Campus Improvement Plan 2020-2021
Spring Woods High School
- Mission Statement, Vision, Core Values
- Comprehensive Needs Assessment
- Goal 1: Student Achievement
- Goal 2: Student Support
- Goal 3: Safe Schools
- Goal 4: Fiscal Responsibility
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Spring Woods High School
2020-2021 Campus Improvement Plan
Mission Statement
Our mission is to guarantee exceptional standards for academic scholarship, integrity and responsible citizenship to every student, every day.
Vision
We envision that all Spring Woods High School Students will achieve unprecedented levels of growth, academically and socially, in order to increase their opportunities in their own lives and demonstrate the impact of education within our community.
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.
Comprehensive Needs Assessment
Demographics
Comprehensive Needs Assessment
Revised/Approved: May 28, 2020
Demographics
Demographics Summary
At SWHS, a variety of stakeholders are engaged in a variety of capacities. SWHS students are encouraged to get involved in the community and work to build a better school, designed for the students we serve. Parents are engaged through the PTA which has two branches. An English speaking and Spanish speaking group. The diversity provided by our PTA allows for all parents to have access to supporting their students and not be left out based on their home language.
Demographics Strengths
Our strengths in our community is around the fact that our parents and district are extremely supportive of our community.
Problem Statements Identifying Demographics Needs
Problem Statement 1: SWHS families need to be more engaged in the learning and culture of the campus. Root Cause: Some SWHS families are working families who feel they have little to offer the school.
Student Learning
Comprehensive Needs Assessment
Revised/Approved: May 28, 2020
Student Learning
Student Learning Summary
| Student Data | |||||||||
| Grade Level | Subject Tested | % of Students at Campus Determined Proficiency Level | |||||||
| Cycle 1 | Cycle 2 | Cycle 3 | |||||||
| Data Source | Goal | Actual | Data Source | Goal | Actual | Data Source | Goal | ||
| 9 | Algebra I | District Inte | 27 | Other | 28 | Benchmark | 30 | ||
| 9 | English I | Other | 16 | District Inte | 17 | Other | 18 | ||
| 10 | English II | Other | 38 | District Inte | 40 | Other | 42 | ||
| 11 | US History | Other | 70 | Other | 72 | Benchmark | 74 | ||
| 9 | Biology | Other | 55 | Other | 57 | Benchmark | 58 | ||
Student Learning Strengths
The SWHS staff is committed to Academic Performance and Improvement. SWHS had developed a comprehensive TIP plan to work and ensure that all students grow and learn in SWHS. We saw significant growth in several areas in the upcoming year and continue to push to ensure that ALL students are successful.
Problem Statements Identifying Student Learning Needs
Problem Statement 1: Students can be defeated in learning due to numerous failures throughout their academic career. Root Cause: Students have significant learning gaps in literacy when arriving at SWHS.
School Processes & Programs
Comprehensive Needs Assessment
Revised/Approved: May 28, 2020
School Processes & Programs
School Processes & Programs Summary
SWHS is working to look at the scope and sequence, units, and assessments and ensure they are aligned to the standards for all tested subject and grade areas. Assessments aligned to state standards and the appropriate level of rigor are administered at least three to four times per year to determine if students learned what was taught. Time for corrective instruction is built into the scope and sequence. Instructional materials with key ideas, essential questions, and recommended materials, including content-rich texts, are used across classrooms. The instructional materials include resources intentionally designed to meet the needs of students with disabilities and English learners among other student groups. SWHS will implement high fidelity professional development calendars for teachers that provide introductory and ongoing content-focused, job-embedded training linked to high-quality curricular resources for early childhood through grade 12, in all core subjects.
School Processes & Programs Strengths
At SWHS, each content team has a scope and sequence in place which includes all TEKS, logical sequencing, assessment dates, and time to reteach built into the calendar. Assessments are created using state standards and student proficiency scales. Common assessments are given across the content. Teachers are sharing best practices during PLCs in response to student performance data; Teachers have a diverse toolkit of digital resources, and access to leveled libraries to meet the needs of students with disabilities and English learners among other student groups. MCLs lead focused departmental PD weekly/biweekly as well as half day PD training throughout the year. MCLs provide real-time coaching once a month with timely feedback for every teacher in their department.
Problem Statements Identifying School Processes & Programs Needs
Problem Statement 1: SWHS has sub populations that are unsuccessful on State Assessments and are not College Ready. Root Cause: Students have gaps in instruction, especially in the areas on numeracy and literacy.
New Panel
Comprehensive Needs Assessment
Revised/Approved: May 28, 2020
Perceptions
Perceptions Summary
SWHS works to ensure that all students are successful. Our mission is to guarantee exceptional standards for academic scholarship, integrity and responsible citizenship to every student, every day.
Perceptions Strengths
The SWHS staff and students are committed to building a culture of school connectedness and belonging is a priority for all. The staff is committed to all students finding a place to belong and working to make sure that our students find their place to belong and thrive.
Below you will find a list of clubs and organizations that are available to our students based on their needs.
https://docs.google.com/spreadsheets/d/1SGvZQtSd-Un4IOP6kCoD268Nd8HyRssvLeqr0aeK4EA/edit
Problem Statements Identifying Perceptions Needs
Problem Statement 1: How do we get 100% of SWHS Students involved in the SWHS Community during the 2020-2021 school year. Root Cause: Students needs are changing, therefore; we need to make sure that we have plans to create clubs and organizations that meet student needs, not teacher needs.
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - POST-SECONDARY READINESS
- Performance Objective 2 - ACHIEVEMENT
- Performance Objective 3 - GAP-CLOSING
- Performance Objective 4 - ADVANCED COURSES
- Performance Objective 5 - COLLEGE, CAREER, MILITARY READINESS (CCMR)
- Performance Objective 6 - POST-SECONDARY ENROLLMENT
Performance Objective 1 - POST-SECONDARY READINESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Spring Woods High School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: POST-SECONDARY READINESS: By June 2021, at least 20% of Spring Woods High School students will perform at postsecondary-ready levels SAT (480 in Evidence-Based Reading & Writing and 530 in Math) and/or ACT (composite score of 23 or higher; min 19 in English and Math).
2019-20: Not Rated due to COVID
2018-19: 18% performed at post-secondary readiness levels as defined by SBISD Measures of Success
2017-18: 17% performed at post-secondary readiness levels as defined by SBISD Measures of Success
Evaluation Data Sources: SAT Reports ACT Reports
Summative Evaluation: None
| Strategy 1: PSAT/SAT Prep will be provided during T24 Strategy's Expected Result/Impact: Increase in PSAT/ACT/SAT/AP Scores Staff Responsible for Monitoring: AP Coordinator, SAT Coordinator, AP Teachers, Counselors, Grade Level Principals |
| Strategy 2: Collaborative Planning time for AP Teachers to ensure that Rigor is increased, impacting SAT and ACT Scores Strategy's Expected Result/Impact: Increase in PSAT/ACT/SAT/AP Scores Staff Responsible for Monitoring: AP Coordinator, SAT Coordinator, AP Teachers, Counselors, Grade Level Principals |
| Strategy 3: Purchase calculators and technology so that students can practice on their devices prior to the PSAT/SAT/ACT Strategy's Expected Result/Impact: Increased PSAT/SAT/ACT Scores Staff Responsible for Monitoring: Testing Coordinator, Math and Science DC, Assistant Principal |
Performance Objective 2 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Spring Woods High School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: ACHIEVEMENT: By June 2021, Spring Woods High School will increase student performance on STAAR end-of-course exams in all subjects tested by at least 5 points at each performance level (approaches, meets, masters).
2019-20: Not rated due to Covid
2018-19: Reading: 44.42% (approaches), 25.08 % (meets), .016% (masters); Math: 71.65% (approaches), 37.28% (meets), 15.18% (masters)
2017-18: Reading: 45.95% (approaches), 27.65 % (meets), .025% (masters); Math: [75.06% (approaches), 32.01% (meets), 7.13% (masters)
Evaluation Data Sources: STAAR EOC reports and State Accountability Reports
Summative Evaluation: None
| Strategy 1: Continue to develop the Instructional Leadership Team with Multi Classroom Leaders supporting the 4 core areas to support teachers in student learning. Strategy's Expected Result/Impact: Anticipated growth is large, we anticipate targeted support will show drastic increase in student performance. Staff Responsible for Monitoring: Principal, Assistant Principal, Multi Classroom Leaders ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Comprehensive Support Strategy - Targeted Support Strategy |
| Strategy 2: Algebra 1 is scaffolding instruction to best fill the gaps of under performing students. The team has identified essential standards and are building curriculum to best enforce mathematical understanding. Strategy's Expected Result/Impact: Increase student success and performance Staff Responsible for Monitoring: Math MCL, Assistant Principal, Principal TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction |
| Strategy 3: English is scaffolding instruction to best fill the gaps of under performing students. The team has identified essential standards and are building curriculum to best enforce mathematical understanding. Strategy's Expected Result/Impact: Increase student success and performance Staff Responsible for Monitoring: English MCL, Assistant Principal, Principal TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction |
| Strategy 4: ELA will be using a workshop model: students will be exploring reading and writing through the workshop model. Students will be asked to analyze texts as models to then revisit their own products and develop skills as writers. Strategy's Expected Result/Impact: Workshop Model Staff Responsible for Monitoring: English, MCL, Assistant Principal, Principal TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction |
Performance Objective 3 - GAP-CLOSING
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Spring Woods High School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: GAP-CLOSING: By June 2021, Spring Woods High School will increase overall performance on STAAR end-of-course exams to narrow the gap or improve performance above the target by at least 5 points.
2019-20: Not Rated due to COVID
2018-19: English Learners 0%; non-English Learners 22%
2017-18: English Learners 3%; non-English Learners 20%
Evaluation Data Sources: STAAR EOC reports and State Accountability Reports
Summative Evaluation: None
| Strategy 1: Provide consistent ELL professional development to teachers and staff throughout the year; particularly, targeting new teachers. Strategy's Expected Result/Impact: Increased EL Scores Staff Responsible for Monitoring: AP's, ESL Department Chair ESF Levers: Lever 2: Effective, Well-Supported Teachers - Comprehensive Support Strategy - Targeted Support Strategy - Additional Targeted Support Strategy |
Performance Objective 4 - ADVANCED COURSES
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Spring Woods High School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: ADVANCED COURSES: Strengthen the level of advanced academic instruction in order to increase student preparation for and success in advanced courses that are aligned to post-secondary expectations.
Fall 2020: 31 students enrolled in one or more dual credit/dual enrollment courses.
Fall 2019: 23 students enrolled in one or more dual credit/dual enrollment courses.
Evaluation Data Sources: Skyward Course Enrollment Data
Summative Evaluation: None
| Strategy 1: Bring onRamps program to SWHS in Algebra 2 to begin providing alternate ways to increase Strengthen the level of advanced academic instruction Strategy's Expected Result/Impact: Begin OnRamps Algebra 2 course Increase numbers for Advanced Courses Staff Responsible for Monitoring: onRamps Teacher Post Secondary Counselor TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Connect high school to career and college - ESF Levers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction |
| Strategy 2: Educate Staff on the value of dual credit and its importance. Encourage them to have students participate in the program. Strategy's Expected Result/Impact: Staff Education on OnRamps and Dual Credit Increased Enrollment Staff Responsible for Monitoring: Principal, Lead Counselor, AP's, Counselors TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Connect high school to career and college - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction |
| Strategy 3: Begin a support program on Fridays for Students who are in dual credit so we can keep them eligible for dual credit. Strategy's Expected Result/Impact: Friday support program. Increased preparedness and interest Staff Responsible for Monitoring: Principal Post Secondary Counselor TEA Priorities: Recruit, support, retain teachers and principals, Connect high school to career and college - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction |
| Strategy 4: ELA will also use differentiation/pathways: using reading levels, benchmark data, unit assessment data, teachers will group students based on skill/need as they tackle the essential standards for the year. Strategy's Expected Result/Impact: Differentiation/Pathways Staff Responsible for Monitoring: ELA MCL, Assistant Principal, Principal TEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction |
Performance Objective 5 - COLLEGE, CAREER, MILITARY READINESS (CCMR)
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Spring Woods High School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: COLLEGE, CAREER, MILITARY READINESS (CCMR): By June 2021, Spring Woods High School will increase the % of graduates achieving College, Career, Military Readiness status by at least 5 points.
2020: (not released yet)% of annual graduates met CCMR indicator
2019: 51.6% of annual graduates met CCMR indicator
2018: [X]% of annual graduate met CCMR indicator
Evaluation Data Sources: State Accountability Reports
Summative Evaluation: None
| Strategy 1: Monitor and promote course selection options that reflect student interests and past performance. Strategy's Expected Result/Impact: The number of students who achieves a CCMR designation will increase. Staff Responsible for Monitoring: Administrators, Counselors, CTE Teachers |
| Strategy 2: Increase the number of students who earn a TEA-approved Industry Based Certification. Strategy's Expected Result/Impact: The number of students who earn certifications will increase. Staff Responsible for Monitoring: Administration CTE Teachers |
| Strategy 3: Increase the number of students who complete a college-level dual credit course. Strategy's Expected Result/Impact: The number of students who complete a college-level dual credit course will increase. Staff Responsible for Monitoring: Administration, Counselors, Teachers |
| Strategy 4: Increase the number of students who earn college credit on AP Exams. Strategy's Expected Result/Impact: The number of students earning college credit on AP exams will increase. Staff Responsible for Monitoring: Administrators, Counselors, Teachers |
| Strategy 5: Increase the number of students who score at or above the college ready level on SAT, ACT, TSAI or earned credit for a college prep course. Strategy's Expected Result/Impact: The number of students who score at or above the college ready level will increase. Staff Responsible for Monitoring: Administration, Counselors, Teachers |
Performance Objective 6 - POST-SECONDARY ENROLLMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Spring Woods High School student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: POST-SECONDARY ENROLLMENT: For the Class of 2020, at least 42% of Spring Woods High School graduates will have enrolled successfully in a postsecondary option (T, 2, 4).
Nov. 2019: 40 % enrolled in fall following graduation
Nov. 2018: 40% enrolled in fall following graduation
Nov. 2017: 46% enrolled in fall following graduation
Evaluation Data Sources: National Student Clearinghouse
Summative Evaluation: None
| Strategy 1: Create a Google Spreadsheet to connect every child to a caring adult that will mentor them to achieve Post Secondary Readiness Strategy's Expected Result/Impact: Increase T24 numbers by 5%. Staff Responsible for Monitoring: Lead Counselor, Senior Principal, Registrar |
| Strategy 2: Provide Training to Senior T24 Teachers to ensure that Students go To and Through College Strategy's Expected Result/Impact: Increased T24 number Staff Responsible for Monitoring: Counselors, Senior Teachers |
| Strategy 3: College Visits for all Juniors on Campus Strategy's Expected Result/Impact: Increased T24 number Staff Responsible for Monitoring: Lead Counselor, Junior Principal |
| Strategy 4: Bring in Guest Speakers and Professional Learning for Underclassmen to begin exploring their T24 Vision Career Day, Interview Day Strategy's Expected Result/Impact: Increased T24 number Staff Responsible for Monitoring: Freshman, Principal, Counselors, Lead Counselors, Underclass Teachers |
Goal 2: Student Support
Student Support
- Performance Objective 1 - SCHOOL CONNECTEDNESS
- Performance Objective 2 - GUIDANCE AND COUNSELING
- Performance Objective 3 - COUNSELING/STUDENT SUPPORT
Performance Objective 1 - SCHOOL CONNECTEDNESS
Goals
Goal 2: STUDENT SUPPORT. Every Spring Woods High School student will benefit from an aligned system that supports his/her academic and social- emotional needs.
Performance Objective 1: SCHOOL CONNECTEDNESS: By June 2021, the % of Spring Woods High School students who feel connected as both individuals and learners will increase by at least 5 points.
2019-20: Not Rated due to COVID
2018-19: 50% School Climate
2017-18: 50% School Climate
Evaluation Data Sources: Panorama Student Survey
Summative Evaluation: None
| Strategy 1: Intentional Unit Plans with Graduate Aims as the focus Strategy's Expected Result/Impact: Intentional Learning with Higher Student Engagement Staff Responsible for Monitoring: AP's, Counselors, Principal |
| Strategy 2: Find incentives and rewards to build relationships in a positive way with teachers and Students utilizing the Hero Program Strategy's Expected Result/Impact: Increasing Attendance and the way teachers and student interact Decrease Discipline Referrals Staff Responsible for Monitoring: AP's, Teachers, counselors |
| Strategy 3: Utilize One to One Learning with Technology to Incentive Students and teacher to engage more in Anytime/anywhere learning. Strategy's Expected Result/Impact: Increase Learning Time Staff Responsible for Monitoring: AP's, Principal, Technology Teacher |
Performance Objective 2 - GUIDANCE AND COUNSELING
Goals
Goal 2: STUDENT SUPPORT. Every Spring Woods High 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 classroom will implement and support character education and social-emotional learning curriculum.
Evaluation Data Sources: Training materials and attendance rosters
Summative Evaluation: None
| Strategy 1: Students will build soft skills to enhance their secondary and post-secondary opportunities. Strategy's Expected Result/Impact: Students will obtain higher scores on the Panorama SEL Skills Survey. Staff Responsible for Monitoring: Administrators, Counselors, Teachers |
Performance Objective 3 - COUNSELING/STUDENT SUPPORT
Goals
Goal 2: STUDENT SUPPORT. Every Spring Woods High School student will benefit from an aligned system that supports his/her academic and social- emotional needs.
Performance Objective 3: COUNSELING/STUDENT SUPPORT: 100% of 9th graders will have an informed four-year plan and [X]% of 11th graders will have a preliminary post-secondary plan.
Evaluation Data Sources: Naviance Reports, Skyward Reports
Summative Evaluation: None
Goal 3: Safe Schools
Safe Schools
Performance Objective 1 - CAMPUS SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Spring Woods High School will ensure a safe and orderly environment.
Performance Objective 1: CAMPUS SAFETY COMMITTEE: Establish Campus Safety Committees composed of a cross section of stakeholders to look at matters related to campus safety.
Evaluation Data Sources: Campus Safety Committee roster
Summative Evaluation: None
| Strategy 1: CAMPUS SAFETY COMMITTEE: Establish Campus Safety Committees composed of a cross section of stake holders to look at matters related to campus safety. Strategy's Expected Result/Impact: Each 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. Staff Responsible for Monitoring: Administrators |
| 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 |
Performance Objective 2 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Spring Woods High School will ensure a safe and orderly environment.
Performance Objective 2: EMERGENCY OPERATIONS: Develop Campus Emergency Operations Procedures that comply with SB 11, and include Standard Operating Procedures.
Evaluation Data Sources: Campus emergency operation procedures documents
Summative Evaluation: None
| Strategy 1: EMERGENCY OPERATIONS PROCEDURES: Campus EOP will align to the best practices from the Texas School Safe Center and the Standard Operating Procedures, such as the "I Love You Guys" Foundation. Strategy's Expected Result/Impact: Campus EOP turned in and filed by September 1st. Staff Responsible for Monitoring: Administrators |
| Strategy 2: EMERGENCY OPERATIONS PROCEDURES: 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. EOP submitted by September 1st. Staff Responsible for Monitoring: Administrators, Safety Committees |
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Spring Woods High 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)
Summative Evaluation: None
| Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage money. Strategy's Expected Result/Impact: Error free records. Documentation of purchases and orders. Staff Responsible for Monitoring: Principal, Administrative Assistant |