Performance Objective 4 - CLOSING THE GAPS
- Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
- Performance Objective 6 - COLLEGE AND CAREER READINESS BENCHMARK
- Performance Objective 7 - ADVANCED COURSES
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Forest Middle School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2026, Spring Forest Middle School will increase student performance on STAAR Grades 6-8 exams in reading and math by at least 5 percentage points in approaches, 5 percentage points in meets, and 5 percentage points in masters.
2024-25: Reading: 78% (approaches), 59% (meets), 35% (masters); Math: 69% (approaches), 46% (meets), 20% (masters)
2023-24: Reading: 78% (approaches), 60% (meets), 31% (masters); Math: 74% (approaches), 46% (meets), 21% (masters)
2022-23: Reading: 80% (approaches), 57% (meets), 29% (masters); Math: 75% (approaches), 47% (meets), 21% (masters) Baseline Year
Evaluation Data Sources: 2023 Texas Academic Performance Report, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 1
Strategy 1: Teachers will participate in weekly PLCs to define essentials, and internalize lessons. Teachers will also work the ESF with fidelity. Each core team will run through the cycle before the end of the year.
Strategy's Expected Result/Impact: Teachers skills set will grow stronger. Planning for lessons will have deeper rigor. The impact from it will be students learning on grade level and above.
Staff Responsible for Monitoring: ILT
Teachers
R4
Title I:
2.51, 2.52, 2.53, 2.531, 2.532, 2.533, 2.534, 2.535
Funding Sources: Region 4 - 211 - Title I, Part A - 211.13.6239 - $1,500, Misc. Contract Services - 211 - Title I, Part A - 211.13.6299 - $850, Employee Travel - 211 - Title I, Part A - 211.13.6411 - $1,000, Principal Travel - 211 - Title I, Part A - 211.23.6411 - $1,000, Substitutes - 211 - Title I, Part A - 211.11.6299.505 - $4,150, Payroll - 199 PIC 25 - ESL/Bilingual - 199.6116 - $3,000, Supplies and Materials - 199 PIC 25 - ESL/Bilingual - 199.6399 - $3,525, MISC. contract and services - 199 PIC 11 - Instructional Services - 199.6211 - $10,390, Rentals - 199 PIC 11 - Instructional Services - 199.6269 - $5,300, Technology and Software - 199 PIC 11 - Instructional Services - 199.6398/6397 - $5,000, Supplies and Materials - 199 PIC 11 - Instructional Services - 199.6399 - $18,084, Employee Travel - 199 PIC 99 - Undistributed - 199.6411 - $3,600, Region 4 - 199 PIC 99 - Undistributed - 199.6239 - $300, Supplies and Materials - 199 PIC 99 - Undistributed - 199.6399 - $9,000
Performance Objective 2 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Forest Middle School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: STUDENT GROWTH: By June 2026, Spring Forest Middle School will increase the percentage of annual growth points earned by students demonstrating STAAR academic growth in reading language arts and math by 5 percentage points or ≥ 85%.
2024-25: 65 School Progress-Annual Growth RLA and Math Score
2023-24: 64 School Progress-Annual Growth RLA and Math Score
2022-23: 65 School Progress-Annual Growth RLA and Math Score (Baseline Year)
Evaluation Data Sources: State Accountability Report Domain 2 A (Annual Growth RLA and Math)
Strategy 1: SFMS will have supplies and materials for tracking student data and essential standards for all core grade levels.
Strategy's Expected Result/Impact: Increase student ownership and adjust with the usage of DDI.
Staff Responsible for Monitoring: Teachers Specialists
ILT
Title I:
2.51, 2.52, 2.53, 2.531, 2.532, 2.533, 2.534, 2.535
Funding Sources: Other Reading Materials - 211 - Title I, Part A - 211.11.6329 - $10,000, Software - 211 - Title I, Part A - 211.11.6397 - $7,500, Technology Equipment - 211 - Title I, Part A - 211.11.6398 - $12,000, Supplies and Materials - 211 - Title I, Part A - 211.11.6399 - $50,194, Transportation - 199 PIC 99 - Undistributed - 199.6494 - $500
Performance Objective 3 - RELATIVE PERFORMANCE
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Forest Middle School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: RELATIVE PERFORMANCE: By June 2026, Spring Forest Middle School will increase its relative performance scale score.
2024-25: 81 Scale Score
2023-24: 81 Scale Score
2022-23: 85 Scale Score
Evaluation Data Sources: Accountability Report Domain 2 B
Strategy 1: SFMS core content areas will implement the Effective School Framework that will focus on DDI, observation and feedback, and school culture and routines.
Strategy's Expected Result/Impact: Higher level learning in academic and AAC classes
Staff Responsible for Monitoring: Core content teachers
ILT specialists
Administration team
Teachers
Title I:
2.51, 2.53
Performance Objective 4 - CLOSING THE GAPS
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Forest Middle School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: CLOSING THE GAPS: By June 2026, Spring Forest Middle School will increase the percentage of academic achievement indicators on track to meet or exceed interim targets in the closing the gaps domain by 5 component points.
2024-25: 17 of 32 Academic Achievement Points Met; 53.1% Component Points
2023-24: 15 of 32 Academic Achievement Points Met; 46.9% Component Points
2022-23: 18 of 32 Academic Achievement Points Met; 56.3% Component Points (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 3
Strategy 1: All SFMS core content teams will be using our DDI protocol and ESF to internalize lesson plans. Teachers will provide CFAs analyze data and implement reteach lessons.
Strategy's Expected Result/Impact: All students will make a year or more growth.
Staff Responsible for Monitoring: ILT Teachers
Staff
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Forest Middle School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2026, the rate of Emergent Bilingual students increasing at least one composite score level on the TELPAS will meet or exceed the expected growth target for English Language Proficiency Status.
2024-25: TELPAS Progress Rate 46%
2023-24: TELPAS Progress Rate 42%
2022-23: TELPAS Progress Rate 40% (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 3
Strategy 1: Targeted areas of growth reached. This will lead to teacher self-efficacy in using data to guide instruction, which will provide continual quality lessons that grow student achievement.
Strategy's Expected Result/Impact: Growth with students
Staff Responsible for Monitoring: Staff
Title I:
2.51, 2.53
Performance Objective 6 - COLLEGE AND CAREER READINESS BENCHMARK
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Forest Middle School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: COLLEGE AND CAREER READINESS BENCHMARK: By June 2026, Spring Forest Middle School will increase the percentage of students who meet the college and career readiness benchmarks on the PSAT 8/9 by 5 percentage points in Reading and Writing (RW) and 5 percentage points in Mathematics.
2024-25: 51% Met RW; 26% Met Mathematics; 24% Met Both
2023-24: 40% Met RW; 35% Met Mathematics; 26% Met Both (Baseline Year)
Evaluation Data Sources: PSAT 8/9 (Grade 8) College Board
Strategy 1: Monitor, and adjust instruction according to college and career readiness of students as measured on MAP On-Track to college board benchmark performance in reading and math.
Strategy's Expected Result/Impact: More students entering and leaving SFMS with high school credits. More students meeting the criteria for CCMR.
Staff Responsible for Monitoring: Specialists
Teachers
Administration Leadership
Title I:
2.51, 2.52
Performance Objective 7 - ADVANCED COURSES
Goals
Goal 1: STUDENT ACHIEVEMENT. Spring Forest Middle School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 7: ADVANCED COURSES: Increase the number of students completing advanced courses.
Spring 2025: 596 students completed one or more advanced courses
Spring 2024: 551 students completed one or more advanced courses
Spring 2023: 552 students completed one or more advanced courses
Evaluation Data Sources: Skyward course data (AAC courses)
Strategy 1: Continue identifying and using district recommendations for students to maintain status in AAC math and reading. Continue to monitor assessments to identify students needing AAC. Continue collaborating and aligning grading concerns in all content areas.
Strategy's Expected Result/Impact: Clean system to identify students needing AAC and higher rigor. Strengthening academic courses in the process.
Staff Responsible for Monitoring: ILT
Specialists
Teachers
Goal 2: Student Support
Student Support
- Performance Objective 1 - CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
- Performance Objective 2 - INTERVENTIONS
- Performance Objective 3 - POST-SECONDARY PLANNING
- Performance Objective 4 - STUDENT ATTENDANCE
Performance Objective 1 - CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
Goals
Goal 2: STUDENT SUPPORT. Spring Forest Middle School students will benefit from multi-tiered systems of support.
Performance Objective 1: CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE: By June 2026, Spring Forest Middle School will implement at least three strategies that advance the focus on Core Characteristics for every child.
Evaluation Data Sources: Campus calendar and newsletters
Strategy 1: Students will use CTE courses to gain academic credits before moving to high school.
Strategy's Expected Result/Impact: Effective school framework.
- Know and show
- lesson internalization
- observation and feedback
- reteach: model or guided discourse.
Staff Responsible for Monitoring: teachers
Instructional leadership team
Funding Sources: Supplies and Materials. - 199 PIC 22 - Career & Technology - 199.6399 - $12,835
Strategy 2: Use advisory time to focus on lessons that address character, PBIS, and choice boards for reading and math.
Strategy's Expected Result/Impact: Trends identified within each 9 weeks will be addressed systemically.
Staff Responsible for Monitoring: teachers
specialists
administration
Performance Objective 2 - INTERVENTIONS
Goals
Goal 2: STUDENT SUPPORT. Spring Forest Middle School students will benefit from multi-tiered systems of support.
Performance Objective 2: INTERVENTIONS: By June 2026, Spring Forest Middle School will implement TIER interventions with students identified as needing academic or behavioral supports.
Evaluation Data Sources: Multiple measures
Strategy 1: Core content teachers and Instructional Specialists will lead PLCs to support teachers and students with classroom management, and delivery of lessons. Specialists will lead school wide professional development regarding DDI and trends for learning walks. SPED team will have monthly meetings to discuss case loads, accommodations and modifications.
Strategy's Expected Result/Impact: Campus will provide best instruction and resources to meet the needs of all students. All SPED accommodations and modifications will be followed.
Staff Responsible for Monitoring: Teachers
Specialists
Sped team
Title I:
2.51, 2.52, 2.53, 2.531, 2.532, 2.533, 2.534, 2.535
Funding Sources: Other payroll payments - 211 - Title I, Part A - 211.11.6116 - $21,000, Payroll - 211 - Title I, Part A - 211.11.6100 - $125,227, Supplies and Materials - 199 PIC 23 - Special Education - 199.6399 - $1,890, Supplies and Materials - 199 PIC 30 - At Risk School Wide SCE - 199.6399 - $14,503, Payroll - 199 PIC 11 - Instructional Services - 199.6116 - $4,000
Performance Objective 3 - POST-SECONDARY PLANNING
Goals
Goal 2: STUDENT SUPPORT. Spring Forest Middle School students will benefit from multi-tiered systems of support.
Performance Objective 3: POST-SECONDARY PLANNING: Spring Forest Middle School students will engage in activities that will prepare them to meet graduation requirements and pursue a viable post-secondary outcome.
Evaluation Data Sources: 4-Year Plan, Endorsement Selection Form
Strategy 1: Parent Engagement: Principal will conduct a Bi-Monthly Moore in the morning conversations with parents on the work happening within the school. Conversations will consist of the goals for the year. Teachers will attend conferences designed to improve family engagement. Registration will be paid with Title Funds.
Strategy's Expected Result/Impact: Parents more aware and know how to check students assignments, grades, and communicate with teachers. Together both will strengthen student overall performance and healthy relationships with families.
Staff Responsible for Monitoring: Parent Liason
Teachers
ILT
Specialists
Title I:
2.51, 2.52, 2.53, 2.531, 2.532, 2.533, 2.534, 2.535
Funding Sources: Payroll - 211 - Title I, Part A - 211.61.6100 - $56,179, Misc. Contracted Services - 211 - Title I, Part A - 211.61.6299 - $2,500, Supplies and Materials - 211 - Title I, Part A - 211.61.6399 - $2,500, Misc. and operating expenses - 211 - Title I, Part A - 211.61.6499 - $2,500
Strategy 2: Parent volunteers and PTA will participate and support school wide events such as Veteran's Day program, Multicultural Fest and Bobcat camp.
Strategy's Expected Result/Impact: Improve and support culture of the campus. Continue bridging the community school gap.
Staff Responsible for Monitoring: Principal
AP's
Teachers
Staff
Performance Objective 4 - STUDENT ATTENDANCE
Goals
Goal 2: STUDENT SUPPORT. Spring Forest Middle School students will benefit from multi-tiered systems of support.
Performance Objective 4: STUDENT ATTENDANCE: By June 2026, student attendance at Spring Forest Middle School will increase or will be ≥ 98%.
Evaluation Data Sources: Skyward data and Texas Academic Performance Report
Strategy 1: PBIS team will use tardy trackers to monitor attendance to school and class. Teachers will use 10/10 system for structure and reward the house with fewest tardies.
Strategy's Expected Result/Impact: More students in class More students in class should lead to higher learning outcomes.
Staff Responsible for Monitoring: teachers
staff
Goal 3: Safe Schools
Safe Schools
- Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
- Performance Objective 2 - SAFETY COMMITTEE
- Performance Objective 3 - EMERGENCY OPERATIONS
Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
Goals
Goal 3: SAFE SCHOOLS. Spring Forest Middle School will ensure a safe and secure learning environment.
Performance Objective 1: SAFE SCHOOL ENVIRONMENT: Align academic, behavior, and discipline systems to support a safe campus culture and maximize student learning.
Evaluation Data Sources: Discipline Data Dashboard, Review effectiveness of Behavior Intervention Plans
Strategy 1: SFMS will participate and have RISE for PBIS and PawMart for students with Live School Points. PBIS will also use houses this year to build community and school culture.
Strategy's Expected Result/Impact: Align all grade levels with being one campus to help improve culture on campus.
Staff Responsible for Monitoring: All staff will be in a house and participate.
Funding Sources: Misc. Operating Expenses - 199 PIC 11 - Instructional Services - 199.6499 - $3,000
Strategy 2: All SFMS content departments and office staff will focus on school culture, parent involvement, and routines/procedures.
Strategy's Expected Result/Impact: Improve overall school culture and climate.
Staff Responsible for Monitoring: All staff.
Funding Sources: Technology - 199 PIC 99 - Undistributed - 199.6398 - $2,000, Misc Operating Expenses - 199 PIC 99 - Undistributed - 199.6499 - $6,000, Payroll - 199 PIC 99 - Undistributed - 199.6121 - $2,000
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Spring Forest Middle School will ensure a safe and secure learning environment.
Performance Objective 2: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Evaluation Data Sources: Campus Safety Committee roster and calendar
Strategy 1: Establish Campus Safety Committee composed of a cross section of stakeholders to look at matters related to campus safety.
Strategy's Expected Result/Impact: Refined safety practices
Staff Responsible for Monitoring: Campus Safety Officer
Strategy 2: Participate in campus safety audit.
Strategy's Expected Result/Impact: Refined safety practices
Staff Responsible for Monitoring: Campus Safety Officer
Performance Objective 3 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Spring Forest Middle School will ensure a safe and secure learning environment.
Performance Objective 3: EMERGENCY OPERATIONS: Maintain 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: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures.
Strategy's Expected Result/Impact: Submitted campus EOP in September.
Staff Responsible for Monitoring: Campus Safety Officer
Strategy 2: Update campus EOPs annually and train staff at the start of each school year.
Strategy's Expected Result/Impact: Campus procedures maintained in campus EOP. Staff training documents maintained.
Staff Responsible for Monitoring: Campus Safety Officer
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Spring Forest Middle School will ensure efficient and effective fiscal management of resources and operations.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices.
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 budgets.
Strategy's Expected Result/Impact: Error free records. Documentation of purchases and orders.
Staff Responsible for Monitoring: Principal
Administrative Assistant
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Technology and Software | 199.6398/6397 | $5,000.00 |
| 1 | 1 | 1 | Supplies and Materials | 199.6399 | $18,084.00 |
| 1 | 1 | 1 | Rentals | 199.6269 | $5,300.00 |
| 1 | 1 | 1 | MISC. contract and services | 199.6211 | $10,390.00 |
| 2 | 2 | 1 | Payroll | 199.6116 | $4,000.00 |
| 3 | 1 | 1 | Misc. Operating Expenses | 199.6499 | $3,000.00 |
| Sub-Total | $45,774.00 | ||||
| Budgeted Fund Source Amount | $45,774.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 22 - Career & Technology | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 2 | 1 | 1 | Supplies and Materials. | 199.6399 | $12,835.00 |
| Sub-Total | $12,835.00 | ||||
| Budgeted Fund Source Amount | $12,835.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 23 - Special Education | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 2 | 2 | 1 | Supplies and Materials | 199.6399 | $1,890.00 |
| Sub-Total | $1,890.00 | ||||
| Budgeted Fund Source Amount | $1,890.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 25 - ESL/Bilingual | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Supplies and Materials | 199.6399 | $3,525.00 |
| 1 | 1 | 1 | Payroll | 199.6116 | $3,000.00 |
| Sub-Total | $6,525.00 | ||||
| Budgeted Fund Source Amount | $6,525.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 30 - At Risk School Wide SCE | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 2 | 2 | 1 | Supplies and Materials | 199.6399 | $14,503.00 |
| Sub-Total | $14,503.00 | ||||
| Budgeted Fund Source Amount | $14,503.00 | ||||
| +/- Difference | $0.00 | ||||
| 199 PIC 99 - Undistributed | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Supplies and Materials | 199.6399 | $9,000.00 |
| 1 | 1 | 1 | Region 4 | 199.6239 | $300.00 |
| 1 | 1 | 1 | Employee Travel | 199.6411 | $3,600.00 |
| 1 | 2 | 1 | Transportation | 199.6494 | $500.00 |
| 3 | 1 | 2 | Technology | 199.6398 | $2,000.00 |
| 3 | 1 | 2 | Payroll | 199.6121 | $2,000.00 |
| 3 | 1 | 2 | Misc Operating Expenses | 199.6499 | $6,000.00 |
| Sub-Total | $23,400.00 | ||||
| Budgeted Fund Source Amount | $23,400.00 | ||||
| +/- Difference | $0.00 | ||||
| 211 - Title I, Part A | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| 1 | 1 | 1 | Misc. Contract Services | 211.13.6299 | $850.00 |
| 1 | 1 | 1 | Principal Travel | 211.23.6411 | $1,000.00 |
| 1 | 1 | 1 | Employee Travel | 211.13.6411 | $1,000.00 |
| 1 | 1 | 1 | Substitutes | 211.11.6299.505 | $4,150.00 |
| 1 | 1 | 1 | Region 4 | 211.13.6239 | $1,500.00 |
| 1 | 2 | 1 | Other Reading Materials | 211.11.6329 | $10,000.00 |
| 1 | 2 | 1 | Software | 211.11.6397 | $7,500.00 |
| 1 | 2 | 1 | Supplies and Materials | 211.11.6399 | $50,194.00 |
| 1 | 2 | 1 | Technology Equipment | 211.11.6398 | $12,000.00 |
| 2 | 2 | 1 | Payroll | 211.11.6100 | $125,227.00 |
| 2 | 2 | 1 | Other payroll payments | 211.11.6116 | $21,000.00 |
| 2 | 3 | 1 | Payroll | 211.61.6100 | $56,179.00 |
| 2 | 3 | 1 | Supplies and Materials | 211.61.6399 | $2,500.00 |
| 2 | 3 | 1 | Misc. and operating expenses | 211.61.6499 | $2,500.00 |
| 2 | 3 | 1 | Misc. Contracted Services | 211.61.6299 | $2,500.00 |
| Sub-Total | $298,100.00 | ||||
| Budgeted Fund Source Amount | $298,100.00 | ||||
| +/- Difference | $0.00 | ||||
| Grand Total Budgeted | $403,027.00 | ||||
| Grand Total Spent | $403,027.00 | ||||
| +/- Difference | $0.00 | ||||
Addendum
Campus Report Card 2023-2024 (Delayed)