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Doing Whatever It Takes Pasadena ISD Expectation Graduation

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Presentation on theme: "Doing Whatever It Takes Pasadena ISD Expectation Graduation"— Presentation transcript:

1 Doing Whatever It Takes Pasadena ISD Expectation Graduation
Student Success: Doing Whatever It Takes Pasadena ISD Expectation Graduation

2 Demographics 51,000 students 61 campuses: 85.8% minority 34 elementary
26% LEP 70.3% economically disadvantaged 7.8% special education 1 to 22 student/teacher ratio 61 campuses: 34 elementary 8 middle schools 10 intermediate 5 high school 4 alternative campuses

3 The mission of Pasadena Independent School District,
which requires the commitment of all employees, parents, business and community members, and students is to guarantee that all students will: Acquire the knowledge Master the skills Maximize the talents necessary to fulfill their potential as responsible citizens in the ever-changing world of the 21st century.

4 OUR CHALLENGE With a broadly held passion for school improvement and a true commitment to high levels of academic and social success for each child, the Pasadena Independent School District sought to reinvent its high schools to meet the needs of 21st century learners. Take out 60% and 40% and 15% match? Maybe use this for grant award amounts. The district has now broadened the challenge to a Pre K – 12 reformation.

5 Rigor and Relevance Process
Data The superintendent along with the district’s Expectation Graduation Team used assessment data, attendance and dropout rates to drive systemic change. The data revealed a critical need for intervention at the 9th grade level. Intervention This intervention led to a comprehensive overhaul from Pre-K through 12 based on the guidance of the International Center’s highly effective coaching, processes, and procedures.

6 District Action: Establishing Need and Gaining Buy-in
: A Year of Analysis District Action: Establishing Need and Gaining Buy-in The district spent one year studying the “why” of the need for change. Input was gathered from focus groups to establish a district-wide Expectation Graduation Team composed of all stakeholders. The Expectation Graduation Team reviewed survey results, focus group feedback, research on dropout initiatives, and the nine characteristics of successful high schools provided by the International Center. Campus Action High Schools created their own Expectation Graduation Task forces that included the feeder school principals. These groups were facilitated by the International Center for Leadership.

7 2005-2006: A Year of Development
Dr. Daggett’s keynote presentations to all district leaders and administrators established a sense of the need for change and set the stage for the creation of a shared vision about what 21st century students will need to be successful. District teams developed a multi-year improvement plan that identified common issues for each school’s improvement plan and recommended processes for sustained improvement. Staff development was provided on the Rigor/Relevance Framework, academic teaming, data-driven instruction and differentiated literacy strategies. The district’s graduation plans for high school completion were presented to the school board and the District Education Committee. All high schools became members of the Successful Practices network.

8 : A Year of Empowerment Pre-K - 12 administrators participated in staff development on instructional leadership. Each high school was provided with an International Center consultant who met with campus teams on a monthly basis to design, monitor, and evaluate progress on both student academic performance and engagement.

9 Dr. Daggett addressed all 9th grade students on preparing for
the 21 century. Academic teaming and advisory periods were established for 9th graders. An early start date was implemented for all freshmen high school students. Both students and parents were provided with opportunities to visit the high school in the spring prior to enrollment. Based on a review of achievement data, each campus developed three researched based instructional practices such as cooperative learning, note taking skills, and questioning skills for implementation campus wide.

10 Year of Empowerment… continued…
A system to monitor the Expectation Graduation Plans on a monthly basis was implemented. Pre-K -12 professional development continued on the Rigor/Relevance Framework, including Quadrant D lesson planning, instructional leadership , and academic teaming. The district organized study tours to International Center model schools, including Atlantic Community High School in Delray Beach, Fla. and Brockton High in Brockton, Mass. Over 100 district administrators and teachers have attended the Model Schools Conference each year for the past three years to observe and draw inspiration.

11 Rigor and Relevance Training With ICLE Center Consultant, Lin Kuzmich

12 : A Year of Expansion A robust, laser-like focus was given to research based strategies and literacy strategies Data teams established on each campus Data teams regularly review and report on periodic student assessments, attendance, discipline, and stretch learning. Walk-through classroom training for administrators Supports the team academically by completing the academic support activities? Ray McNulty provided a keynote address to all district teachers and administrators on relationships. Academic Teaming expanded to 10th grade.

13 Quadrant D Chunk Planning

14 Teams of master teachers PreK-12 are
developing Quadrant D chunk plans for all grade levels under the direction of Lin Kuzmich. Monthly meetings continue with high schools and consultants. Approximately 70 days of professional development or consulting was provided by the International Center. The number of advanced placement tests taken by students increased from 350 to 1400. Planning is underway for the implementation of career academies in grades 11 and 12. A data base of Quadrant D lessons is kept on Eduphoria so that all teachers have access. 4: Assessment Unit Tests Quizzes Benchmark Tests Informal Assessment “Are we off course? Have we lost anyone along the way? Do we need to go back?” Based upon your assessment data, some are ready for enrichment and others will need reteaching. How will you group students to meet their needs… reteach….to tutor? What will your plan be? 5: Tutorials 6: Enrichment New adventure Bandage & repair “Crystal clear water, sunny skies and breezy palm trees, isn’t that a great picture of success for all!” 7: Maintenance Steer in the right direction Don’t forget what you have learned Quick Starts “Hang on to the wheel – the student’s future is in your hands and all eyes are upon you.” 8: Monitoring Provide Support Everyone has a job to do Monitoring by everyone Provide the needed tools “The ROCK is a symbol of strength” Lessons Learned Along The Way Goal Student Achievement & Success Map Plan for getting what you want Detours Candy Island Clover Island Sleepy Island Ship Wreck Island Results Knowledge is a treasure and teachers hold the map.

15 Course completion and promotion rates
Measuring Up! Attendance Discipline Course completion and promotion rates

16 Grade 9 Attendance



19 Grade 9 Discipline

20 Next year … total number of discipline assignments down compared to enrollment instead of one grade level Safe Schools Report

21 Grade 9 Course Completion Rates




25 Grade 9 Promotion Rate



28 Related Initiative Dell Grant: Advanced Placement


30 Intermediate campus boasts 28% gain in Science
Intermediate campus boasts 28% gain in Science Limited English Proficient gains across the district in Math and Reading High School campus sees double-digit performance increases in grade 9, 10, and 11 math Nine elementary campuses expected to be rated Exemplary (increase of 7)




34 What We Learned About the Process
Campus Data Teams are powerful in helping teachers to be laser focused. The process requires one full year of planning and study prior to implementation. Instructional development is critical for all principals and assistant principals. Ongoing monitoring of plan is crucial. Implementing two research-based strategies district- wide per year improves instruction. Providing Walkthrough Training for all administrators creates a common vision and vocabulary.

35 Next Steps Continued focus on academic teaming
Add two additional research-based strategies to be implemented district-wide Continue Quadrant D lesson planning across all grade levels and curriculum areas. Place all on eduphoria! Forethought as a tool kit for teachers Weekly planning meetings with math and science teachers for lesson design to work through teacher and student expectations for the week Sustained training and mentoring for new teachers Walkthrough training and emphasis on monitoring for all administrators

36 High school students turn cafeteria
cooking grease into bio-diesel fuel.

37 Thank You to our Pasadena ISD
Board of Trustees Mr. Marshall Kendrick Board President Mrs. Vicki Morgan Vice President Mr. Jerry Speer Secretary Mr. Frank Braden Assistant Secretary Mrs. Carmen Orozco Board Member Mr. Fred Roberts Board Member Mrs. Nelda Sullivan Board Member

38 We thank our consultants from the International Center
Dr. Bill Daggett Todd Daggett Lin Kuzmich District and South Houston High School Ray McNulty District and Sam Rayburn High School Jim Miles - The Summit Sam Houston – Dobie High School Dale Eggebraaten – Guidance Center and Skill Center Helen Branigan – Pasadena Memorial HS Jim Causby –Pasadena High School Joe Hochreiter – Tegeler Career Center



41 Contact Information Dr. Kirk Lewis Superintendent Vicki Thomas Deputy Superintendent Joyce Eversole Associate Superintendent for Curriculum and Instruction Jerry Dennis Associate Superintendent for Human Resources Pasadena ISD 1515 Cherrybrook Pasadena, Texas 77502

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