PROPOSED PROJECTS EXPLAINED
CTE Expansion
Expanding the Career and Technical Education (CTE) building in our school district is a crucial step toward preparing students for high-demand careers, strengthening the local economy, and ensuring long-term community success. As industries evolve, the demand for skilled workers continues to grow, making it imperative that students have access to state-of-the-art facilities, modern equipment, and hands-on learning experiences that align with workforce needs.
A larger, well-equipped CTE facility will allow the district to expand course offerings in fields such as healthcare, information technology, advanced manufacturing, and skilled trades. This expansion would accommodate more students, reducing waitlists and ensuring every interested learner has the opportunity to gain valuable and employable skills. Additionally, an upgraded space would foster partnerships with local businesses, enabling work-based learning experiences, such as apprenticeships and internships, that connect students directly to career pathways.
The benefits extend beyond students. By producing a skilled workforce, the district can help attract and retain businesses in the community, driving economic growth. Furthermore, students who graduate with industry certifications and technical training are better positioned to secure high-wage jobs, reducing financial barriers to higher education and improving overall career readiness. Investing in the expansion of our CTE building is an investment in the future of our students and our community. By providing modern resources and expanding program capacity, we empower students with the skills and experience needed to thrive in an ever-changing job market ensuring that our schools email a hub for innovation, career preparation, and lifelong success.
Newcomer’s Addition
Port Arthur ISD Immigrant and Migrant Parent Resource Center
Purpose:
To meet the federal requirements outlined in Title III, Part A (Language Instruction for English Learners) and Title I, Part C (Education of Migratory Children), it is essential to establish a dedicated Immigrant and Migrant Parent Resource Center. This center will empower emergent bilingual, immigrant, and migrant families by providing resources, information, and support that promote active participation in their children’s education, fostering academic success and engagement in school communities.
District Demographics/Enrollment Data (3-Year Longitudinal Comparison):
Alignment with Title III, Part A and Title I, Part C Requirements:
- Title III, Part A – Language Instruction for Emergent Bilingual (EB)/English Learners (ELs):
Title III mandates that school districts support the academic achievement of Emergent Bilingual (EB)/English learners (ELs) by providing services that improve their English proficiency and academic success. One of the critical components of this support is parental involvement. The Immigrant and Migrant Parent Resource Center will: - Offer language support services to help parents of EBs/ELs understand school programs and their child’s progress.
- Provide translated materials and offer interpretation services to ensure parents have access to all necessary communication from the school.
- Facilitate workshops and information sessions to support parents in helping their children succeed in English language acquisition, academic skills, and social integration.
- Title I, Part C – Migrant Education Program:
Title I, Part C ensures that migratory children, who may face disruptions in their education due to frequent relocation, receive appropriate academic support. This Title also emphasizes family engagement, which has been shown to be a key factor in student success. The Parent Resource Center will:- Assist migrant parents in navigating educational opportunities, addressing the unique challenges faced by migratory families (such as inconsistent access to educational resources and supports).
- Promote parent workshops that help migrant families better understand their rights and responsibilities within the educational system.
- Provide a classroom for the Migrant Education School Readiness program, “A Bright Beginning,” a federally required family literacy initiative for migratory parents and their preschool children.
- Serve as a central hub where parents can access educational materials and community resources to help their children thrive, despite frequent moves or language barriers.
Port Arthur ISD’s proposed Immigrant and Migrant Parent Resource Center directly aligns with the goals and requirements of Title III, Part A, and Title I, Part C by enhancing the capacity of immigrant and migrant families to support their children’s education. By establishing this centralized center, PAISD will ensure that every family, regardless of their immigration or migrant status, has equal access to the educational resources necessary for their children’s success. This will ultimately lead to increased academic achievement, stronger social skills, and enhanced integration into school culture.
New Consolidated Middle School
The proposed Middle School would be constructed with a pod structure for each grade level. The benefits are as follows:
- Enhanced Resources and Opportunities: Combining resources allows for a richer educational experience. We can pool funding for specialized programs, advanced courses, and extracurricular activities, such as clubs and sports. This means a wider range of opportunities for all students, regardless of their previous school.
- Improved Teacher Collaboration and Professional Development: A larger staff allows for greater collaboration between teachers. They can share best practices, develop more comprehensive curricula, and benefit from a broader range of professional development opportunities. This ultimately leads to improved instruction and a more supportive learning environment for students.
- Social and Emotional Benefits: A single school can foster a stronger sense of community. A consolidated middle school can provide a more diverse student body, leading to more varied peer interaction, and helping to develop a greater understanding of people with differing backgrounds.
- Addressing Inequality and Resource Distribution: Merging schools can help balance resources and address any existing inequalities. It ensures that all students have access to the same quality of teachers, technology, and facilities, regardless of their previous school.
- Grade-Level Pods to Mitigate Concerns: The pod structure, with separate spaces and dedicated staff for each grade level (6th, 7th, and 8th), directly addresses concerns about a large school feeling impersonal. Each pod functions as a smaller, self-contained, school-within-a-school. Students will have a consistent cohort, a dedicated team of teachers familiar with their specific developmental needs, and a sense of belonging within their grade level. This structure maintains the benefits of a larger school, while preserving the personalized attention and support of a smaller school.
- Space for Growth and Specialization: A larger school can provide better facilities for programs like art, music, and specialized electives. There is the potential for specialized labs for subjects like science and computer science, allowing for deeper exploration.
While change always presents challenges, the potential benefits of a consolidated middle school with a pod structure are compelling. With careful planning, skillful implementation, and ongoing evaluations, we can ultimately create a learning environment that enriches the educational experience for all students, fostering a sense of community, and preparing them for success in high school and beyond. We are committed to working with parents, teachers, and the community to ensure a smooth transition and to address any concerns that arise throughout the process.
Justification for Consolidation
PAISD addresses the public’s concerns about the number of students that will occupy the proposed new, consolidated middle school campus:
Introduction
The proposal for a $300 million bond includes the consolidation of two aging middle schools into one new facility for 1,500 students. The rationale for this initiative is founded on legal, educational, and community frameworks that prioritize the students’ best interests, financial prudence, and operational efficiency.
I. Legal Justification
1. Compliance with Texas Education Code:
– The Texas Education Code mandates school districts provide facilities that are safe and conducive to learning. Current facilities at Jefferson and Lincoln Middle Schools do not meet these standards, and both require over $300 million in renovations, a financial burden that is unsustainable and unwise. A new school will not only comply with legal standards, but also fulfill obligations to provide a quality education. The 2014 bond allowed PAISD to build new– and upgrade– campuses that are safe and conducive to learning. We are proud to say we have moved all portables from our campuses, which keeps all staff and students under one roof. Our renovated and new facilities are equipped for the advanced technology we must expose our students to so they may be able to compete with others from across the country and the globe.
2. Investment in Facilities:
– The proposed bond represents an investment in contemporary facilities designed to accommodate modern educational needs. This is consistent with the Texas Supreme Court’s ruling in Edgewood Independent School District v. Kirby, which emphasizes the importance of equitable educational facilities. Our district must always plan what it can do next to upgrade and improve learning for our students. Middle school is crucial for the development of what students want to do when they graduate. We cannot wait and begin exposing students to a higher quality of life and learning in ninth grade.
II. Practical Benefits of a New Middle School
1. Efficient Resource Allocation:
– Creating one new school, instead of maintaining and upgrading two aging facilities, allows for efficient use of public funds. The financial commitment to renovate older schools exceeds the cost of constructing a new, state-of-the-art facility, which will require lower, long-term maintenance costs. Renovating Jefferson and Lincoln would be a short term solution. The infrastructure is NOT conducive to 21st century learning.
2. Addressing Community Concerns:
– Concerns regarding the number of students at one location can be addressed through the proposed POD system. By dividing grades into separate PODS, and assigning dedicated administrators to each, we can effectively manage student populations while fostering a nurturing educational environment. For Example: Assign an assistant principal, counselor, law enforcement officer and clerical to each grade level. The team would follow that particular grade level through their eighth grade year. The purpose of assigning a team to each grade level, and having the team work together with a particular middle school class from its first year to it’s last/third year, would foster stronger, more personalized support, improved communication, and better data driven decision making for students, leading to increased student success and a more cohesive school environment.
3. Expanded Athletic and Extracurricular Participation:
– A consolidated campus enables more robust athletic and extracurricular programs. By pooling resources, the school can offer a wider array of activities and better encourage a more diverse representation among teams and auxiliaries, thus meeting community concerns about student participation in sports and fine arts. Having a feeder middle school, possibly in the same geographical location, would increase student and coaching opportunities. Exposure to athletic events and team spirit would lead to increased school pride.
III. Curriculum Development Timeline and Vision
1. If the bond passes:
– Immediately engage the community in outlining the vision and share the curriculum and advancement of the new middle school campus with stakeholders.
2. Planning and Design Phase (6 months to 2 years after the election):
– Collaborate with educators, parents, and community members to develop a curriculum that incorporates Texas Essential Knowledge and Skills (TEKS), while also integrating innovative teaching methods, such as project-based learning and STEAM education. Note: If the bond should pass, that does not mean that we will move into the completed school within the next two or three years. There is a planning timeline.
3. Curriculum Implementation Timeline:
– Year 1-2 (Planning Phase): Develop and test pilot programs in STEAM areas (science, technology, engineering, arts and math), preparing to implement in the new facility.
– Year 3 (Construction): While the school is being built, provide professional development for teachers on new curricula, instructional strategies, and the integration of technology in the classroom. Middle school instruction will continue and will not be interrupted during this phase.
– Year 4 (Opening Year): Roll out the full curriculum, along with extracurricular activities and athletics, tailored to engage students and encourage participation. At best, this would take place in the 2028-2029 school year.
IV. Community Vision for the New Middle School
1. Promote an Inclusive Environment:
– The new school will prioritize mental health support and social-emotional learning to foster a community where every student feels valued.
2. State-of-the-Art Facilities:
– The new school will incorporate technology-driven classrooms, innovative science labs, and vibrant arts facilities to promote comprehensive educational experiences.
3. Encouraging Community Engagement:
– The new school will serve as a community hub, hosting events, workshops, and adult education programs, fostering stronger community ties.