1. Closing the Gap No Small Role for Big Change Aldine Independent School District Jean Rutherford, Ed.D. Director of Educational Initiatives Washington, D.C. November 12, 2004 The Fifteenth Education Trust National Conference

2. The 15 th Education Trust National Conference 2004 Broad Prize Urban Education Finalist Aldine Independent School District 12 th largest TX district Serving 56,491 students AISD Located In Region 4

3. The 15 th Education Trust National Conference 2004 Broad Prize Urban Education Finalist Aldine Independent School District Student Demographics 56,491 Students 60.15% Hispanic 31.85% African American 2.20% Asian 5.71% White 0.08% Native American

4. The 15 th Education Trust National Conference 2004 Broad Prize Urban Education Finalist Aldine Independent School District Student Demographics 76.6% Economically Disadvantaged 24.8% LEP 09.8% Special Education 23.5% Mobility Rate 96.0% Attendance Rate

5. The 15 th Education Trust National Conference 2004 Broad Prize Urban Education Finalist Aldine Independent School District

6. The 15 th Education Trust National Conference 2004 Broad Prize Urban Education Finalist Aldine Independent School District

7. The 15 th Education Trust National Conference 2004 Broad Prize Urban Education Finalist Aldine Independent School District

8. The 15 th Education Trust National Conference 2004 Broad Prize Urban Education Finalist Aldine Independent School District

9. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and LearnedVision Produce the Nations Best! Mission We exist to prepare each student academically and socially to be a: * responsible and productive citizen *critical thinker *problem solver

10. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and LearnedBeliefs We believe each student can learn and will have equal opportunity to do so. We believe in clearly defined goals that set high expectations for student excellence. We believe in the value of parents as childrens first and best teachers. We believe in the value of each employee. We believe in empowering individuals to make decisions aligned with the vision of the school district.

11. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and LearnedBeliefs We believe in accountability at all levels. We believe the community must actively participate in the development of our children. We believe, as a district, we can achieve higher levels of performance. We believe in the personal and professional growth of all people within our school district. We believe all environments should be supportive, safe, and secure.

12. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and LearnedObjectives The Aldine Independent School District will: demonstrate sustained growth in student achievement; recruit, employ and retain a quality teaching, administrative and support staff to attain excellence in student performance; allocate resources to maximize excellence; and increase and improve stakeholder partnerships and satisfaction.

13. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and Learned The vertical level is aligned with district objectives. 2004-2005 MacArthur Area PK-12 Schools Objectives Continue working collaboratively to provide exemplary educational services. 90% Students meet passing standards 50% of all students at commended levels 85% of all students passing all tests 100% of all campuses meeting AYP standards 3% or less gap between student groups 100% of seniors complete graduation requirements Area Schools Student Demographics 10,114 Students Enrolled.56% Asian 12.68% Black 82.35% Hispanic 4.41% White 0% Indian 33.58% LEP 81.91% Economically Disadvantaged Rate 96.37% Attendance Rate

14. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and Learned The vertical level is aligned with district objectives. 2004-2005 MacArthur Area PK-12 Schools Priorities CHILDREN FIRST ACADEMIC ACHIEVEMENT HIGH EXPECTATIONS FOR ALL HEALTHY SCHOOL CLIMATE TEAMWORK QUALITY CURRICULUM AND INSTRUCTION ON-GOING STAFF DEVELOPMENT ACCOUNTABILUITY AT ALL LEVELS EFFECTIVE USE OF ALLOCATED FUNDS STAKEHOLDER INVOLVEMENT BE AMBASSADORS FOR OUR SCHOOLS

15. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and Learned Establish the Belief System Set High Expectations Identify Skills Identify Strategies Monitor and Assess Adjust and Intervene Academic Organizational Plan

16. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and Learned A pupil from whom nothing is ever demanded which he cannot do, never does all he can. John Stuart Mill No one ever rises to low expectations. Carl Boyd

17. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and Learned We believed and expected that learning would occur. We believed that all children could learn and that we could teach our children. We had a vision and the leadership focused on that vision. Belief System

18. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and Learned State Standards TAKS ObjectivesTEKS District Standards Benchmark Targets Campus Standards Focus on The Needs of All Kids Gifted ChildEc. Dis. Child At-Risk Child Special Needs Regular Child LEP Child

19. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and Learned What skills do my students need to have when they enter my room? What do my students need to master this year to be successful next year? At secondary – What do my students need to master in this course or semester to be successful? Questions That Had to be Answered

20. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and Learned Aldine Benchmark Targets The set of academic skills every student must master to successfully complete each grade level Developed by vertical teams composed of teachers at every grade level Revised each summer for alignment and sequence Developed from TEKS-Texas Essential Knowledge and Skills

21. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and Learned Every teacher at every grade level knows the benchmark targets students must master by the end of the school year to be ready for on-grade level performance at the next grade level. Parents must know what is expected. Students must know what the learning goals are. Academic Goals….

22. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and Learned Learning will be authentic and student engagement will be high. All classrooms are print-rich environments – subject and grade level appropriate. Plans and timelines are in place and implemented for each six or nine week period to ensure pacing of the mastery benchmark targets by the end of the school year. Academic Goals….

23. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and Learned We began with…. –Acquisition of Academic Skill –Mastery of Academic Skill –Application of Academic Skill Now, we have added…. –Analysis, Synthesis, and Evaluation of Academic Skill Academic Goals….

24. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building CURRICULUM & ACADEMIC GOALS Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist What is Taught and Learned At the School Level District curriculum drives all instruction. Teachers develop academic timelines/syllabi by grade level, department, subject which accelerates instruction. From academic timelines/syllabi each school customizes daily warm-ups, lesson plans, and homework. Each schools data and academic timelines/syllabi drives specificity in regularly scheduled checkpoint testing.

25. The 15 th Education Trust National Conference Programs, Practices, & Arrangements STAFF SELECTION & CAPACITY BUILDING Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist Selecting and Developing Teachers and Leaders Teacher Recruitment Recruit through student teaching partnerships with universities across the nation Schedule week-end interviews targeting teachers from other school districts Attend over two hundred job fairs where recruiters are authorized to offer jobs to outstanding candidates Staff Selection, Leadership and Capacity Building

26. The 15 th Education Trust National Conference Programs, Practices, & Arrangements STAFF SELECTION & CAPACITY BUILDING Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist Selecting and Developing Teachers and Leaders Teacher Selection Teachers involved in selection process through interview panels to ensure similar levels of knowledge and commitment Selection of staff is based on a specific purpose –Data Driven – determines need and placement > student needs > campus needs

27. The 15 th Education Trust National Conference Programs, Practices, & Arrangements STAFF SELECTION & CAPACITY BUILDING Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist Selecting and Developing Teachers and Leaders Teacher Retention Maintain above average teacher salaries, attractive compensation packages, numerous professional development opportunities and timely instructional support Schedule regular collaboration among teachers on the same grade level as well as among teachers across grade levels Like with whom they work and where they work

28. The 15 th Education Trust National Conference Programs, Practices, & Arrangements STAFF SELECTION & CAPACITY BUILDING Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist Selecting and Developing Teachers and Leaders Principal Recruitment Recruited usually from internal candidates –Served as assistant principals –Attended leadership academy for principals –Attended new assistant principal academy for three years –Attended new principal academy for three years

29. The 15 th Education Trust National Conference Programs, Practices, & Arrangements STAFF SELECTION & CAPACITY BUILDING Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist Selecting and Developing Teachers and Leaders Principal Selection At the vertical level, Once the Human Resources Department advertises and receives letters of interest, the area superintendent reviews the list of interested applicants. The area superintendent conducts a comprehensive review of the applicants and interviews all eligible applicants. A committee of principals from the vertical feeder schools, PK-12, and the area superintendent interview the highest ranked applicants. The area superintendent makes a recommendation for the principal vacancy to the superintendent of schools.

30. The 15 th Education Trust National Conference Programs, Practices, & Arrangements STAFF SELECTION & CAPACITY BUILDING Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist Selecting and Developing Teachers and Leaders Levels of Leadership Superintendent/Cabinet Vertical Areas-Feeder Schools Curriculum Specialists Principals Assistant Principals Skills Specialists Department/Grade Level Chairs

31. The 15 th Education Trust National Conference Programs, Practices, & Arrangements STAFF SELECTION & CAPACITY BUILDING Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist Selecting and Developing Teachers and Leaders Build a Team Finding Team Time Starting the Year Leading Data vs Trailing Data Collecting Data – Surveys Teacher Efficacy Student Engagement Leadership Training for Principals and School Teams

32. The 15 th Education Trust National Conference Programs, Practices, & Arrangements STAFF SELECTION & CAPACITY BUILDING Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist Selecting and Developing Teachers and Leaders Support for Schools New Teacher Induction Academy Afternoon, Saturday, and Summer Staff Development Mentor Program Aldine Teacher Permit Program Schools in Assistance

33. The 15 th Education Trust National Conference Programs, Practices, & Arrangements STAFF SELECTION & CAPACITY BUILDING Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist Selecting and Developing Teachers and Leaders Teaching Objective Target Taxonomy Text Alignment Instructional Strategies Student Learning Environment Student Engagement Walkthrough Training

34. The 15 th Education Trust National Conference Programs, Practices, & Arrangements STAFF SELECTION & CAPACITY BUILDING Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist Selecting and Developing Teachers and Leaders Enhanced the delivery and application of the benchmark targets Research-based and identified as best practices Designed to meet the needs of all learners Appropriate for all grade levels, subject areas, and levels of children Required little time for preparation Included vocabulary instruction that expands skills, concepts, terms, and key objectives in all lessons in every subject area At the District Level

35. The 15 th Education Trust National Conference Programs, Practices, & Arrangements STAFF SELECTION & CAPACITY BUILDING Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist Selecting and Developing Teachers and Leaders District-wide focus All grade levels and subjects focused on same topics Addressed the acquisition, mastery, and application of academic skills Scripted sessions provided the same message to all participants Train the Trainers to deliver sessions on campuses or in subject groups At the District Level

36. The 15 th Education Trust National Conference Programs, Practices, & Arrangements STAFF SELECTION & CAPACITY BUILDING Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist Selecting and Developing Teachers and Leaders Model Classroom Project Summary At the vertical level, staff development aligns with District objectives. The purpose of the Model Classroom Project is to build knowledge and skills around best practices and differentiate instructional designs in an effort to improve student achievement. The project is built around ongoing professional development focused on curriculum and instruction. Participants include staff members from the 11 schools in the vertical team and facilitators selected by the school principals. The facilitators participate in the professional development sessions and review instructional goals with teachers, focusing on the content, thinking, product development, assessment, facilitation, and feedback. Teachers review targeted goals and instructional plans to provide the best instruction for students.

37. The 15 th Education Trust National Conference Programs, Practices, & Arrangements STAFF SELECTION & CAPACITY BUILDING Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist Selecting and Developing Teachers and Leaders At the School Level All teachers receive continuous, on-going staff development that clearly and specifically relates to academic campus goals. Empowerment develops teacher leadership by –Mentoring –Training –Modeling Key to a successful instructional program Key to academic success for students

38. The 15 th Education Trust National Conference PROGRAMS, PRACTICES, & ARRANGMENTS Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist The Right StuffTime and Tools Results, not programs are mandated. Programs are selected based on students needs, benchmark results, and teacher input. Program implementation at schools is monitored for results. Instructional Programs

39. The 15 th Education Trust National Conference PROGRAMS, PRACTICES, & ARRANGMENTS Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist The Right StuffTime and Tools The Instructional Cycle Written TaughtTested

40. The 15 th Education Trust National Conference PROGRAMS, PRACTICES, & ARRANGMENTS Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist The Right StuffTime and Tools The Written Curriculum Benchmark Targets (which are derived from the TEKS) are the written curriculum and express what the student should master. Benchmark Targets indicate the cognitive level of the performance expected (e.g. knowledge, comprehension, application, analysis, synthesis, and evaluation).

41. The 15 th Education Trust National Conference PROGRAMS, PRACTICES, & ARRANGMENTS Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist The Right StuffTime and Tools The Taught Curriculum Delivers the written curriculum through lesson design Consists of the best instructional practices to achieve student mastery of the Benchmark Targets Best instructional practices may include: print rich environment manipulatives automaticity 5E Model writing in complete sentencesKWL effective questioning flexible groupingmaking big words decoding sentence expansion problem solving

42. The 15 th Education Trust National Conference PROGRAMS, PRACTICES, & ARRANGMENTS Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist The Right StuffTime and Tools The Tested Curriculum Consists of a variety of assessments for a variety of purposes May occur at any point in the learning and instructional cycle (ie. formative/summative) Formal and Informal assessments may include: common assessments demonstrationsself-evaluation journals portfoliosrubrics oral comprehension checkholistic and analyticessays scoring observation

43. The 15 th Education Trust National Conference PROGRAMS, PRACTICES, & ARRANGMENTS Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist The Right StuffTime and Tools Determine the level of difficulty of Benchmark Targets to ensure that the instructional level and the assessment level are aligned Written Taught Tested

44. The 15 th Education Trust National Conference PROGRAMS, PRACTICES, & ARRANGMENTS Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist The Right StuffTime and Tools Lecture Reading Multi-media Demonstration Discussion Group Practice by Doing Teach Others/Immediate Application 5% 10% 20% 30% 50% 70% 90% The Learning Pyramid Jerome Brunner – The Process of Learning

45. The 15 th Education Trust National Conference PROGRAMS, PRACTICES, & ARRANGMENTS Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist The Right StuffTime and Tools District Level Plan Vertical Plan Campus or Department Plan Grade Level or Content Area Plan Teacher Planning Teacher Collaboration Teacher Mentoring

46. The 15 th Education Trust National Conference PROGRAMS, PRACTICES, & ARRANGMENTS Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist The Right StuffTime and Tools At the District Level Restructured Meetings for Administrators Horizontal Meetings-Staff Development for all Principals and Curriculum Staff Vertical Meetings-Staff Development for Principals with Area Superintendents

47. The 15 th Education Trust National Conference PROGRAMS, PRACTICES, & ARRANGMENTS Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist The Right StuffTime and Tools At the School Level Various forms of grouping –Total –Flex –Ability –Cooperative –Individual Scheduled checkpoint testing

48. The 15 th Education Trust National Conference PROGRAMS, PRACTICES, & ARRANGMENTS Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist The Right StuffTime and Tools Expectations clearly set Training is continuous and on-going Monitoring through –Lesson plans –Multiple forms of data –Daily walk-throughs –Formal evaluation At the School Level

49. The 15 th Education Trust National Conference PROGRAMS, PRACTICES, & ARRANGMENTS Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation Recognition / Intervention 2004 Broad Prize Urban Education Finalist The Right StuffTime and Tools At the School Level Programs scientifically based to extend and enrich instruction Teachers collaborating daily/weekly Ensuring alignment in all areas Strategies

50. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals MONITORING/ COMPILATION Recognition / Intervention 2004 Broad Prize Urban Education Finalist Knowing the Learners and the Numbers Data Let the data drive the decisions. Give voice to the data. Trailing Data Leading Data Monitoring, Compilation, Analysis, and Use of Data

51. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals MONITORING/ COMPILATION Recognition / Intervention 2004 Broad Prize Urban Education Finalist Knowing the Learners and the Numbers District and School Monitoring A monitoring system is in place to ensure success for each student in each grade level. Disaggregated data, using a district developed data system, is utilized. –District level –Area level –School Level –Teacher Level –Item Analysis

52. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals MONITORING/ COMPILATION Recognition / Intervention 2004 Broad Prize Urban Education Finalist Knowing the Learners and the Numbers The District and Schools Data Analysis Tools PIPE – Performance Indicators for Public Education

53. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals MONITORING/ COMPILATION Recognition / Intervention 2004 Broad Prize Urban Education Finalist Knowing the Learners and the Numbers District/Area TAKS 2003-2004 Data At the vertical level, analysis of the data supports district objectives. TAKS Writing & Reading 2003-2004 Data: District/Area WRITINGNumber Tested Met Standard Percent Met Standard Commended Performance Percent Commended Performance District7552678089.8%89813.1% Area1192109892.1%19015.9% READING District32,07126,78483.5%416912.99% Area5198453087.1%77114.83%

54. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals MONITORING/ COMPILATION Recognition / Intervention 2004 Broad Prize Urban Education Finalist Knowing the Learners and the Numbers District/Area TAKS 2003-2004 Data TAKS Math & Science 2003-2004 Data: District/Area MATH Number Tested Met Standard Percent Met Standard Commended Performance Percent Commended Performance District32,42023,75373%363711.2% Area5300440083%87216.45% SCIENCE District8794568564.6%344.039% Area1495107972.2%68.045%

55. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals MONITORING/ COMPILATION Recognition / Intervention 2004 Broad Prize Urban Education Finalist Knowing the Learners and the NumbersScorecard At the vertical level, monitoring of instruction is aligned with district objectives. Aldine Independent School District Scorecard 2004-2005 PerspectiveMeasure Target 3 years Target 1 year Q 1 2004 Q 2 2004 Q 3 2005 Q 4 2005 Q 4 2004 1.2 Improve, sustain, and support student performance at or beyond grade level TAKS, SDAA 95%90% See attached Brigance ofr PK 90% See Attached AYP LA – 60.1% Math-50% LA-46.8% Math-33.4% Pending ITBS, ITED, Logromos (fall) 95% on grade level or above 90% on grade level or above

56. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals MONITORING/ COMPILATION Recognition / Intervention 2004 Broad Prize Urban Education Finalist Knowing the Learners and the NumbersScorecard MacArthur Vertical Area Scorecard 2004-2005 PerspectiveMeasure Target 3 years Target 1 year Q 1 2004 Q 2 2004 Q 3 2005 Q 4 2005 Q 4 2004 1.2 Improve, sustain, and support student performance at or beyond grade level Sustain growth in academic performance in area schools with 90% on grade TAKS, SDAA95%90%5/11 50% Brigance ofr PK90% AYP 100%of all campuses meet AYP Pend- ing ITBS, ITED, Logromos (fall) 95% on grade level or above 90% on grade level or above 50% of students tested

57. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals MONITORING/ COMPILATION Recognition / Intervention 2004 Broad Prize Urban Education Finalist Knowing the Learners and the NumbersScorecard Worsham Elementary School Scorecard 2004-2005 PerspectiveMeasure Target 3 years Target 1 year Q 1 2004 Q 2 2004 Q 3 2005 Q 4 2005 Q 4 2004 1.2 Improve, sustain, and support student performance at or beyond grade level 1. Determine at-risk students based on disaggregated data from TEKS-aligned assessments. Provide intervention for students not demonstrating mastery through tutorials, extended day, extended year, and integrated activities. Kindergarten – Math Benchmarks- English Math Benchmarks- Spanish TPRI (ARI) TEJAS (ARI) Science Benchmarks- Eng. Science Benchmarks- Span. 100% 0% 100% 90% < 20% 90% 91.9% 90.2% 20%(SD) 9% (SD) 91.9% 95.1%

58. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals MONITORING/ COMPILATION Recognition / Intervention 2004 Broad Prize Urban Education Finalist Knowing the Learners and the Numbers Developed district mandated benchmark assessments –Secondary – given every nine weeks –Elementary – given in December and May Developed common assessments in subject levels which are given every two or three weeks Monitored by principal, area superintendent, assistant superintendent for instruction and superintendent Assessment

59. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals MONITORING/ COMPILATION Recognition / Intervention 2004 Broad Prize Urban Education Finalist Knowing the Learners and the Numbers Schools in Assistance Meet with area superintendent, principal, curriculum principal, department or team leader, teachers and students Discuss data: school, district, and state Review and align Action Plan and Scorecard to data Provide Support: Model lessons, classroom observations with feedback, workshops, and other interventions bases on data

60. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals MONITORING/ COMPILATION Recognition / Intervention 2004 Broad Prize Urban Education Finalist Knowing the Learners and the Numbers Principals as Instructional Leaders Curriculum Alignment Benchmark Assessments Data Disaggregation Staff Development At the District Level

61. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals MONITORING/ COMPILATION Recognition / Intervention 2004 Broad Prize Urban Education Finalist Knowing the Learners and the Numbers At the School Level Various forms of data used continuously to monitor and analyze teacher and student needs yield: –Meeting challenges –Conferencing with teachers –Developing action plans –Providing support –Making adjustments

62. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals MONITORING/ COMPILATION Recognition / Intervention 2004 Broad Prize Urban Education Finalist Knowing the Learners and the Numbers At the School Level Effectiveness of staff development based on: –Results of data –Classroom walk-throughs –Formal evaluations –Monitoring to ensure vertical alignment

63. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation RECOGNITION / INTERVENTION 2004 Broad Prize Urban Education Finalist Ensuring All Children Learn Incentive pay program for teachers awarded based on student accountability measure awarded in addition to regular compensations awarded amount based on recommendation of school steering committee Recognitions, Interventions, and Adjustments

64. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation RECOGNITION / INTERVENTION 2004 Broad Prize Urban Education Finalist Ensuring All Children Learn Annual service awards banquet Individual accomplishments Celebrations for performance Incentives for school attendance Board recognition of schools success Features in district and community publications At the District Level

65. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation RECOGNITION / INTERVENTION 2004 Broad Prize Urban Education Finalist Ensuring All Children Learn At the School Level Recognition of teacher/student success –Awards –Display cases –Marque –Newsletter –Morning announcements –Teacher sharing successes during weekly grade level meetings –Creating teacher vignettes –Staff member of the month

66. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation RECOGNITION / INTERVENTION 2004 Broad Prize Urban Education Finalist Ensuring All Children Learn District Level Interventions Schools in Assistance Immediate Response to Lack of Mastery Flexible Scheduling Reteaching Classes Extended Day, Week, Year Skills Specialists for math, reading, and science

67. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation RECOGNITION / INTERVENTION 2004 Broad Prize Urban Education Finalist Ensuring All Children Learn Intervention is immediate and adjustments are made. –Flexible grouping –Skills added to warm-ups –Small group instruction by support staff –Extended day instruction –Tutoring before school –Double blocking –Adjust student schedules At the School Level

68. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation RECOGNITION / INTERVENTION 2004 Broad Prize Urban Education Finalist Ensuring All Children Learn At the School Level Intervention is immediate and adjustments are made. –Reteach classes / tutoring –Credit recovery –Skill labs –Enrichment classes to accelerate math and science –Fill in academic gaps immediately / expect improvement –Intervention Assistance Team

69. The 15 th Education Trust National Conference Programs, Practices, & Arrangements Staff Selection & Capacity Building Curriculum & Academic Goals Monitoring / Compilation RECOGNITION / INTERVENTION 2004 Broad Prize Urban Education Finalist Ensuring All Children Learn