Campus Improvement Plan 2020-2021

Comprehensive Needs Assessment

Demographics

Demographics Summary

1. We continue to be in a high poverty community with most of our students qualifying for free/reduced lunch. The majority of our students speak Spanish as their first language. Most of our students qualify as "at risk" of not graduating from high school.
2. We started a PK3 year old program for 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 classroom of students due to increased enrollment after the school year started.
3. The classes will be:
   • 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

Comprehensive Needs Assessment

Student Achievement

Student Achievement Summary

PPS PK4 CIRCLE Literacy Assessment Campus & District Average at End of Year 2018-2019

• Rapid Letter Naming - Campus: 82% & District: 88% 
• Rapid Vocabulary - Campus: 78% & District: 70% 
• Early Writing - Campus: 93% & District: 93%
• Social Emotional- Campus: 93% & District: 92% 
• Math- Campus: 83% & 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: 95% & Mainstream: 89%
• Social Emotional- Bilingual: 98% & 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 Achievement Strengths

Academics:

• In Literacy:
  • 82% of our students performed at the On Track level in Rapid Letter Naming (2018-2019 CIRCLE)
  • 78% of our students performed at the On Track level in Rapid Vocabulary Naming (2018-2019 CIRCLE) 
  • 93% of our students performed at the On Track level in Writing (2018-2019 CIRLCE)
  • 93% of our students performed at the On Track level in Social Emotional (2018-2019 CIRCLE) 
• In Math: 83% of our students performed at the On Track (2018-2019 CIRCLE)
• All Components: 78%-100% of all students were On Track in all components (2018-2019 CIRCLE)

Growth:

PK4 areas showing growth comparing End of Year 2017-2018 to End of Year 2018-2019:

• Rapid letter naming increased by 13 percentage points from 69% in 2018 to 82% in 2019
• Rapid Vocabulary increased by 23 percentage points from 55% in 2018 to 78% in 2019
• Social Emotional increased by 16 percentage points from 77% in 2018 to 93% in 2019 
• All Math components increased between 2 to 29 percentage points from 2018 to 2019
  • Number Discrimination increased by 2 percentage points from 86% in 2018 to 88% in 2019
  • Shape Discrimination increased by 14 percentage points from 77% in 2018 to 91% in 2019
  • Counting Sets increased by 3 percentage points from 69% in 2018 to 72% in 2019
  • Operations increased by 29 percentage points from 25% in 2018 to 54% in 2019

Closing Gaps:

• Mainstream students increased from 69%-80% in Rapid Letter Naming (CIRCLE 2018-2019) 
• Bilingual students increased from 81%-83% in Rapid Letter Naming (CIRCLE 2018-2019)
• The gap between Mainstream and Bilingual Rapid Letter Naming decreased from 12% down to 3%

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: End of year Literacy CIRCLE Assessment data shows achievement gaps between Bilingual and ESL/Mainstream classes in the area of Rapid Letter Naming. Root Cause: Poverty impacts social emotional development and language development which impacts achievement.

Comprehensive Needs Assessment

School Culture and Climate

School Culture and Climate Summary

• Our school is the heartbeat of our community and we encourage participation in all school activities, events, and learning pathways.
• We encourage open communication and a partnership between home and school in order to ensure our collective greatness through student achievement on the highest levels.
• One way that we connect with our community is through our Family U! This program is a parent lab designed specifically for parents with children under three years old in order to learn how to stimulate their children’s development.

School Culture and Climate Strengths

Comprehensive Needs Assessment

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

1. All teachers met highly qualified status.
2. All current staff are returning for the 2020-2021 school year except two teachers who obtained a teaching job in another district closer to their homes.

Staff Quality, Recruitment, and Retention Strengths

Comprehensive Needs Assessment

Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

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.

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: We need to continue to develop our skills teaching virtually when needed Root Cause: The need to go to virtual education when needed due to safety

Comprehensive Needs Assessment

Parent and Community Engagement

Parent and Community Engagement Summary

Panda Path values and actively engages parent participation and community involvement in a variety of ways throughout the school year.

Parent and Community Engagement Strengths

1. Through CIT team participation, we had parent representatives on our CIT team for the 2018-2019 school year.
2. We had the majority of students represented by parents/guardians at Orientation, Open House, Parent Conferences, Summer Parent Night, and Parent Learning Days.
3. Parents responded to attendance courtesy calls, absence note reminders, and home visits to reduce tardiness and increase student attendance.
4. Family University had about 35 families enrolled and attending daily parenting classes to enhance early learning in the homes of children from 0-3years old.

Problem Statements Identifying Parent and Community Engagement Needs

Problem Statement 1: Parent CIT representatives were not able to continue on for 2 years. Root Cause: Parent chosen from PreK 4 classrooms

Comprehensive Needs Assessment

School Context and Organization

School Context and Organization 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 led 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 are provided to students at no cost.

Problem Statements Identifying School Context and Organization Needs

Problem Statement 1: Support teachers to more fully implement the PLC model in order to personalize learning to meet every student's diverse needs.
Root Cause: New Initiative

Comprehensive Needs Assessment

Technology

Technology Summary

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.

Technology Strengths

1. 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.
2. Students use the apps on iPads and Chrome Books to practice literacy and math skills; generate collections of stories/books; etc.
3. 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.
4. Parents have access to ReadyRosie app 24/7 to practice suggested skills with their child.

Problem Statements Identifying Technology Needs

Problem Statement 1: Technology not provided by the district is aging out. Root Cause: cost and campus budget

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

• District goals
• Quantifiable goals for student performance in reading and math PreK-3(HB 3) 
• Campus goals
• Quantifiable goals for measures of CCMR(HB 3)
• Campus Performance Objectives Summative Review from previous year 
• Current and/or prior year(s) campus and/or district improvement plans
• Campus and/or district planning and decision making committee(s) meeting data 
• State and federal planning requirements
• Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.

Accountability Data

• Domain 1 - Student Achievement 
• Domain 2 - Student Progress 
• Domain 3 - Closing the Gaps

Student Data: Assessments

• Local diagnostic reading assessment data 
• Local diagnostic math assessment data
• 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 Prekindergarten and Kindergarten assessment data

Student Data: Student Groups

• Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups 
• Special programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group 
• Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group 
• Economically disadvantaged / Non-economically disadvantaged performance and participation data
• Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data 
• Male / Female performance, progress, and participation data
• Male / Female performance and participation data
• Special education/non-special education population including discipline, progress and participation data 
• Special education population, including performance, discipline, attendance, and mobility
• At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data
• At-Risk population, including performance, discipline, attendance, and mobility
• EL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc. 
• ELL or LEP data, including academic achievement, 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 
• Highly qualified 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