Campus Improvement Plan 2020-2021

Comprehensive Needs Assessment

Demographics

Demographics Summary

TFE enrollment is approximately 598 in grades K-5. Our population continues to be a diverse combination of cultures predominately Hispanic In addition, we have a Life Skills Unit and an APPLE unit on campus

Ethnic Distribution:

African American 47 6.04 %

Hispanic 529 87.03 %

White 12 1.8%

American Indian 2 0.5%

Asian 1 0.14%

Pacific Islander 0 0.0%

Economically Disadvantaged 570 96.2%

Non-Educationally Disadvantaged 28 4.6%

English Language Learners (ELL) 422 71.2%

At-Risk 554 92.5%

Mobility
    
Mobility (2018-19):
    
Total Mobile Students 125 22%

By Ethnicity:        

African American  7 1.3%    

Hispanic 113 20.3%    
 
White 3    0.5%

American Indian 1 0.2%

The majority of our neighborhood consists of multi-unit apartment complexes. Our community partnerships include CIS, Boys and Girls group and some local restaurant that support our campus through community events

Demographics Strengths

Hispanics are the largest percentage of students at Treasure Forest. Celebrations of cultures are represented. Neighborhood school, close community. Many services are within walking distance of the school allowing families to access as needed such as CIS support and Girls and Boys groups

Problem Statements Identifying Demographics Needs

Problem Statement 1: The mobility rate is 22% causing an inconsistency and instability in the student group throughout the year Root Cause: The lack of employment and domestic abuse issues in the community create a instability for students maintaining the same residence all school year.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

Despite some growth over the last two academic school years, Treasure Forest is currently in Year 3 of Improvement Required. According to the TAPR. Some growths had been made in 3rd , 4th and 5th Grade based on 2019-20 district benchmarks data
 

Grade Levels	2016	2017	2018	+/-17 v 18	2019	+/- 18 v 19
3rd Reading	47%	38%	44%	+6	42%	-2
3rd Math	47%	47%	51%	+4	52%	+1
4th Reading	37%	53%	39%	-14	31%	-8
4th Math	29%	54%	51%	-3	46%	-5
4th Writing	28%	46%	25%	-21	20%	-4
5th Reading	27%	44%	52%	+8	50%	-2
5th Math	40%	55%	70%	+15	55%	-15
5th Science	27%	36%	49%	+13	34%	-15

 

 

 

 

 

 

 

 

 

 

A significant group of students read 2-3 years below grade level. Some progress was made based on the data for Students in English and Spanish

BOY Independent Reading Levels 2019-2020
Grade Levels	Number of students tested in each language	Number of students reading below grade level in English	Number of students reading below grade level in Spanish
Kinder	English: 25    Spanish: 44	0 students (0%)	0 students (0%)
1st	English: 21    Spanish:53	14 students (67%)	36 students (68%)
2nd	English: 20    Spanish: 57	14 students (70%)	33 students (58%)
3rd	English: 32    Spanish: 59	11 students (34%)	36 students (61%)
4th	English: 76    Spanish:11	35 students (46%)	7 students (63%)
5th	English: 50    Spanish: 13	24 students (48%)	12 students (92%)

MOY Independent Reading Levels 2019-2020
Grade Levels	Number of students tested in each language	Number of students reading below grade level in English	Number of students reading below grade level in Spanish
Kinder	English: 24    Spanish: 50	2 students (8%)	3 students (6%)
1st	English: 30    Spanish: 57	11 students (37%)	36 students (63%)
2nd	English: 21    Spanish: 59	13 students (62%)	30 students (52%)
3rd	English: 31    Spanish: 57	15 students (48%)	27 students (47%)
4th	English: 76    Spanish: 30	25 students (76%)	9 students (30%)
5th	English: 52    Spanish: 13	25 students (48%)	10 students (77%)

 

Student Learning Strengths

There was some grow in the last two academic school years for grades 3-5. During the school year 2019-20 the students shows significant growth based on district assessments. Due to Covid 19 no state test was performance for the school year 2019-20

Problem Statements Identifying Student Learning Needs

Problem Statement 1: 42% of students met standard on all tests on STAAR 2020 Root Cause: teachers lack the capacity to use quality data to plan and deliver effective first instruction.

Comprehensive Needs Assessment

School Processes &  Programs

School Processes & Programs Summary

The instructional leadership team has grown to include: the Principal, the Assistant Principal, and two instructional leads. One of these leads are bilingual and one is monolingual. They are divided up by grade levels; K-2 and 3-5.

K - 1 classes are all self contain. 2nd - 2 self contain and 2 departmentalized. 3rd - 5th are departmentalized.

At TFE, we have a talented group of educators. However, over 50% of the staff is ACP. So, we have h a campus focus on aligning how we teach reading, writing and math. We have utilized a lot of district and campus support this year to insure that our staff are improving on their pedagogy and delivery of instruction to our children. Another big focus of ours has been working on social emotional aspects for our students.

The principal during the school year 2019-20 has 43 years of experience in education, 23 of those years have been in administration. Great improvements were observed in our students on all levels.

For the 2020-21 school year, a new bilingual principal was hired with a strong instructional background in elementary and secondary level. Additionally the district assigned to TFE a Campus Assessment and Instruction Support who will be responsible for all aspects of student assessment data & data management, as a well as a proper monitor for RTI implementation.

School Processes & Programs Strengths

We are aligning processes and procedures across the campus in the areas of academics and social emotional. The staff is committed to making sure they have all the tools in their toolbox in order to assure their students are improving. Our two instructional specialist service two grade levels each. They do a combination of helping with planning, coaching, modeling and giving feedback to their grade levels. They are continuing to grow as they two attend staff development that helps them to help our staff. Our goal is to provide our teachers support with instructional practices, coaching, and student interventions.

We have also been provided with a two Literacy Coaches to help support our district's adoption of the Units of Study. They also provided teachers support through PLCs, coaching cycles, observations, feedback, modeling, and debriefing. Our goal is that having two Literacy Coaches and two interventionists will prove beneficial to the teachers so that they feel 100% supported.

Our new teachers new to education are assigned a Mentor and our new to campus teachers are assigned a buddy teacher to assist and support. The lead mentor oversees their relationship and support while serving as a liaison with the administration.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Inconsistent training of PLC for staff Root Cause: Lack of administrative monitoring and participation of PLCS

Problem Statement 2: Teachers are not using quality student data to plan and deliver effective instruction Root Cause: teachers lack the capacity to use quality data to plan and deliver effective first instruction.

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

TFE culture and climate had been negatively affected for the rotation of administrators - Principal. The school has had four principals in five years. Family engagement is low, however events like Meet the Teacher, Open House, Parent Conferences are attended by parents. Families also get involved in before and after school activities provided by the school and CIS

Panorama results showed a low result compares with the school district for areas like School Belonging, and School Climate

Teachers who had stayed in TFE over the years belief that students from poverty are entitled to the same access and equity as all other students

Perceptions Strengths

Strengthen Positive and Effective culture and climate is a priority for the school year 2020-21. Students, staff and community need to be connected with the school in order to increase academic achievement

Problem Statements Identifying Perceptions Needs

Problem Statement 1: A more efficient and effective communication sources is needed to connect with all families Root Cause: Communication with all parents had been limited due to the teacher and administrator rotation.

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

• District goals
• Quantifiable goals for student performance in reading and math PreK-3(HB 3) 
• Campus goals
• Quantifiable goals for measures of CCMR(HB 3)
• 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
• Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.

Accountability Data

• Student Achievement Domain 
• Domain 1 - Student Achievement 
• Student Progress Domain 
• Domain 2 - Student Progress 
• Closing the Gaps Domain 
• Domain 3 - Closing the Gaps
• Effective Schools Framework data
• Comprehensive, Targeted, and/or Additional Targeted Support Identification data 
• Targeted support Identification data
• Accountability Distinction Designations 
• Federal Report Card Data
• RDA data
• Local Accountability Systems (LAS) data

Student Data: Assessments

• State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) 
• State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
• STAAR Released Test Questions 
• STAAR EL Progress Measure data
• Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results 
• Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results 
• Student Success Initiative (SSI) data for Grades 5 and 8
• Student failure and/or retention rates 
• Local diagnostic reading assessment data 
• Local diagnostic math assessment data
• Local benchmark or common assessments data 
• Running Records results
• Observation Survey results
• Texas approved Prekindergarten and Kindergarten assessment data

Student Data: Student Groups

• Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups 
• Special programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group 
• Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group 
• Economically disadvantaged / Non-economically disadvantaged performance and participation data
• Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data 
• Male / Female performance, progress, and participation data
• Special education/non-special education population including discipline, progress and participation data 
• Migrant/non-migrant population including performance, progress, discipline, attendance and mobility data 
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data
• EL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc. 
• Section 504 data
• Homeless data
• Gifted and talented data 
• Dyslexia Data
• Response to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

• Completion rates and/or graduation rates data 
• Attendance data
• Mobility rate, including longitudinal data 
• Discipline records
• Student surveys and/or other feedback 
• Class size averages by grade and subject 
• School safety data

Employee Data

• Professional learning communities (PLC) data 
• Staff surveys and/or other feedback 
• Teacher/Student Ratio
• State certified and high quality staff data 
• Campus leadership data
• Campus department and/or faculty meeting discussions and data 
• Professional development needs assessment data
• Evaluation(s) of professional development implementation and impact 
• T-PESS data

Parent/Community Data

• Parent surveys and/or other feedback
• Parent engagement rate
• Community surveys and/or other feedback

Support Systems and Other Data

• Organizational structure data
• Processes and procedures for teaching and learning, including program implementation 
• Communications data
• Capacity and resources data 
• Budgets/entitlements and expenditures data 
• Study of best practices
• Action research results 
• Other additional data