Closing the Gap No Small Role for Big Change Aldine Independent School District Jean Rutherford, Ed.D. Director of Educational Initiatives Washington,

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

The 15th Education Trust National Conference

2004 Broad Prize Urban Education Finalist


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12th largest TX districtServing 56,491 students

AISD Located InRegion 4




Student DemographicsStudent Demographics56,491 Students

60.15% Hispanic

31.85% African American

2.20% Asian

5.71% White

0.08% Native American




Student DemographicsStudent Demographics

76.6% Economically Disadvantaged

24.8% LEP

09.8% Special Education

23.5% Mobility Rate

96.0% Attendance Rate




Comparison of State and District Demographics2003-2004

14.0%

44.0%39.0%

2.9%

52.7%

76.6%

2.2%5.71%

60.15%

31.85%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

AfricanAmer.

Hispanic White Asian/Other Econ.Disadv.

STATE DISTRICT




TAKS 2003 & 2004: Reading/ELA All Students Tested in English

86%

70%

84%

90% 91%

70%68%67%

86%

82%

76%

88%

95%

85%

94%

85%

89%

85%

95%

85%

79%

86%83%

89%

84%

75%

87%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

3rd 4th 5th 6th 7th 8th 9th 10th 11thGrade Level

district-2003 district-2004 state-2004




TAKS 2003 & 2004: Mathematics All Students Tested in English

90%

80% 79%77% 77%

70%68%

64%

86%

70%

65%

60%

88%

82%

77%

63%

85%

92%

60%

90%

71%73%

59%

66%

70%

86%

90%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

3rd 4th 5th 6th 7th 8th 9th 10th 11th

Grade Level




Aldine Independent School District TAKS 2003 & 2004: Writing, Science and Social

Studies All Students Tested in English

62%64%

84%

92%89%

58%61%

90% 89%

64%

60%

89%87%

96%

86%

99%

90%

88%

97%

87%85%

69%

90% 91%

0%

20%

40%

60%

80%

100%

4th-Wrtg 7th-Wrtg 5th-Sci. 10th-Sci. 11th-Sci. 8th-S.Stu. 10th-S. Stu. 11th-S. Stu.

Grade Level



Programs, Practices,

& Arrangements

Staff Selection & Capacity

BuildingCURRICULUM

&ACADEMIC

GOALS

Monitoring /Compilation

Recognition /Intervention


“What is Taught and Learned”

VisionVisionProduce the Nation’s Best!

MissionMissionWe exist to prepare each student

academically and socially to be a:

*responsible and productive citizen

*critical thinker

*problem solver



& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





BeliefsBeliefs• 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 children’s

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.



& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





BeliefsBeliefs• 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.



& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





ObjectivesObjectivesThe 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.



& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





The vertical level is aligned with district objectives.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



& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





The vertical level is aligned with district objectives.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



& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





• Establish the Belief System• Set High Expectations• Identify Skills• Identify Strategies• Monitor and Assess• Adjust and Intervene

Academic Organizational PlanAcademic Organizational Plan



& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





“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



& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





• 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 SystemBelief System



& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





State StandardsTAKS Objectives TEKS

District StandardsBenchmark Targets

Campus StandardsFocus on The Needs of All Kids

Gifted Child Ec. Dis. Child

At-Risk Child

Special Needs

Regular Child

LEP Child



& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





• 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 AnsweredQuestions That Had to be Answered



& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





Aldine Benchmark TargetsAldine 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



& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





• 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….Academic Goals….



& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





• 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.




& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





• 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




& Arrangements


BuildingCURRICULUM

&ACADEMIC

GOALS





At the School LevelAt 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 school’s data and academic timelines/syllabi drives specificity in regularly scheduled checkpoint testing.



& ArrangementsSTAFF

SELECTION & CAPACITY BUILDING

Curriculum &Academic

Goals




“Selecting and Developing Teachers and Leaders”

Teacher RecruitmentTeacher 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 BuildingStaff Selection, Leadership and Capacity Building



& ArrangementsSTAFF



Goals





Teacher SelectionTeacher 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



& ArrangementsSTAFF



Goals





Teacher RetentionTeacher 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



& ArrangementsSTAFF



Goals





Principal RecruitmentPrincipal 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



& ArrangementsSTAFF



Goals





Principal SelectionPrincipal SelectionAt 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.



& ArrangementsSTAFF



Goals





Levels of LeadershipLevels of Leadership

• Superintendent/Cabinet• Vertical Areas-Feeder Schools• Curriculum Specialists• Principals• Assistant Principals• Skills Specialists• Department/Grade Level Chairs



& ArrangementsSTAFF



Goals





• 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 Leadership Training for Principals and School TeamsSchool Teams



& ArrangementsSTAFF



Goals





Support for SchoolsSupport for Schools

• New Teacher Induction Academy

• Afternoon, Saturday, and Summer Staff Development

• Mentor Program

• Aldine Teacher Permit Program

• Schools in Assistance



& ArrangementsSTAFF



Goals





• Teaching Objective• Target• Taxonomy• Text Alignment• Instructional Strategies• Student Learning Environment• Student Engagement

Walkthrough TrainingWalkthrough Training



& ArrangementsSTAFF



Goals





• 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 LevelAt the District Level



& ArrangementsSTAFF



Goals





• 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




& ArrangementsSTAFF



Goals





Model Classroom Project SummaryModel Classroom Project SummaryAt 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.



& ArrangementsSTAFF



Goals





At the School LevelAt 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


PROGRAMS, PRACTICES, &

ARRANGMENTS


Building


Goals




“The Right Stuff—Time 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 ProgramsInstructional Programs



ARRANGMENTS


Building


Goals





The Instructional CycleThe Instructional Cycle

Written

TaughtTested



ARRANGMENTS


Building


Goals





The Written CurriculumThe 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).



ARRANGMENTS


Building


Goals





The Taught CurriculumThe 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 sentences KWLeffective questioning flexible grouping making big words decoding sentence expansion problem solving



ARRANGMENTS


Building


Goals





The Tested CurriculumThe Tested Curriculum• Consists of a variety of assessments for a variety

of purposes

• May occur at any point in the learningand instructional cycle (ie. formative/summative)

• Formal and Informal assessments may include: common assessments demonstrations self-evaluation journals portfolios rubricsoral comprehension check holistic and analytic essaysscoring observation



ARRANGMENTS


Building


Goals





• Determine the level of difficulty of Benchmark Targets

to ensure that the instructional level

and the assessment level are aligned

Written

Taught

Tested



ARRANGMENTS


Building


Goals





Lecture

Reading

Multi-media

Demonstration

Discussion Group

Practice by Doing

Teach Others/Immediate Application

5%

10%

20%

30%

50%

70%

90%

The Learning PyramidThe Learning Pyramid

Jerome Brunner – The Process of Learning



ARRANGMENTS


Building


Goals





District Level Plan

Vertical Plan

Campus or Department Plan

Grade Level or Content Area Plan

• Teacher Planning

• Teacher Collaboration

• Teacher Mentoring



ARRANGMENTS


Building


Goals






• Restructured Meetings for Administrators• Horizontal Meetings-Staff Development for all

Principals and Curriculum Staff• Vertical Meetings-Staff Development for

Principals with Area Superintendents



ARRANGMENTS


Building


Goals





At the School LevelAt the School Level

Various forms of grouping– Total– Flex– Ability– Cooperative– Individual

Scheduled checkpoint testing



ARRANGMENTS


Building


Goals





• Expectations clearly set• Training is continuous and on-going• Monitoring through

– Lesson plans– Multiple forms of data– Daily walk-throughs– Formal evaluation




ARRANGMENTS


Building


Goals






• Programs scientifically based to extend and enrich instruction

• Teachers collaborating daily/weekly• Ensuring alignment in all areas• Strategies



& Arrangements


Building


Goals MONITORING/COMPILATION



“Knowing the Learners and the Numbers”

• Data

“Let the data drive the decisions.”

“Give voice to the data.”• Trailing Data• Leading Data

Monitoring, Compilation, Monitoring, Compilation, Analysis, and Use of DataAnalysis, and Use of Data



& Arrangements


Building






District and School MonitoringDistrict 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



& Arrangements


Building






• The District and Schools’ Data Analysis Tools

• PIPE – Performance Indicators for Public Education



& Arrangements


Building






District/Area TAKS 2003-2004 DataDistrict/Area TAKS 2003-2004 DataAt the vertical level, analysis of the data supports district objectives.

TAKS Writing & Reading 2003-2004 Data: District/Area

WRITING Number Tested

Met Standard

Percent

Met Standard

Commended Performance

Percent Commended Performance

District 7552 6780 89.8% 898 13.1%

Area 1192 1098 92.1% 190 15.9%

READING

District 32,071 26,784 83.5% 4169 12.99%

Area 5198 4530 87.1% 771 14.83%



& Arrangements


Building






District/Area TAKS 2003-2004 DataDistrict/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

District 32,420 23,753 73% 3637 11.2%

Area 5300 4400 83% 872 16.45%

SCIENCE

District 8794 5685 64.6% 344 .039%

Area 1495 1079 72.2% 68 .045%



& Arrangements


Building






ScorecardScorecardAt the vertical level, monitoring of instruction is aligned with district objectives.

Aldine Independent School District Scorecard 2004-2005

Perspective Measure 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% 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




& Arrangements


Building






ScorecardScorecardMacArthur Vertical Area Scorecard 2004-2005


3 years

Target

1 year

Q 1 2004

Q 2 2004

Q 3 2005

Q 4 2005

Q 4 2004


Sustain growth in academic performance in area schools with 90% on grade

TAKS, SDAA 95% 90% 5/11

50%

Brigance ofr PK 90% 90% 90%

AYP 100%of all campuses meet AYP

100% of all campuses meet AYP

Pend-ing

ITBS, ITED, Logromos (fall)



50% of students tested



& Arrangements


Building






ScorecardScorecardWorsham Elementary School Scorecard 2004-2005


3 years

Target

1 year

Q 1 2004

Q 2 2004

Q 3 2005

Q 4 2005

Q 4 2004


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%

100%

0%

0%

100%

100%

90%

90%

< 20%

< 20%

90%

90%

91.9%

90.2%

20%(SD)

9% (SD)

91.9%

95.1%



& Arrangements


Building






• 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

AssessmentAssessment



& Arrangements


Building






Schools in AssistanceSchools 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



& Arrangements


Building






• Principals as Instructional Leaders

• Curriculum Alignment

• Benchmark Assessments

• Data Disaggregation

• Staff Development




& Arrangements


Building






At the School LevelAt the School LevelVarious 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



& Arrangements


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At the School LevelAt the School LevelEffectiveness of staff development based

on:– Results of data– Classroom walk-throughs– Formal evaluations– Monitoring to ensure vertical alignment



& Arrangements


Building


Goals

Monitoring /Compilation RECOGNITION

/INTERVENTION


“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 AdjustmentsRecognitions, Interventions, and Adjustments



& Arrangements


Building


Goals


/INTERVENTION



• Annual service awards banquet• Individual accomplishments• Celebrations for performance• Incentives for school attendance• Board recognition of schools’ success• Features in district and community

publications




& Arrangements


Building


Goals


/INTERVENTION



At the School LevelAt the School LevelRecognition 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



& Arrangements


Building


Goals


/INTERVENTION



District Level InterventionsDistrict 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



& Arrangements


Building


Goals


/INTERVENTION



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




& Arrangements


Building


Goals


/INTERVENTION



At the School LevelAt the School LevelIntervention 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



& Arrangements


Building


Goals


/INTERVENTION



Closing the Gap No Small Role for Big Change Aldine Independent School District Jean Rutherford, Ed.D. Director of Educational Initiatives Washington,

Documents

special education

district objectives

th largest tx district

attendance rate slide

student excellence

native american slide

student performance

problem solver slide