Campus Improvement Plan 2021-2022

Comprehensive Needs Assessment

Demographics

Demographics Summary

TFE enrollment is approximately 450 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. 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. We have two women shelters in the area and the children living in the shelters attend TFE.

TFE Demographic 2021-22

Subgroups	Number out of 450	Percentage
African American	32	7%
Hispanic	400	89%
White	12	3%
Asian	2	0.5%
Two or More	2	0.5%
American Indian-Alaskan Native	2	0.5%
ELL	334	74%
Bilingual - One-Way DL	314	70%
At-Risk	385	80%
GT	24	5%
SPED	74	21%
Economically Disadvantaged	440	98%
Homeless	37	9%
Mobility Rate	Around 22%. 2020-21 it was 30%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Demographics Summary 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
• Most of our staff members are bilingual ready to support our parents in their first language

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.

Problem Statement 2: Second language learners struggle with the curriculum which does not always address their language challenges, especially in the areas of phonic and phonological awareness where the district has not set up a clear program for bilingual classes in K-1. Root Cause: Availability of Spanish materials for all content areas and all grade levels is not always available.

Problem Statement 3: The mobility rate of 22% affects the learning of students at Treasure Forest Elementary. During the 2020-21, mobility rate was at 35% Root Cause: The economically disadvantage percentage of students at Treasure Forest cause an instability in families being able to maintain a permanent residence.

Problem Statement 4: 43% of students met standard on all tests on STAAR 2021 Root Cause: Teachers lack the capacity to use quality data to plan, adjust and deliver effective first good instruction at Tier 1

Problem Statement 5: Teachers are not using quality student data to plan, differentiate and deliver effective instruction Root Cause: Teachers lack the capacity to use quality data to plan and deliver effective first good instruction at Tier 1.

Problem Statement 6: Professional development addressing the social emotion needs of the students from poverty is needed for staff Root Cause: Teachers are compassionate but the majority has not experimented the level of poverty our students experiment daily

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

School Year 2020-21

Treasure Forest Elementary had been an Improvement Requirement school for the last six years. All students K-5 had made some progress in their academic based on school trackers especially for the areas of reading and math. Next school year, we will start an Intensive intervention program where all students in grades K-5. All students will received Reading intervention for 30-35 minutes a days based on their current level of performance.

TFE STAAR DATA
Grade Levels	2016	2017	2018	2019	2021
					Approaches	Meets	Masters
3rd Reading	47%	38%	44%	42%	53%	21%	5%
3rd Math	47%	47%	51%	52%	40%	13%	2%
4th Reading	37%	53%	39%	31%	44%	15%	6%
4th Math	29%	54%	51%	46%	46%	24%	14%
4th Writing	28%	46%	25%	24%	37%	7%	2%
5th Reading	27%	44%	52%	50%	40%	20%	10%
5th Math	40%	55%	70%	55%	55%	15%	5%
5th Science	27%	36%	49%	34%	39%	6%	2%
All students	35%	47%	48%	42%	43%	15%	4%

 

2019 - No accountability report due to COVID 19

	TIPP GOAL			2019 Base Line			Actual Results 2021
	Appr	Meets	Master	Appr	Meets	Master	Appr	Meets	Master
Reading	52%	20%	7%	41%	15%	3%	46%	19%	7%
Math	61%	20%	10%	51%	19%	7%	47%	17%	8%
Science	45%	24%	6%	34%	18%	3%	39%	7%	2%
Writing	35%	14%	5%	24%	7%	0%	37%	6%	2%

 

K-5 Literacy Progress 2020-21

Early Literacy Progress Monitoring

School: Treasure Forest Elementary

Principal: Karina Avila

Community Superintendent: Karen Liska

Running Records Data 2020-2021 (Baseline)

EARLY LITERACY PROGRESS MONITORING
Grade Level	Beginning of Year			Middle of Year			End of Year			Goal 90%
	# On or Above Grade Level	Total # of Students	% On or Above Grade Level	# On or Above Grade Level	Total # of Students	% On or Above Grade Level	# On or Above Grade Level	Total # of Students	% On or Above Grade Level	Met Goal Y/N
Level				B or Above			D or Above
Kinder				40	67	60	55	68	81	N
Level	D or Above			G or Above			I or Above
1	25	75	34	19	74	26	38	69	55	N
Level	I or Above			K or Above			M or Above
2	16	77	21	22	76	29	28	78	36	N
Level	O or Above			N or Above			P or Above
3	14	57	25	9	57	16	18	57	32	N
Level	P or Above			R or Above			S or Above
4	19	86	22	22	86	26	41	86	48	N
Level	S or Above			T or Above			V or Above
5	19	60	32	19	62	31	23	62	37	N

Student Learning Strengths

TFE Elementary continues to make progress academically.

Interventions for all the students were established for 3-5 for the school year, and K-2 starting the second semester

• The Fifth Grade Cohort increased in all subject areas based on district benchmarks and state assessments
• Reading -10
• Math +1
• Science +5

 

• Fourth Grade Cohort increased in all subject areas based on district benchmarks and state assessments
• Reading +13
• Math +1
• Writing +14

 

• Third Grade Cohort increased in all subject areas based on district benchmarks and state assessments
• Reading +11
• Math -12

Problem Statements Identifying Student Learning Needs

Problem Statement 1: 43% of students met standard on all tests on STAAR 2021 Root Cause: teachers lack the capacity to use quality data to plan and deliver effective first instruction.

Problem Statement 2: Limited parental involvement and attendance at parent information meetings. Root Cause: Lack of connection to school and understanding of importance in order to support their child.

Problem Statement 3: Teachers are not using quality data to plan, differentiate and deliver effective instruction at Tier I and Tier II Root Cause: Teachers lack the capacity to use quality data to plan, adjust, differentiate and deliver effective first instruction and used of technology

Problem Statement 4: About 30% of the teachers have solid understanding of a PLC to lead to effective academic planning Root Cause: Vague understanding of the PLC process by teachers and coaches due to different initiatives brought to the campus for different leaders

Problem Statement 5: 43% of students met standard on all tests on STAAR 2021 Root Cause: Teachers lack the capacity to use quality data to plan, adjust and deliver effective first good instruction at Tier 1

Problem Statement 6: About 30% of the teachers understand the PLC process for planning and delivering effective first good instruction Root Cause: Teachers and coaches have a vague understanding of the PLCs process

Problem Statement 7: Teachers are not using quality student data to plan, differentiate and deliver effective instruction Root Cause: Teachers lack the capacity to use quality data to plan and deliver effective first good instruction at Tier 1.

Problem Statement 8: Instructional Leadership doesn't understand how to support and coach teachers to improve effective classroom instruction Root Cause: The school has had four principals in the last six years bringing different Instructional Coaches and leaders with no clarity in their functions

Problem Statement 9: The mobility rate of 22% affects the learning of students at Treasure Forest Elementary. During the 2020-21, mobility rate was at 35% Root Cause: The economically disadvantage percentage of students at Treasure Forest cause an instability in families being able to maintain a permanent residence.

Comprehensive Needs Assessment

School Processes &  Programs

School Processes & Programs Summary

Several Process and Programs had been established at TFE:

• The instructional leadership team has grown to include: Principal, Assistant Principal, and two bilingual instructional leads. They are divided up by grade levels; K-2 and 3-5.
• Mentors are assigned to mentees, student teachers are assigned to master level teachers and teachers are given opportunities to personalize their teaching and learning through conferences, consultants and collaboration with other professionals from other SBISD campuses
• TFE will continue the implementation of community circles, and character strong to deepen student relationships by sharing experiences in our community
• For 2021-22, K - 2 classes are all self-contain, while 3rd - 5th will be departmentalized.
• TFE will implement STEM labs as a part of the weekly rotation for students in 3-5 from the BOY. We will include in the science rotation 1-2 for the second semester
• The campus will have,
  • One Bilingual Interventionist to serve K-2
  • One Bilingual Lead Interventionist to serve 3-5
  • One Instructional Specialist to serve K-5 Science and K-2 Math

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.

For 2021-22, process and program will be established and implemented with fidelity and integrity to impact performance

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: 30% of teachers and coaches have a good understanding of PLC practices that lead to effective and quality planning and instruction Root Cause: Limited training and follow up for the PLC implementation continuum

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

Problem Statement 3: Limited parental involvement and attendance at parent information meetings. Root Cause: Lack of connection to school and understanding of importance in order to support their child.

Problem Statement 4: For the last four years between 40% of the staff is new to TFE. Root Cause: The school has had four principals in the last six years bringing different initiatives each time and preventing the creation of a positive culture

Problem Statement 5: Additional Planning time is needed to implement and monitor process and programs. Root Cause: The number of minutes provided for the school day doesn't allow additional time within the school day for planning

Problem Statement 6: 43% of students met standard on all tests on STAAR 2021 Root Cause: Teachers lack the capacity to use quality data to plan, adjust and deliver effective first good instruction at Tier 1

Problem Statement 7: About 30% of the teachers understand the PLC process for planning and delivering effective first good instruction Root Cause: Teachers and coaches have a vague understanding of the PLCs process

Problem Statement 8: Teachers are not using quality student data to plan, differentiate and deliver effective instruction Root Cause: Teachers lack the capacity to use quality data to plan and deliver effective first good instruction at Tier 1.

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 six 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. However, for the school year 2020-21, School Teacher-Student Relationship and School Rigorous Expectations increase 6% and 3% respectively.

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 2021-22 through a clear launch of the school mission, vison and collective commitments. Students, staff and community need to be connected with the school in order to increase academic achievement
• Panorama survey showed significant positive increases in school connection and academic rigor

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.

Problem Statement 2: Second language learners struggle with the curriculum which does not always address their language challenges, especially in the areas of phonic and phonological awareness where the district has not set up a clear program for bilingual classes in K-1. Root Cause: Availability of Spanish materials for all content areas and all grade levels is not always available.

Problem Statement 3: For the last four years between 40% of the staff is new to TFE. Root Cause: The school has had four principals in the last six years bringing different initiatives each time and preventing the creation of a positive culture

Problem Statement 4: About 30% of the teachers have solid understanding of a PLC to lead to effective academic planning Root Cause: Vague understanding of the PLC process by teachers and coaches due to different initiatives brought to the campus for different leaders

Problem Statement 5: Limited parental involvement and attendance at parent information meetings. Root Cause: Lack of connection to school and understanding of importance in order to support their child.

Problem Statement 6: Professional development addressing the social emotion needs of the students from poverty is needed for staff Root Cause: Teachers are compassionate but the majority has not experimented the level of poverty our students experiment daily

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

• District goals
• Campus goals
• HB3 Reading and math goals for PreK-3
• HB3 CCMR goals
• Performance Objectives with summative review (prior year)
• Campus/District improvement plans (current and prior years)
• State and federal planning requirements
• Covid-19 Factors and/or waivers

Accountability Data

• Student Achievement Domain
• Student Progress Domain
• Closing the Gaps Domain
• Effective Schools Framework data
• Comprehensive, Targeted, and/or Additional Targeted Support Identification data
• Accountability Distinction Designations
• Federal Report Card Data

Student Data: Assessments

• State and federally required assessment information
• (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 benchmark or common assessments data
• Running Records results
• Observation Survey results
• Texas approved PreK - 2nd grade assessment data

Student Data: Student Groups

• Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and progress
• Special programs data, including number of students, academic achievement, discipline, attendance, and progress
• 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 
• TTESS 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