Executive Summary
Sam Houston Elementary School Port Arthur Independent School District
Ms. Melissa Oliva, Principal 3245 36th Street Port Arthur, TX 77642
Document Generated On March 10, 2015
TABLE OF CONTENTS
Introduction
1
Description of the School
2
School's Purpose
4
Notable Achievements and Areas of Improvement
5
Additional Information
6
Executive Summary Sam Houston Elementary School
Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.
The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.
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Executive Summary Sam Houston Elementary School
Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?
Sam Houston Elementary is a Title I neighborhood school that caters to a diverse student population. Enrollment over the past four years has declined. In the 2010-2011 school year, 1,055 students were enrolled. That school year, Sam Houston received a state rating of academically unacceptable by the Texas Education Agency (TEA). The following school year, 2011-2012, Staff Sergeant Lucian Adams Elementary was built, relieving enrollment at Sam Houston Elementary by 300 students for a total of 741 in total enrollment. That academic school year was the first year of the new state assessment State of Texas Assessment of Academic Readiness (STAAR) so no campuses in the state of Texas received a state rating. The rating system also changed and would be implemented the following school year where schools would either meet standard or be in improvement required status. In 2012-2013, Sam Houston had a total enrollment of 684 students and received a state rating of met standard. In addition, it received an academic achievement TEA for being top 25 percent in student progress. Six hundred fifty five students were enrolled in the 2013-2014 school year and Sam Houston received a state rating of met standard. This school year, Sam Houston has finally seen an increase in enrollment. It currently has a total enrollment of 704 students.
The Public Information Management Data System (PEIMS) 2014 fall submission staff report: All staff: Hispanic male 4.1% and female 24.7%, Asian female 1.4%, African American female 38.4%, White female 31.5% Professional staff: Hispanic 15.4%, African American 66.2%, White 18.5% Campus Administration: Hispanic female 100% Educational Aides: Hispanic 30.8%, African American 61.5%, White 7.7% Bachelors Degree: 89.0% Masters Degree 11.0% Beginning Teachers: 24.2% (salary $43,142) 1-5 Years Experience 30.8% (salary $42,804) 6-10 Years Experience 16.5% (salary $43,761) 11-20 Years Experience 17.6% (salary $45,954) Over 20 Years Experience 11.0% (salary $52,260) Campus Administration (salary $65,648) Regular Education Teachers: 62.2% Bilingual/ESL Teachers: 19.4% Compensatory Education Teachers: 8.8% Gifted and Talented Teacher: 0.1% Special Education Teachers: 9.5% Student/Teacher Ratio 15.6 Substitute Teacher 0.7% Teacher 67.1% Professional Support 9.2% Corrective Therapist 0.1% Counselor 0.4% Educational Diagnostician 2.2% Page 2 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Executive Summary Sam Houston Elementary School
Librarian 1.5% School Nurse 3.0% Speech Therapist 0.6% Other Campus Professional Personnel 1.5% Campus Administration 3.5% Assistant Principal 1.5% Principal 1.5% Teacher Supervisor 0.5% Educational Aides 19.4%
The Public Information Management Data System (PEIMS) 2014 fall submission student report: All students: Hispanic male 35.4% and female 26.4%, American Indian/Alaskan Native male 4.5% and female 3.8%, Asian male 1.3% and female 1.3%, African American male 12.4% and female 11.8%, White male 1.0% and female 1.7%, Two or more races male 0.3% and female 0.1%. All students are Title I students as well. Special Education Students which include students participating in the life skills units, speech therapy, or who receive content mastery services: Hispanic male 36.4% and female 9.1%, American Indian/Alaskan Native male 3.0% and female 3.0%, Asian male 3.0% and female 1.5%, African American male 28.8% and female 10.6%, White male 1.5% and female 3.0% Gifted and Talented Students: Hispanic male 45.0% and female 30.0%, American Indian/Alaskan Native male 5.0% and female 10%, Asian female 5.0%, White female 5.0% Limited English Proficient Students: Hispanic male 48.7% and female 34.4%, American Indian/Alaskan Native male 7.8% and female 5.5%, Asian male 1.0% and female 1.3%, African American male 0.3%, White male 0.3% and female 0.6% Bilingual Students: Hispanic male 44.9% and female 37.7%, American Indian/Alaskan Native male 8.9% and female 5.7%, Asian male 0.4% and female 1.2%, African American male 0.4%, White male 0.4% and female 0.4% Migrant Students: Hispanic male 33.3% and female 25.0%, American Indian/Alaskan Native male 16.7% and female 16.7%, White female 8.3% Economic Disadvantaged Students: Hispanic male 36.6% and female 28.5%, American Indian/Alaskan Native male 5.3% and female 3.0%, Asian male 0.8% and female 1.0%, African American male 11.0% and female 10.8%, White male 1.0% and female 1.8%, Two or more races female 0.2% At Risk Students: Hispanic male 37.8% and female 28.6%, American Indian/Alaskan Native male 5.2% and female 4.0%, Asian male 1.4% and female 1.6%, African American male 10.6% and female 8.4%, White male 0.6% and female 1.4%, Two or more races male 0.2% and female 0.2% Immigrant Students: Hispanic male 100%
Sam Houston's faculty, staff, parents, and community work collaboratively to meet the needs of our diverse population. Together we have worked to promote student achievement and success in all areas and our school rating is the result of our collaborative effort.
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Executive Summary Sam Houston Elementary School
School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.
The administration, staff, parents, and community of Sam Houston Elementary establish a safe and challenging learning environment that creates successful, lifelong learners. Sam Houston stays focused on goals to ensure that every student experiences success in every aspect of their life. Sam Houston provides Response to Intervention (RTI) interventions, dyslexia services, speech therapy, occupational therapy, physical therapy, content mastery, before and after school tutorials, and gifted and talented services to meet the unique needs of our diverse population. Sam Houston also has a partnership with the Port Arthur YMCA who sponsors a YReads online tutorial program on campus as part of the afterschool program.
Teachers, the instructional coach, and administrators meet weekly during professional learning community (PLC) meetings to ensure that instruction and instructional activities are aligned with state standards, are well-organized, and reflect best practices including differentiation and monitoring and adjusting instruction as needed. Weekly PLC's afford teachers the opportunity to discuss curriculum, instruction, and assessment to address strengths and gaps in background knowledge, how to make learning relevant to each student, methods to engage students in higher-ordered thinking and problem solving, as well as how to actively engage students in ownership of their learning. Sam Houston communicates high expectations and promotes student self-monitoring.
In addition to academic services, teachers sponsor extracurricular activities to promote self esteem and active lifestyles. Students participate in cheerleading, pep squad, fitness club, soccer club, basketball club, choir, band, and student council. The fitness club has earned local recognition for their participation in 5k runs and marathons. Over twenty students have been awarded half marathon medals.
Sam Houston Elementary understand that parental engagement is a vital component of student success. The administrative staff along with the counselor and faculty practice continuous parental communication via face to face conferences, phone calls, emails, flyers, and agenda books. Montly parent meetings are held that provide parents with an array of workshops. Parents participate in the development of our parental compact and policy and are members of several campus based committees.
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Executive Summary Sam Houston Elementary School
Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.
Notable Achievements Sam Houston Elementary has experienced are directly related to the state assessment. Due to the State of Texas Assessment of Academic Readiness (STAAR) test being fairly new, we only have results beginning with the 2012-2013 school year.
The 2012-2013 school year was a successful year for Sam Houston Elementary. The school met standard and the Texas Education Agency (TEA) designated the school with the distinction of being top 25% in student progress. Sam Houston received scores for 3 indices: Index 1 (student achievement) had a state target score of 50 and Sam Houston received a 59. Index 2 (student progress) had a state target score of 30 and Sam Houston received a 45. Index 3 (closing performance gaps) had a state target score of 55 and Sam Houston received a 57. Although we were very proud of our achievements, we identified that we needed to work harder in closing performance gaps.
The 2013-2014 school year was also a successful year because the school met standard.Index 1 (student achievement) had a state target score of 55 and Sam Houston received a 61. Index 2 (student progress) had a state target score of 33 and Sam Houston received a 49. Index 3 (closing performance gaps) had a state target score of 28 and Sam Houston received a 31. That school year, TEA added Index 4 (postsecondary readiness) which had a target score of 12 and Sam Houston received a 14. We were very glad to have met standard but confronted the reality that we were very close to missing the mark in Index 3 and 4. The strategic planning phase began upon receiving the results.
Response to Intervention (RTI) is a campus wide requirement that has provided students interventions to help them succeed. Baseline data has demonstrated that some students have made tremendous growth and only need to be monitored. Other students who have been identified as struggling students who have gone through all 3 tiers of intervention with little success will be referred for 504 services or recommended for further testing.
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Executive Summary Sam Houston Elementary School
Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.
Sam Houston's faculty, staff, and administration work diligently to support the needs of our diverse student population. Our instructional coach is an asset to our school for she provides continuous teacher and student support. All teachers are trained in using data to make informed decisions and they plan collabratively to ensure all students receive the support they need.
Although some of our students come with challenges, the entire school community works collaboratively to ensure students are focused on the right goals. The entire school community participates in continuous professional development designed to meet the needs of all learners to promote student achievement and success.
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