Campus Improvement Plan 2020-2021

Comprehensive Needs Assessment

Demographics

Demographics Summary

The student population at Northbrook Middle School has increased 4% since the 2017-2018 school year. The demographics remain about the same. At the end of the 2019-2020 school year, our student population was made up of approximately 93% Hispanic, 2% White, 2% African American, 1% Asian, and 1% Other. The English Learners population increased from 54% to 61% in the 2018-2019 school year. The Students with Interrupted Formal Education (SIFE) population went from 3 students in 2017-2018 to 32 students in 2018-2019. The economically disadvantaged population increased from 91.4% to 97%. The school class size increased from 24.4 to 27.7 students per class.

The overall student attendance percentage increased during the 2019-2020 school year.

Demographics Strengths

Northbrook Middle School celebrates the following strengths: 

• Staff adapting to the needs of the school.
• Master schedule established to accommodate the needs of the students. 
• Increase of .02% in overall student attendance.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Lack of academic proficiency gained to exit and limited English language usage and experiences at home. Root Cause: Many of our students are English Learners, so they are still developing their English language skills.

Problem Statement 2: Many students come to us with limited experiences, background knowledge, and language. Root Cause: Lack of access, opportunities and, in some cases, formal education.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

Northbrook Middle School has focused on personalizing learning for all students. This has taken place in all content areas, allowing for students to have access to content at their appropriate level, while pushing them to maximize their learning. Students are given access to their data and track their learning and growth throughout the school year.

All students are tracked throughout the year on their progress, with special attention focused on EL and Special Education students, ensuring their needs are met in the mainstreamed classroom setting. In order to best support the EL Newcomers, we started a sheltered instruction class.

Based on the 2018-2019 school year, there was growth in several content areas and grade levels. The 2018-2019 STAAR data are:

Reading:
6th Grade: Approaches 44% (+5%); Meets 14% (-1%); Masters 3% (-4%)
7th Grade: Approaches 56% (+7%); Meets 29% (+11%); Masters 13% (+6%)
8th Grade: Approaches 64% (+2%); Meets 28% (+7%); Masters 7% (-2%)

Math:
6th Grade: Approaches 64% (+4%); Meets 23% (-2%); Masters 6% (-1%)
7th Grade: Approaches 57% (-1%); Meets 28% (+7%); Masters 13% (+6%)
8th Grade: Approaches 83% (+10%); Meets 39% (+14%); Masters 1% (-2%)
Algebra I: Approaches 100% (N/C); Meets 91% (+6%); Masters 64% (+3%)

Writing:
7th Grade: Approaches 35% (+3%); Meets 12% (+4%); Masters 2% (+1%)

Science:
8th Grade: Approaches 55% (+5%); Meets 21% (-4%); Masters 8% (+1%)

Social Studies:
8th Grade: Approaches 35% (+2%); Meets 9% (+1%); Masters 3% (N/C)

Based on the STAAR data, there were overall increases in Approaches, Meets, and Masters level performance.

In addition to STAAR, our students are also administered the MAP assessment three times per year. We place emphasis on the Conditional Growth Index (CGI) which is calculated after the EOY assessment is given. Below are the data for Reading and Math by grade level:

Reading
	17-18	18-19	Change
6th Grade	CGI - 42	CGI - 49	+7 points
7th Grade	CGI - 52	CGI - 72	+20 points
8th Grade	CGI - 44	CGI - 61	+17 points
Total (Goal)	CGI - 45	CGI - 61 (53)	+16 points (+8 points)

 

 

 

 

 

 

 

Math
	17-18	18-19	Change
6th Grade	CGI - 47	CGI - 46	-1 points
7th Grade	CGI - 49	CGI - 74	+25 points
8th Grade	CGI - 53	CGI - 67	+14 points
Total (Goal)	CGI - 50	CGI - 62/55	+12 points (+7 points)

 

 

 

 

 

 

 

Student Learning Strengths

Northbrook Middle School has a population of committed teachers who want the best for our students. The campus is proud of the student academic achievements from the 2018-2019 and looks forward to continued growth during the 2020-2021 school year.

Specifically, we are elated with the following strengths:

• The overall increase in Approaches level performance in 11 out of 12 (92%) of the content areas and grade levels assessed. 
• The double-digit gains in Meets level performance in 7th Grade Reading and 8th Grade Math.
• The increases in Meets and Masters level performance across content areas and grade levels. 
• The increases in the MAP Conditional Growth Index (CGI) in 5 of the 6 areas assessed.
• The double-digit overall increases on the Reading and Math MAP assessments. 
• Exceeding the CGI goal in both Reading and Math on MAP.

Problem Statements Identifying Student Learning Needs

Problem Statement 1: Only 26% and 38% of our students are performing at the Meets performance level or above on the Reading and Math STAAR tests respectively. In addition, an increase in Meets level or above performance is needed in the other content areas.
Problem Statement 2: Our student achievement data indicates a gap in performance for our special populations when compared to their peers. Root Cause: PLCs need to deepen their focus on the evidence of student learning to identify and routinely analyze student work for evidence of student learning and to make instructional adjustments based on that evidence.

Comprehensive Needs Assessment

School Processes & Programs

School Processes & Programs Summary

Personnel: We attract and retain teachers through a focus on effective content leadership, coupled with clear structures and systems, including weekly PLCs and teacher one-on- one sessions. All hiring decisions are made based on assessment of needs for the position and best fit.

Professional Practice: Professional development is based on the needs of the campus as assessed through various metrics, including student achievement data and surveys from stakeholders. The district has a clear vision and goal of T-2-4, as well as, strong core values to guide our work. This goal of post-secondary readiness guides our campus-based goal setting and our values guide how we do business. As a campus leadership team, in collaboration with our staff, we assess our current state and set our goals based on this district vision. We then identify gaps and work toward continuous improvement through effective PLCs that employ the Data Wise model for data analysis and action planning.

Programs and Opportunities: With guidance and input from the district, we have developed our Northbrook Middle School Instructional Framework which articulates our approach to instruction and culture in order to meet the needs of every child. At the core, is a focus on teaching to the depth and complexity of the standards while employing instructional strategies to meet the needs of every child.

Procedures: We have co-constructed the master schedule with our YES Prep counterparts to prioritize content-based PLCs, culture building time through grade level conference periods, and the advancement of fine arts programming through sequenced coursework (Beginner to Advanced). We analyze the Panorama survey data to identify opportunities to improve our students' feeling of safety and connectedness We have created spaces to analyze and discuss action as a leadership team, full staff, and individual grade levels/departments.

School Processes & Programs Strengths

Northbrook Middle School has identified the following strengths:

• Our management structure is designed to support the work of both instruction and culture.
• Our teams engage in effective PLCs with a priority on continuous growth in student achievement. 
• We have 3 Multi-Classroom Teacher Leaders who provide targeted support to identified teachers.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Most of our PLCs have reached a level of proficiency in analyzing data, but a continual focus on drilling deeper is needed to meet the needs of every child. Root Cause: Many of our 6th graders come to use with significant academic gaps in math and/or reading. We need to prioritize the most important essential learning for each content to be more focused and build intervention accordingly.

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

At Northbrook Middle School, our vision states, "We are a team the learns and grows. We commit to be better every day by building habits for personal and professional success that empower us to set high expectations and own our personal learning journeys." Our school community has embraced the vision as evident by end of year survey results and increases in teacher retention.

Based on our Panorama survey, our students feel connected to their teachers and believe that they are given a rigorous education. Seventy-six percent of our students believe that teachers are respectful to them and 67% of students believe that Northbrook Middle School holds students to high, rigorous expectations while supporting them in their efforts. Additionally, in the area of School Safety, the survey indicates 56% of the students perceive to be physically and psychologically safe at school.

Trends indicate that disciplinary decisions and student support have worked to reduce the numbers of students placed in exclusionary placements (ISS, OSS, DAEP) by over 60% in 2 years and then maintained that level for the past 2 school years. Students struggling with behavioral supports are discussed in weekly grade level RtI meetings. The students receive targeted small group or individual behavioral supports through the Intervention Specialist and Counselors, in conjunction with the Assistant Principals. In an attempt to proactively assist students in resolving conflict independently in the future, students receive conflict resolution and mediation support either through staff referrals or self- referrals.

Perceptions Strengths

Northbrook Middle School celebrates the following strengths with respect to the Panorama Survey:

• Almost 70% of the students feel their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 
• Our overall summary percentages is greater than the district and/or other middle school campuses in all surveyed areas.
• Seventy-six percent of the students perceive the teachers to be respectful.
• Seventy-one percent of the students perceive the teachers to encourage them to do their best. 
• Eighty percent of the students feel they will not experience bullying online.

Northbrook Middle School also celebrates the following strengths with respect to our discipline data: 

• ISS placements have decreased by 74% since 2015-2016.
• OSS placements have decreased by 88% over the last 2 years.
• DAEP placements have decreased by 42% over the last 2 years.
• Overall out of classroom placements have decreased by 67% over the last 2 years.

Northbrook Middle School also celebrates the following strengths in teacher retention:

• Each year teacher retention has increased. Specifically, in 2019-2020 83% of the staff returned for the next school year.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Forty-nine percent of the students feel that they are valued members of the school community.

Problem Statement 2: Our student culture data indicates growth in all areas, yet students continue to demonstrate social emotional learning needs.
Root Cause: Our students demonstrate a need for both structure and support, both socio-emotional and habit building, in order to thrive.

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

• District goals
• Campus Performance Objectives Summative Review from previous year 
• Current and/or prior year(s) campus and/or district improvement plans
• Campus and/or district planning and decision-making committee(s) meeting data 
• State and federal planning requirements

Accountability Data

• Texas Academic Performance Report (TAPR) data 
• Student Achievement Domain
• Domain 1 - Student Achievement 
• Student Progress Domain 
• Domain 2 - Student Progress 
• Closing the Gaps Domain 
• Domain 3 - Closing the Gaps