62,055Students 111Square Miles 72Campuses 7EC/PK Campuses 1PreK Center 32Elementaries 10Intermediate 9Middle Schools 49th Grade Schools 4High Schools 1Magnet High School 1Night High School 1Early College 1Credit Recovery High School 1Discipline Alternative Campus The District
EC/Pre-K Centers Elementary Schools Intermediate Schools Middle Schools 9 th Grade Schools District organization 5 Vertical Areas Organized by Feeder Patterns 1 Magnet Strand High Schools
Student Demographics 67.08% Hispanic 28.09% African American 1.70% Asian 3.05% White 0.07% Native American 62,055 Students All the data above, except mobility rate, is from fall PEIMS, 2008-2009 (enrollment as of the last Friday of October)
Student Demographics 84.3% Economically Disadvantaged 69.9% At-risk 31.7% LEP 7.4% Special Education 24.7% Mobility Rate District wide Title Program
English Language Learners Over 20,000 ELL students, PK-12 Transitional Bilingual Program-Students receive instruction in their primary language and gradually transition to an all English environment. English as a Second Language (ESL) Program-Students in PK-6 th grade who speak a language other than Spanish receive specialized instruction through ESL. All English instruction with linguistic support from ESL teacher. Vietnamese Academy one EC/PK and elementary campuses One Two-Way Immersion program under vision at this time
Transitional Bilingual Program Teachers follow a pacing chart at each grade level which takes into consideration length of time in US and data entering US/Aldine schools Transition as early as possible-3 rd and 4 th grade if student arrived in PK or K Students can take one test in English and one in Spanish if appropriate (Grade 4 Math in English and Writing in Spanish Bilingual offered through 6 th grade if needed ESL support provided after exit from bilingual program Bilingual program under study for possible revisions
English Language Learners English Language Proficiency Standards (ELPS) Sheltered Instruction Gradual Release
Specific Support for ELL Students at Aldine 9 English Language Institute (ELI) classes-1st year arrivals English Language Learner (ELL) classes for 2 nd and 3 rd year arrivals ELL students are scheduled in one professional learning community ELI students are assigned an 8 period core subject (after school) in the spring and summer to gain credit because they are double- blocked during the day in English Language Arts
* Grade 3, 5, and 8 are First Administration Only TAKS Mathematics Comparison State of Texas and Aldine ISD – All Students Tested in English Spring 2009
Aldines Hispanic students achieved higher average proficiency rates than their state counterparts in reading and math at all grade levels.
Aldines Economically Disadvantaged students achieved higher average proficiency rates than their state counterparts in reading and math at all grade levels.
Between 2005 and 2008, Average SAT Scores Increased by 13 points Between 2005 and 2008, SAT participation rates for Hispanic Students increased by 11 percent
District Recognitions BROAD Finalists 2004, 2005, 2008 BROAD Prize Winner, 2009 National Center for Educational Accountability Education Trust Research Studies Dana Center, Learning First Alliance, Harvard Business School Texas Awards Performance Excellence, 2006 HEB Large District Award, 2008
Domain I – Teaching and Learning Aldine Objective I: Student Achievement Curriculum Journey Instructional Model Alignment Assessment
The Aldine Plan Identification of Skill Strategy for Instruction of Skill Assessment of Mastery of Skill Adjustment to ensure mastery
District Practices Developed Benchmark Targets Developed Benchmark Target Assessments Worked with Triand to develop a comprehensive Instructional Management System that includes TEKS, Benchmarks, Assessments, Lesson Plans, Resources, and a data analysis system Planned professional development to train teachers in scope and sequence, instructional strategies and assessment.
If We Believe All Students Can Learn… What is it we expect them to learn? How will we know when they have learned it? How will we respond when they dont learn? How will we respond when they do learn? (Dufour, Dufour, Eaker)
A System Wide Curriculum Management Plan A system wide curriculum philosophy – also in board policy System wide expectations Scope and sequence for the system Consistent curriculum guide format which is user friendly – establishes a reasonable work load Coordinated central functions including assessments Connected system wide data collation, feedback, and use in the schools (Fenwick English)
District Alignment District Guidelines, Scope and Sequence, Resources, Professional development, Assessments Based on Data Campus Level Implementation based on Specific Campus Needs including Professional Development and additional Assessments Teacher Level Implementation based on Specific Student Needs Tighter District Implementation in Times of Crisis
Algebra Plan-Campus Pilot/District Implementation Professional Development-one week of paid training Instructional Materials-purchased for implementation Administrator Support-Input and Training Daily/Weekly Plans Follow-up and Support
Objective 8 The student will demonstrate an understanding of the concepts and uses of measurement and similarity. 8.8 Measurement. The student uses procedures to determine measures of three-dimensional figures. The student is expected to (A) find lateral and total surface area of prisms, pyramids, and cylinders using [concrete] models and nets (two-dimensional models); (B) connect models of prisms, cylinders, pyramids, spheres, and cones to formulas for volume of these objects; and (C) estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume. 8.9 Measurement. The student uses indirect measurement to solve problems. The student is expected to (A) use the Pythagorean Theorem to solve real-life problems; and (B) use proportional relationships in similar two-dimensional figures or similar three-dimensional figures to find missing measurements. 8.10 Measurement. The student describes how changes in dimensions affect linear, area, and volume measures. The student is expected to (A) describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally; and (B) describe the resulting effect on volume when dimensions of a solid are changed proportionally.
Lesson 12 (TAKS Obj. 8) In this lesson, students will find surface area and volume of prisms and cylinders in a variety of problem situations. Students will begin by matching problem situations, figures, and formulas from the TAKS Mathematics Chart to find the surface area or volume of prisms and cylinders. Students will also measure the net of a prism and cylinder in order to determine its surface area and volume. Pass out a net to each group and ask them to draw a giant picture of the net on the grid paper. Give each group a different net and 3D model (3 minutes). Ask students to think and write down possible questions that could be asked about the net or the corresponding 3D model (2 minutes). Ask them to write down 1 question for total surface area, lateral surface area and volume (4 minutes). (i.e. How would you calculate the amount of water that fits in the cylinder?) Ask groups to share questions. Discuss the difference between total surface area, lateral surface area and volume for 3D figures. Use the TAKS charts and review the formulas on the document. Use the matching cards to review the properties.
Grading Policies: Late Work Reteach / Reassess Make-Up Work No Grade Policy
Credit Denied Due to Excessive Absences (NG)* 2007-08 Semester 22008-09 Semester 2 Campus Total # of students with one or more classes in which credit is denied Total # of classes with credit denied Total # of students with one or more classes in which credit is denied Total # of classes with credit denied Aldine22571275275 Carver6231145 MacArthur305557259494 Eisenhower117188625 Nimitz308720156334 Hall HS (Q4)941763574 Hall Academy (Q4)551071125 Victory0000 Aldine 9th63027129 MacArthur 9th662260 Eisenhower 9th952422034 Nimitz 9th21713791 Total123828326591586 * classes in which semester average is 70 or higher; 2007-08 data from 6/12/2008 CHS records; 2008-09 data from 6/22/2009 CHS records
Drop Out / Attendance Plan Re-organization and additional staff to monitor attendance and student withdrawals Weekly reports Focus on attendance at elementary Elementary absentees become secondary drop- outs New NG policy
District Professional Development Aligned to district goals and district plan Address the acquisition, mastery, and application of academic skills Common Sessions for All Teachers Principals Trained First! Numerous additional opportunities for professional development on afternoons, Saturdays, and summers.
Vertical Professional Development The Model Classroom Project – John Samara Three part objectives Questioning strategies Rubrics and student products Quality Lessons and Instructional Alignment – Dr. Shirley Johnson Customer Service Training
District Practices as Only Administrative Actions… Do not ensure sustainability Do not reflect a district framework for instruction or for performance Do not provide a model to build capacity
Domain II – District Leadership Board Governance Building Capacity Policy
Alignment at All Levels Leadership is the Key Board Superintendent Deputy Superintendent Cabinet –6 Assistant Superintendents 5 Area Superintendents District Department Heads Building Principal Campus Staff
The Boards Role Governance vs. Management Policy Development to Guide District Improvements Policy Development to Reform the District
Theory of Action Managed Instruction We have a framework for what we teach and when… for every grade level and subject. We identify the skills every child should master at every grade level. We train teachers how to work in this framework. We monitor student progress. We help students who need help. Managed Performance We dont leave performance to chance – we manage it. We set measurable goals. We keep score and evaluate. We make changes when needed.
Building Capacity in Aldine Leadership Academies Teachers to Assistant Principals (AIP) Academy for New Assistant Principals Project LEAD-Experienced Assistant Principals to Principals Academy for New Principals Paras to Teachers-Homegrown Program A+ Interns
Domain III – Operation and Support Data Assessments Recognitions, Interventions, Adjustments Processes/Resources to Support Alignment
Using Data for All Decisions Processes Programs Policies Structure Curricula Instruction Resources (HR & Stakeholder) Positive Change In Outcomes Data /Goals Planned Change
Monitoring Systems and Using Data: Common Assessments District-wide in core subjects each six weeks District-wide – 3 week assessments in science and math Campus-based assessments more frequently Provides leading data Provides 1st indication of need for intervention by teacher and student
Team Approach Principal AP(s) Skill Specialist(s) Department / Grade Chair Teachers Program Director(s) Area Superintendent
Aldine Vertical – Bridge Building Focus on student and learning Purpose to discuss the Brutal Facts Representatives from core content areas PK – K 4 th – 5 th 6 th – 7 th 8 th – 9 th 9 th – 10 th Facilitated by Skills specialist Meetings held during school day
Recognitions, Interventions, and Adjustments What are we going to do if students do not learn the knowledge and skills we said they would learn? Recognize, intervene, or adjust based on performance Student Teacher School Interventions / adjustments take place at all levels – pyramid Classroom – flexible grouping Grade level – revised schedules / teaching assignments Campus – extended day, week, in-school tutoring, change / adjust programs
Recognitions, Interventions, and Adjustments Interventions and Adjustments – District Level Staff – science specialists Programs High School Schedule Hall Academy Early College
Vertical Adjustment DLM DOL (Daily Oral Language) 10 minutes VOCABULARY (TPR) (Taken from the book read that week) 10 minutes STELLA (Story Telling for English Language and Literacy Language Acquisition). 25 minutes Songs, Nursery Rhymes, Chants, story Puppets (TPR) 15 minutes Second Step Program for Pre-school and Kindergarten. 10 minutes
Repeat Ninth Graders 813 Students (May 2009) 42 Repeat 9 th Graders 17 Finished at Alternative Placement 13 Enrolled after 1 st Semester 5 ESL Students 2 ESL Identified, served via Special Services 8 Special Service Students 17 ELI Students – 1 st year in U.S. Schools 5.16% Repeat 9 th Graders (ELI not included) 7.25% Repeat 9 th Graders (ELI included)
2008-2009 Success Gold Performance Acknowledgment Comparable Improvement - Reading/ELA ELA scores maintained above 90% passing in all sub-groups African-American sub-group raised 2% Math scores raised from 71% to 80% passing African-American sub-group raised 13% Hispanic sub-group raised 9% Campus rating increased from Acceptable to Exemplary in one year. (Based on TPM Criteria)
A Systematic Approach and Aligned Approach Addresses all Components Trailing Data Summative TAKS / ITBS Year-End Results Plans for Next Year Action Plans Plans to Meet Goals District Imp. Plan Campus, Department Subj. / Grade Level Leading Data Weekly / Biweekly Formative Just-in-time Instructional Decisions Scorecard System to Review Data Formal / Informal Monthly / Quarterly Quarter
The Theme – The Challenge Review your Brutal Facts. How can you improve? What needs to be changed? Who needs additional support? How will you change your Brutal Facts?