Campus Improvement Plan 2021-2022
The Panda Path School
- Mission Statement, Vision, Core Values, Core Chartacteristics
- Comprehensive Needs Assessment
- Goal 1: Student Achievement
- Goal 2: Student Support
- Goal 3: Safe Schools
- Goal 4: Fiscal Responsibility
- Campus Funding Summary
Mission Statement, Vision, Core Values, Core Chartacteristics
Spring Branch Independent School District
The Panda Path School
2021-2022 Campus Improvement Plan
Mission Statement
The mission of Panda Path is to nurture, guide and challenge all students, faculty and staff to achieve their maximum potential.
Vision
Dream of a bright future
Believe in yourself and others
Achieve your Highest Potential
Core Values
Every Child
We put students at the heart of everything we do.
Collective Greatness
We, as a community, leverage our individual strengths to reach challenging goals.
Collaborative Spirit
We believe in each other and find joy in our work.
Limitless Curiosity
We never stop learning and growing.
Moral Compass
We are guided by strong character, ethics and integrity.
Core Characteristics of a T-2-4 Ready Graduate
Academically Prepared: Every Child finds joy in learning, has a learner's mindset and is motivated and equipped with the knowledge, skills and competencies to succeed in life.
Ethical & Service-Minded: Every Child acts with integrity, is personally responsible for their actions and is a civically-engaged community member.
Empathetic & Self-Aware: Every Child appreciates differences, forms secure relationships and cares for their own and others’ emotional, mental and physical health.
Persistent & Adaptable: Every Child is fueled by their own passions, interests and goals and perseveres with confidence and courage.
Resourceful Problem-Solver: Every Child thinks critically and creatively and applies knowledge to find and solve problems.
Communicator & Collaborator: Every Child skillfully conveys thoughts, ideas, knowledge and information and is a receptive and responsive listener.
Comprehensive Needs Assessment
- Demographics
- Student Learning
- School Processes & Programs
- Perceptions
- Comprehensive Needs Assessment - Data Documentation
Demographics
Comprehensive Needs Assessment
Demographics
Demographics Summary
- Panda Path serves a high poverty community with approx. 98% of our students economically disadvantage who qualify for free/reduced lunch. The majority of our students are English Learners and speak Spanish as their first language; however, we have seen an influx of new immigrants who speak a Mayan dialect. Most of our students qualify as "at risk" of not graduating from high school.
- We started a PK3 year old program in the 2016-2017 school year as a mid-year pilot. In 2018-2019, we proceeded to implement the program for the full year and added an additional classrooms of students due to increased enrollment after the school year started.
- Panda Path currently has the following units:
- 2.0 PK3 classes:
- 1 ESL/Mainstream sections
- 3 Bilingual Spanish sections
- 2 ESL/Mainstream PK4 classes
- 5 Bilingual Spanish PK4 classes
- 1 PPCD class
Demographics Strengths
In 2020-2021, we offered 2 classrooms of our PK3 program and 7 classes for our PK4 program which is an increase due to the previous year class sizes. Specifically, our bilingual PK4 classrooms were all full at between 24-26 students.
Our PK3 program began the 2016-2017 school year with two sections, 1 ESL/Mainstream and 1 Bilingual Spanish, but we doubled our enrollment during August 2017 registration and added two more sections for a total of 1 ESL/Mainstream section and 3 Bilingual Spanish sections. In August 2018, we had a waiting list so we added an additional teacher and opened an additional PK3 Bilingual classroom.
Two of our ten teachers were new to Panda Path in 2020-2021. 10 out of our 10 teachers are experienced early childhood teachers. Our families experience crises that would be expected of those living in high poverty, but we have family support in our social worker, our family University class, and a we have large number of community partnerships such as the Spring Branch Family Development Center. In 2018-2019, we opened additional open lab time in our parent center in our school and had increased parent participation on campus. We continue to have a robust parent volunteer program and a number of community partnerships.
Problem Statements Identifying Demographics Needs
Student Learning
Comprehensive Needs Assessment
Student Learning
Student Learning Summary
PPS PK4 CIRCLE Literacy Assessment Campus & District Average at End of Year 2020-2021
- Rapid Letter Naming - Campus: 85% & District: 87%
- Rapid Vocabulary - Campus: 78% & District: 72%
- Early Writing - Campus: 75% & District: 92%
- Social Emotional- Campus: 96% & District: 89%
- Math- Campus: 79% & District: 88%
PPS PK4 CIRCLE Literacy Assessment Bilingual & Mainstream Average at End of School Year 2018-2019
- Rapid Letter Naming - Bilingual: 83% & Mainstream: 79%
- Rapid Vocabulary - Bilingual: 78% & Mainstream: 79%
- Early Writing - Bilingual: 93% & Mainstream: 89%
- Social Emotional- Bilingual: 93% & Mainstream: 84%
- Math- Campus: 83%
PPS PK4 CIRCLE Literacy Assessment Campus & District Average at End of Year 2017-2018
- Rapid Letter Naming in English - Campus: 69% & District: 84%
- Rapid Vocabulary - Campus: 55% & District: 49%
- Story Retell and Comprehension - Campus: 93% & District: 89%
- Book and Print Knowledge - Campus: 89% & District: 89%
Student Learning Strengths
Academics:
- In Literacy:
- 85% of our students performed at the On Track level in Rapid Letter Naming (2020-2021 CIRCLE)
- 78% of our students performed at the On Track level in Rapid Vocabulary Naming (2020-2021 CIRCLE)
- 75% of our students performed at the On Track level in Writing (2020-2021 CIRCLE)
- 96% of our students performed at the On Track level in Social Emotional (2020-2021 CIRCLE)
- In Math: 79% of our students performed at the On Track (2020-2021 CIRCLE)
Growth:
PK4 areas showing growth comparing End of Year 2019-2020 to End of Year 2020-2021:
- Rapid letter naming increased by 2 percentage points from 82% in 2020 to 85% in 2021
- Rapid Vocabulary stayed the same from 78% in 2020 to 78% in 2021
- Social Emotional increased by 3 percentage points from 93% in 2020 to 96% in 2021
Closing Gaps:
- Mainstream students increased from 80% to 96% in Rapid Letter Naming (CIRCLE 2020-2021)
- The gap between Mainstream and Bilingual meeting benchmark (Reading) was only 3% points
Problem Statements Identifying Student Learning Needs
Problem Statement 1: We need to continue to develop teacher capacity and knowledge in the new curriculum and in the area of small group instruction and guided reading instruction Root Cause: EOY expectations are evolving and there is a need to align our practices to new expectations.
School Processes & Programs
School Processes & Programs
School Processes & Programs Summary
Instruction
We believe that Every Child has limitless curiosity and the ability to achieve their highest potential. Our goal, Spring Branch T-2-4, drives Panda Path’s vision to ensure student success. Panda Path is a place where students are challenged, and where they form the understanding that school is a great place to be!
- We are committed to meet every child’s unique needs through individualize instruction.
- We utilize multiple data points to drive our targeted and purposeful instruction
- We are dedicated to demonstrate college-ready performance by meeting all Prekindergarten targeted academic and social emotional benchmarks.
- We are determined to close any achievement gaps in order best prepare our students for Kindergarten readiness.
Panda Path values and actively engages parent participation and community involvement in a variety of ways throughout the school year.
Recruitment
- All teachers met highly qualified status.
- All current staff are returning for the 2021-2022 school year except for one teacher who decided to stay home with her baby.
School Processes & Programs Strengths
At Panda Path, our professional learning time continues to be instrumental in allowing us to grow together as a staff. Our teachers are highly dedicated and hardworking. Additionally, in 2020-2021 we added the support role of a lead PK teacher, one of our existing Team Leaders, to coach and mentor our staff and lead professional learning. Other programs and supports we provide are as follows:
- Support is provided through team leaders, Lead teacher and district specialists.
- Team planning expectations are put into place to unpack the new curriculum, create rigorous lesson plans driven by data, and embrace collaboration among all team members that include best practices delivering instruction
- Staff professional development and training takes place weekly on Wednesdays
- Classroom assistants and intervention assistants schedule created to support the needs of all students
- Access to Professional Development and vast amounts of resources are available to teachers
- Team and Family school culture
Problem Statements Identifying School Processes & Programs Needs
Problem Statement 1: Need to restructure systems (Schedules/staff roles) to provide more time and support for students and families experiencing difficulty in achieving the outcomes. Root Cause: PK 3 Student Arrival/Dismissal Supervision demands on support staff and takes away support in classrooms.
Perceptions
Perceptions
Perceptions Summary
Panda Path is a school for early learning located on the far North side of Spring Branch ISD. The campus serves three and four year old students in Prekindergarten from 3 Elementary feeder schools. Each classroom is lead by a certified teacher and a teacher assistant. Campus languages of instruction are English and Spanish. Free bus transportation is provided to all four year old students. Breakfast and lunch is provided to students at no cost.
At Panda Path Early Learning School, we strive to provide high quality pre-school learning experiences for 3 and 4 year old students. Our goal is to encourage learning through age appropriate play and exploration in order to help every child become an independent self-directed learner. At Panda Path we believe in developing a strong relationship with parents and the community to strengthen our ability to provide the best educational experience for our students. Panda Path offers multiple opportunities for parents in our community to get involve with their child’s education through parenting classes, volunteer opportunities and community outreach events. We also work in collaboration with our community partners such as Boys and Girls program, Spring Spirit, and The Spring Branch Health Center to bring the community together to benefit our students and their families. Additionally, we also work in a partnership with parents, students and teachers through the Home/School Compact, which outlines the responsibilities of each member in order to meet the individualized needs of our students.
At Panda Path, we follow the instructional program provided by SBISD and we follow state guidelines for Prekindergarten. We monitor student learning and track their progress through multiple assessment tools. We are committed to help every child be successful and we will provide additional assistance / Intervention to students who need it. Our teacher work together to plan quality lessons and to learn from each other. Our campus culture is one that allows for teacher’s growth and mutual learning.
At Panda Path, technology is used by students and staff to provide on demand access to information, to increase student engagement, to provide opportunities for students to create products, and to practice skills and apply knowledge. We use technology in our classrooms to deliver instruction through the use of the Promethean ActivPanels and we provide opportunities for our students to use IPADS for additional learning in the areas of Literacy and numeracy.
Perceptions Strengths
1. Ongoing Professional Development for our teachers: Panda Path offers a variety of opportunities for our teachers to collaborate and develop their knowledge based and teaching skills by providing professional development for our teachers. We offer weekly campus PD for Teachers (2:45-3:30), weekly campus collaborative teams for Teachers (2:45-3:30); teachers engage in data digs, curriculum dives and individual and grade level planning. During planning sessions, teachers share Math & Literacy instructional strategies.
2. Increased number of teachers in leadership roles: Our teachers are empowered to become leaders in their teams and in their classrooms. Some of our teachers have taken the role of mentors to new teachers and they lead their teams during planning and PLC. Teacher's ownership in student performance is shown during PLCs and data digs.
3. Quality Instructional Program: Each day students participate in three learning workshops focused on higher level thinking skills and problem solving: literacy, math, and projects.
- We maintained a balanced approach to literacy learning by taking each child where they are at the beginning of the year (Beginning of Year Assessment data) and building on their strengths (formative assessment throughout the school year) to help them reach their full potential in early reading and writing (End of Year Assessment data).
- Our Math Program concentrated on growing understanding of math concepts by laying a concrete foundation for later abstract thinking.
- Students participated in class projects that allowed them to apply their recently acquired literacy, math, science, and social studies skills in authentic situations.
4. Gross motor lab instruction: Students participate in gross motor instruction daily to allow development of their gross motor skills.
5. Effective use of technology: We use technology effectively to improve student learning as follows:
- Teachers use the internet to find research and resources to support their instructional content, planning and implementation. Need to continue to build collaborative networks (i.e. wikis, blogs, goggle docs, campus web page, Lync, Skype, etc.) to share information across teachers.
- Students use the apps on iPads and Chrome Books to practice literacy and math skills; generate collections of stories/books; etc.
- Students participate in electronic benchmark testing at the beginning, middle, and end of the school year (CIRCLE). Students engage with interactive and responsive software (iStation, Dreambox) to practice skills on a weekly basis.
- Parents have access to ReadyRosie app 24/7 to practice suggested skills with their child.
Comprehensive Needs Assessment - Data Documentation
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
Student Data: Assessments
- Local benchmark or common assessments data
- Running Records results
- Observation Survey results
- Istation Indicators of Progress (ISIP) reading assessment data for Grades PK-2
- Prekindergarten Self-Assessment Tool
- 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
- 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
Student Data: Behavior and Other Indicators
- Attendance data
- Mobility rate, including longitudinal data
- 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
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
- Communications data
- Capacity and resources data
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - EARLY LITERACY
- Performance Objective 3 - GAP-CLOSING
- Performance Objective 4 - STUDENT GROWTH
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Every student at The Panda Path School will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2022, The Panda Path School will increase the % of students who meet or exceed the benchmark cut score on the CIRCLE assessment: Rapid Letter Naming, Rapid Vocabulary, Writing, Math, Social Emotional Learning by 4 percentage points.
2020-21: Rapid Letter - 85%; Rapid Vocabulary Naming - 78%; Writing 75%; SEL 95%; Math 79%
2019-20: Not Rated due to COVID
2018-19: Rapid Letter - 82%; Rapid Vocabulary - 78%; Writing 93%; SEL 93%; Math 83%
2017-18: Rapid Letter - 77%; Rapid Vocabulary - 55%; Writing 87%; SEL 77%; Math 71%
Targeted or ESF High Priority
HB3 Goal
Evaluation Data Sources: EOY CIRCLE Assessment Data
Strategy 1: Purchase materials for classrooms to ensure teachers have access to resources needed to provide quality instruction with emphasis in improving small group Instruction: |
Strategy 2: Conduct a book study / training on best practices and phonemic awareness for Prekindergarten students. Strategy's Expected Result/Impact: 1. Increase the use of shared reading materials in the classroom, charts in library center and use of big books and flipcharts. 2. Increase the use of books and poems in chart center to develop concepts of print and word awareness. 3. More personalized teaching for each student in small groups. 4. Increase targeted instruction and activities on phonemic awareness. Each teacher will have a copy of the books needed and attend phonemic awareness training. Staff Responsible for Monitoring: Campus Director, Team Leaders Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Targeted Support Strategy Funding Sources: Books, charts, big books, and other shared reading materials - 211 - Title I, Part A - 6329 - $1,000 |
Strategy 3: Develop science vocabulary and by providing real life experiences. Houston Museum of Natural Science- Wildlife on Wheels programs will be brought in to school. Young Audiences Performances- select 2 or 3 performances appropriate for PK students (puppets, nursery rhymes or fair tales). Strategy's Expected Result/Impact: HMNS in-school study trips reinforce science concepts that have been introduced in the classroom. Increase in vocabulary related to the units of study being studied. Staff Responsible for Monitoring: Team Leaders Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Additional Targeted Support Strategy Funding Sources: In-school study trips - 211 - Title I, Part A - 6299 - $1,800 |
Strategy 4: Learning centers will be established in the classrooms in order to provide independent learning in all curricular areas. This includes: -literacy centers -listening centers -writing centers -art centers -social studies -science -fine motor development -technology Strategy's Expected Result/Impact: 1. Increase student performance in all areas due to the alignment/ correlation of implemented centers to the state PK guidelines. 2. Equal access and opportunity to the different centers for all students by providing a rotation chart. Staff Responsible for Monitoring: Director, Classroom teachers Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Additional Targeted Support Strategy Funding Sources: Center Materials - 211 - Title I, Part A - 6399 - $2,500, Materials for classroom - 211 - Title I, Part A - 6399 - $200, Materials for Fine Motor development - 211 - Title I, Part A - 6399 - $631 |
Strategy 5: Project approach will be used in order to provide students with interdisciplinary experiences. Students will select a topic to be studied. Supplies & materials will be provided for the topic selected. A study trip is an integral part of the project approach. This study trip will be provided to each classroom as well as transportation to the study trip. Parents will be invited to participate in the study trip with their child. A home activity will involve parents in the topic being studied. Mainstreet Theater- students visit a theater and view a life performance based on a favorite trade book (Click Clack Moo) in order to help create a real life experience for students and develop vocabulary. Strategy's Expected Result/Impact: Increase in students use of specific vocabulary associated with the class project. Increase in writing and reading associated with the classroom project. Staff Responsible for Monitoring: Director, Team Leaders Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 3: Positive School Culture, Lever 4: High- Quality Curriculum, Lever 5: Effective Instruction - Additional Targeted Support Strategy Funding Sources: Study trips - transportation - 211 - Title I, Part A - 6494 - $1,200 , Student Transportation - 199 PIC 32 - Pre-Kindergarten - 6494 - $1,100, Study Trips, Parent involvement in study trip, - 211 - Title I, Part A - 6412 - $2,100 |
Strategy 6: Support language development and conceptual development by providing in school experiences that are in line with the PK guidelines and SBISD curriculum. These will include: -Pumpkin/Fall Festival -Go Texas/Square Dance -Rodeo Day -Spring Fling -Holiday Sing Along -Share your Love for reading -Field Day -Splash Day Strategy's Expected Result/Impact: 1. Students are able to name cultural holidays they have participated. Increase in writing and reading associated with the cultural holidays. 2. Parents attend events such as Square Dance, Holiday Sing Along, Field Day etc. 3. Increase parental engagement. Staff Responsible for Monitoring: Committee Chairs Title I Schoolwide Elements: 3.1, 3.2 - TEA Priorities: Build a foundation of reading and math, Connect high school to career and college - ESF Levers: Lever 3: Positive School Culture -Additional Targeted Support Strategy Funding Sources: Parent involvement and student supplies for in school experiences - 211 - Title I, Part A - 6499 - $200 |
Strategy 7: Professional Development for Staff at Region IV. Provide the opportunity for teachers to attend conference and bring back new teaching strategies to be implemented in the classroom. Summer Early Childhood Conference Write out of the Box (fine motor training) Positive Discipline Technology Staff Development Elementary Technology Conference Strategy's Expected Result/Impact: Attendance Certificate Staff Responsible for Monitoring: Director, Administrative Assistant Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Additional Targeted Support Strategy Funding Sources: Professional Development - 211 - Title I, Part A - 6239 - $700 |
Strategy 8: Professional Development for Director Strategy's Expected Result/Impact: Use of independent centers during math time. Staff development units shared at the district level and placed on campus website. Eduphoria courses Sign in sheets Staff Responsible for Monitoring: Director Title I Schoolwide Elements: 2.4 Funding Sources: Director travel and professional development - 211 - Title I, Part A - 6411 |
Performance Objective 2 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Every student at The Panda Path School will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: EARLY LITERACY: By June 2022, The Panda Path School will increase the % of students meeting CIRCLE Reading Assessment Rapid Letter Naming (RLN) Component End-of-Year Benchmark by 4 percentage points or ≥ 90%.
2020-21: PK4 85% Meeting CIRCLE RLN EOY Benchmark
Targeted or ESF High Priority
HB3 Goal
Evaluation Data Sources: CIRCLE Progress Monitoring Tool, Running records
Strategy 1: Provide professional development in the area of balanced literacy and small group instruction (different types) to all teachers in order to develop PK4 student's reading readiness so that we can increase by at least 10 points the number of students reading at a level A or above at the end of the year (Target: 64% or above). Strategy's Expected Result/Impact: Increase teacher effectiveness in small group instruction and increase number of PK4 students reading at a level A or above at the EOY. Staff Responsible for Monitoring: Teachers, Director Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Additional Targeted Support Strategy |
Strategy 2: Implementation of the awards ceremonies for PK4 students who reach their goals. Students will get a custom made medal based on their accomplishments. 1. "I know my alphabet" for students who master all the letters and sounds on the alphabet. 2. "I can read" (Bronze, silver, gold medals) for students who reach level A or above at any time during the school year. 3. "I can count to 30" for students who can rote count to 30. Strategy's Expected Result/Impact: Student pride and increased motivation to learn and focus to learn target skills. Staff Responsible for Monitoring: Teachers, Director Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture, Lever 5: Effective Instruction Funding Sources: Purchase medals - 199 PIC 32 - Pre-Kindergarten - 6399 - $400 |
Strategy 3: Students will be able to adopt a Reading Buddy in the adoption center at Panda Path when they are able to ready at a level A or above. Students will adopt their reading pal, give it a name and take it home to read to them every night. Strategy's Expected Result/Impact: Increase student motivation to read at school and at home, with the teacher and independently resulting in increased performance in reading. Staff Responsible for Monitoring: Director, Teachers Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 5: Effective Instruction Funding Sources: Books to take home with reading pals - 199 PIC 32 - Pre-Kindergarten - 6399 - $400, Other Reading Materials-Parents - 211 - Title I, Part A - 6329 - $355 |
Strategy 4: By June 2022, The Panda Path School will increase by 10 percentage points the % of students reading at a level A or above. Strategy's Expected Result/Impact: Baseline: 2020-21: PK4 54% Meeting EOY Benchmark (RL A or above) Target: 2021-22: PK4 64% Meeting EOY Benchmark (RL A or above) |
Performance Objective 3 - GAP-CLOSING
Goals
Goal 1: STUDENT ACHIEVEMENT. Every student at The Panda Path School will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: GAP-CLOSING: By June 2022, The Panda Path School will increase overall performance on pre-kindergarten assessments to narrow the gap by at least 4 percentage points between EL/non-EL students on CIRCLE while all performance improves.
2020-21: EL 50%; non-EL 53%
2019-20: Not Rated due to COVID
2018-19: EL 73%; non-EL 67%
2017-18: EL 50%; non-EL 54%
Targeted or ESF High Priority
HB3 Goal
Evaluation Data Sources: EOY CIRCLE Assessment: Rapid Vocabulary
Strategy 1: Provide an intervention paraprofessional to support students who need additional intervention and practice in the classroom. She will also support the school library where she will encourage student's love for Reading and will maintain the school library inventory throughout the year. Strategy's Expected Result/Impact: Provide interventions and supports for students who are struggling academically. This additional instruction will help close existing academic gaps. She will provide support to parents so that they can appropriately support the student's success at school. Staff Responsible for Monitoring: Director Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers, Lever 5: Effective Instruction Funding Sources: Support Personnel-Paraprofessional Interventionist - 211 - Title I, Part A - 6129 - $22,374 , TRS - 211 - Title I, Part A - 6146 - $2,356 , Support Personnel-Insurance - 211 - Title I, Part A - 6142 - $3,600 , Support Personnel-WC - 211 - Title I, Part A - 6143 - $146, Support Personnel-Medicare - 211 - Title I, Part A - 6141 - $332 |
Performance Objective 4 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Every student at The Panda Path School will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: STUDENT GROWTH: By June 2022, The Panda Path School will increase the % of students who meet or exceed the benchmark cut score on the CIRCLE assessment: Rapid Letter Naming, Rapid Vocabulary, Writing, Social Emotional Learning, and Math by at least 10 percentage points from MOY to EOY or ≥ 90%.
2020-21: Rapid Letter - 85%; Rapid Vocabulary - 78%; Writing 75%; SEL 96%; Math 79%
2019-20: Not Rated due to COVID
2018-19: Rapid Letter - 82%; Rapid Vocabulary - 78%; Writing 93%; SEL 93%; Math 83%
2017-18: Rapid Letter - 77%; Rapid Vocabulary - 55%; Writing 87%; SEL 77%; Math 71%
Targeted or ESF High Priority
HB3 Goal
Evaluation Data Sources: EOY CIRCLE Assessment Data
Strategy 1: Conduct Mid-year data analysis and conferences with teachers to review progress of students. Identify students needing additional instruction and determine plan of action/intervention with targeted instruction 2-3 times a week. Strategy's Expected Result/Impact: Increase student performance and measure progress in different checkpoints throughout the semester. Compare EOY data with MOY data to determine student growth and the level of efficacy of instruction/ intervention. Staff Responsible for Monitoring: Campus Director, Team Leaders Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Improve low-performing schools - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction - Additional Targeted Support Strategy |
Goal 2: Student Support
Student Support
Performance Objective 1 - SCHOOL CONNECTEDNESS
Goals
Goal 2: STUDENT SUPPORT. Every student at The Panda Path School will benefit from an aligned system that supports his/her academic and social- emotional needs.
Performance Objective 1: SCHOOL CONNECTEDNESS: By June 2022, 90% or above of students at The Panda Path School will meet expectations on the Social Emotional Learning portion of the CIRCLE assessment.
2020-21: Social/Emotional - 95%
2019-20: Not Rated due to COVID
2018-19: Social/Emotional - 93%
2017-18: Social/Emotional - 77%
Targeted or ESF High Priority
HB3 Goal
Evaluation Data Sources: Social-Emotional Learning CIRCLE EOY Checklist
Strategy 1: Recognize student achievement by having perfect attendance certificates each nine weeks and best attendance parties for classrooms with best attendance every four weeks (twice per nine weeks period). Strategy's Expected Result/Impact: Attendance will be at 90% or higher each nine weeks. Staff Responsible for Monitoring: Administrative Assistant, ADA Title I Schoolwide Elements: 2.4, 2.5, 2.6 - ESF Levers: Lever 3: Positive School Culture Funding Sources: Instructional supplies for perfect attendance - 199 PIC 34 - Pre-K At Risk/SCE - 6399 - $400 |
Strategy 2: Secure a full time Communities in School (CIS) worker at Panda Path. The roles of this CIS worker will enhance our program as follows: 1. Academic enhancement and support- including tutoring and extended learning time 2. College and career awareness- including preparation and transition 3. Health and human services- including mental health and basic needs 4. Parental and family engagement- including home visits and consultation 5. Supportive guidance and counseling- both individual and group 6. Enrichment activities- including mentoring Strategy's Expected Result/Impact: CIS customizes supports for students and families and provides individual case management services, engaging the community as part of this process. Connect parents with services needed for basic needs such as food clothing, utilities and rent. Staff Responsible for Monitoring: Director Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Build a foundation of reading and math, Improve low- performing schools - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture |
Strategy 3: Our goal is to enroll at least 30 families to attend Family U and attend 2 sessions weekly for the duration of the program. Strategy's Expected Result/Impact: This program invites families with children ranging from the ages of 0-3 to come to school and spend time in a classroom environment to provide a rich language environment as well as guidance in the development of parenting skills. Staff Responsible for Monitoring: Director Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Build a foundation of reading and math, Improve low- performing schools - ESF Levers: Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction Funding Sources: Parent Liaison - salary - 211 - Title I, Part A - 6129 - $25,969 , Parent Liaison - TRS - 211 - Title I, Part A - 6146 - $2,674 , Parent Liaison - Medicare - 211 - Title I, Part A - 6141 - $377 , Parent Liaison - WC - 211 - Title I, Part A - 6143 - $166 , Reading Materials - Parents - 211 - Title I, Part A - 6329 - $200 , Parent Liaison - insurance - 211 - Title I, Part A - 6142 - $3,600 |
Strategy 4: Provide supplies for nurse to care for students. Strategy's Expected Result/Impact: Healthy students will be more successful. Staff Responsible for Monitoring: Director, Nurse Title I Schoolwide Elements: 2.4, 2.5, 2.6 - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported Teachers Funding Sources: Clinic - 199 PIC 99 - Undistributed - 6399 - $450 |
Strategy 5: Provide high functioning and efficient front office to support families and staff Strategy's Expected Result/Impact: Meeting family and staff needs will enhance building climate and increase student performance. Staff Responsible for Monitoring: Director Title I Schoolwide Elements: 3.1, 3.2 - ESF Levers Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well- Supported Teachers, Lever 3: Positive School Culture Funding Sources: Front office substitutes - 199 PIC 99 - Undistributed - 6122 - $280 , Front Office supplies and materials - 199 PIC 99 - Undistributed - 6399 - $2,000 , Front office substitutes - TRS - 199 PIC 99 - Undistributed - 6146 - $2, Technology supplies - radios - 199 PIC 99 - Undistributed - 6399 - $200 , Front office substitutes - Medicare - 199 PIC 99 - Undistributed - 6141 - $5 , Flyers, newsletters, e newsletters, road signs, distribution materials - 199 PIC 99 - Undistributed - 6299 - $400, Front office substitutes - WC - 199 PIC 99 - Undistributed - 6143 - $3 |
Strategy 6: Provide transitional visits for our prekindergarten students to visit their future elementary campuses. Strategy's Expected Result/Impact: Enhance a positive transition from PK school to elementary campuses. Staff Responsible for Monitoring: Director Title I Schoolwide Elements: 2.4, 2.5, 2.6 - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture Funding Sources: Transitional Visits - 211 - Title I, Part A - 6494 - $500 |
Strategy 7: By May 2022, at least 4 projects will be completed and 2 projects will be shared and celebrated/displayed in a meaningful way by inviting the community. In 2020-2021, no projects were celebrated/displayed in a meaningful way by inviting the community due to COVID. Strategy's Expected Result/Impact: This activity will allow parents to see their child's work and it will increase student motivation to work hard and to do their best in other to share with their parents their accomplishments. It will also increase parental engagement and school climate. Staff Responsible for Monitoring: Director Title I Schoolwide Elements: 2.4, 2.5, 2.6 - TEA Priorities: Build a foundation of reading and math, Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction Funding Sources: Projects Approach classroom materials - 211 - Title I, Part A - 6399 - $1,500 |
Performance Objective 2 - GUIDANCE AND COUNSELING
Goals
Goal 2: STUDENT SUPPORT. Every student at The Panda Path School will benefit from an aligned system that supports his/her academic and social- emotional needs.
Performance Objective 2: GUIDANCE AND COUNSELING: Each classroom will implement and support social-emotional learning curriculum.
Evaluation Data Sources: Training materials and attendance rosters
Goal 3: Safe Schools
Safe Schools
Performance Objective 1 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. The Panda Path School will ensure a safe and orderly environment.
Performance Objective 1: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Evaluation Data Sources: Campus Safety Committee roster
Strategy 1: CAMPUS SAFETY COMMITTEE: Establish Campus Safety Committees composed of a cross section of stakeholders to look at matters related to campus safety. Strategy's Expected Result/Impact: Each Campus principal will recruit a safety team and provide a roster. Each campus team will meet three times per year so that all campuses will be able to refine safety practices. Staff Responsible for Monitoring: Director Title I Schoolwide Elements: 2.4, 2.5, 2.6 - ESF Levers: Lever 1: Strong School Leadership and Planning |
Strategy 2: HARRIS COUNTY DEPARTMENT OF EDUCATION: Participate in the Harris County Department of Education (HCDE) campus safety audit Strategy's Expected Result/Impact: Campus will develop action plans to address any deficiencies as a result of safety audits. Staff Responsible for Monitoring: Director, Safety Committee Title I Schoolwide Elements: 2.4, 2.5, 2.6 - ESF Levers: Lever 1: Strong School Leadership and Planning |
Performance Objective 2 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. The Panda Path School will ensure a safe and orderly environment.
Performance Objective 2: EMERGENCY OPERATIONS: Develop Campus Emergency Operations Procedures (EOP) that comply with SB 11, and include Standard Operating Procedures.
Evaluation Data Sources: Campus emergency operation procedures documents
Summative Evaluation: None
Strategy 1: EMERGENCY OPERATIONS PROCEDURES: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures. Strategy's Expected Result/Impact: Campus EOP is turned in and filed by September 1st. Staff Responsible for Monitoring: Director Title I Schoolwide Elements: 2.4, 2.5, 2.6 - ESF Levers: Lever 1: Strong School Leadership and Planning |
Strategy 2: EMERGENCY OPERATIONS PROCEDURES: Update campus EOP annually and train staff at the start of each school year. Strategy's Expected Result/Impact: Campus procedures maintained in campus EOPs. Staff training documents maintained. EOP submitted by September 1st. Staff Responsible for Monitoring: Director, Safety Committee Title I Schoolwide Elements: 2.4, 2.5, 2.6 - ESF Levers: Lever 1: Strong School Leadership and Planning |
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Goals
Goal 4: FISCAL RESPONSIBILITY. The Panda Path School will ensure efficient and effective fiscal management of resources and operations to maximize learning for all students.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices so that financial resources provide the maximum possible support for T-2-4.
Evaluation Data Sources: Year-To-Date (YTD) Budget Reports (monthly, quarterly, annually)
Summative Evaluation: None
Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage the money in PPS budget. Strategy's Expected Result/Impact: Error free records. Documentation of purchases and orders. Staff Responsible for Monitoring: Director, Administrative Assistant Title I Schoolwide Elements: 2.4, 2.5, 2.6 - ESF Levers: Lever 1: Strong School Leadership and Planning |
Campus Funding Summary
Campus Funding Summary
199 PIC 23 - Special Education | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | SPED paraprofessional Substitute - Medicare | $10.00 |
1 | 1 | 1 | SPED paraprofessional Substitute - WC | $5.00 |
1 | 1 | 1 | SPED paraprofessional Substitute | $350.00 |
Sub-Total | $365.00 | |||
Budgeted Fund Source Amount | $365.00 | |||
+/- Difference | $0.00 |
199 PIC 32 - Pre-Kindergarten | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Supplies for classroom | $8,863.00 |
1 | 1 | 1 | TRS for Substitutes | $2.00 |
1 | 1 | 5 | Student Transportation | $1,100.00 |
1 | 2 | 2 | Purchase medals | $400.00 |
1 | 2 | 3 | Books to take home with reading pals | $400.00 |
Sub-Total | $10,765.00 | |||
Budgeted Fund Source Amount | $12,865.00 | |||
+/- Difference | +$2,100.00 |
199 PIC 34 - Pre-K At Risk/SCE | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Supplies and materials for at risk | $700.00 |
2 | 1 | 1 | Instructional supplies for perfect attendance | $400.00 |
Sub-Total | $1,100.00 | |||
Budgeted Fund Source Amount | $1,100.00 | |||
+/- Difference | $0.00 |
199 PIC 35 - PreK Bilingual | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 1 | Substitutes for Classroom Assistants | $2,000.00 |
1 | 1 | 1 | WC for Substitute | $5.00 |
1 | 1 | 1 | Medicare for Substitutes | $10.00 |
Sub-Total | $2,015.00 | |||
Budgeted Fund Source Amount | $2,015.00 | |||
+/- Difference | $0.00 |
199 PIC 99 - Undistributed | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
2 | 1 | 4 | Clinic | $450.00 |
2 | 1 | 5 | Front office substitutes | $280.00 |
2 | 1 | 5 | Front office supplies and materials | $2,000.00 |
2 | 1 | 5 | Front office substitutes - TRS | $2.00 |
2 | 1 | 5 | Technology supplies - radios | $200.00 |
2 | 1 | 5 | Front office substitutes - Medicare | $5.00 |
2 | 1 | 5 | Flyers, newsletters, e newsletters, road signs, distribution materials | $400.00 |
2 | 1 | 5 | Front office substitutes - WC | $3.00 |
Sub-Total | $3,340.00 | |||
Budgeted Fund Source Amount | $3,655.00 | |||
+/- Difference | +$315.00 |
211 - Title I, Part A | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
1 | 1 | 2 | Books, charts, big books, and other shared reading materials | $1,000.00 |
1 | 1 | 3 | In-school study trips | $1,800.00 |
1 | 1 | 4 | Center Materials | $2,500.00 |
1 | 1 | 4 | Materials for classroom | $200.00 |
1 | 1 | 4 | Materials for Fine Motor development | $631.00 |
1 | 1 | 5 | Study trips - transportation | $1,200.00 |
1 | 1 | 5 | Study Trips, Parent involvement in study trip, | $2,100.00 |
1 | 1 | 6 | Parent involvement and student supplies for in school experiences | $200.00 |
1 | 1 | 7 | Professional Development | $700.00 |
1 | 1 | 8 | Director travel and professional development | $0.00 |
1 | 2 | 3 | Other Reading Materials-Parents | $355.00 |
1 | 3 | 1 | Support Personnel-Paraprofessional Interventionist | $22,374.00 |
1 | 3 | 1 | TRS | $2,356.00 |
1 | 3 | 1 | Support Personnel-Insurance | $3,600.00 |
1 | 3 | 1 | Support Personnel-WC | $146.00 |
1 | 3 | 1 | Support Personnel-Medicare | $332.00 |
2 | 1 | 3 | Parent Liaison - salary | $25,969.00 |
2 | 1 | 3 | Parent Liaison - TRS | $2,674.00 |
2 | 1 | 3 | Parent Liaison - Medicare | $377.00 |
2 | 1 | 3 | Parent Liaison - WC | $166.00 |
2 | 1 | 3 | Reading Materials - Parents | $200.00 |
2 | 1 | 3 | Parent Liaison - insurance | $3,600.00 |
2 | 1 | 6 | Transitional Visits | $500.00 |
2 | 1 | 7 | Projects Approach classroom materials | $1,500.00 |
Sub-Total | $74,480.00 | |||
Budgeted Fund Source Amount | $75,480.00 | |||
+/- Difference | +$1,000.00 |
282 ARP21 (ESSER III Campus Allocations) | ||||
Goal | Objective | Strategy | Resources Needed | Amount |
$0.00 | ||||
Sub-Total | $0.00 | |||
Budgeted Fund Source Amount | $19,000.00 | |||
+/- Difference | + $19,000.00 | |||
Grand Total | $92,065.00 |