Campus Improvement Plan

Comprehensive Needs Assessment

Demographics

Demographics Summary

Memorial Drive Elementary School serves students in grades PK-5 within the Spring Branch Independent School District (SBISD). 

Enrollment trends showed an increase of 26 students from the 2023–2024 school year to the 2024–2025 school year.

Enrollment Trends:
2024-2025: Enrollment – 388
2023-2024: Enrollment – 362
2022-2023: Enrollment – 394
Source: PEIMS OnDataSuite Fall Dashboard

The demographic profile of the students at Memorial Drive Elementary School has remained relatively consistent during the past three years. The majority of the students are White, followed by Hispanic. During the 2024-2025 school year, 6.7% of the students were identified as Emergent Bilingual (EB); 7.2% Economically Disadvantaged; 17.0% At-Risk; 2.3% Immigrant; 15.5% of students were identified for special education services; and 20.1% were identified for gifted and talented services.

Demographic Trends: Race/Ethnicity
2024-2025: African American – 8 (2.1%)
2023-2024: African American – 5 (1.4%) 
2022-2023: African American – *

2024-2025: American Indian-Alaskan Native – * 
2023-2024: American Indian-Alaskan Native – * 
2022-2023: American Indian-Alaskan Native – *

2024-2025: Asian – 34 (8.8%)
2023-2024: Asian – 37 (10.2%)
2022-2023: Asian – 44 (11.2%)

2024-2025: Hispanic – 55 (14.2%)
2023-2024: Hispanic – 61 (16.9%)
2022-2023: Hispanic – 48 (12.2%)

2024-2025: Native Hawaiian-Pacific Islander – 0 (0.0%)
2023-2024: Native Hawaiian-Pacific Islander – 0 (0.0%)
2022-2023: Native Hawaiian-Pacific Islander – 0 (0.0%)

2024-2025: White – 259 (66.8%)
2023-2024: White – 226 (62.4%)
2022-2023: White – 262 (66.5%)

2024-2025: Two-or-more – 30 (7.7%)
2023-2024: Two-or-more – 32 (8.8%)
2022-2023: Two-or-more – 35 (8.9%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not show

Additional Student Information:
2024-2025: At-Risk – 66 (17.0%)
2023-2024: At-Risk – 64 (17.7%)
2022-2023: At-Risk – 51 (12.9%)

2024-2025: Economically Disadvantaged – 28(7.2%)
2023-2024: Economically Disadvantaged – 32 (8.8%)
2022-2023: Economically Disadvantaged – 31 (7.9%)

2024-2025: Emergent Bilingual – 26 (6.7%)
2023-2024: Emergent Bilingual – 28 (7.7%)
2022-2023: Emergent Bilingual – 28 (7.1%)

2024-2025: Gifted and Talented – 78 (20.1%)
2023-2024: Gifted and Talented – 84 (23.2%)
2022-2023: Gifted and Talented – 74 (18.8%)

2024-2025: Homeless – 0 (0.0%)
2023-2024: Homeless – 0 (0.0%)
2022-2023: Homeless – *

2024-2025: Immigrant – 9 (2.3%)
2023-2024: Immigrant – 5 (1.4%)
2022-2023: Immigrant – 6 (1.5%)

2024-2025: Migrant – 0 (0.0%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)

2024-2025: Special Education – 60 (15.5%)
2023-2024: Special Education – 49 (13.5%)
2022-2023: Special Education – 37 (9.4%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown

Attendance Rates:
2022-2023: 95.9%
2021-2022: 95.7%
2020-2021: 97.3%
Source: Texas Academic Performance Report (TAPR)

Chronic Absenteeism:
2022-2023: 4.1%
2021-2022: 5.3%
2020-2021: 4.4%
Source: Texas Academic Performance Report (TAPR)

Demographics Strengths

1. Stable Enrollment and Strong Community Interest

• Despite a slight dip in 2023–2024, enrollment has rebounded in 2024–2025 (increase of 26 students), showing consistent demand for the school and positive community perception.
  Evidence:
  • 2022–2023: 394 students
  • 2023–2024: 362 students
  • 2024–2025: 388 students

 

2. High Attendance and Low Chronic Absenteeism

•  Attendance remains high and consistent, and chronic absenteeism is low and improving year-over-year.
  Evidence:
  •  Attendance Rate (2022–2023): 95.9%
  • Chronic Absenteeism dropped from 5.3% in 2021–2022 to 4.1% in 2022–2023

3. Demographic Stability with Low Student Mobility

• The student demographic profile has remained consistent over the past three years, allowing the school to maintain continuity in instructional planning, culture-building, and community relationships.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Increasing Special Education Identification Statement: The percentage of students identified for special education services has significantly increased over three years, from 9.4% to 15.5%.
Root Cause: Improved evaluation and referral processes may be identifying more needs but could also indicate early intervention gaps in general education.

Problem Statement 2: Growing At-Risk Student Population Without Matching Supports Statement: The at-risk student population has grown from 12.9% to 17.0% over three years, signaling a need for increased intervention services.
Root Cause: Inconsistently applied RTI procedures before the 2024-25 school year.

Comprehensive Needs Assessment

Student Achievement

Student Achievement Summary

Memorial Drive Elementary 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. Finally, our district core value of “Every Child” is exemplified through campus student support priorities. This includes ensuring that all students have the academic and mental health supports needed to be successful no matter the learning environment (SPED, GT, EB, CTE, etc.).

Below is a summary of the STAAR Redesign Reading passing rates:
2024: 3rd Grade Reading - 96% Approaches; 70% Meets; 44% Masters
2023: 3rd Grade Reading - 91% Approaches; 76% Meets; 51% Masters

2024: 4th Grade Reading - 98% Approaches; 86% Meets; 65% Masters
2023: 4th Grade Reading - 96% Approaches; 85% Meets; 57% Masters

2024: 5th Grade Reading - 98% Approaches; 90% Meets; 76% Masters
2023: 5th Grade Reading - 97% Approaches; 88% Meets; 62% Masters

2024: SPED All Grades Reading - 89% Approaches; 52% Meets; 22% Masters
2023: SPED All Grades Reading - 59% Approaches; 32% Meets; 23% Masters

2024: EB All Grades Reading - 100% Approaches; 56% Meets; 44% Masters
2023: EB All Grades Reading - 82% Approaches; 64% Meets; 27% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)

Below is a summary of the STAAR Redesign Mathematics passing rates:
2024: 3rd Grade Mathematics - 90% Approaches; 46% Meets; 20% Masters
2023: 3rd Grade Mathematics - 92% Approaches; 70% Meets; 21% Masters

2024: 4th Grade Mathematics - 92% Approaches; 83% Meets; 40% Masters
2023: 4th Grade Mathematics - 96% Approaches; 83% Meets; 57% Masters

2024: 5th Grade Mathematics - 100% Approaches; 93% Meets; 51% Masters
2023: 5th Grade Mathematics - 97% Approaches; 94% Meets; 57% Masters

2024: SPED All Grades Mathematics - 78% Approaches; 41% Meets; 15% Masters
2023: SPED All Grades Mathematics - 68% Approaches; 50% Meets; 9% Masters

2024: EB All Grades Mathematics - 100% Approaches; 67% Meets; 44% Masters
2023: EB All Grades Mathematics - 91% Approaches; 73% Meets; 55% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)

Student Achievement Strengths

1. Significant Academic Growth in Reading, Especially for Special Populations

•  Across all grade levels, reading scores improved or remained strong, particularly for students receiving special education and Emergent Bilingual (EB) services.
  Evidence:
  • SPED Reading: Approaches increased from 59% to 89%; Meets from 32% to 52%.
  • EB Reading: Approaches rose from 82% to 100%; Masters jumped from 27% to 44%.   
  • 5th grade overall: 98% Approaches, 90% Meets, 76% Masters.

What this shows: A strong literacy initiative and effective tiered support structures are positively impacting diverse learners.

2. Strong PLC Culture Driving Instructional Consistency and Improvement

• The sustained high performance in literacy and consistent alignment to SBISD goals suggest that PLCs are effectively using student data to drive results.
  Evidence:
  • 3rd and 4th grade Reading scores improved or held steady in Approaches/Meets, even with STAAR redesign.   
  • Literacy is clearly prioritized, and high outcomes align with this district-wide focus.

3. Notable Gains Among Special Populations in Reading

• Students receiving special education and EB services showed strong growth in reading STAAR performance , suggesting that targeted literacy interventions are effective.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Gaps in Mathematics Proficiency Among Younger Students Statement: In 2024, students in 3rd grade demonstrated significantly lower mastery and proficiency in mathematics compared to other grade levels, with only 20% reaching the "Masters" level and just 46% meeting grade-level expectations.
Root Cause: Foundational skill gaps may exist due to learning recovery needs or inconsistent early numeracy instruction. Math instruction may not be as prioritized or supported in early grades as literacy, especially in terms of targeted intervention and instructional coaching.

Problem Statement 2: Persistent Gaps in Achievement for SPED and EB Students in Mathematics Statement: Although there was modest growth, SPED and EB students continue to under-perform in math relative to their peers--particularly at the "Meets" and "Masters" levels. Evidence: 2024 SPED Math: Only 15% Masters; Meets decreased from 50% to 41%. 2024 EB Math: Masters dropped from 55% to 44%; Meets fell from 73% to 67%.
Root Cause: Instructional differentiation in math may not be as strong or consistently implemented as in reading. Supports for language acquisition in math (vocabulary, contextual understanding) may be less embedded

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 Drive Elementary 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:
2024-2025: Beginning – 2.0 FTE (7.6%)
2023-2024: Beginning – 4.0 FTE (16.6%)
2022-2023: Beginning – 1.0 FTE (4.1%)

2024-2025: 1-5 Years – 7.0 FTE (26.6%)
2023-2024: 1-5 Years – 4.0 FTE (16.6%)
2022-2023: 1-5 Years – 2.1 FTE (8.6%)

2024-2025: 6-10 Years – 6.2 FTE (23.6%)
2023-2024: 6-10 Years – 3.1 FTE (12.9%)
2022-2023: 6-10 Years – 6.0 FTE (24.7%)

2024-2025: 11-20 Years – 7.1 FTE (27.0%)
2023-2024: 11-20 Years – 9.0 FTE (37.3%)
2022-2023: 11-20 Years – 8.2 FTE (33.7%)

2024-2025: Over 20 Years – 4.0 FTE (15.2%)
2023-2024: Over 20 Years – 4.0 FTE (16.6%)
2022-2023: Over 20 Years – 7.0 FTE (28.8%)

2024-2025: Total – 26.3 FTE (100%)
2023-2024: Total – 24.1 FTE (100%)
2022-2023: Total – 24.3 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report

Staff Recruitment and Retention Strengths

Memorial Drive has built a diverse teaching staff across multiple experience bands, with strong representation in both mid-career (6–10 years: 23.6%) and seasoned (11–20 years: 27.0%) educators. This balance allows for instructional consistency, mentoring opportunities, and ongoing leadership development within teams.

The school increased its total teaching staff from 24.1 FTE in 2023–2024 to 26.3 FTE in 2024–2025, which mirrors its growing enrollment and demonstrates a proactive response to staffing needs. This reflects successful recruitment efforts and thoughtful planning to maintain low student-teacher ratios and instructional quality.

Evidence:

• Enrollment increased by 26 students from 2023–2024 to 2024–2025.
• Staff increased by 2.2 FTE in the same period (a 9% increase in staffing).

Growth in Early- to Mid-Career Teacher Hiring

The school has successfully increased staffing in the 1–10 year range, offering a pipeline of growth-minded educators with long-term potential.

Problem Statements Identifying Staff Recruitment and Retention Needs

Problem Statement 1: Decrease in Veteran Staff May Impact Institutional Knowledge and Mentoring Capacity Statement: There has been a continued decline in teachers with over 20 years of experience, from 28.8% in 2022-2023 to just 15.2% in 2024-2025, which may reduce the school's capacity for mentoring, stability, and instructional leadership.
Root Cause: Retirements and attrition

Problem Statement 2: Increase in Early-Career Teachers Highlights Need for Strengthened Onboarding and Support Statement: In 2024-2025, 34.2% of teachers (2.0 FTE beginning + 7.0 FTE 1-5 years) are in their first five years--a significant increase from just 20.7% in 2022-2023--indicating a need for enhanced onboarding, mentorship, and performance management systems to ensure retention and instructional effectiveness.
Root Cause: Regional and national trends in teacher shortages may be leading to a greater reliance on early-career staff.

Comprehensive Needs Assessment

Family and Community Engagement

Family and Community Engagement Summary 

FAMILY ENGAGEMENT
Memorial Drive Elementary 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 Drive Elementary 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 12,000+ volunteers. Memorial Drive Elementary School works with the Community Engagement team to recognize our campus needs, celebrate community engagement strengths, and identify partnership opportunities. We welcome and value partners and volunteers who serve on our campus to support the successes of our students, staff and families.

Family and Community Engagement Strengths

1. Systematic and Inclusive Family Engagement Framework
   Memorial Drive Elementary effectively implements the SBISD Family E3 framework, ensuring that family engagement is not only event-based, but also strategic and ongoing. The use of annual needs assessments and capacity-building efforts between staff and families demonstrates a proactive and data-informed approach.
2. Strong Volunteer and Community Partnership Culture
   The school benefits from a robust connection with the SBISD Community Engagement Division and is supported by a large network of volunteers and community partners. This strategic collaboration helps address campus needs and enriches the student experience through external resources and consistent support.
3. Established Systems for Gathering Family Input
   The use of annual needs assessments through the Family E3 team ensures that the voices of our families are regularly sought out and considered in campus planning.

Problem Statements Identifying Family and Community Engagement Needs

Problem Statement 1: Gaps in Engagement Equity for Non-English-Speaking or Less-Connected Families Statement: While Memorial Drive has strong systems and a welcoming culture for family and community engagement, non-English-speaking families or those less connected to the school community may not be fully accessing or benefiting from available resources and engagement opportunities.
Root Cause: Not all communication is translated into other languages.

Problem Statement 2: Parents express frustration about not knowing how to help their children with schoolwork at home.
Root Cause: Lack of knowledge of curriculum resources for parents.