Campus Improvement Plan 2023-2024

Comprehensive Needs Assessment

Demographics

Demographics Summary

Memorial High School serves students in grades 9-12 within the Spring Branch Independent School District (SBISD).

Enrollment trends showed a decrease of 46 students from the 2020–2021 school year to the 2021–2022 school year. Enrollment then increased by 24 students during the 2022–2023 school year.

Enrollment Trends:
2022-2023: Enrollment – 2,555
2021-2022: Enrollment – 2,531
2020-2021: Enrollment – 2,577
Source: PEIMS OnDataSuite Fall Dashboard

The demographic profile of the students at Memorial High School has remained relatively consistent during the past three years. The majority of the students are White, followed by Hispanic. The percent of students considered economically disadvantaged has increased over the past three years to 15.6% in 2022-2023. During the 2022-2023 school year, 7.6% of the students were identified as Emergent Bilingual/English Learner (EB/EL); 16.8% At-Risk; 1.5% Immigrant; 0.4% Homeless; 5.6% of students were identified for special education services; and 23.4% were identified for gifted and talented services.

Demographic Trends: Race/Ethnicity
2022-2023: African American – 68 (2.7%)
2021-2022: African American – 61 (2.4%)
2020-2021: African American – 49 (1.9%)

2022-2023: American Indian-Alaskan Native – *
2021-2022: American Indian-Alaskan Native – 5 (0.2%)
2020-2021: American Indian-Alaskan Native – 5 (0.2%)

2022-2023: Asian – 436 (17.1%)
2021-2022: Asian – 421 (16.6%)
2020-2021: Asian – 443 (17.2%)

2022-2023: Hispanic – 594 (23.3%)
2021-2022: Hispanic – 574 (22.7%)
2020-2021: Hispanic – 581 (22.6%)

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

2022-2023: White – 1,339 (52.4%)
2021-2022: White – 1,361 (53.8%)
2020-2021: White – 1,399 (54.3%)

2022-2023: Two-or-more – 115 (4.5%)
2021-2022: Two-or-more – 109 (4.3%)
2020-2021: Two-or-more – 99 (3.8%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown

Additional Student Information:
2022-2023: At-Risk – 428 (16.8%)
2021-2022: At-Risk – 395 (15.6%)
2020-2021: At-Risk – 447 (17.4%)

2022-2023: Economically Disadvantaged – 398 (15.6%)
2021-2022: Economically Disadvantaged – 360 (14.2%)
2020-2021: Economically Disadvantaged – 329 (12.8%)

2022-2023: Emergent Bilingual/English Learner – 194 (7.6%)
2021-2022: Emergent Bilingual/English Learner – 164 (6.5%)
2020-2021: Emergent Bilingual/English Learner – 176 (6.8%)

2022-2023: Gifted and Talented – 602 (23.4%)
2021-2022: Gifted and Talented – 575 (22.7%)
2020-2021: Gifted and Talented – 572 (22.2%)

2022-2023: Homeless – 10 (0.4%)
2021-2022: Homeless – * 
2020-2021: Homeless – *

2022-2023: Immigrant – 37 (1.5%)
2021-2022: Immigrant – 47 (1.9%)
2020-2021: Immigrant – 53 (2.1%)

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

2022-2023: Special Education – 148 (5.6%)
2021-2022: Special Education – 141 (5.6%)
2020-2021: Special Education – 134 (5.2%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown

Attendance Rates:
2020-2021: 95.6%
2019-2020: 98.2%
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Chronic Absenteeism:
2020-2021: 10.7%
2019-2020: 4.9%
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Demographics Strengths

• Student enrollment is stable
• Opportunity to serve diverse student groups
• Students from various cultures learn and work together

Problem Statements Identifying Demographics Needs

Problem Statement 1: Not all demographic populations have achieved their full potential academically or behaviorally. Root Cause: A diverse population requires deep understanding of the needs of various learners while implementing a common set of values and expectations as a school.
Problem Statement 2: A small percentage of our students need support increasing their language proficiency levels in listening, speaking, reading and writing. Root Cause: Our EB population is small and tends to be overlooked when in non-sheltered classes.

Comprehensive Needs Assessment

Student Achievement

Student Achievement Summary

Memorial High 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 End of Course (EOC) STAAR passing rates:
2022: End of Course English I - 88% Approaches; 78% Meets; 28% Masters
2021: End of Course English I - 91% Approaches; 85% Meets; 44% Masters

2022: End of Course English II - 92% Approaches; 84% Meets; 26% Masters
2021: End of Course English II - 90% Approaches; 82% Meets; 34% Masters

2022: End of Course Algebra I - 78% Approaches; 33% Meets; 11% Masters
2021: End of Course Algebra I - 83% Approaches; 40% Meets; 16% Masters

2022: End of Course Biology - 96% Approaches; 83% Meets; 50% Masters
2021: End of Course Biology - 96% Approaches; 86% Meets; 47% Masters

2022: End of Course U.S. History - 97% Approaches; 89% Meets; 70% Masters
2021: End of Course U.S. History - 96% Approaches; 90% Meets; 75% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Below is a summary of the EOC STAAR passing rates for SPED and EB/EL:
2022: SPED All Grades All Subjects - 58% Approaches; 33% Meets; 6% Masters
2021: SPED All Grades All Subjects - 58% Approaches; 36% Meets; 6% Masters

2022: EB/EL All Grades All Subjects - 75% Approaches; 46% Meets; 15% Masters
2021: EB/EL All Grades All Subjects - 73% Approaches; 48% Meets; 14% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Average SAT Scores:
2021: Evidence-Based Reading and Writing (EBRW) – 593 
2020: Evidence-Based Reading and Writing (EBRW) – 601

2021: Mathematics – 599
2020: Mathematics – 608
Source: 2021-2022 Texas Academic Performance Report (TAPR)

4-Year Graduation Rate:
Class of 2021: 96.5%
Class of 2020: 95.6%
Source: State Accountability Report

Career College Military Readiness (CCMR):
Class of 2021: 85%
Class of 2020: 87%
Source: State Accountability Report Domain

Student Achievement Strengths

• Academic performance for students served in special education improved/maintained
• Academic performance for students identified as Emergent Bilingual/English Learner improved/maintained  
• Annual graduation rate improved/maintained

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Parent involvement, especially with diverse populations, and community partnerships are not as strong as we would like. Root Cause: There may be limited opportunities in activities parents/community members feel confident in participating and because of parents working multiple jobs to support family, language barriers and time.
Problem Statement 2: Not all demographic populations have achieved their full potential academically or behaviorally. Root Cause: A diverse population requires deep understanding of the needs of various learners while implementing a common set of values and expectations as a school.
Problem Statement 3: A small percentage of our students need support increasing their language proficiency levels in listening, speaking, reading and writing. Root Cause: Our EB population is small and tends to be overlooked when in non-sheltered classes.

Comprehensive Needs Assessment

Staff Recruitment and Retention

Staff Recruitment and Retention Summary

The Talent strategy is to recruit and retain the best employees at Memorial High 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 – 2.0 FTE (1.4%)
2021-2022: Beginning – 4.2 FTE (2.8%)
2020-2021: Beginning – 0 FTE (0.0%)

2022-2023: 1-5 Years – 27.5 FTE (19.2%)
2021-2022: 1-5 Years – 28.1 FTE (18.6%)
2020-2021: 1-5 Years – 36.8 FTE (25.5%)

2022-2023: 6-10 Years – 35.0 FTE (24.5%)
2021-2022: 6-10 Years – 32.0 FTE (21.1%)
2020-2021: 6-10 Years – 29.9 FTE (20.7%)

2022-2023: 11-20 Years – 42.7 FTE (29.9%)
2021-2022: 11-20 Years – 50.2 FTE (33.2%)
2020-2021: 11-20 Years – 41.3 FTE (28.6%)

2022-2023: Over 20 Years – 35.8 FTE (25.1%)
2021-2022: Over 20 Years – 36.9 FTE (24.4%)
2020-2021: Over 20 Years – 35.0 FTE (24.3%)

2022-2023: Total – 142.9 FTE (100%)
2021-2022: Total – 151.4 FTE (100%)
2020-2021: Total – 144.3 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report

Staff Recruitment and Retention Strengths

• Regular faculty meetings promote open discussions regarding campus and district issues
• Minimal discipline issues
• Staff engaged in the PLC process as active participants in data analysis to better understand low performing areas and target individual student needs

Problem Statements Identifying Staff Recruitment and Retention Needs

Problem Statement 1: Challenging behaviors continue to interrupt good first instruction. Root Cause: New teachers and experienced teachers all need to have a broader toolbox of skills to deal with students with challenging behaviors.
Problem Statement 2: There is a lack consistency across teacher groups regarding the use of a cell phone in class. Root Cause: Teachers have autonomy to set up their classes in a way that works for them.

Comprehensive Needs Assessment

Family and Community Engagement

Family and Community Engagement Summary

FAMILY ENGAGEMENT
Memorial High 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
Memorial High 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

FAMILY ENGAGEMENT

• Active PTA
• Communities in Schools (CIS) provides specialized supports for our students and families  
• Hosted family events such as: Meet the Mustangs, Open House, New Parent Orientation

COMMUNITY ENGAGEMENT

• Expanded community partnerships to include Booster Clubs, PTA and Community in Schools
• The award-winning and nationally recognized SpringBoard and Collegiate Challenge Mentoring programs support our students.

Problem Statements Identifying Family and Community Engagement Needs

Problem Statement 1: Parent involvement, especially with diverse populations, and community partnerships are not as strong as we would like. Root Cause: There may be limited opportunities in activities parents/community members feel confident in participating and because of parents working multiple jobs to support family, language barriers and time.
Problem Statement 2: Our email communication with our families are often returned undeliverable because the email addresses are no longer valid or were inputted incorrectly. Root Cause: A portion of our community does not fill out the student verification forms online at the beginning of the year.