student success: doing whatever it takes pasadena isd expectation graduation
TRANSCRIPT
Student Success:Doing Whatever It
Takes
Pasadena ISD Expectation Graduation
Demographics
61 campuses:•34 elementary•8 middle schools•10 intermediate•5 high school•4 alternative campuses
51,000 students•85.8% minority•26% LEP•70.3% economically disadvantaged•7.8% special education•1 to 22 student/teacher ratio
The mission of Pasadena Independent School District, which requires the commitment of all employees,
parents, business and community members, and studentsis to guarantee that all students will:
•Acquire the knowledge
•Master the skills
•Maximize the talents necessary to fulfill their potential as responsible citizens in the ever-changing world of the 21st
century.
OUR CHALLENGE
The district has now broadened the challenge to a Pre K – 12 reformation.
With a broadly held passion for school improvement and a true commitment to high levels of academic and social success for each child, the Pasadena Independent School District sought to reinvent its high schools to meet the needs of 21st century learners.
Rigor and Relevance ProcessRigor and Relevance Process
The superintendent along with the district’s Expectation Graduation Team used assessment data, attendance and
dropout rates to drive systemic change. The data revealed a critical need for intervention at the 9th grade level.
This intervention led to a comprehensive overhaul from Pre-K through 12 based on the guidance of the International
Center’s highly effective coaching, processes, and procedures.
DataData
InterventionIntervention
•The district spent one year studying the “why” of the need for change.•Input was gathered from focus groups to establish a district-wide Expectation Graduation Team composed of all stakeholders.•The Expectation Graduation Team reviewed survey results, focus group feedback, research on dropout initiatives, and the nine characteristics of successful high schools provided by the International Center.
High Schools created their own Expectation Graduation Task forces that included the feeder school principals. These groups were facilitated by the International Center for Leadership.
District Action: Establishing Need and GainingDistrict Action: Establishing Need and Gaining Buy-inBuy-in
Campus ActionCampus Action
2004-2005:2004-2005:A Year of AnalysisA Year of Analysis
Dr. Daggett’s keynote presentations to all district leaders and administrators established a sense of the need for change and set the stage for the creation of a shared vision about what 21st century students will need to be successful.
Staff development was provided on the Rigor/Relevance Framework, academic teaming, data-driven instruction and differentiated literacy strategies.
District teams developed a multi-year improvement plan that identified common issues for each school’s improvement plan and recommended processes for sustained improvement.
The district’s graduation plans for high school completion were presented to the school board and the District Education Committee.
All high schools became members of the Successful Practices network.
2005-2006: A Year of Development
2006-2007:A Year of Empowerment
Pre-K - 12 administrators participated in staff development on instructional leadership.
Each high school was provided with an International Center consultant who met with campus teams on a monthly basis to design, monitor, and evaluate progress on both student academic performance and engagement.
Dr. Daggett addressed all 9th grade students on preparing forthe 21 century.
•Academic teaming and advisory periods were established for 9th graders.•An early start date was implemented for all freshmenhigh school students.•Both students and parents were provided with opportunities to visit the high school in the springprior to enrollment.
Based on a review of achievement data, each campus developed three researched based instructional practices
such as cooperative learning, note taking skills, and questioning skills for implementation campus wide.
Year of Empowerment… continued…
A system to monitor the Expectation Graduation Plans on a monthlybasis was implemented.
Pre-K -12 professional development continued on the Rigor/RelevanceFramework, including Quadrant D lesson planning, instructional leadership ,and academic teaming.
The district organized study tours to International Center model schools, including Atlantic Community High School in Delray Beach, Fla. and Brockton High in Brockton, Mass.
Over 100 district administrators and teachers have attended theModel Schools Conference each year for the past three years to observe and draw inspiration.
Rigor and Relevance Training With ICLE Center Consultant,
Lin Kuzmich
2007-2008: A Year of Expansion
A robust, laser-like focus was given to research based strategies and
literacy strategiesData teams regularly review and report on
periodic student assessments, attendance,
discipline, and stretch learning.
Academic Teaming expanded to 10th grade.
Data teams establishedon each campus
Walk-through classroom training for administrators
Ray McNulty provided a keynote address to all district teachers and
administrators on relationships.
Quadrant D Chunk Planning
Teams of master teachers PreK-12 are developing Quadrant D chunk plans for
all grade levels under the direction of Lin Kuzmich.
Monthly meetings continue with highschools and consultants.
Approximately 70 days of professional development or consulting was
provided by the International Center.
The number of advanced placementtests taken by students
increased from 350 to 1400.
Planning is underway for the implementation of career academies in grades 11 and 12.
Measuring Up!
Attendance
DisciplineCourse
completion and
promotion rates
Grade 9 Attendance
Grade 9 Attendance Rate
75.00%
80.00%
85.00%
90.00%
95.00%
100.00%
PISD PHS SRHS SHHS DHS PMHS
2005-2006 2006-2007
Gold Performance Acknowledgement For High School Attendance 95%
Freshmen Absent More Than 10 Days
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
PISD PHS SRHS SHHS DHS PMHS
2005-2006 2006-2007
Grade 9 Discipline
Grade 9 Discipline Assignmentspercent of campus overall
0%
10%
20%
30%
40%
50%
60%
70%
District PHS SRHS SHHS DHS PMHS
2005-2006 2006-2007
Grade 9 Course
Completion Rates
District-Wide Core Class Failure Rates for All Freshmen
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
English Algebra Biology World Geography
2005-2006 2006-2007
Biology Failure Rates for All Freshmen
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
PHS SRHS SHHS DHS PMHS PISD
2005-2006 2006-2007
English Failure Rate by SubgroupAfrican American
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
PHS SRHS SHHS DHS PMHS PISD
2005-2006 2006-2007
Grade 9 Promotion Rate
Number of Advanced Placement Tests Taken
0
50
100
150
200
250
300
350
400
PHS SRHS SHHS DHS PMHS
2005-2006 2006-2007
Grade 9 Promotion Rates
72.00%
74.00%
76.00%
78.00%
80.00%
82.00%
84.00%
86.00%
88.00%
District PHS SRHS SHHS DHS PMHS
2005-2006 2006-2007
Related InitiativeDell Grant: Advanced Placement
District-Wide Percent Passing Advanced Placement Exams
0%
10%
20%
30%
40%
50%
60%
70%
All TestsTaken
Biology Calculus Chemistry EnglishLanguage
EnglishLiterature
Physics B Statistics
2005-2006
2006-2007
2007-2008
Intermediate campus boasts 28% gain in Science
Limited English Proficient gains across the district in Math and Reading
High School campus sees double-digit performance increases in grade 9, 10, and 11 math
Nine elementary campuses expected to be rated Exemplary (increase of 7)
Campus Level Grade 8 TAKS ScienceAll Students Tested
30%
40%
68%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2006 2007 2008
District Level Limited English Proficient (LEP) StudentsAccountability Subset
2006
, 69%
2006
, 68%
2006
, 45%
2007
, 69%
2007
, 69%
2007
, 48%
2008
, 74%
2008
, 75%
2008
, 58%
0%
10%
20%
30%
40%
50%
60%
70%
80%
TAKS Reading TAKS Math TAKS Social Studies
2006
2007
2008
Campus Level Grade 9 TAKS MathAll Students Tested
35% 34%
48%
0%
10%
20%
30%
40%
50%
60%
2006 2007 2008
What We Learned About the Process
Campus Data Teams are powerful in helping teachers to be laser focused.
The process requires one full year of planning and study prior to implementation.
Instructional development is critical for all principals and assistant principals.
Ongoing monitoring of plan is crucial.
Implementing two research-based strategies district- wide per year improves instruction.
Providing Walkthrough Training for all administrators creates a common vision and vocabulary.
Next Steps•Continued focus on academic teaming
•Add two additional research-based strategies to be implemented district-wide
•Continue Quadrant D lesson planning across all grade levels and curriculum areas. Place all on eduphoria! Forethought as a tool kit for teachers
•Weekly planning meetings with math and science teachers for lesson design to work through teacher and student expectations for the week
•Sustained training and mentoring for new teachers
•Walkthrough training and emphasis on monitoring for all administrators
High school students turn cafeteria cooking grease into
bio-diesel fuel.
Thank You to our Pasadena ISD
Board of Trustees
Mr. Marshall Kendrick Board PresidentMrs. Vicki Morgan Vice PresidentMr. Jerry Speer SecretaryMr. Frank Braden Assistant SecretaryMrs. Carmen Orozco Board Member Mr. Fred Roberts Board MemberMrs. Nelda Sullivan Board Member
Dr. Bill DaggettTodd Daggett
We thank our consultants from the International
Center
Lin Kuzmich District and South Houston High School
Ray McNulty District and Sam Rayburn High School
Jim Miles - The SummitSam Houston – Dobie High SchoolDale Eggebraaten –
Guidance Center and Skill CenterHelen Branigan – Pasadena Memorial HS
Jim Causby –Pasadena High SchoolJoe Hochreiter – Tegeler Career Center
Contact Information
Dr. Kirk Lewis
Superintendent
Vicki Thomas
Deputy Superintendent
Joyce Eversole
Associate Superintendent for Curriculum and Instruction
Jerry Dennis
Associate Superintendent for Human Resources
Pasadena ISD
1515 Cherrybrook
Pasadena, Texas 77502
713-740-4000