Campus Improvement Plan 2022-2023

Comprehensive Needs Assessment

Revised/Approved: May 19, 2020

Demographics

Demographics Summary

PSE enrollment is approximately 762 in K-5 grade. Our population continues to be a diverse combination of cultures from around the world predominately Hispanic.
In addition we have a Life Skills Unit and an APPLE Unit on campus this year. PSE qualifies for 100% free and reduced lunch.
Attendance rate is 96%.
The majority of our neighborhood consists of multi-unit apartment complexes, a few new cluster homes at the end of the playground area, and an older residential area. Our community partnerships include MHS as our sister school, an after school YMCA program for students, an after school fine arts program provided by our CIS connection, a PSE summer camp, Boy Scouts and Girl Scouts programs, and many local restaurants and businesses who are part of our Good Neighbor Program.
PSE staff consists of predominately Spanish speakers from around the world, a smaller number of non-Spanish speakers from across the US and other countries.

Demographics Strengths

PSE was designated a B school obtaining 5 of the 6 available distinctions.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Closing the gap across all minority groups continues to be a challenge for our school. Root Cause: The majority of the students are reading 1-2 years below grade level when they enter K.

Problem Statement 2: Closing the gap across all minority groups continues to be a challenge for our school which is directly related to poverty and limited digital access. Root Cause: The majority of the students are reading 1-2 years below grade level when they enter K because of limited access in a digital environment.

Problem Statement 3: Achievement needs are for EL students to perform as well as other student groups is a constant issue of poverty which limits access to learning in a digital learning environment. Root Cause: EL students come to PSE into K with limited school experiences and limited or not access to digital devices.

Problem Statement 4: Equal access for virtual learning is not available. No access to internet, hotspots or devices. Root Cause: High poverty causes less electronic access for virtual learning for 77% (FRL rate) of PSE students.

Problem Statement 5: Shortage of certified bilingual teachers. In addition, we no long have bilingual certified teachers on the English side of dual language programs. Root Cause: A shortage of Bilingual certified teachers in all grades.

Problem Statement 6: Second language learners struggle with the curriculum which does not always address their language challenges. Root Cause: Availability of Spanish materials for all content and all grade levels is not available.

Problem Statement 7 (Prioritized): Lack of accessibility to digital learning. Root Cause: High poverty causes limited resources such as internet, hotspots, and electronic devices for families to stay connected.

Problem Statement 8: Organizationally, the immediate switch from face to face learning to virtual learning presented unprecedented challenges for a highly underserved population. Root Cause: COVID -19 pandemic

Problem Statement 9: One to one device deployment for K-5 is not available for students to have 24/7. Root Cause: No personal devices, no internet access and limited hot spots for families continues to widen the gap.

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

PSE students have made significant growth over the past 3 years meeting standards.
All students in grades 2-5 have received intervention 30 minutes per day in reading and math which has been effective in student performance. 
The addition of teacher assistants in the classrooms will provide support with small group instruction to reach more struggling students.
MAP data showed growth in all grade levels, K-5.

Student Learning Strengths

PSE students continue to make progress academically. 
Interventions for all students is provided in grades K-5.
Almost 200 students attended district virtual summer school and campus virtual tutorials.

Problem Statements Identifying Student Learning Needs

Problem Statement 1: Spanish speaking students struggle with acquisition of the English language. Root Cause: Non-English parents/families at home.

Comprehensive Needs Assessment

Revised/Approved: May 19, 2020

School Processes &  Programs

School Processes & Programs Summary

PSE will continue STEM labs and community circles.
Through this process our goal is to deepen student relationships by sharing experiences in our community circle time. 
In addition, the STEM labs will provide a personalized learning experience for students in grades 3-5.
Students will participate in SEL activities provided by the counselor and staff. 
Through the OC-TX initiative we will provide 3 MCLs (multi-classroom leaders).
These additional staff members provide support to the teams, implement small groups for intervention in reading and math. 
MCLs provide coaching and modeling for new staff members, assist with assessment and training.
Guiding coalition meetings are held weekly to analyze student data, to provide training for content areas, assessments and PD.
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.
Family and community events such as meet the teacher, parent conferences, principal monthly coffees, cultural and local celebrations, carnival, movie nights, WATCH Dogs, are provided by the PTA, CIS staff, and PSE staff.
PTA and PSE will continue to purchase electronic devices for student use in the classroom and for assessment purposes.

School Processes & Programs Strengths

Processes and programs are established and implemented with fidelity and integrity to impact performance.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Additional planning time is needed to implement and monitor processes and programs. Root Cause: The number of minutes provided for the school day does not allow additional time within the school day for planning.

Comprehensive Needs Assessment

Revised/Approved: May 19, 2020

Perceptions

Perceptions Summary

PSE has a positive culture, climate and value system of core beliefs. Family engagement is high for events like Meet the Teacher, Open House, Parent Conferences, PTA events and with daily volunteers. Families are also involved in after school activities provided by the school, by CIS, and by the PTA.
Panorama results showed a positive increase in all areas and all areas were above the district results.

Perceptions Strengths

Maintaining a positive and effective culture and climate is strong.
Panorama Survey showed significant positive increases in culture, climate, school connectedness and beliefs.
A strong support system for teachers and students to be successful is initiated by the PTA, sister schools, and individual family donations.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: A more efficient and effective communication source is needed to connect with all families without access. Root Cause: Limited financial resources for families to provide internet services and electronic devices for their children.

Priority Problem Statements

Problem Statement 1: Accessibility to digital learning.
Root Cause 1: High poverty causes limited resources such as internet, hotspots, and electronic devices for families to stay connected.
Problem Statement 1 Areas: Demographics - Parent and Community Engagement - Technology - Demographics

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 CCMR goals
• Performance Objectives with summative review (prior year)
• Campus/District improvement plans (current and prior years)
• Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.
• 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
• 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
• 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

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
• 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
• Dual-credit and/or college prep course completion 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
• 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