Campus Improvement Plan

Comprehensive Needs Assessment

Demographics

Demographics Summary

Terrace Elementary has a current enrollment of 376 students. Our campus breakdown is as follows: 

Hispanic: 72%

Asian: 5%

African American: 5%

White: 16%

Multi Race: 2%

Economically Disadvantage: 78.8%

Special Ed: 16%

English Learners: 35.46%

GT: 5%

Attendance Rate: 95.5%

Needs:

Small bilingual population.

Multiple families living together.

High percentage of students identified as At-Risk and Economically Disadvantaged. 

EL population needing language supports.

Some of the bilingual students are stronger in English with oral language because their parents speak English fluently. 

High percentage of students receiving special education  services.

Demographics Strengths 

Diverse campus population.

Some teachers live in the community.

District employees choose our school.

Neighborhood school, close community.

The surrounding neighborhood has begun to change with an increase in younger families moving into the homes with   toddlers.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary 

Based on the 2021-2022 Accountability data, Terrace Elementary met standard and obtained an overall rating of B from TEA. The accountability rating summary is indicated below" 

Overall Rating: B

Overall Scale Score: 89 

Student Achievement: 77/C 

School Progress: 89/B 

Academic Growth: 89/B

Relative Performance (Eco Dis: 78.8%) 84/B 

Closing the Gaps: 88/B

Terrace obtained 3 distinction designations: ELA Reading; Postsecondary Readiness; and Comparative Closing the   Gaps.
 

Student Learning Strengths

Campus data shows significant growth across the board. In comparison to 2019 (pre-Covid year). Below are the school accomplishments for 2022: 

• Increased school rating from D to a solid "B"
• Campus overall score increased from 69/D to 89/B 
• Student Achievement increased from 67/D to 77/C 
• School Progress increased from 70/C to 89/B 
• Closing the Gaps increased from 66/D to 88/B
• Earned distinction designations received on ELA/Reading; Closing the Gaps; and Post Secondary Readiness.

Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): 57% of all students performed at the Meets level on STAAR in reading. Root Cause: Students reading below grade level and gap in literacy foundation.

Problem Statement 2 (Prioritized): 43% of all students are performing at the Meets level on STAAR in math. Root Cause: Student lack of number sense, fact fluency, and reading below grade level.

Problem Statement 3 (Prioritized): 22% of all 5th grade students performed at the Meets level on Science STAAR. Root Cause: Lack of vertical alignment, 5E model implementation, and hands on experiences.

Problem Statement 4 (Prioritized): Economically Disadvantaged students are performing 5% points below all students at the Meets level in reading. Root Cause: Students reading below grade level and gap in literacy foundation.

Problem Statement 5 (Prioritized): Special education students are performing 32% points below all students at the Meets grade level in reading. Root Cause: Students reading below grade level and gap in literacy foundation.

Comprehensive Needs Assessment

School Processes &  Programs

School Processes & Programs Summary 

Curriculum and Instruction

Language Arts

At Terrace, we utilize the Teachers College Reading and Writing Project (TCRWP) Units of Study for Reading and Writing Workshop. TCRWP provides a consistent, research informed framework for balanced literacy that is personalized and supports student choice. The goal is to build independent readers and writers for life. We have also implemented the Units of Study in Phonics grades K-2. Students track their reading progress and habits in all grade   levels.

Math

Math instruction is provided through a workshop approach using personalized blended learning strategies. Students work in small groups in their classroom and within the grade level so that they can receive instruction that meets their needs. During this time, student groups can be found actively engaged in a variety of tasks including:

• teacher-led skill group 
• independent practice 
• collaborative problem solving 
• workstations
• personalized practice using adaptive software 
• Students tracking their own progress

We believe in using developmentally appropriate practices which moves students from the concrete, to pictorial, to the abstract. Therefore, all students are provided with the materials, manipulatives, and resources that they may need to understand and apply the  concepts.

Science

Science is taught through the process of inquiry where students are allowed to question their environment in order to discover new things. We utilize Stem Scopes as our main curriculum resource. As we continue to implement Problem Based Learning units, the science curriculum can be taught as a part of solving a larger problem using a variety of resources that align to our TEKS and district scope and  sequence.

Social Studies

Our social studies instruction is often integrated into language arts. We use a variety of resources such as Studies Weekly to support content knowledge. Our students enjoy learning about our community and history through reading, writing, and various hands on  experiences.

One Way Dual Language Program

At Terrace, we offer a bilingual program for native Spanish speakers. Our Spanish bilingual program begins in Kindergarten and goes through 5th grade. 

Elementary Student Support Program

The district Elementary Student Support Program (ESSP) is housed at Terrace. This program is an alternative education placement for elementary students. Students referred to ESSP for mandatory or discretionary placements will return to their home campus after receiving intervention and support for   behavior.

Terrace as a Professional Learning Community

We function as a PLC and focus our collaborative time together on the following questions: What do we want students to know? How will we know they have learned it? What will we do if they don't learn? What will we do if they already know  it?
Teams meet at minimum twice a week for planning.  Our instructional support team provides Curriculum Deep Dives prior to each unit in language arts and math. We use a    backwards design planning model to roadmap our unit. Teams follow the district assessment calendar and administer all common formative assessments in math. Data meetings occur within 48 hours of a given assessment and instructional adjustments are made as well as RTI plans. Students in K-5 track their academic progress using data folders.

We utilize district assessment trackers to document progress after each assessment. Trackers were used this year for reading and math. Trackers are reviewed with teams and monitored by the leadership team. Conversations with teams and administration result in referrals to our student support committee, counselor, or Communities in School.

Technology

Our teams have become proficient with the use of various technology tools and platforms for teaching and learning such Google Classroom, and Seesaw, and Canvas. 

3rd - 5th teams used Google Classroom integrated on their  Canvas.

Kinder - 2nd used Seesaw integrated on their ItsLearning pages. 

Each student has a device. We are a one to one campus.

All classrooms have Activpanels.

Organizational

We are organized to function as interdependent and independent teams who engage in a process that supports a Professional Learning Community. 

The A Team consists of the administrators, instructional specialists, CAIS, and our instructional   coach.

The System of Care team consists of the counselor and Communities in Schools student support managers. We collaborate closely with the district System of Care Team. 

Each grade level team has a team leader including special education and specials.

The Office Team includes our nurse as part of the school support system.

Personnel

We have several new staff members this year including the assistant principal, some teachers and paraprofessionals that come with a variety of experiences to make our school family stronger.

We have three to four teachers on each team in grades K  -5.

We continue to need our instructional specialists and coaches in the areas of language arts, math, and   science.

School Processes & Programs Strengths 

Curriculum and Instruction

Implementation of a personalized, consistent, research based program to support reading and   writing.

Math workshop has resulted in sustaining student achievement. Our goal is to earn distinctions in Math by improving student performance. 

Materials and resources have been purchased to support the curriculum in every  classroom.

Technology

Students utilize technology devices to produce, practice, and for personalized learning opportunities. Teachers receive ongoing support and training.

Organizational

Teams are cohesive and collaborative.

Teams are Professional Learning Communities and use many protocols for planning, data, and assessments.

All staff members support campus events, serve on committees, and other teams to support campus initiatives, projects, and goals. Grade level teams plan at least twice per week  minimum.

Personnel

Strong teacher support, training, and coaching.

Teacher working closely with teammates during planning time. We have a strong and positive climate and culture.
 

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

We are proud to be a strong, collaborative, and fun community. We learn and grow together. Our goal is to ensure growth for every child. We all believe this and are driven towards this goal. The teachers and staff work together to provide rigorous and engaging experiences for our students every day.     Our students are at the heart of everything we do.

Teachers frequently communicate with parents via phone, Dojo, Remind, email, and face to face conferences. Each grade level provides a monthly newsletter to parents. The leadership team sends a weekly newsletter to parents called the Timberwolf Times. School wide communication is sent via call out, email blast, Remind and paper flyer in both English and Spanish. We post upcoming events on the marquee. The campus keeps growing in social media platforms such as Twitter, Instagram, and Facebook.

PTA memberships have increased. We continue to develop strong partnerships with the community. Results of these partnerships include: an increase in volunteers, Campus Improvement Team representatives, Breakfast of Champions sponsorship, 2 Children’s Museum Family Nights, and many donations to support our students and teachers throughout the year.  We need to continue working on increasing parental involvement and PTA  support.

The school principal conducts PLC needs assessments with each grade level. At the end of the school year, the school principal meets with each team including instructional paraprofessional to conduct needs assessments. Each team is able to express what worked, what did not and develop next steps to provide support.

Perceptions Strengths

Terrace has a positive and collaborative school climate. Teachers feel supported taking risks and trying new things. There is a positive relationship between the staff and administration. Terrace has a positive reputation of being a small neighborhood school with incredibly dedicated staff members. We have worked to create a shared vision, mission, and set of core values. We have determined faculty norms that keep us engaged in our work. Many parents express that our school is better than a private school. The are happy with the services provided by all teachers and staff.

Families are happy with the school performance and distinctions attained this school year. The school increased from D rating to B rating with an overall score of 89. 

Supportive PTA whose profits directly support student activities and school  resources.

Active community - local businesses and community members have served on our Campus Improvement Team, PTA, and as volunteers. 

Families choose to send their children to Terrace and request transfers.

Priority Problem Statements

Problem Statement 1: 57% of all students performed at the Meets level on STAAR in   reading.
Root Cause 1: Students reading below grade level and gap in literacy  foundation.
Problem Statement 1 Areas: Student  Learning

Problem Statement 2: 43% of all students are performing at the Meets level on STAAR in   math.
Root Cause 2: Student lack of number sense, fact fluency, and reading below grade  level.
Problem Statement 2 Areas: Student  Learning

Problem Statement 3: 22% of all 5th grade students performed at the Meets level on Science   STAAR.
Root Cause 3: Lack of vertical alignment, 5E model implementation, and hands on  experiences.
Problem Statement 3 Areas: Student  Learning

Problem Statement 4:   Economically Disadvantaged students are performing 5% points below all students at the Meets level in reading.
Root Cause 4: Students reading below grade level and gap in literacy  foundation.
Problem Statement 4 Areas: Student  Learning

Problem Statement 5:   Special education students are performing 32% points below all students at the Meets grade level in reading.
Root Cause 5: Students reading below grade level and gap in literacy  foundation.
Problem Statement 5 Areas: Student  Learning

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

• District 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

• Texas Academic Performance Report (TAPR) data 
• Student Achievement Domain
• Student Progress Domain 
• Closing the Gaps Domain
• Effective Schools Framework data
• Comprehensive, Targeted, and/or Additional Targeted Support Identification 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 
• Student Success Initiative (SSI) data for Grades 5 and  8
• Local diagnostic reading assessment data  
• Local benchmark or common assessments data 
• Running Records results
• 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 

• 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
• Campus department and/or faculty meeting discussions and data 
• Professional development needs assessment data

Parent/Community Data

• Parent surveys and/or other feedback

Support Systems and Other Data

• Processes and procedures for teaching and learning, including program implementation 
• Budgets/entitlements and expenditures data
• Study of best practices