Post on 27-Mar-2015
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?