Campus Improvement Plan 2021-2022

Comprehensive Needs Assessment

Demographics

Demographics Summary

Terrace has approximately 391 students in grades K-5. 1 class per grade level is bilingual Spanish in K-5th. 
Demographics are as follows:

• 398 Students K-5
• 68.03% Hispanic
• 16.11% White
• 5.37% African American
• 7.42% Asian
• 2.56% Two or more
• 76.47% Economically Disadvantaged
• 39.13% English Learners (13.30% ESL, 24.04% Bilingual)
• 61.89% At Risk
• 17.39% Special Education
• 7.67% Dyslexia
• 6.39% GT

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. 

Low mobility rates.

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 

Student Achievement

2021 Spring Data

Due to Covid 19, STAAR was cancelled in 2020. Based on our 2019 spring performance in Domain 3, we received an overall grade of D. Terrace was also designated as Targeted Improvement for Meets level performance in Reading and Math. We began a targeted improvement plan which focused on the implementation of a tight data driven instruction and intervention. We utilized the district common assessments and tracked student data and progress frequently. This work resulted in improvement identified in our TIP plan each quarter. Our goal targets were set at 80% approaches, 50% Meets, 30% Masters. Although we did not meet our targets, we maintained our prior year's Meets level score despite the interruption of school due to Covid. 4th grade math did meet the Meets level target.

TCE STAAR	2018/2019			2020/2021
	Approaches	Meets	Masters	Approaches	Meets	Masters
All-Reading	69%	35%	15%	63%	36%	15%
All-Math	72%	35%	16%	64%	35%	16%
3rd- Reading	69%	20%	8%	55%	33%	16%
3rd-Math	69%	20%	8%	58%	22%	8%
4th-Reading	56%	30%	11%	64%	30%	8%
4th-Math	65%	34%	18%	73%	50%	26%
4th-Writing	53%	24%	2%	52%	29%	2%
5th-Reading	86%	46%	22%	71%	44%	23%
5th Math	80%	48%	20%	65%	32%	14%
5th-Science	72%	36%	14%	68%	32%	15%

 

Running Record Reading Data

A summary of Grades K -5 Reading level data for the 2020-2021

ALL Students Oct.		ALL Students May
Below Grade Level	37%	Below Grade Level	22%	-15
Approaching Grade Level	18%	Approaching Grade Level	21%	+3
On Grade Level	23%	On Grade Level	18%	-5
Above Grade Level	22%	Above Grade Level	39%	+17

 

Students reading below grade level decreased by 15%, students approaching grade level increased by 3%, students on grade level decreased by 5% however students reading above level increased by 17%.

2021 MAP
% of students meeting or exceeding conditional growth index: 

• Reading 
• Math 

(EOY goal set at 65%)

2019 Spring Results
 
In 2019, our results declined in some areas compared to 2018 results. 5th grade made gains in reading with 86% of students passing after round 2 and at least 46% were at the Meets level in reading and math. 4th grade math increased, 4th grade reading declined and writing remained consistent.

Reading Total: 69% Approaches, 35% Meets, 15% Masters

Math Total: 72% Approaches, 35% Meets, 16% Masters

Writing 53% Approaches, 24% Meets, 2% Masters

Science 72% Approaches, 36% Meets, 14% Masters

Domain 3 (4 areas)

Academic Achievement Target: Meets level was 44% in Reading and 46% in Math. TCE was at 35% Meets level in both reading and math.

Subpopulation data: target score/TCE score

Reading: All 44/35, AA 32/13, H 37/31, W 60/50, A 74/42, ED 33/31, EL 29/30, SP current 19/27, SP former 36/29, Cont. Enrolled 46/37, Not Cont. Enrolled 42/25 

Math: All 46/35, AA 31/13, H 40/32, W 59/43, A 82/58, ED 36/31, EL 40/39, SP current 23/18, SP former 44/14 Cont. Enrolled 47/35, Not Cont. Enrolled 45/39.

Growth Target: 66 reading, 71 math. TCE was at 72 in reading and 67 in math. We hit all reading targets needed. We did not hit math.

Subpopulation data: target score/TCE score

Reading: All 66/72, H 65/69, W 69/75, A 77/94, ED 64/71, EL 64/74 ,SP current 59/33, Cont. Enrolled 66/71, Not Cont. Enrolled 67/79

Math: All 71/67, H 69/65, W 74/83, A 86/63, ED 68/65 , EL 68/52 , SP current 61/63 , Cont. Enrolled 71/67, Not Cont. Enrolled 70/69.

English Language Proficiency Status Target: 36, TCE met the target with a score of 44. 

Student Success Status Target: 47, TCE score 39. EL target met, all others not met.

Subpopulation data: target score/TCE score

All 47/39, AA 36/17, H 41/37, W 58/47, A 73/51, ED 38/35, EL 37/37 ,SP current 23/20, SP former 43/24 Cont. Enrolled 48/39, Not Cont. Enrolled 45/36

2019 MAP

BOY '18 to EOY '19 MAP % of students meeting or exceeding growth targets by grade level. We met our MAP growth goal in reading and surpassed our goal in math.

TERRACE EL K 72% Reading 77% Math 
TERRACE EL 1 44% Reading  48% Math
TERRACE EL 2 70% Reading  71% Math
TERRACE EL 3 57% Reading  71% Math
TERRACE EL 4 47% Reading  41% Math
TERRACE EL 5 63% Reading  71% Math
TERRACE EL Total 60% Reading 63%   Math Meeting or Exceeding Growth

 

Student Learning Strengths

Reading level data in grades K -5 continuously improving with the implementation of the Teachers College Reading and Phonics Units of Study. 

Writing data and writing volume in grades K-5 continues to improve with the implementation of Teachers College Writing Units of Study.

Implementation of a consistent Data Driven instruction and intervention process resulted in continuous improvement throughout the school year on math common assessments.

STAAR performance levels remained consistent with Pre Covid performance data

Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): 36% of all students performed at the Meets level on STAAR in reading. Root Cause: Interrupted implementation of reading program and interventions.

Problem Statement 2 (Prioritized): 35% of all students are performing at the Meets level on STAAR in math. Root Cause: Inconsistent implementation of rigorous data driven math instruction and intervention. Lack of foundational numeracy skills.

Problem Statement 3 (Prioritized): 52% of all 4th grade students performed at the Approaches level on the English Writing STAAR. Root Cause: Interrupted implementation of consistent, sustainable, research based approach to writing instruction including grammar K-5.

Problem Statement 4 (Prioritized): 32% of all 5th grade students performed at the Meets level on Science STAAR. Root Cause: Significant % of students reading below grade level by 5th grade and in need of vocabulary development with hands on experiences.

Problem Statement 5 (Prioritized): Economically Disadvantaged students are performing 5% points below all students at the Meets level in reading. Root Cause: Consistent approach to vocabulary development and language supports.

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.

We have been a Teachers College Reading and Writing Project (TCRWP) affiliate school. As an affiliate school, our teachers receivedsupport and training from a TCRWP staff developer to implement Reader’s and Writer’s Workshop.

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

We refer to our blended model as “Go Time” because we want to give our students the ability to go at their own pace or receive instruction at their level through differentiated work options. We begin teaching our students to work flexibly starting in Kindergarten with mixed math groups. By 5th grade, our students are able to set personal growth goals, track their own data, and make decisions regarding which work will help them increase their level of proficiency within a standard. We believe in using developmentally appropriate practices which moves student 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. The Vietnamese Bilingual program has closed due to low enrollment.

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 once a week for planning, most meet two to three times per week. Our instructional support team provide 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. Teachers use All in Learning in grades 1-5th to track data. Primary grade levels focused on reading level data and small group supports for reading and math.

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 the Principal meets individually with each teacher in January to review each child's progress. Conversations with teams and administration result in referrals to our student support committee, counselor, or Communities in School. Follow up meetings occur in February and in May.

Personalized Problem Based Learning (PBL) Units

Education research has proven that problem-based learning encourages higher order critical thinking, increases motivation to learn, and enables students to develop more effective communication and social skills.

For these powerful reasons, grade level teams at Terrace began designing problem based learning units in 2017. These units provide opportunities for our students to engage in creative problem solving while learning important science and social studies concepts and skills. The units begin with a global driving question and entry event. Students then follow a personalized pathway based on their level of proficiency within a set of standards. Teachers utilize formative data to help guide their students through the unit and provide a variety of options for students to demonstrate their knowledge and understanding. Students will complete the unit with some type of product or project that they have chosen and created aligned to the driving question. The goal is that our students build empathy, understanding, and find ways to solve problems that exist in the real world.

Technology

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

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

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

 

Every 3rd - 5th classroom has at least 10 ipads and one to one Chromebooks 

Every 2nd grade classroom has 10 ipads and one to one chrome books

Every Kinder and 1st classroom is one to one with Ipads.

Library has been recently refreshed with new technology. 

All classrooms have new Activpanels in grades 1-5.

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 and instructional coaches.

The System of Care team consists of the counselor and Communities in schools student support managers. 

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

Teacher retention remains consistent.

We have three teachers on each grade level except for 2nd and 4th. They have four teachers each.

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

We will also have a new role provided by the district to support Campus Assessments and Instruction. (CAIS).

School Processes & Programs Strengths 

Curriculum and Instruction

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

Terrace will continue as an Affiliate school with Teacher's College and have a staff developer supporting professional development on campus 5 times throughout the year.
 
Personalized blended learning (Go Time) has resulted in success this year and will continue. 

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 have become more advanced with their use and mastery of digital teaching and learning due to Distance Learning during the Covid 19 crisis.

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.

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 principal, counselor, instructional specialist, and interventionists. We also have several new teachers joining the staff. The Principal, instructional coach, and some teachers have moved into central office staff roles.

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 improvement on math common assessments this year.

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 have become more advanced with their use and mastery of digital teaching and learning due to Distance Learning during the Covid 19 crisis.

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 once per week minimum.

Personnel

Strong new teacher mentor program.

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.

Panorama Student Survey 2021

Students in grades 3-5 took the Panorama survey in May. Results are as follows:

• Student Teacher Relationships +2, 87% responding favorably.
• School Climate + 2, 81% responding favorably.
• School Belonging -2, 75% responding favorably
• School Safety 0, 65% responding favorably
• School Rigorous Expectations +6, 88% responding favorably.

We scored above the district and elementary in all areas except School Safety.
Previous year Fall of 2019. This survey indicated increases in all areas from the 2019 spring survey.

• Student Teacher Relationships +7
• School Climate +7
• School Belonging +6
• School Safety +4
• School Rigorous Expectations +1

Due to Covid 19, the last surveys we had for staff and parents are from Spring 2019. At that time, we saw increases in most areas of the staff survey and parts of the parent survey.

Data from Spring 2018- Spring 2019

Campus Staff Survey

• School climate +23
• Core Values +25
• Staff-Leadership Relationships +4
• Professional Learning +15
• Feedback and Coaching +25
• Resources - 1

Non-Campus Staff Survey

• Core Values +1

Teacher Survey

• Teacher Efficacy +16
• Core Values +3
• Student Mindset + 9
• Staff Leadership Relationships + 3
• School Climate +22
• Professional Learning +9
• Faculty Growth Mindset + 8
• Feedback and Coaching +4
• Resources 0

Parent Survey

• Barriers to engagement - 2
• Core Values +3
• Family Engagement +2
• Learning Behaviors -4
• Nutrition +5
• School Climate -1
• School Environment +6
• School Fit +8
• School Safety -2

Parents and Community Information

• Terrace is community neighborhood school.
• Teachers, staff members, and retired Terrace staff members live in the neighborhood.
• Many new families that are moving into our area have young children and toddlers.
• We have a small but strong PTA who won several recognitions in 2021.

Teachers turn in their parent communication logs monthly. Teachers frequently communicate with parents via phone, email, face to face conferences, and Class Dojo & Remind. Each grade level provides a monthly newsletter to parents. The principal sends a weekly newsletter to parents called the Timberwolf Times. School wide communication is sent via call out, email blast, and paper flyer in both English, Spanish, and Vietnamese. Some teachers utilize classroom blogs or Twitter with their parents. We post upcoming events on the marquee.

PTA memberships have increased. We have a strong partnership with Central Bank, The Spring Shadows Moms Club, and United Way. 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. We look forward to allowing visitors and volunteers back on our campus once allowable.

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. There were many increases in our staff survey in the areas of teacher efficacy and school climate pre Covid. We saw increases in almost all areas of Panorama when administered to students in grades 3 -5 in May of 2021 despite the interruptions and challenges of Covid. Several SBISD employees and campus employees send their children to our school. 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 detemined faculty norms that keep us engaged in our work.

Low mobility rate leads to loyal and committed families.

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: 36% of all students performed at the Meets level on STAAR in reading. 
Root Cause 1: Interrupted implementation of reading program and interventions. 
Problem Statement 1 Areas: Student Learning

Problem Statement 2: 35% of all students are performing at the Meets level on STAAR in math.
Root Cause 2: Inconsistent implementation of rigorous data driven math instruction and intervention. Lack of foundational numeracy skills.
Problem Statement 2 Areas: Student Learning

Problem Statement 3: 52% of all 4th grade students performed at the Approaches level on the English Writing STAAR.
Root Cause 3: Interrupted implementation of consistent, sustainable, research based approach to writing instruction including grammar K-5.
Problem Statement 3 Areas: Student Learning

Problem Statement 4: 32% of all 5th grade students performed at the Meets level on Science STAAR.
Root Cause 4: Significant % of students reading below grade level by 5th grade and in need of vocabulary development with hands on experiences.
Problem Statement 4 Areas: Student Learning

Problem Statement 5: Economically Disadvantaged students are performing 5% points below all students at the Meets level in reading.
Root Cause 5: Consistent approach to vocabulary development and language supports.
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
• Covid-19 Factors and/or waivers

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
• 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
• Student Success Initiative (SSI) data for Grades 5 and 8
• Local benchmark or common assessments data
• Running Records results

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
• 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
• TTESS 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