Brownsville Independent School District Ms. Rose Longoria, Principal 314 West Los Ebanos Boulevard Brownsville, TX 78520-4601 Document Generated On January 9, 2013
TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements and Areas of Improvement 6 Additional Information 8
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. Page 1
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? The Brownsville Independent School District is located in the southernmost tip of deep, south Texas, and is located in Cameron County on the Texas/Mexico border. The city of Brownsville, the county seat, is the largest city in the delta, and is located on the Rio Grande that serves as the border line between the United States and Mexico. Matamoros, Mexico, lies directly across the river from Brownsville, and has a population of over 800,000 people, the majority of whom live well below the poverty line. Brownsville's population is approaching 200,000 people, of which 94% are Hispanic. The city and the region's educational attainment and personal income are below state averages, although they have been increasing in recent years, according to the state of Texas Comptroller of Public Accounts. Brownsville is located 22 miles from the Gulf of Mexico and is home to the Port of Brownsville. It has an international airport and is located at the center of three resort areas. The area has seven golf courses, a Sports Complex, and the internationally recognized Gladys Porter Zoo. The Mitte Cultural District features a Fine Arts Museum, the Camille Playhouse, the Pan American Round Table Museum, and the Children's Museum at Dean Porter Park. Brownsville has 30 parks with over 1,000 acres of parkland, 23 miles of hike/bike trails, 3 gymnasiums and pools, over 55 athletic fields. Brownsville hosts Charro Days, a 75 year old international fiesta that is the only event in the world that sponsors an international parade that crosses the border from Brownsville into its sister city, Matamoros. It hosts a Children's Parade featuring BISD students marching and dancing Mexican Folkloric dances. The marching bands from the middle and high schools march in the Night parade and the Grand International Parade. Brownsville's community college and university are transitioning to two separate entities, a community college and a four year university. UTB/TSC has 46.9% (6,495) of its students who attend fulltime while 53.1 % (7,341) of its students do not. The average age is 25 years of age. 72% of the students are from Brownsville. Currently, the total enrollment is 9.8% dual credit (1,354 Brownsville Independent School District), 83.4% (11,545) are undergraduates, and 6.8% (937) are graduate students. BISD has 49,703 students in 37 elementary schools, 11 middle schools, 7 high schools and 3 alternative schools. There are 23,600 instructional computers in use, 300 buses, 27,000 daily bus riders, 22,000 daily breakfasts served, and 42,000 daily lunches served. 99% (49,083)of BISD's students are Hispanic, 96% (47,666) are economically disadvantaged, 31% (15,591) are Limited English Proficient, and 3% (1,304) are migrant students. The students' attendance rate for the district is 96%. There are a total of 7,421 employees at Brownsville ISD. Funding this year comes from Federal, state, local, and other sources totaling $509.2 million dollars. For the 2012-2013 school year, the monies spent for instruction and administration were $509.2 million. is located in west Brownsville, an older neighborhood with a stable population of single family homes. It has 1780 students and is designated a 5A high school. Some of the changes include: A grant called Texas Title I Priority Schools (TTIPS), a Hybrid Block Schedule, a 9th period called "Pace Period" for character development and enrichment, a new administrative staff beginning the 2011-2012 school year, a $7 million dollar Texas Literacy Initiative grant giving Pace a TLI Teacher Specialist, an Early College High School Transformation where current Freshmen will be able to receive up to 60 college hours upon graduation, 40 new certified staff hires in the last three years, and students grouped by grade level in the school buildings. The student demographics are 98.6 economically disadvantaged, 10% Limited English Proficient, 2.4% students with disciplinary removals, 64.3% at-risk, 98.3% Hispanic, and a 21.8% mobility rate. Staff demographics are 153 teachers (77.8% Hispanic),6 Administrators,1 TLI Grant Coordinator,1 TTIPS Grant Coordinator,21st century Grant Coordinator,4 Grade level,counselors,2 At-Risk counselors,1 Special Ed counselor,1 CTE, counselor, 1 Police officer, 5 Security guards, 1 Diagnostician, 2 Nurses, 2 Librarians, 50 Classified staff, and 11 Custodians. Page 2
The facilities include 2 gymnasiums, 1 band hall, 1 choir hall, 1 piano lab, 1 Estudiantina room, 1 ROTC office and classroom, and 1 Athletic Complex. Pace's special programs include 21st Century Texas, Texas Literacy Initiative, GT courses, AP courses, Dual Enrollment courses, Response to Intervention/RTI, and TTIPS. We have Gifted and Talented, Pre-Advanced Placement, Advanced Placement, and Dual Enrollment (UTB/TSC) courses. Also, 22% of our students are enrolled in a Magnet program for Criminal Justice and Education (SHIELD), Health science, Architecture and Construction, Business Management and Administration, three graduate plans including the Minimum, Recommended, and Distinguished Achievement Graduation Plan. All students must pass the four assessments which comprise the State of Texas Assessment of Academic Readiness. The following demographic profile presents many challenges to the Brownsville ISD and to Pace High School. The median income in Brownsville is $25,916 and only 16% of the region's over-25 residents had a Bachelor's degree or higher, compared to 25% for the state and 28% for the U.S. Page 3
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. Purpose Statement Each person affiliated with Pace High School is a valued member of the positive learning environment at the school. Students develop their academic, emotional, social, civic, and physical potential, and are thus empowered to assume responsible citizenship in our local, national, and global communities. To this end, we value achievement, respect and concern for others, civic duty, equity, opportunity, communication, safety, order, collaboration, responsibility, accountability, and trust, as cornerstones of Pace High School. Vision Statement will foster a safe, nurturing, intellectually challenging environment that ensures success for all students by developing pride, accountability, character, and excellence in the classroom, in the home, and in the community. Pace High School recognizes that achievement is paired with personal accountability. The pride of achievement is the natural result of diligence and hard work, good study habits, and making use of the academic and extracurricular opportunities available at Pace High School. Our campus community, including all the stakeholders, the parents, the students, faculty, administration, business community, and staff, share and promote the Pace High School vision of pride in achievement, personal accountability, good character development, and learning excellence in the classroom. Mission Statement educates students, graduates leaders and empowers the community. Pace High School faculty, administration, and staff promote the mission statement by encouraging and nurturing the leadership qualities of each student. This is done by encouraging the students to participate in the myriad club and organizational activities available here at Pace, and offering a wide variety of courses that enhance the college and career readiness of the students. These offerings are essential in creating a positive high school experience for the students. The faculty and the administration are also proactive in seeking continuing education and professional development training that translates to a strong teaching community focused on our students reaching their highest potential. The campus environment is a positive, well-planned community that models the community-at-large and promotes good citizenship, respect for others, and personal accountability and responsibility; by furthering these personal attributes, the Pace faculty and administrative team ensures that the graduates contribute to the local and global community in the future. Belief 1 We believe each student is a valued individual learner with unique intellectual, physical, social, and emotional needs. Belief 2 We believe all stakeholders - students, parents, teachers, campus and district administration, staff, and community - share in the responsibility for providing a supportive learning environment. Belief 3 We believe clearly defined goals and high expectations for student achievement should guide the development of research-based curriculum, Page 4
design and implementation of instructional strategies, and learning activities. Belief 4 We believe the commitment to continuous improvement is imperative in enabling students to become competitive, self-directed, technology literate, life-long learners and problem solvers, and leaders in a global society. Belief 5 We believe our school provides a safe environment where students can develop character integrity, and ethical behavior. Page 5
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. was established in the mid-1970s and, among other accomplishments, continues to lead the way in the educational community of Brownsville, Texas. This TEA recognized and exemplary school continues to be an educational trailblazer by establishing professional learning communities of its teachers to enhance the educationof its students. Itcontinues to implement programs that encourage the students to attend college, and provides a safe, nurturing environment that is conducive to student success. In fact, a program called ADVISE TEXAS provides "near-peer college advisers to lead low-income and first-generation students to college". The goal is to continue the Pace High School tradition where college careers are part of the culture. To this end, Pace High School offers almost 60 hours of college credit in 20 Dual Enrollment classes and is transforming itself into an Early College High School by the 2013-2014 school year. The SAT and ACT courses and other College Prep programs such as SAT Academy and GO CENTERS, where college advisory and counseling are available, and where college, scholarships, and financial aid applications are processed, contribute to Pace's ongoing college-centered vision.the GO CENTER is an integral part of Pace that eases the transition of Pace's students from the high school to colleges and universities. Another aspect of Pace High School is that it continually strives to meet the needs of all its students by using tiered teaching protocol that provides added assistance according to the students' needs. The use of the Response to Intervention program is essential in tiering instruction in order to provide tutorial assistance to the students. In addition to the above, Review 360 contributes to the safety of Pace High School by providing the faculty with an efficient method of documentation that ensures that the students receive the assistance they need for behavioral issues. It continues to foster a positive campus climate by encouraging its students to participate in the Student Advisory Committee that meets regularly with the Principal, the Dean of Instruction, and the Assistant Principals, to discuss the students' concerns and to air any grievances that the students might have. This prepares Pace High School students for their future involvement in community affairs and serves as a model for them to follow in their future careers. In reference to careers, Pace offers the School of Higher Instruction in Education and Law Disciplines (SHIELD), and places students in a practicum course with real professionals. Pace faculty continually pursues Professional Development opportunities in order to further their education. Research has proven that teachers who know their subject deeply are better teachers and because of this, Pace effectively uses professional development opportunities to assist its teachers in acquiring a deeper knowledge of the subjects they teach. Thanks to the Texas Literacy Initiative Grant and the Texas Title One Priority Schools Grant, funds have been used to pay for the training and continuing education of Pace faculty in all core areas. The Teacher Specialist for the Texas Literacy Initiative provides professional development in the Curriculum Caf where "turnaround training" or "teachers training teachers" is modeled. Teachers co-teach and assist each other within the strand and meet regularly in their strands with their strand leaders in order to further team- work and curricular alignment. The core area content teachers now have a mutual time off or common planning periods in order to facilitate professional development and curricular alignment meetings. In reference to the TTIPS Grant, the ICARE Document ensures that the teachers partake in professional and individual growth for the betterment of the school's community. This is a vital part of the TTIPS grant and the ICARE pledge is prominently displayed in every teacher's classroom. All the students are grouped according to their class rank. Freshmen are in K Hall, Sophomores are in A Hall, Juniors are in J Hall, and Seniors are in G & C Hall. There is accelerated instruction in 9th period where students are tiered according to their STAAR exam performance where the instructor focuses on teaching the objectives that the students need to master. Good school governance is a top priority at Pace, therefore the Site Based Decision Making Committee is fully active and meets on a regular basis. All the stakeholders are present at these meetings and it is an integral part of campus decisions. Page 6
Pace's Fine Arts students continue to earn accolades including: Band: 2011-2012 1st Division, UIL Marching Contest, 1st division, UIL Concert Contest (Varsity and non-varsity), 1st division UIL sight-reading contest.choir: 2011-2012 1st Superior rating in Concert at UIL (the last one was 17 years ago), Over 15 superior ratings at Local Solo and Ensemble contests and 5 Superior ratings at State Solo and Ensemble contests;piano: Received grant funding to purchase 13 pianos, Dual Enrollment piano courses have a piano lab, Implementation of AP Music Theory and Piano curriculums. The Dance, Estudiantina, Theatre Arts, Visual Arts, and Art students also continue to earn accolades and have advanced to State competition on many occasions. In addition, Pace Choir has tripled in size as has the Piano and Theory enrollment since 2010. In spite of the stellar achievements of its student body, there is still room for improvement. The faculty is working diligently to improve the students' performances on the STAAR End of Course exams. More parental involvement is a priority, as is more professional development opportunities for the faculty. However, the physical aspects of the campus continue to be a challenge, and several improvements must be made in the future such as a new marquee and replacement of 38 year old equipment. Page 7
Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. The challenges of the 21st century are not lost on the faculty, administration, students, parents, and the business and immediate community of Pace High School. In order to continue the tradition of success, Pace High School must be many steps ahead of current educational trends that challenge the status quo such as exist in a border community. Major intervention through tiered instruction and tutoring are positive strategies that are proven tolead to student success. Since the acquisition of English as a second language continues to be a major challenge at Pace, not just for the ELL program participants but also for the majority of Pace's students, writing and reading across the curriculum is encouraged through the Texas Literacy Initiative grant. This is an essential strategy that helps the students acquire analytical skills in all the subjects and improve theirliteracy in Math, Science, and Social Studies, not just English Language Arts. For example, the TLI grant stresses the disaggregation of data, an active Campus Based Leadership Team that oversees the grant implementation at the campus, and comprehensive professional development that stresses Comprehensive Purpose Questions that improve reading comprehension, among other reading strategies. The TLI also implementsliteracy Lines of the Pace cluster that are an effective means of communicating and promoting vertical alignment. By the time that the student gets to Pace High School, he/she would have already benefitted from the literacy strategies implemented since Pre-Kindergarten through the TLI. In addition, professional development by the Teacher Specialist assigned to Pace High School focuses on teaching strategies that will improve student success in reading and writing in all subjects. Ultimately, this focus on cross disciplinary literacy is the hallmark of the Texas Literacy Initiative. Also, Pace High School is a TTIPS Cycle I School and is following the Transformation Model as defined in the Grant. The Cycle I Grant expires on June 30, 2013.Pace High School must use 21st century thinking to achieve 21st century results. Mediocrity is not an option and Pace faculty and administration will continue to focus on self-scrutiny in order to promote the culture of success during these troubling testing transitions where the stakes are high. Page 8