Campus Improvement Plan 2022-2023

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, VOE PTA 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 429	Percentage
African American	32	7%
Hispanic	398	93%
White	12	3%
Asian	2	0.5%
Two or More	2	0.5%
American Indian-Alaskan Native	2	0.5%
ELL	338	79%
Bilingual One Way DL	314	70%
At Risk	385	80%
GT	24	5%
SPED	74	21%
Economically Disadvantaged	440	98%
Homeless	32	8%
Mobility Rate	Around 22% 2021-22, it was 25%

 

Demographics Summary Strengths

• Hispanics are the largest percentage of students at Treasure Forest. Celebrations of cultures are represented at TFE.
• 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 25% 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.
Root Cause: Availability of Spanish materials for all content areas and all grade levels is not always available with the rigor required by the curriculum.

Problem Statement 3: The mobility rate of 27% affects the learning of students at Treasure Forest Elementary. During the 2021-22, mobility rate was still 27% even though the school put in place several initiatives for parents and students to understand the importance of coming to school everyday
Root Cause: The economically disadvantage percentage of students at TFE cause an instability in families being able to maintain a permanent residence. In addition, there are two women shelters in the area. Last school year the school received 39 Kinder students out 71 students with no schooling. In addition,31 students in grades 1-5 were enrolled in the bilingual classes for a 7% of total enrollment.

Problem Statement 5: 59% of students met standard on Reading and 54% meet standards for the Math tests on STAAR 2022. While 35% met standard on the Science test
Root Cause: Teachers lack the knowledge to use quality/quantitate data to plan, adjust and deliver effective first good instruction at Tier 1 and Tier II. Working with 70% below grade level in the classrooms tend to be overwhelming for several teachers and it is difficult to establish instructional priorities

Problem Statement 6: Teachers are not using quality/quantitate student data to plan, differentiate and deliver effective instruction at Tier I and Tier 2
Root Cause: Teachers lack the knowledge to use quality/quantitate data to plan and deliver effective first good instruction at Tier 1.

Problem Statement 7: Professional development addressing the social emotional 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. Empathy and compassion at time is confused with low expectations

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

School Year 2021-22

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

TFE STAAR DATA
Grade Levels	2016	2017	2018	2019	2021			2022
					Approaches	Meets	Masters	Approaches	Meets	Masters
3rd Reading	47%	38%	44%	42%	54%	21%	5%	57% +3	12% -9	11% +6
3rd Math	47%	47%	51%	52%	40%	13%	2%	48% +8	13% +1	5% +3
4th Reading	37%	53%	39%	31%	44%	15%	6%	65% +20	18% +3	6%
4th Math	29%	54%	51%	46%	45%	24%	14%	55% +10	13% -11	6% -8
4th Writing	28%	46%	25%	24%	38%	10%	4%	NA	NA	NA
5th Reading	27%	44%	52%	50%	40%	20%	9%	58% +18	8% -12	21% +12
5th Math	40%	55%	70%	55%	55%	15%	5%	53% -2	6% -9	25% +20
5th Science	27%	36%	49%	34%	38%	8%	2%	34% -4	15% +7	3 +1
All students	35%	47%	48%	42%	46%	19%	6%	53%	13%	11%

 

	2019			2021			2022
	Appr	Meets	Master	Appr	Meets	Master	Appr	Meets	Master
Reading	41%	15%	3%	45%	22%	7%	59% +14	29% +7	14% +7
Math	51%	19%	7%	47%	22%	8%	54% +7	24% +2	8%
Science	34%	18%	3%	38%	7%	2%	35% -3	15% +7	3% +1
Writing	24%	7%	0%	37%	6%	2%	NA	NA	NA

 

Early Literacy Progress Monitoring 2021-2022 (Baseline)

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
K				53	74	72	50	77	65%	No
Level	D or Above			G or Above			I or Above
1	20	41	49	19	58	33	49	62	79%	No
Level	I or Above			K or Above			M or Above
2	36	73	49	40	74	78	44	73	60%	No
Level	N or Above			O or Above			P or Above
3	12	71	17	10	73	14	21	71	30%	No
Level	Q or Above			R or Above			S or Above
4	4	58	7	10	60	17	9	58	14%	No
Level	T or Above			U or Above			V or Above
5	15	77	20	15	75	20	36	72	50%	No

 

Student Learning Strengths

TFE Elementary continues to make progress academically as the data shows for the school year 2021-22:

• Reading and Math Interventions for all the students were established for Kinder - 5th Grade students since September 2021
• Reading, Math and Science Performance levels increase during the 2021-22 STAAR administration by :
• Reading : +14 Approaches, +7 Meets, +7 Masters
• Math     : + 7 Approaches , + 2 Meets
• Science : +7 Meets , +1 Master

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 the school and understanding of the importance of attending to school everyday on time.

Problem Statement 3: Teachers are not using quality/quantitative data to plan, differentiate and deliver effective instruction at Tier I and Tier II
Root Cause: Teachers lack the knowledge to use quality/quantitative data to plan, adjust, differentiate and deliver effective first instruction and used of technology in a rigorous way. Working with 70% below grade level in the classrooms tend to be overwhelming for several teachers and it is difficult to establish instructional priorities.

Problem Statement 4: About 30% of the teachers have solid understanding of a PLC to lead to effective academic planning, strong approaches for teaching and learning, and proper assessments cycles.
Root Cause: Vague understanding of the PLC process by teachers and coaches due to the staff rotation every year. No staff capacity had been created due to the 40%- 50% resignations at the end of the school year in the last four years. In addition, TFE coaches had been assigned as a teacher of record due to vacancies or early resignations.

Problem Statement 5: 59% of students met standard on Reading and 54% meet standards for the Math tests on STAAR 2022. While 35% met standard on the Science test
Root Cause: Teachers lack the knowledge to use quality/quantitative data to plan, adjust and deliver effective first good instruction at Tier 1 and Tier II. Working with 70% below grade level in the classrooms tends to be overwhelming for several teachers and it is difficult to establish instructional priorities.

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/quantitative student data to plan, differentiate and deliver effective instruction at Tier I and Tier 2.
Root Cause: Teachers lack the knowledge to use quality/quantitative 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. Last school year the campus faced 11 leave of absences and two early resignations. Instructional coaches became full time 3rd and 4th Grade bilingual teachers as no suitable replacements were found.
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. The school has 50% new teachers every school year making hard to create strong instructional capacity on campus for all grade levels.

Problem Statement 9: The mobility rate of 27% affects the learning of students at Treasure Forest Elementary. During the 2021-22, mobility rate was still 27% even though the school put in place several initiatives for parents and students to understand the importance of coming to school everyday.
Root Cause: The economically disadvantaged percentage of students at TFE causes an instability in families being able to maintain a permanent residence. In addition, there are two women's shelters in the area. Last school year the school received 39 Kinder students out 71 students with no schooling. In addition, 31 students in grades 1-5 were enrolled in the bilingual classes for a 7% of total enrollment.

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 for 2022-23 to include: Principal, Assistant Principal, One Bilingual Instructional Coach, One Bilingual Interventionist and one Science Specialist
• All new teachers have a mentor assigned on campus.
• All student teachers are assigned to master level teachers and teachers are given opportunities to personalize their teaching and learning through conferences, consultants coaching 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 as well as the campus Management Discipline Plan – PBIS
• For 2022-22, K - 2 classes will be self-contain, while 3rd - 5th will be departmentalized.
• TFE will implement Science labs as a part of the weekly rotation for students in 3-5 from the BOY. We will include in the science rotation K-2 for the second semester
• The campus will have,
  • One Bilingual Instructional Coach to serve teachers and students in grades K-2
  • One Bilingual Lead Interventionist to serve teachers and students 3-5
  • One Science Specialist to serve teachers and students in grades K-5

School Processes & Programs Strengths

This school year, we will continue aligning processes and procedures across the campus in the areas of academics and social emotional learning for the students and teachers. 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 specialists will support and coach three 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 both 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.

Due to the bilingual teachers shortage, our 3-5 Bilingual Interventionist had been set as a teacher of record for a 3rd Grade Bilingual Classroom where she will collaborate with an associate teacher.

We have also been provided with 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 teachers who are new to education are assigned to 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 2022-23, 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 the school and understanding of the importance of attending to school everyday on time.

Problem Statement 4: For the last four years between 50% 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 due to staff resignations and leave of absences. The school had 12 leave of absences in 2021-22.

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: 59% of students met standard on Reading and 54% meet standards for the Math tests on STAAR 2022. While 35% met standard on the Science test
Root Cause: Teachers lack the knowledge to use quality/quantitative data to plan, adjust and deliver effective first good instruction at Tier 1 and Tier II. Working with 70% below grade level in the classrooms tends to be overwhelming for several teachers and it is difficult to establish instructional priorities.

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/quantitative student data to plan, differentiate and deliver effective instruction at Tier I and Tier 2.
Root Cause: Teachers lack the knowledge to use quality/quantitative 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 by the rotation of administrators, as well as teachers resignations. The school has had four principals in six years. Family engagement is low; however, events like Meet the Teacher, Open House, Parent Conferences, science and math night are attended by parents. Families also get involved in before and after school activities provided by the school and CIS

Teachers who have stayed with TFE over the years believe that students from poverty are entitled to the same access and equity as all other students.

Perceptions Strengths

Strengthening Positive and Effective culture and climate is a priority for the coming school year through a clear launch of the school mission, vision and collective commitments. 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.

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.
Root Cause: Availability of Spanish materials for all content areas and all grade levels is not always present with the rigor required by the curriculum.

Problem Statement 3: For the last four years between 50% 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 due to staff resignations and leave of absences. The school had 12 leave of absences in 2021-22.

Problem Statement 4: About 30% of the teachers have solid understanding of a PLC to lead to effective academic planning, strong approaches for teaching and learning, and proper assessments cycles.
Root Cause: Vague understanding of the PLC process by teachers and coaches due to the staff rotation every year. No staff capacity had been created due to the 40%- 50% resignations at the end of the school year in the last four years. In addition, TFE coaches had been assigned as a teacher of record due to vacancies or early resignations.

Problem Statement 5: Limited parental involvement and attendance at parent information meetings.
Root Cause: Lack of connection to the school and understanding of the importance of attending to school everyday on time.

Problem Statement 6: Professional development addressing the social emotional needs of the students from poverty is needed for staff.
Root Cause: Teachers are compassionate, but the majority has not experienced the level of poverty which our students experience daily. Empathy and compassion at times is confused with low expectations.

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

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
• RDA data

Student Data: Assessments

• State and federally required assessment information
• STAAR current and longitudinal results, including all versions
• STAAR released test questions
• STAAR Emergent Bilingual (EB) 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 benchmark or common assessments data
• Running Records results
• Observation Survey results
• Texas approved PreK - 2nd grade assessment data
• State-developed online interim assessments
• Grades that measure student performance based on the TEKS

Student Data: Student Groups

• 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
• 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
• Enrollment trends

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
• Equity 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