Campus Improvement Plan 2023-2024

Mission Statement, Vision, Core Values

Spring Branch Independent School District

Cornerstone Academy

2023-2024 Campus Improvement Plan

Mission Statement

In SBISD, our promise to our entire community is to inspire minds and shape lives by: improving academic performance of all students, graduating all high school students, and preparing all students with the qualifications and skills necessary to enter college or post- secondary training and exit successfully

Vision

Cornerstone Academy strives to be a dynamic, strategically-designed learning community that is empowered by diversity, a commitment to excellence and a distinctive approach to the learning process.

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

Cornerstone Academy serves students in grades 6-8 within the Spring Branch Independent School District (SBISD).

Enrollment trends showed an increase of 10 students from the 2020–2021 school year to the 2021–2022 school year. Enrollment then decreased by 6 students from the 2022-2022 school year to the 2022–2023 school year.

Enrollment Trends:
2022-2023: Enrollment – 365
2021-2022: Enrollment – 371
2020-2021: Enrollment – 361
Source: PEIMS OnDataSuite Fall Dashboard

The demographic profile of the students at Cornerstone Academy has remained relatively consistent during the past three years. The majority of the students are White, followed by Hispanic. During the 2022-2023 school year, 8.2% of the students were identified as Emergent Bilingual/English Learner (EB/EL); 12.1% At-Risk; 15.9% Economically Disadvantaged; 5.2% of students were identified for special education services; and 35.1% were identified for gifted and talented services.

Demographic Trends: Race/Ethnicity
2022-2023: African American – 5 (1.4%)
2021-2022: African American – *
2020-2021: African American – *

2022-2023: American Indian-Alaskan Native – *
2021-2022: American Indian-Alaskan Native – *
2020-2021: American Indian-Alaskan Native – *

2022-2023: Asian – 49 (13.4%)
2021-2022: Asian – 47 (12.7%)
2020-2021: Asian – 43 (11.9%)

2022-2023: Hispanic – 104 (28.5%)
2021-2022: Hispanic – 117 (31.5%)
2020-2021: Hispanic – 122 (33.8%)

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

2022-2023: White – 183 (50.1%)
2021-2022: White – 181 (48.8%)
2020-2021: White – 180 (49.9%)

2022-2023: Two-or-more – 20 (5.5%)
2021-2022: Two-or-more – 20 (5.4%)
2020-2021: Two-or-more – 11 (3.1%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown

Additional Student Information:
2022-2023: At-Risk – 44 (12.1%)
2021-2022: At-Risk – 60 (16.2%)
2020-2021: At-Risk – 51 (14.1%)

2022-2023: Economically Disadvantaged – 58 (15.9%)
2021-2022: Economically Disadvantaged – 78 (21.0%)
2020-2021: Economically Disadvantaged – 69 (19.1%)

2022-2023: Emergent Bilingual/English Learner – 30 (8.2%)
2021-2022: Emergent Bilingual/English Learner – 41 (11.1%)
2020-2021: Emergent Bilingual/English Learner – 31 (8.6%)

2022-2023: Gifted and Talented – 128 (35.1%)
2021-2022: Gifted and Talented – 132 (35.6%)
2020-2021: Gifted and Talented – 128 (35.5%)

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

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

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

2022-2023: Special Education – 19 (5.2%)
2021-2022: Special Education – 18 (4.9%)
2020-2021: Special Education – 15 (4.2%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown

Attendance Rates:
2020-2021: 98.5%
2019-2020: 99.5%
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Chronic Absenteeism:
2020-2021: 1.4%
2019-2020: 0.0%
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Demographics Strengths

Demographic strengths of Cornerstone include

a smaller overall learning environment with fewer than 400 kids on campus.
lottery based enrollment from elementary schools across the district.
extremely high attendance rate and very low chronic absenteeism.
high percentage of gifted and talented students which correlates with an exclusively AAC curriculum.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Though we recruit equitably to elementary families across the district, our student demographics show that enrollment does not reflect the diversity of the district. Root Cause: For a variety of reasons, some elementary families do not see Cornerstone as a viable option for their child.
Problem Statement 2: Though we enroll students from across the district, our diversity demographics do not reflect the diversity of the entire district. Root Cause: For a variety of reasons, some elementary families do not see Cornerstone as a viable option for their child.

Student Achievement

Comprehensive Needs Assessment

Student Achievement

Student Achievement Summary

Cornerstone Academy 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 STAAR Reading passing rates:
2022: 6th Grade Reading - 97% Approaches; 82% Meets; 58% Masters
2021: 6th Grade Reading - 93% Approaches; 69% Meets; 43% Masters

2022: 7th Grade Reading - 98% Approaches; 89% Meets; 73% Masters
2021: 7th Grade Reading - 98% Approaches; 84% Meets; 59% Masters

2022: 8th Grade Reading - 97% Approaches; 88% Meets; 65% Masters
2021: 8th Grade Reading - 92% Approaches; 71% Meets; 33% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Below is a summary of the STAAR Reading passing rates for SPED and EB/EL:
2022: SPED All Grades Reading - 88% Approaches; 71% Meets; 47% Masters
2021: SPED All Grades Reading - 87% Approaches; 60% Meets; 33% Masters

2022: EB/EL All Grades Reading - 92% Approaches; 68% Meets; 37% Masters
2021: EB/EL All Grades Reading - 83% Approaches; 52% Meets; 24% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Below is a summary of the STAAR Mathematics passing rates:
2022: 6th Grade Mathematics - 100% Approaches; 88% Meets; 62% Masters
2021: 6th Grade Mathematics - 98% Approaches; 86% Meets; 56% Masters

2022: 7th Grade Mathematics - 94% Approaches; 76% Meets; 35% Masters
2021: 7th Grade Mathematics - 100% Approaches; 83% Meets; 44% Masters

2022: 8th Grade Mathematics - 98% Approaches; 84% Meets; 63% Masters
2021: 8th Grade Mathematics - 100% Approaches; 100% Meets; 69% Masters

2022: End of Course Algebra I - 100% Approaches; 94% Meets; 83% Masters
2021: End of Course Algebra I - 97% Approaches; 67% Meets; 47% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Below is a summary of the STAAR Mathematics passing rates for SPED and EB/EL:
2022: SPED All Grades Mathematics - 100% Approaches; 76% Meets; 35% Masters
2021: SPED All Grades Mathematics - 100% Approaches; 80% Meets; 47% Masters

2022: EB/EL All Grades Mathematics - 97% Approaches; 75% Meets; 53% Masters
2021: EB/EL All Grades Mathematics - 97% Approaches; 65 % Meets; 27% Masters
Source: 2021-2022 Texas Academic Performance Report (TAPR)

Student Achievement Strengths

Cornerstone's strengths with regards to student achievement include:

performing above the state and district in all categories of all tests.
significant growth in "meets" and "masters" across grade levels in reading.
significant growth in "meets" and "masters" in 6th grade math and EOC Algebra.
significant gains in with EB students across grade levels in reading.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: "Meets" and "masters" levels of 8th grade math are not as high as they should be considering that the students who take this test are currently in Geometry class. Root Cause: Students in Geometry took Algebra I as 7th graders and skip over easier material that is tested on the 8th grade math test.
Problem Statement 2: Scores for SPED students in Reading are lower than in Math. Root Cause: More small group differentiation is needed in reading classes.

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 Cornerstone Academy 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 – 0 FTE (0.0%)
2021-2022: Beginning – 4 FTE (14.7%)
2020-2021: Beginning – 1 FTE (3.8%)

2022-2023: 1-5 Years – 9.5 FTE (34.4%)
2021-2022: 1-5 Years – 9.5 FTE (34.9%)
2020-2021: 1-5 Years – 6 FTE (22.6%)

2022-2023: 6-10 Years – 7.6 FTE (27.5%)
2021-2022: 6-10 Years – 4.2 FTE (15.4%)
2020-2021: 6-10 Years – 6 FTE (22.6%)

2022-2023: 11-20 Years – 5.9 FTE (21.4%)
2021-2022: 11-20 Years – 4 FTE (14.7%)
2020-2021: 11-20 Years – 4.6 FTE (17.4%)

2022-2023: Over 20 Years – 4.5 FTE (16.3%)
2021-2022: Over 20 Years – 5.5 FTE (20.2%)
2020-2021: Over 20 Years – 9.0 FTE (34.0%)

2022-2023: Total – 27.6 FTE (100%)
2021-2022: Total – 27.2 FTE (100%)
2020-2021: Total – 26.5 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report

Staff Recruitment and Retention Strengths

Cornerstone's strengths with regards to staff recruitment and retention include:

strong onboarding process in place at the district and campus level,
more than two-thirds of our staff have six or more years of experience,
healthy mix of experienced, new, and mid-career teachers to offer a variety of perspectives.

Problem Statements Identifying Staff Recruitment and Retention Needs

Problem Statement 1: Teacher recruitment becomes more difficult every year. Root Cause: There are fewer people entering the teaching profession out of college.
Problem Statement 2: Teacher retention becomes more difficult every year. Root Cause: Retention concerns include increasing demands placed on teachers and more people leaving education for outside careers

Family and Community Engagement

Comprehensive Needs Assessment

Family and Community Engagement

Family and Community Engagement Summary

FAMILY ENGAGEMENT
Cornerstone Academy 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
Cornerstone Academy 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

Cornerstone's strengths related to family and community engagement include:

an expectation that parents volunteer every year,
an active PTA community that regularly seeks support from local businesses,
increased number of community events offered in recent years.

Problem Statements Identifying Family and Community Engagement Needs

Problem Statement 1: Community may be affected by geographical issues of pulling kids from different neighborhoods around the district. Root Cause: Families are spread across the district and do not live in the same neighborhoods.
Problem Statement 2: Community events are sometimes not well-attended. Root Cause: Families are spread across the district and do not always live close to campus.

Goal 1: Student Achievement

Student Achievement

Performance Objective 1 - ACHIEVEMENT

Goals

Goal 1: STUDENT ACHIEVEMENT. Cornerstone Academy students will master rigorous academic standards to ensure college and career readiness.

Performance Objective 1: ACHIEVEMENT: By June 2024, Cornerstone Academy will increase student performance on STAAR Redesign Grades 6-8 exams in reading and math to achieve 100% at approaches, 100% at meets, and at least 60% at masters in math and 80% at masters in reading.

2022-23: Reading: 100% (approaches), 96% (meets), 77% (masters); Math: 100% (approaches), 92% (meets), 56% (masters) Baseline Year

High Priority
Evaluation Data Sources: 2023 Texas Academic Performance Report (TAPR)

Strategy 1: We will continue to support a PLC culture on our campus.

A.) Teachers will review and revise essentials
B.) Expectation of common formative and summative assessments for each core content course will be set and met.
C.) Expectation of data transparency, analysis, and data-informed action (intervention/extension) will be set and met.
D.) Half-day subs will be provided to allow additional time for planning.
E.) Continued support and professional development via Solution Tree will be given.
F.) Consistent implementation of the campus PLC dashboard will be an understood expectation.
G.) Application to a model PLC campus through Solution Tree will be started.

Strategy's Expected Result/Impact: Increased teacher efficacy; a guaranteed and viable curriculum regardless of teacher; greater emphasis on systematic data analysis
Staff Responsible for Monitoring: Administrators, MCLs, teachers

ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture, Lever 5: Effective Instruction

Strategy 2: We will provide a systematic approach to intervention and a collaborative RtI process to ensure that every child is being effectively served.

A.) Implementation of the 7-step PLC process to provide accurate data and support will be an expectation.
B.) Prior to the start of the year, staff will be trained on the RTI inverted pyramid.
C.) Regularly scheduled, collaborative meetings to discuss RTI progress/movement will occur.
D.) Data-tracking related to RTI will be implemented via student trackers.
D) Focused intervention with students will occur throughout the year.

Strategy's Expected Result/Impact: Increased student growth and achievement as determined by MAP and STAAR
Staff Responsible for Monitoring: Administrators, MCLs, teachers

ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 5: Effective Instruction

Strategy 3: High-quality, first-time instruction supported with appropriate resources and educational experiences.

Strategy's Expected Result/Impact: The need for intervention based on high quality first instruction will be lowered.
Staff Responsible for Monitoring: Administrators, MCLs, teachers

ESF Levers:
Lever 5: Effective Instruction

Strategy 4: Ongoing professional development opportunities will be provided and required, such as, but not limited to:
1) focus on EB and GT strategies that benefit all students
2) various educational tools/subscriptions - IXL, Nearpod, Scholastic, etc.
3) in-house and outside professional development (student-centered coaching, Marzano, Solution Tree, etc.)

Strategy's Expected Result/Impact: Staff efficacy, student achievement, and staff retention will increase.
Staff Responsible for Monitoring: Administrators, MCLs, teachers

ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing

Strategy 5: We will continue our high-interest, fun, skill-building CESIT for math and reading skills and periodic Saturday School for intervention.

Strategy's Expected Result/Impact: Student growth and achievement will increase.
Staff Responsible for Monitoring: Administrators, MCLs, teachers

ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 2: Strategic Staffing, Lever 5: Effective Instruction

Strategy 6: We will create and use an additional observation tracking tool used by ILT when visiting classrooms.

Strategy's Expected Result/Impact: To help identify instructional trends and areas for improvement
Staff Responsible for Monitoring: Principal Asst Principal
MCL CAIS

ESF Levers:
Lever 5: Effective Instruction

Strategy 7: High-quality, first-time instruction will be supported with appropriate resources and educational experiences.

Strategy's Expected Result/Impact: Lower the need for intervention based on high quality first instruction
Staff Responsible for Monitoring: Administrators, MCLs, teachers

ESF Levers:
Lever 5: Effective Instruction

Performance Objective 2 - STUDENT GROWTH

Goals

Goal 1: STUDENT ACHIEVEMENT. Cornerstone Academy students will master rigorous academic standards to ensure college and career readiness.

Performance Objective 2: STUDENT GROWTH: Cornerstone Academy will increase or maintain the percentage of students demonstrating STAAR Redesigned academic growth in reading and math to 85%.

2022-23: : School Progress-Annual Growth /Accelerated Learning: 90%/NA (Reading); 82%/88% (Math) Baseline Year

Evaluation Data Sources: 2023 TAPR