Dr. Wanda Bamberg, Superintendent of Schools
June 29, 2010
The Road to BroadThe Road to Broad
62,792 Students
111 Square Miles
72 Campuses
7 EC/PK Campuses
1 PreK Center
32 Elementary Schools
10 Intermediate Schools
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
68.2% Hispanic 27% African American 1.5% Asian 2.2% White 0.01% Native American
62,792 Students
Data from 2010 PEIMS
85.0% Economically Disadvantaged 69.0% At-risk 32.1% LEP 7.2% Special Education 22.7% Mobility Rate Districtwide Title Program
Aldine’s Economically Disadvantaged students achieved higher average proficiency rates than their state counterparts in reading and math at all grade levels.
3 Levels
NCEA Best Practice Framework
5 Themes
Theme I: Curriculum and Academic Goals
Curriculum Journey Model of Instruction (MOI) Alignment* Assessment*
Curriculum Journey
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.
Model of Instruction
Based on the work of Fenwick English
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 collection, feedback, and use in the schools
(Fenwick English)
District Scope & Sequence
Theme II: Staff Selection, Leadership and Capacity Building
Theme III: Instructional Programs, Practices, and Arrangements
Alignment at All Levels
Leadership is the Key
Board
Superintendent
Cabinet – 6 Assistant Superintendents5 Area Superintendents
District Department Heads
Building Principal
Campus Staff
Building CapacityGrow-Your-Own Programs/Philosophy
Paraprofessionals to Teachers
Student Teachers to Aldine Teachers
Academies for Teachers to APs
Academy for New APs
Interviews with Experienced APs with Cabinet
Academy for New Principals
Strong Culture of Hiring from Within the District
District Leadership-Board of Trustees Board Governance vs. District Management
Policy Development to Guide District Reform and District Improvements
Building Capacity to Develop Board Members
District Alignment
District Guidelines, Scope and Sequence, Resources, Professional development, Assessments Based on Data
Vertical Implementation based on Specific Vertical Needs including Professional development and additional Assessments
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
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 during 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
Collaborative Planning Sessions
Leadership Team
Department Chairs
Departmental Meetings
Cross-Curricular Meetings
Theme IV: Monitoring, Compilation, Analysis, & Use of Data
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
Teacher Collects Data from TRIAND
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
Theme V: Recognition, Intervention, and Adjustment
Recognitions
Celebrations at each meeting-district, vertical, board meetings
Celebrate Growth and Meeting Goals Publications Incentives for Teachers-State Plan (district plan discontinued APPLE Celebration
Accelerated Schools-Intervention Team
Assistant Superintendent of Instruction, Area Superintendent, Program directors, and Principal.
Six Weeks data meetings Brutal facts Plan of Action
Sample District Interventions
Funding and Personnel Support Accelerated School Plan Professional Development District Policies-Trailer Courses, Re-teach/Reassess District Systems to Support Campus Systems-Data
system, Scorecard/Data (Baldrige) District Improvement Plan Peer Review
Sample Building 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
QUESTIONS?