Wanda Bamberg, Ed. D., Superintendent of Schools

February 1, 2010

Lessons From the Field Lessons From the Field

Aldine ISDAldine ISD

Aldine’s Vision

To Produce the Nation’s

Best!

62,055 Students

111 Square Miles

72 Campuses

7 EC/PK Campuses

1 PreK Center

32 Elementaries

10 Intermediate

9 Middle Schools

4 9th Grade Schools

4 High Schools

1 Magnet High School

1 Night High School

1 Early College

1 Credit Recovery High School

1 Discipline Alternative Campus

The District

EC/Pre-K Centers

Elementary Schools

Intermediate Schools

Middle Schools

9th 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-6th 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-3rd and 4th 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 6th 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 2nd and 3rd 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

Comparison of state and district demographics

* Grade 3, 5, and 8 are First Administration Only

TAKS Mathematics ComparisonState of Texas and Aldine ISD – All Students Tested in English Spring 2009

Aldine’s Hispanic students achieved higher average

proficiency rates than their state counterparts in reading and math

at all grade levels.

Aldine’s 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 SkillStrategy for Instruction of SkillAssessment of Mastery of SkillAdjustment 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.

Model of Instruction-Based on Fenwick English

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 don’t 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 8Objective 8The 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)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.

District Scope & Sequence

Algebra Syllabus

Sample Lesson Plan

Grading Policies:

Late WorkReteach / Reassess

Make-Up WorkNo Grade Policy

Credit Denied Due to Excessive Absences (NG)*2007-08 Semester 2 2008-09 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 deniedTotal # of classes with credit denied

Aldine 225 712 75 275

Carver 6 23 11 45

MacArthur 305 557 259 494

Eisenhower 117 188 6 25

Nimitz 308 720 156 334

Hall HS (Q4) 94 176 35 74

Hall Academy (Q4) 55 107 11 25

Victory 0 0 0 0

Aldine 9th 6 30 27 129

MacArthur 9th 6 6 22 60

Eisenhower 9th 95 242 20 34

Nimitz 9th 21 71 37 91

Total 1238 2832 659 1586

* 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 LevelsLeadership is the Key

Board

Superintendent

Deputy Superintendent

Cabinet – 6 Assistant Superintendents

5 Area Superintendents

District Department Heads

Building Principal

Campus Staff

The Board’s Role

Governance vs. Management

Policy Development to Guide District Improvements

Policy Development to Reform the District

Theory of Action

Managed InstructionWe 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 PerformanceWe don’t 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 DecisionsProcesses

Programs

Policies

Structure

Curricula

InstructionResources

(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 byteacher and student

Teacher Screen – Benchmark Exam

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 4th – 5th

6th – 7th

8th – 9th

9th – 10th 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 performanceStudentTeacherSchoolInterventions / adjustments take place at all levels – pyramidClassroom – flexible groupingGrade level – revised schedules / teaching assignmentsCampus – 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 AdjustmentDLM

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

Recognitions, Interventions, and Adjustments

Interventions People – additional help Programs – to meet the needs of all learners Money

Recognitions Celebrations Publications

Aldine Ninth Grade School

Access to Excellence

“Failure is not an Option”

Student Demographics

81% Hispanic 15% African American 3% White 1% Asians

15% LEP 7% SPED 6% GT

867 Total Students

Data from October 2009

Department Chair Compiles Data and Department Members Analyze Results by Ethnicity

Interventions

Transition/Prevention Program Grad Prep Math & Reading Labs Parent Conferences Academic Contracts Mandatory Tutorials Re-teach & Re-assess Pullouts & Saturday Schools Credit Recovery Program NG Make-up Classes

Comparative Data - MathAldine 9th Grade Math TAKS Scores

0%

20%

40%

60%

80%

100%

120%

All Students African American Hispanic White Asian LEP

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009*

Repeat Ninth Graders813 Students (May 2009) 42 Repeat 9th Graders

17 Finished at Alternative Placement 13 Enrolled after 1st Semester 5 ESL Students 2 ESL Identified, served via Special Services 8 Special Service Students

17 ELI Students – 1st year in U.S. Schools

5.16% Repeat 9th Graders (ELI not included)7.25% Repeat 9th 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

TrailingData

Summative

TAKS / ITBSYear-EndResults

Plans forNext Year

ActionPlans

Plans toMeet Goals

District Imp. Plan

Campus,Department

Subj. / Grade Level

LeadingData

Weekly / Biweekly

Formative

Just-in-timeInstructionalDecisions

Scorecard

System toReview 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?

Questions?