Campus Improvement Plan 2021-2022

Comprehensive Needs Assessment

Demographics

Demographics Summary

Ethnic Distribution:
African American 134 14.6% 4.9% 12.6%
Hispanic 385 42.0% 59.2% 52.6%
White 326 35.6% 26.9% 27.4%
American Indian 3 0.3% 0.3% 0.4%
Asian 44 4.8% 6.5% 4.5%
Pacific Islander 1 0.1% 0.0% 0.2%
Two or More Races 23 2.5% 2.2% 2.4%
Economically Disadvantaged 461 50.3% 58.9% 60.6%
Non-Educationally Disadvantaged 455 49.7% 41.1% 39.4%
Section 504 Students 91 9.9% 6.1% 6.5%
English Learners (EL) 132 14.4% 34.2% 19.5%
Students w/ Disciplinary Placements (2017-18) 12 1.2% 0.8% 1.4%
Students w/ Dyslexia 63 6.9% 2.9% 3.6%
At-Risk 480 52.4% 55.6% 50.1%

Demographic Strengths

Our demographic strengths are our diversity within ethnicity and races, which allows for our students to learn more about other cultures and to better understand the world that they live in. Within the dyslexia realm, we celebrate that only 6.88% of our students are still receiving services and that this number is down from those who have been successful and no longer need the support and are successful on their own with the strategies they've learned over time.

Problem Statements Identifying Demographics Needs

Problem Statement 1: The fact that our At Risk and Economically Disadvantaged percentages are so close (52.40% and 50.33%). Root Cause: Our economically disadvantaged students are not rising above being at risk through successes at school.

Comprehensive Needs Assessment

Student Achievement

Student Achievement Summary

Spring Forest Middle School students met acceptable standards in every tested area two years ago. Our students showed growth on two tests, MAP and STAAR. 80% of all students tested in all subjects were at the Approaches Grade Level Standard or Above. 7th grade reading remained at the Master's Level in the first quartile for 2019. Post secondary readiness rose to the first quartile in all levels and earned a distinction. 8th grade social studies' masters' level was at 30%, earning a distinction.

Student success status category for African American, Asian, 2 or more races and EL did not meet expectations.

Student Achievement Strengths

Post secondary readiness and U.S. History received distinction designations based on their high achieving marks on the STAAR exam. 6th and 7th grade mathematics performance at the Master's Level was in the first quartile. 7th grade reading and math earned first quartile marks. 8th grade reading and social studies earned first quartile marks. 54 students in Algebra I were able to exempt the Algebra EOC test based on high PSAT scores in the fall administration.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: African American and Asian populations are not meeting expectations in Language Arts and Student Success Targets. Root Cause: Students are not reading at or above grade level.

Comprehensive Needs Assessment

School Culture and Climate

School Culture and Climate Summary

Spring Forest is trending in the right direction in regards to improving school culture and school climate. A majority of our parents and families responded favorably towards our culture and climate in the last Panorama survey. However, students have expressed concern in how they identify with School Belonging as only 42% percent of the students responded favorable in this category. 51% of the student body felt that the school climate was appropriate or warming.  Unfortunately, only 50% of our students felt that they have a strong social connection with at least one adult on our campus. We grew in all areas of the panorama survey except for the strong social connection school/teacher student relations.

School Culture and Climate Strengths

We continue to increase induction into our National Junior Honor Society in the spring. Our student council participation is on the rise and we have topped 1000 students this school year. Students and families are speaking favorably of the learning and social experience at Spring Forest Middle School and that has drawn more families to be a part of the Bobcat family. In August, the faculty participated in professional development to strengthen the connection between all students and the staff.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: Increase the students' feeling of belonging and their relationships between students and teachers Root Cause: Students' perception of their belonging at SFMS.

Comprehensive Needs Assessment

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Campus curriculum is aligned with district curriculum and state TEKS in each content area. SFMS uses standardized assessment data to measure the impact of curriculum. Teachers meet during PLC time to collaboratively design lessons and assessments and plan for targeting each student where they are. Lesson plans are checked by department chairs. SFMS uses local, state and national designed assessments to measure student performance. Based on these assessments we need to assist African American and Asian students achieve the academic achievement and growth targets. We are in our 3rd year since implementation of the MIZ math grant which has shown growth in all areas in math. This year, the PLC's are focusing on unpacking the standards, insuring that all students will achieve at their highest levels and that students and teachers understand the proficiency level in each core curriculum.

Staff Quality, Recruitment, and Retention Strengths

All students in all subjects grew from 78% to 80% in 2019. Math grew in all student groups in academic achievement.

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: Students in African American, Asian, Two or More and EL sub populations did not meet expectations in the student success category. 
Root Cause: Students not performing on grade level reading level.

Comprehensive Needs Assessment

Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Campus curriculum is aligned with district curriculum and state TEKS in each content area. SFMS uses standardized assessment data to measure the impact of curriculum. Teachers meet during PLC time to collaboratively design lessons and assessments and plan for targeting each student where they are. Lesson plans are checked by department chairs. SFMS uses local, state and national designed assessments to measure student performance. Based on these assessments we need to assist African American and Asian students achieve the academic achievement and growth targets. We are in our 3rd year since the implementation of the MIZ math grant which has shown growth in all areas in math. This year, the PLC's are focusing on unpacking the standards, insuring that all students will achieve at their highest levels and that students and teachers understand the proficiency level in each core curriculum.

Curriculum, Instruction, and Assessment Strengths

All students in all subjects grew from 78% to 80% in 2019. Math grew in all student groups in academic achievement.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: Students in African American, Asian, Two or More and EL sub populations did not meet expectations in the student success category.
Root Cause: Students not performing on grade level reading level.

Comprehensive Needs Assessment

Parent and Community Engagement

Parent and Community Engagement Summary

We are in year 5 of our Family Engagement Pilot on our campus. We have increased the percentage of parental involvement on campus over the past two years. More families from diverse backgrounds have engaged in campus initiatives and volunteer more on a regular basis. Our parent liaison, our CIS worker, and other campus personnel work hard to translate all family correspondence to preferred languages and we welcome and seek ideas and feedback on ways families want us to assist them. We have a dedicated parent welcome center for all volunteers where we have technology setup to assist those who may need technical help assessing online resources that connect parents with student achievement data. We also make a conscientious effort to offer multiple options within the day or evening to engage parents that hopefully accommodates their work schedules. 

Parent and Community Engagement Strengths

We have translation support for electronic communication as well as live interpretation ability for both Spanish and Arabic

Problem Statements Identifying Parent and Community Engagement Needs

Problem Statement 1: Parental involvement remains external, while we would love to open up our "parent center" as a lab for support. Root Cause: We need a scope and sequence for parental engagement on campus.

Comprehensive Needs Assessment

Technology

Technology Summary

We have increased the number of available technical devices by deploying a Chromebook to each student. More teachers are promoting anytime, anywhere learning as they provide blended learning opportunities that build students capacity to learn on their own, in small group settings, and from direct teacher delivery through the use of itslearning and various assessment platforms.

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

• District goals
• HB3 CCMR goals
• Performance Objectives with summative review (prior year)
• Campus/District improvement plans (current and prior years)
• State and federal planning requirements

Accountability Data

• Student Achievement Domain
• Student Progress Domain
• Closing the Gaps Domain
• Accountability Distinction Designations
• Local Accountability Systems (LAS) data

Student Data: Assessments

• State and federally required assessment information
• (STAAR) current and longitudinal results, including all versions
• STAAR EL progress measure data
• Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
• PSAT
• Student Success Initiative (SSI) data for Grades 5 and 8
• SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)

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
• Male / Female performance, progress, 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

Student Data: Behavior and Other Indicators

• Attendance data
• Mobility rate, including longitudinal data
• Student surveys and/or other feedback

Employee Data

• Professional learning communities (PLC) data
• Staff surveys and/or other feedback
• State certified and high quality staff data
• Campus leadership data
• Campus department and/or faculty meeting discussions and data
• Professional development needs assessment data
• Evaluation(s) of professional development implementation and impact
• TTESS data

Parent/Community Data

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

Support Systems and Other Data

• Organizational structure data
• Processes and procedures for teaching and learning, including program implementation
• Communications data
• Budgets/entitlements and expenditures data
• Action research results