houston isd 2011 magnet school audit -- attachment phase i/phase ii/interim

8/8/2019 Houston ISD 2011 magnet school audit -- attachment Phase I/Phase II/Interim

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Houston Independent School District Magnet School ProgramReview Update 10/15/2010

Update 1 Page 1

Magnet Schools of America respectfully submits this update as part of its contractual obligation for theHISD Magnet School Program Review. All information contained in this document is a result of completed activities as outlined in the Scope of Work. It is important to note that all information gatheredfrom document reviews and community forums is still being collected and therefore the informationincluded in this first update report should not be considered final and complete. The final phase I reportwill be reflective of all data reviewed and collected to that date.

Contractual Deliverables: Phase I - To Review District Vision and Governance of Magnet Programs:

Current Magnet beliefs, purpose, and goals; the Districts current Magnet programs rega rding theirgeographic location, specialty, and program design, with attention to K-12 program alignment or CTEcareer pathways when applicable; the districts current decision -making processes regarding the creation,modification, and/or closure of Magnet programs and the selection of location, specialty, and programdesign; current drafts of Magnet Philosophy and Magnet Standards; and each schools ability tohouse/sustain a viable Magnet program based on HISDs reports on school capacity and transfers.

Contractual Deliverables: Phase I Public Vision of Magnet Programs:

HISD : To solicit parent, community, and student input regarding the updating, refinement, andclarification of the districts vision for HISD Magnet programs and their governance by con ducting ananalysis of the publics perceptions of Magnet programs and how they align with its reality. The focusgroups will be conducted by HISD personnel in a variety of school/community cluster settings and beassisted by HISD Board Members.

Provider : To be present as a 3 rd party observer to monitor the focus groups; the provider (MSA) willreceive data collected in order to analyze and report findings


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Update 1 Page 2

Activities to Date:

Activity People Involved Time Summary

Planning process,determining datasources needed, draftingcommunity groupprocess and questions,designing surveyquestions and process,rubrics; contract reviewsand finalization.Preparation of campusGuidelines for Reporting Data,

designed by MSA, forPhase II consultants.

MSA ExecutiveDirector, Lead MSAconsultant, AssistantSuperintendent, Officeof School Choice.

9/15 to 10/10 201050 hours.

Decisions regardingBoard Trustee meetings,12 community groupsplanned, collaborationwith HISD on surveycontent and process:onsite, conference callsand emailcommunications.Principals/MagnetCoordinators to prepareand submit to Assistant

Superintendent forSchool Choice.Board Trusteeinterviews andmeetings; meeting withparent group; meetingwith Superintendent,Deputy and senior leveldistrict administrators.

MSA ExecutiveDirector, Lead MSAconsultant, AssistantSuperintendent, Officeof School Choice; SixBoard Trustee members,Superintendent, DeputySuperintendent, andAssistantSuperintendents for

Finance, Research &Evaluation, and staff .

Met with 6 Trusteesover 3 meetings;Met with 4 senior leveladministrators in thedistrict and 5 additionaldistrict personnel ;Met with 7 parentsrepresenting multipleconstituencies

10/5 and 10/6 201016 hours

Gathering of information to informhistory of magnets inthe districts, set of interacting challengeswith the system of magnets in HISD, andconfirming data sourcesbased on MSA webresearch, phone

conferences, emailcommunications, andmeetings to commenceonsite documentreviews during October11-14, 2010. Datasources for Phase 1review of documentsincluded anecdotal,historical information,research & evaluationreports; policies,

guidelines, standards;2005 Peer ReviewReport; all relativemagnet financial data;listening,observations/monitoringthe community/parentfocus meetings.


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Update 1 Page 3

Data and DocumentReview- A list of all theData/Document sourcesand reports requested

and reviewed by MSAconsultants is with theOffice of SchoolChoice.

Lead MSA Consultant,4 MSA Consultants

10/11 to 10/14 201036 hours both onsite andpre-planning.

Reviewed the followingdocuments (includingbut not limited to:MSAP grantapplication; financialdocuments for threeyears; transfer andenrollment data forthree years;demographic data;magnet guidelines;lottery processes;

student achievementdata; District profiledata; CTE data;Vanguard data

Analysis of currentHISD documents relatedto Magnets, CTE, andVanguard Gifted and

Talented programs

Interviews withadditional HISDpersonnel.

Lead MSA Consultantand 2 MSA Consultants

10/11 and 10/12 20103 hours

Met with formeradministrator forMagnet Schools; Metwith administrator forVanguard programs;

Met with administratorfor CTE programs

Gathering of information regardingthe system of magnetimpact from CTE,Vanguard; Determiningof resources;Understanding transfersand lottery process

Community Forums-See posted list of allCommunity/ParentForums implemented byHISD. Student Forumheld on Thursday,10/14, attended by MSAonsite consultants.*MSA provided

consultation andsuggested forum andsurvey questions. HISDfinalized the discussionquestions and surveyquestions. Survey isposted online throughthe HISD website.

Lead MSA Consultant;2 MSA Consultantsattended with the role of observing and listening;HISD Board Membersand District personnelfacilitated all sessions.

10/11 to 10/15 201025 hours

Attendance at eachforum through sign insheets provided byHISD and collected byHISD; notes taken atindividual tables;themes will beextrapolated forconsideration by MSA

for commendations andrecommendations. Allinformation will informthe final report dueDecember 2010following the schoolobservations/visits.


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Update 1 Page 4

Summary of approximate attendanceat the Community

Forums:

Furr High School- 70attended; 50 cardscollectedRevere Middle School-110 attended; 90 cardscollectedBoard Services Offices

40 attended; 35 cardscollectedReagan High School-

125 attended; 90 cardscollectedYates High School- 40attended; 25 cardscollectedChavez High School- 40attended; 30 cardscollectedBoard Services Offices-100 attended; 85 cardcollectedHISD Students- 45

attendedBoard Services Offices-150 attended; 120 cardscollected

All informationcollected wascatalogued by MSA

consultants and will beincluded in the Phase Ireport on November 1,2010 as raw data in theattachments section; thisincludes survey questioncards collected fromindividuals and thegroup discussion notesfrom each table.

ADDITIONAL INFORMATION: A student only forum was held prior to the Board meeting onThursday, October 14. An additional community forum is organized by HISD for 10/30/10 and the LeadMSA consultant will attend.

MSA would like to thank Lupita Hinojosa and her staff and all HISD personnel for their hospitality,

assistance, and quick response to document and interview requests. All personnel have been veryforthcoming with documents and information. Having veteran people help to inform the process has beeninvaluable in learning the history of magnets in HISD. A special note of thanks to Ms. Dottie Bonner,Former HISD Magnet Manager, for her historical information, insights, and explanation of variousdocuments and their status provided to the Executive Director and the onsite MSA Consultants.

Given the changes in timeline and the addition of community forums there has been some concernexpressed about the timeline and inclusion of all information collected from the community forums in the


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Update 1 Page 5

Phase I report. Through email and during introduction section of the community forums both HISD andMSA assured constituents that all data will be included and considered in the final report of Decemberwhich will include commendations and recommendations. Attendees and email recipients were remindedthat there were two phases with two week update reports and that the final report was not due untilDecember.

Findings and Emerging Themes to date:

Consultants have noted some very preliminary themes emerging as a result of the work of 10/5, 10/6,10/11, 10/12, 10/13. It is important to note that information reviewed or gathered on 10/14 and 10/15 arenot included in this report. The themes include emerging from the document reviews, data, andcommunity forums are:

Lack of equitable funding for all magnets across the district

Excitement and loyalty to the magnet concept and the magnet curricula

Lack of standard implementation of magnet guidelines and requirements

Strong parent involvement in magnet schools

Lack of a definition of what is a successful magnet school

Strong leadership supportive of magnet schools in the district

Concern with selection criteria of students

Concern with consistency of the application of selection criteria of students

Concern with a lack of consistent value standards for magnet themes and professionaldevelopment for magnet schools- both theme related and non-theme related

Concern with inconsistent quality of magnet programs across the district

NEXT STEPS:

Review and analysis of student achievement data related to magnet schools and the district

Site visits to and observations of all 113 magnet schools during the week of 10/25

Review of the school developed binders in response to MSA document request Continued community forums during the week of 10/25 (4 scheduled)

Collection and analysis of the online survey during the week of 10/25


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Houston Independent School District Magnet School ProgramExecutive SummaryUpdate 10/15/2010

Magnet Schools of America respectfully submits this update as part of its contractual obligation for the HISD Magnet School

Program Review. It is important to note that all information gathered from document reviews and community forums is still beingcollected and therefore the information included in this first update report should not be considered final and complete. The finalphase I report will be reflective of all data reviewed and collected to that date.

Contractual Deliverables: Phase I - To Review District Vision and Governance of Magnet Programs: Current Magnet beliefs,purpose, and goals; the Districts current Magnet programs regarding their geographic location, specialty, and program design,with attention to K-12 program alignment or CTE career pathways when applicable;the districts current decision-makingprocesses regarding the creation, modification, and/or closure of Magnet programs and the selection of location, specialty, andprogram design; current drafts of Magnet Philosophy and Magnet Standards; and each schools ability to house/sustain aviableMagnetprogram based on HISDs reports on school capacity and transfers.

Contractual Deliverables: Phase I Public Vision of Magnet Programs:HISD: To solicit parent, community, and student input

regarding the updating, refinement, and clarification of the districts vision for HISD Magnet programs and their governancebyconducting an analysis of the publics perceptions of Magnet programs and how they align with its reality. The focus groups willbe conducted by HISD personnel in a variety of school/community cluster settings and be assisted by HISD Board Members.Provider : To be present as a 3 rd party observer to monitor the focus groups; the provider (MSA) will receive data collected inorder to analyze and report findings

Process and Activities: Documents review, Data review, Interviews with 8 senior HISD staff, 6 Trustees, and 7 parents; Attended 9 community forum sessions with a total attendance of more than 700 people; Reviewed the following documents(including but not limited to): MSAP grant application; financial documents for three years; transfer and enrollment data for threeyears; demographic data; magnet guidelines; lottery processes; student achievement data; District profile data; CTE data;Vanguard data

Findings and Emerging Themes to date: Consultants have noted somevery preliminary themesemerging as a result of thework of 10/5, 10/6, 10/11, 10/12, 10/13. It is important to note that information reviewed or gathered on 10/14 and 10/15 are notincluded in this report. The themes include emerging from the document reviews, data, and community forums are:

Lack of equitable funding for all magnets across the district Excitement and loyalty to the magnet concept and the magnet curricula Lack of standard implementation of magnet guidelines and requirements Strong parent involvement in magnet schools Lack of a definition of what is a successful magnet school Strong leadership supportive of magnet schools in the district Concern with selection criteria of students Concern with consistency of the application of selection criteria of students Concern with a lack of consistent value standards for magnet themes and professional development for magnet

schools- both theme related and non-theme related Concern with inconsistent quality of magnet programs across the district

NEXT STEPS:

Review and analysis of student achievement data related to magnet schools and the district Site visits to and observations of all 113 magnet schools during the week of 10/25 Review of the school developed binders in response to MSA document request Continued community forums during the week of 10/25 (4 scheduled) Collection and analysis of the online survey during the week of 10/25


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HISD Comprehensive Magnet Program Review

Phase I: Interim Report November 1, 2010

Respectfully Submitted,

Magnet Schools of America, lnc. Dr. Robert Brooks, Executive Director Doreen Marvin, Project Site Manager


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MSA HISD Phase I: Interim Report November 1, 2010 1

INTRODUCTION

Magnet Schools of America respectfully submits this Phase I report as part of its contractual

obligation for the HISD Magnet School Program Review. Information contained in thisdocument is a result of activities completed as outlined in the Scope of Work. Due to schedulingchanges some elements of the process continue and will be reported in the final report.

The final phase II report will be reflective of all data and recommendations for the district, withsuggested strategies and timelines for implementation of the recommendations.

While the comprehensive program review is separated contractually into two phases, they areinterrelated as Phase I supports the work of Phase II (Evaluation of the Quality of IndividualCampus-Based Magnet Programs).

BACKGROUND INFORMATION:

Houston Independent School District (HISD) completed a Request for Proposal process tocomplete a comprehensive review of the Magnet program system. A contract was awarded toMagnet Schools of America in October 2010. Following notification of successful bid for thecomprehensive program review in early September, discussions regarding process and dates for elements of the review were completed with the HISD Assistant Superintendent for SchoolChoice. Components of the contract are divided between a Phase I and Phase II with a finalreport due on December 17 of 2010.

The requirements for Phase I include a comprehensive document review and a review of the public vision of Magnet programs. The document review, with the exception of specific studentachievement data, transportation data, and financial data was completed during the week of October 11, 2010. All information from document reviews and student data will be included inthe final report. The review of the public vision of Magnet programs began the week of October 11, 2010 and concluded on November 1, 2010. Thirteen forum opportunities were scheduledand advertised by HISD staff. All information from all forums will be included in the finalreport.

The Scope of Work for Phase I included:

Section 1: District Vision and Governance of Magnet Programs including areview and analysis of purpose and goals; Magnet standards; and each schoolsability to house/sustain a viable Magnet program

Section II: Public Vision of Magnet Programs by reviewing parent, community,and student input regarding the Magnet system; this review was conducted in


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collaboration with HISD by observing community focus groups organized andfacilitated by HISD staff; and collecting information through an online survey

Section III: Current Magnet Procedures and Practices as outlined in the MagnetGuidelines for fairness, equity, clarity, and effectiveness and efficiency;reviewing marketing and recruitment

Section IV: Central office support including an analysis of the resources andeffectiveness/efficiency of the Magnet Department

Section V: Magnet funding review of historical and current funding and a costanalysis of Magnet by type and specialty

Section VI: Magnet evaluation examination by proposing a concept for evaluation

PROGRAM DESIGN AND PROCESS:

Magnet Schools of America developed a thorough process for achieving the goals of the HISDMagnet Program Review Scope of Work. This process included consulting services of highlyexperienced Magnet school consultants from diverse backgrounds across the United States. Thefollowing represent the experience brought to the project (Appendix B includes Phase Iconsultants):

Urban School Administration Curriculum and Instruction Magnet School Development and Management Equity, diversity, and equal access Marketing and Recruitment Higher Education Data analysis Community focus group analysis Teacher Training and Professional Development District level Magnet coordination District and Magnet Financing Grant Writing and Administration System Design and Strategic Planning Research and Evaluation

Additionally, Magnet Schools of America (MSA) developed and implemented protocols for useduring document reviews, data review, school information reviews, and school visits. Protocolsincluded:

Magnet school budget allocation analysis

Magnet school team interview and questionnaire


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Focus group listening matrix

Magnet student questionnaire

Magnet parent questionnaire

Magnet school classroom visitation reporting form

Magnet school comparative school rubric

Magnet school site evaluation documentation

Magnet school recommendation summary

Magnet student transportation matrix

Magnet school walk-through observation analysis

Through the HISD Office of School Choice, all documents requested were provided to MSA for review and compilation of data related to Phase I. Each of the 113 schools was required tocompile a set of information for the onsite consultants review prior to, during, and after theschool observations.

The thorough program review incorporated research methods to guide the process for reportingfindings, commendations, and recommendations. Analysis of qualitative data and quantitativedata was critical to meeting the goals of the program review. Data included enrollment,demographic, financial, school transfer, and academic achievement data sets. Documentsreviewed are listed in Appendix A.


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SUMMARY OF WORK PROCESS

Process Tasks Result

Senior Level Staff Interviews (8) Provided historical background,expectations, and documents requiredfor review.

Board TrusteesInterviews (6)

Provided both historical informationand board expectations for HISDMagnet Programs

Parent Magnet AdvisoryCommittee (7)

Provided information on both magnet programs (e.g., Magnet/Vanguard) andfunding inequities

Document Reviews (+20) Provided informed findings for Sections

I, III, IV, V, VI Scope of Work Community Forums (13)and approximately 1,000

parents/communityrepresentatives

Provided the publics vision, concerns,and inequities in funding for HISDsMagnet Programs (Section II)

Consultants noted some preliminary themes emerging as a result of document reviews,interviews, and monitoring/observing parent/community forums:

Strong district leadership supportive of magnet schools

Strong parent and community involvement in magnet schools Excitement and loyalty to the magnet concept and the magnet curriculum Process for equitable funding for all magnets across the district Implementation of Magnet Guidelines and Standards Definition of a magnet school Applications process, selection criteria, and student assignment Quality of magnet themes and staff professional development

An important part of the comprehensive review is to visit 113 Magnet schools. This review is acomponent of Phase II and was completed the week of October 25, 2010 with a final report to be

submitted December 17, 2010.

HOUSTONS MAGNETS

HISD has a strong culture of neighborhood schools and district wide school choice. This cultureis evident in district practices of open enrollment, variety of transfer options, transportation for eligible magnet students, site-based decision making committees, and the strong support for


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neighborhood schools. This culture needs to continue to be valued and respected. And thecurrent (rooted in the past) practices need to be updated to be reflective of 21 st century education,economics, and communities.

The open choice culture has its roots in magnet schools. The history of Magnet schools in

Houston Independent School District dates back to the 1970s and 80s. During those yearsHISD recognized, with the assistance of a Desegregation Committee, that diversity was acompelling interest for quality education. Magnet schools with theme based education wereadded to the plan as a means to overcome the school pairing concept. During that time, theBoard of Education developed a concept of not imposing Magnet school status on a school.Rather, the development of the Magnet school was a result of principal, teacher, parent, andcommunity planning and advocacy. A school applied to the Board for Magnet status. This planallowed for smooth change based on the needs, wants, and strengths of the school community.The process was formal and schools had to meet certain benchmarks to receive Magnet statusand therefore receive financial support from the district general. In 1997 the district was releasedfrom court supervision for desegregation. Since that time, it appears that HISD magnet schoolshave not used ethnicity as a criteria for Magnet entrance; therefore have not focused on reducingminority group isolation. (The recently awarded Magnet Schools Assistance Program grant requires that the five schools receiving the MSAP federal funds reduce minority group isolationas well as improve student achievement.)

Given the resource allocations for Magnet schools in the original history of Magnets, there had been an incentive for schools to develop into Magnet schools. This is especially true when onelooks at how schools are funded with funding allocations following students and thattransportation is provided for eligible students. As the costs associated with funding Magnetschools escalated over time, allocations to magnet schools (as new programs were approved)

became less consistent and were non-formula based. This appears to have resulted in aninequitable system of Magnet funding.

Some schools receive approximately $400,000 and other schools receive much less. It isimportant to note that anecdotal reports, at this time, reflect that schools receiving funds are notnecessarily serving more students or providing a higher valued education than those schoolsreceiving less or no district magnet funds. (This will be explored further in the program review.)Further complicating the funding process between Magnet schools and neighborhood schools isthat HISD is a full choice/open enrollment district. Full choice across the district is a stronglyheld value. Additionally,our initial review reveals that some schools received Board approval to

become Magnet schools without adherene to the established Magnet policy and procedures.Some of these schools were awarded some small amount of funding and transportation; Whileother schools were approved with no funding and no transportation. Within at least the pastthree years there has been a moratorium on the addition of new Magnet schools. Clearly, the


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strong history of Magnet schools and culture of choice is important to the educational system inHISD.

The importance of the culture of choice and Magnet schools along with the pressures of theeconomics of funding schools and the challenges associated with the current context of HISD

Magnet schools led to this comprehensive review of the Magnet program system.


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SUMMARY OF FINDINGS AND OBSERVATIONS

MSA was contracted to review Management and Efficiencies, Vision and Governance, Fundingand Resources, Student Assignment and Transportation, Opportunities for Students, and theMagnet system in Phase I. Several data points dealing with Funding, Transportation, Student

Achievement, and Community Input are still being collected and analyzed.

VISION AND GOVERNANCE

Documents Reviewed:

1. Magnet Department General Information

2. Magnet Policy and Guidelines

Summary:

The magnet program department mission statement [ To provide a broad system of

educational choices designed to meet the special needs, interests, and/or talents of

HISDs diverse, multicultural student population ] supports the districts philosophy.

The core belief statements support the mission and align with the District Strategic

Direction. Key roles of the department frames the tasks that occur in the district office

and what tasks are completed at the schools.

The district recently reorganized and created a position of Assistant Superintendent for

School Choice. This supports the community culture of open choice across the district

and demonstrates commitment to quality magnet programs.

The Assistant Superintendent for School Choice oversees the district magnet office, the

student transfer department, and supports the magnet coordinators. Principals supervise

and evaluate the magnet coordinators. There is a magnet specialist in the Office of

School Choice.


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MANAGEMENT AND EFFICIENCIES

Documents Reviewed:

1. Magnet Department General

2. Magnet Coordinator Position

3. Magnet Data Quality


5. HISD Magnet PEER Review - 2006

Summary

HISD detailed documents supporting the past practice of the districts magnet programs.

The documents demonstrate a level of accountability and support for the concept of

choice.

The Position of magnet coordinator is supported by the district with either school funds

or magnet funds. The magnet coordinators duties are varied across the district.

Common elements include managing the application process for each school, transfers,

communication with families, theme instruction support, and transportation.

In the Magnet Policy and Guidelines document there is an HISD Standard Practices

Memo describing Magnet school programs and a description of programs design. The process for establishing a Magnet program and for modifying an existing program is also

found here. In addition, district policy regarding elementary, secondary, students with

disabilities, and Magnet students transfer guidelines are located here. Finally,

intervention and assistance policies as well as renewal and exit procedures are found in

this document.

HISD Peer Review: The HISD Magnet PEER Review Committee whose report was dated

2006 reviewed documents and made recommendations regarding Magnet budget

allocations, providing transportation for Magnet students, establishing standards to

evaluate Magnet programs, procedures for evaluating Magnet programs and procedures

for sun setting Magnet programs. It appears as if the recommendations made by the 2006

Magnet PEER Review Committee were not adopted by the district.


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OPPORTUNITIES FOR STUDENTS

Documents Reviewed:

1. Magnet Policy and Guidelines Elementary and Secondary Guidelines

2. Assessment of Student Performance in Magnet Programs; Report on an Educational

Program/Gifted and Talented; HISD Magnet Program Reports over various years

3. HISD review of internal Magnet Program.

Summary:

The Elementary Magnet application process is outlined.

a. Acceptable student conduct and attendance

b. Available space

c. One year commitmentd. HISD residency (Out-of-district transfers may be available)

e. Other criteria specific to the program

f. Each Magnet school accepts and processes applications (Vanguard exception)

Selection Process

- Submission of application to Magnet School

- Completed application processed by Magnet School

-

Lottery used if there is more applications than seats- Waiting lists may be maintained for one year

- Parents notified by mail

- Accepted students enrolled in program

- Transportation Students meeting transportation guidelines are eligible The Secondary Magnet application process is outlined

a. Acceptable student conduct and attendance

b. Available space

c. One year commitment

d. HISD residency (Out-of-district transfers may be available)

e. Other criteria specific to the program

f. Each Magnet school accepts and processes applications (Vanguard exception)


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Selection Process

- Submission of application to Magnet School

- Completion of other requirements

- Completed application processed my Magnet School

- Parents notified by mail

- Accepted students enrolled in program

- Transportation Students meeting transportation guidelines are eligible

HISD reports that since 1971 it has evaluated its Magnet programs on annual basis. Earlier

reports were more narrative in nature; however the most recent report found dated 2007 focused

mostly on student achievement. The Magnet programs have not been internally or externally

evaluated since 2007.

SYSTEM OF MAGNETS

Documents Reviewed:


2. Standards for Magnet Programs

Summary:

There are multiple categories of Magnet schools identified: (AOP) Add-on Programs,

(SWAS) School Within a School, (SUS) Separate and Unique Schools are described.

Elementary and Secondary program offerings are listed and accessible. Entrance

criteria/requirements in most elementary Magnet schools are student interest and space

available. Secondary schools entrance criteria are varied. Magnet school

assignment/transfer is for an entire school year. Exit procedures are listed.

The process for establishing a Magnet program is outlined. The process is initiated at the

school and adheres to specific timelines and guidelines developed by the district. It

should be noted that for the past few years there has been a moratorium on new magnet

schools.


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While there are 12 district standards related to magnet schools. The standards have not

been accepted/approved by the Board Trustees; therefore, not implemented by the

schools or communicated consistently across the district.

FUNDING AND RESOURCES

Documents Reviewed:

1. Magnet Funding

2. Houston ISD Magnet Program Budgets Fund 118

3. Magnet Coordinator Compensation

4. 2010 MSAP Grant

5. Standards for Magnet Programs

Summary:

The district commits a sizeable amount of the budget to payroll, supplies, reading

material, travel, technology, contracted services, furniture, and salaries to Magnet

program from the 118 fund.

The district supports a Magnet coordinator position at each site; some of these positions

are dedicated full time staff and some are staff with multiple responsibilities including

teaching.

The MSAP grant allows for a program coordinator and project director.

According to Standard 12-District Commitment and Support, budgetary support will be

provided using current funding formulas


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STUDENT TRANSPORTATION AND ASSIGNMENT

Documents Reviewed:

1. Magnet Transportation

2. Magnet Coordinator Position

3. Magnet Data Quality

4. Magnet Policy and Guidelines (Transfer Sections)

5. 2010 MSAP Grant

6. Standards for Magnet Program

Summary:

Low enrollment in some magnet schools may indicate that students are not being bused

or recruited from outlying areas. Underlying transportation issues have not been studied .

The recently awarded MSAP grant outcomes project several hundred additional students

being enrolled within the next three years into the five new Magnet schools. These

factors indicate that further review of the transportation system is needed.

Standard 12 pledges that HISD bus transportation for qualified Magnet students will be

provided within the transportation guidelines.

The section, Plan to Eliminate, Reduce, or Prevent Minority Group Isolation of the

MSAP grant states that selection of students to the five schools in the grant will be

selected using race-neutral methods and that there will be no academic criteria, entrance

examination, or performance auditions used to select students .


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PRELIMINARY FINDINGS, OBSERVATIONS, AND EMERGING THEMES. These should be considered DRAFT at is point in the process since all data and community informationhas not been completely reviewed and analyzed.

Structure and Processes for:

District Vision: Recognizing that choice is an important element of the context for HISD, it isimperative that HISD improve the performance and attraction of the neighborhood schools.

Neighborhood schools should be a familys first choice and then if a child has a specific interestor talent they should have opportunities to attend school elsewhere in the district. MagnetSchools across the country have determined five (5) essential elements of an effective Magnetschool system (included in the 2006 HISD PEER review report).

1. Diversity Best Practices demonstrate that effective Magnet schools set and work toward adiversity goal that reflects the overall population of the community it serves. Progress towardthat overall goal should be made on an annual basis, 2-3% per year at an average. Evaluation of this criterion should be completed annually and should include a review of the application poolas well as actual school enrollment data. Should a school not make its 2-3% goal, adjustmentsshould be made in the marketing and recruitment plan at both the school and the district level toameliorate to deficit. 2. Unique Curriculum Best practices demonstrate that effective Magnet schools utilize parent,staff, and student input through surveys to assess interest for theme and curriculum proposals. Once a theme and unique curriculum is identified, exclusive course offerings are developed todeliver content. An integral part of the Magnet course array is the embedded Magnet extra-value

standards. These standards are assessed throughout the school year just as state and nationalstandards are assessed.3. Students Achievement Best practices demonstrate that effective Magnet schools work toensure that all students who seek to be a part of the Magnet program have access to Magnetclasses. This includes academic supports in place to assist students if state standards are not met.Access to honors and Advanced Placement (AP) courses is ensured for all Magnet students.4. Professional Development Best practices demonstrate that effective Magnet schools develop

professional development plans to support the theme in Magnet schools. Customized professional development is delivered that addresses cultural proficiency in the classroom andspecial attention is given to strategies that bring diverse student groups together in Magnetschool common areas as well as classrooms within the school.5. Dynamic Partnerships including parents Best practices demonstrate that effectiveMagnet schools work to develop partnerships that align with the schools theme. Often partners

become delivers of professional development and a source for the developing innovativecurriculum and extra-value standards. Magnet parents serve the Magnet school in variouscapacities but mainly as Advisory Board members, guiding school direction.


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APPENDIX A

Phase I and II Documents for Magnet Program Comprehensive Review

Summary of Documents: Magnet Department General documents, Magnet Coordinator

Position/Compensation Description, Magnet Data Quality, Magnet Policy and Guidelines, HISDMagnet PEER Review 2006, Magnet Funding, Houston ISD Magnet Program Budgets Fund118, 2010 MSAP Grant, Standards for Magnet Programs , Magnet Transportation, Assessment of Student Performance in Magnet Programs (05-06 07-08), Report on an EducationalProgram/Gifted and Talented (04-05 08-09), HISD Magnet Program Reports (various years),and HISD review of internal Magnet Program Evaluations (19861987, 1997-98 & 2006-2007).Specific Documents provided by HISD:

2009 - 2010 (2 years) Magnet School enrollment by grade level, gender, and ethnicity 2010 - 2011 Elementary & Secondary Guidelines

2010-2011 Magnet Guidelines All historical/court documents relative to the Magnet programs (as discussed with board members)

District budget for the current and last two years Magnet budget for the 2010 - 2011 including spending categories; Magnet budget for

2009-2010 and how funds were spent 2010-2011 testing schedule. Academic test results for the last 3 years by type of test,

content measured, grade levels tested for all tests administered, and any specific testsunique to the Magnet programs

Disaggregated data by gender, ethnicity, socio-economic status, SPED, and ELL for the above

Listing of all Magnet schools by AYP Status, and, as appropriate, any correctiveaction required (Sample of a Magnet campus improvement plan for each level)

Listing of all Magnet principals and Magnet coordinators by school; copy of their jobdescription

School/District Profiles (latest edition) Recent School Climate studies and/or discipline, dropout, and graduation data for the

last 3 years/most recent data (Magnet/district comparisons) Financial reports as discussed with Chief Financial Officer Data Sheet of campus enrollment/$$$ allocated Copy of MSAP grant, voluntary school integration plan, 3 year projection to improve

diversity Lottery Guidelines (or process) 2005-2006 Peer Review Report (Final Report) Magnet School Campus Binders (due 10/15) Magnet Teacher Action Plan (for each level) for low performing teachers.


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Twenty-one (21) ways students may transfer Magnet program evaluation reports important to the audit (e.g.,

Magnet/Gifted/District). Available Magnet Standards as approved/not approved by HISD.

APPENDIX B

Profile of Magnet Program Review Consultants

Dr. Robert G. Brooks is the Executive Director of Magnet Schools of America, located in

Washington, DC. Dr. Brooks will serve as the overall Project Director. Magnet Schools of

America provides leadership for innovative instructional programs that promote equity, diversity,

and academic excellence for all students in public school choice programs. Dr. Brooks is a past

president of Magnet Schools of America (1998-2000) and served as the Association's first

Secretary-Treasurer when the organization became incorporated in 1994. He is a former Director

of Magnet Schools and Programs including Gifted and Talented Education for the Providence

School District, Providence, RI. Dr. Brooks has been an educational consultant specializing in

Magnet school grant writing, program evaluation, and professional development of staff. He is

an author/editor of: Definitive Studies of Magnet Schools: Voices of Public School Choice

(1999); Author/Editor, Blueprint for Understanding and Operating Successful Magnet and

Theme-Based Schools (2000) and 2nd edition (2004); and Editor, Magnet Schools of Americaquarterly newsletter, CHOICE . Dr. Brooks earned his Ph.D. from the University of Connecticut,

Storrs, CT in Educational Leadership. In 2008, Dr. Brooks created the National Institute for

Magnet School Leadership (NIMSL), the leadership venue for Magnet and public school

teachers and administrators (described in the Significance of the Proposed Project). He may be

reached at 202-824-0672 or by e-mail at [email protected] .

Doreen Marvin is the Director of Development at LEARN. She has facilitated and assisted

dozens of school districts, community-based, private and public groups strategic planning, goal

setting, setting communication systems, determining legislative agendas, and developing

standards of operations during her twenty five years at LEARN. Doreen is a sought after mentor

for struggling administrators. She develops and offers professional development associated with

contemporary leadership. Doreen is a trained facilitator for strategic planning, creative planning,


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systems thinking, organizational development, and the Seven Habits of Highly Effective People.

Within her work at LEARN, she has coordinated the development of four Magnet schools,

authored and co-authored successful grant requests, and facilitated and co-facilitated a systems

design process for community-based agencies, school districts, and educational service agencies.

She has worked as part of a design team to facilitate the development of a system of educational

service agencies in Washington State, and has anchored system design/strategic planning

projects in Rhode Island and Massachusetts. Ms. Marvin has assisted school districts with

change processes, succession planning, and induction programs. Most recently Doreen co-

facilitated the Stratford Board of Education strategic planning process, which included

community data gathering through focus groups and surveys and the Fishers Island Board of

Education goal setting. Currently, Doreen is facilitating the instructional design process for a

district.

Sandra K. Day is Immediate Past-President of Magnet Schools of America and is employed by

Omaha Publics Schools. She has served the district as a classroom teacher in Magnet schools, a

technology coordinator, a professional development coordinator, and now is the districts

Magnet School Coordinator and AVID District Director. Specifically, she assists with

programming and the instructional needs of Magnet schools. In 2006, Sandy served as Vice

President for Conference Planning for the 24th

National Conference on Magnet Schools held inOmaha, NE.

Susan M. King has worked as an educator for over 35 years and for the Hillsborough County

Public Schools for 20 years. She has served as the project manager for two MSAP federal

grants and has worked to implement several Magnet programs. Mrs. King presents and trains

locally and nationally on a variety of topics including theme integration, instructional

technology, curriculum development, and cultural competence. She also evaluates Magnet

schools and program in her district and at the national level. Prior to becoming the Magnet

supervisor, she developed and implemented a Call Center for the school district that helped to

build a strong line of internal and external communication. While working in the public affairs

office, Mrs. King managed media relations, district publications, and school board/community

communications. She has also been featured in the Choice magazine and worked with the


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author to write and publish a chapter in Curriculum Leadership Development: A Guide for

Aspiring School Leaders. She is an active member of the Magnet Schools of America. Board

and was recently elected Secretary. Mrs. King has received the Hillsborough Association for

School Administrators Distinguished Service award, has served as chairman of several district

level committees, and was the Treasurer of the Consortium of Magnets/Public Choice Schools,

forerunner of the Florida School Choice Consortium.

Irma Cueva Wilhelm is the Magnet Coordinator for the Development Department at LEARN.

During her seventeen years at LEARN, as part of a team, she assisted with the construction

project, creation and structural organization of the Regional Multicultural Magnet School, The

Friendship School and most recently, in 2009 with the Dual Language Arts Academy / Academia

Bilinge de las Artes. Within her responsibilities with these Magnet schools she coordinates

most administrative reporting to the Connecticut State Department of Education (CSDE), as well

as analyzes data for targeted marketing and student recruitment efforts. In the Development

Department at LEARN, Ms. Wilhelm serves as a liaison between the LEARN administered

Magnet schools and the State Department of Education (SDE) ensuring the schools compliance

with SDE regulations and policies, accuracy of grant budgets and student data for Title I and the

CSDEs Public Student Information System. She is also committed to grant writing and

developing innovative technology applications, as well as training in the use of these applicationsto education professionals around the region. Currently she is a Board Member and Treasurer of

the Connecticut Association of Interdistrict Magnet Schools (CAIMS).


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Phase I: Interim Report November 19, 2010

Section II Summary


Magnet Schools of America, Inc.

Dr. Robert Brooks, Executive Director Doreen Marvin, Project Site Manager


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HISD Magnet Program Review

PHASE I, SECTION II: Interim Report November 19, 2010 Page 2

SUMMARY OF WORK PROCESS: Scope of Work Phase I Section II:

This report is part of the on-going interim reports submitted to the Houston Independent School District

as part of the HISD Magnet Program Review. This report will summarize Phase I Section II- Public

Vision of HISDs Magnet Schools and Programs.

PUBLIC VISION OF HISDs MAGNET SCHOOLS & PROGRAMS

Purpose: To assess the Public Vision of HISDs Magnet Programs (1) by observing and reviewing

parent, community, and student input regarding the Magnet system from community focus groups

organized and facilitated by HISD staff, and (2) by reviewing and analyzing information collected

through an HISDs online survey.

Process Tasks Purpose

Community Forums (13) attended

by 914 parents/community

representatives.

Onsite observations provided of the publics vision, concerns,

and inequities in HISDs Magnet Programs

Community Online Survey offered

in English, Spanish, and

Vietnamese from 1,191

respondents.

Online survey results of the publics vision, concerns, and

inequities in HISDs Magnet Programs.

Community Forums/Online Survey Results:

Consultants noted several themes emerging from the parent/community forums, and analyzing the

information collected from the online survey: Predominately were:

Strong district leadership support of Magnet schools Desire for more equitable opportunities to access Magnet schools across the district Strong parent and community involvement in Magnet schools Excitement and loyalty to the Magnet concept and the Magnet curriculum Excitement and loyalty to the long tradition of choice in the district Strong desire to support neighborhood schools as the students first choice Quality of Magnet themes and staff professional development Need for a development of a process for equitable funding for all Magnets across the district Implementation of Magnet Guidelines and Standards Desire to create a common definition of a successful Magnet school Clarity of HISDs application process, selection criteria, and student assignment


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SUMMARY OF COMMUNITY FORUMS AND MEETINGS

Date Location/Description Time AttendanceAttended Cards

October 11, 2010 Furr High School 7:00 PM 75 50October 12, 2010 Revere Middle School 9:30 AM 80 45

October 12, 2010HISD Central Office: BoardMember Advisory Committee 11:30 AM

PendingSign-inSheets 14

October 12, 2010 Reagan High School 6:00 PM 75 51October 12, 2010 Yates High School 7:00 PM 35 42October 13, 2010 Chavez High School 6:30 PM 42 35

October 14, 2010HISD Central Office: BoardMember Advisory Committee 11:30 AM 70 60

October 14, 2010

Superintendents Student

Advisory Round Table 4:30 PM 27 27October 15, 2010 HISD Central Office 10:00 AM 110 92October 26, 2010 Madison HS 7:00 PM 40 7October 27, 2010 Key MS 7:00 PM 60 41October 28, 2010 Bellaire HS 7:00 PM 250 135October 30, 2010 HISD Central Office 9:00 AM 50 30

Total of 13 forums 914 629

SUMMARY OF COMMENTS FROM NOTES AND OBSERVATIONS

One parent advisory committee meeting was held at the HISD central office with 7 parentsattending. This session was very interactive and there was equal participation among all the

attendees. Parents represented a variety of the Magnet themes across the district as well as the

K-12 spectrum. Issues raised included:

Potential changes to the current Magnet system Rigor of the educational process at the Magnets Entrance criteria for Magnets Equitable access to Magnets

A student forum (Superintendents Student Advisory) was held at the HISD central office withtwenty seven (27) students attending; all students completed a feedback card. The students were

forthcoming and interested in the program review. They were excited to be talking about their

schools and were thankful for the opportunity to participate. Issues raised included:

Rigor of the educational process at the Magnets Entrance criteria for Magnets Learning through the Magnet themes


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Reinstate Tier I for Magnet/Vanguard Programs Educate parents in the applications process and magnet offerings

3. How should HISD determine the effectiveness of its Magnet programs? Overall results:

Measure success through: Student achievement Graduation rates Number of students who attend post-secondary education Number of students on waiting lists

Additionally, parents were asked to complete the following three data questions:

1. Do you have child(ren) currently enrolled in HISD Magnet Schools?

Yes No NA Total411 72 16 499

2. Do you consider your Magnet schools special?


3. Does your child(ren) require transportation?


Eighty two percent (82%) of the respondents currently have children in the HISD Magnet system. Eighty one percent (81%) of the survey respondents consider their Magnet school special. Sixty one percent (61%) of the respondents indicated that they did not need transportation for

their child(ren).


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ONLINE SURVEY QUESTIONS/RESPONSES

The online survey, developed by HISD with assistance from MSA, posted on the HISD website, and

listed below, consisted of sixteen (16) questions. The survey was offered in English, Spanish, and

Vietnamese. There were 1,191 respondents. Note: not all respondents completed all questions. The

survey was designed to be open-ended in nature to give respondents as much opportunity to voice their

thoughts as possible.

A summary of the major issues revealed in the review of the online results is reported and illustratedfollowing the list of questions.

1. How would you define a Magnet school?

2. What do you value about HISDs Magnet schools?

3. Improving diversity in Magnet schools is a district goal. Do you believe that HISD is accomplishingthis goal?

4. Which Magnet schools do you consider the very best and why?

5. Why is community involvement important in Magnet schools?

6. How should HISD determine the effectiveness of its Magnet programs?

7. What do you recommend HISD do to improve its Magnet programs?

8. How do you think students should be selected to attend a Magnet program?

9. Should siblings of Magnet students be given preference in a Magnet school? If so, why?

10. Do you think principals and teachers in Magnet schools need more training and professionaldevelopment than principals and teachers in non-Magnet schools? If so, why?

11. How do you think funding of Magnet programs should be distributed?

12. Please complete the following sentence in the text block below: When I think of students being

educated in HISD Magnet schools, I think of _____________________.

13. Do you have child(ren) currently enrolled in HISD Magnet schools?

14. Do you consider your Magnet schools "special"?

15. Does your child(ren) require transportation?

16. In which part of the city do you reside?


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A variety of resident areas in the city were identified by a representative sample of survey respondents,

again indicating high interest in the HISD Magnet Program Review process.


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SUMMARY OF MAJOR ISSUES AS EXPRESSED BY SURVEY RESPONDENTS

Equity and access : Concerns regarding acceptance criteria into all Magnet schools were voiced. It is

important to the community that the application and lottery processes be consistent and transparent.

Many community members would like the guidelines, processes, and reasons for decision making to be

consistent, simple, and widely published.

Arts Magnet Schools : It is clear that retaining the current acceptance practices for the Arts Magnet

schools is important for the community. This practice includes auditions at the middle and high school.

Open enrollment at the elementary level for Arts Magnet programs is supported by the community.

Current lottery processes occur at the individual schools. Opinions regarding the current lottery processes

varied.

Magnet/Vanguard Programs: Continuing the Magnet/Vanguard programs is supported; however, there

were multiple thoughts about the acceptance criteria to these programs. The consultants noted that

neighborhood schools have Vanguard programs with the same acceptance criteria as the

Magnet/Vanguard programs, and that the Vanguard Magnets have a centralized lottery process that occurs

at the HISD central office. Generally, the opinions regarding acceptance relate to Tier I/Tier II. It was

reported that at one time only students who tested in the Tier I range were accepted to the

Magnet/Vanguard. Currently, students who test in the Tier I and Tier II range are accepted. Some

parent/community members voiced their concern to return to the previous criteria; while others prefer thecurrent configuration.

Magnet Schools/Programs : Magnet schools have a variety of acceptance criteria such as attendance,

behavior, grades, and in some cases achievement level on specific testing instruments. Lotteries are

school specific. Many constituencies voiced a desire to have open acceptance. It was expressed that a

Magnet school might be the key to educating and connecting with a student with less than stellar

attendance, behavior, or grades. Others expressed that a Magnet school should have a level of

specialness to it and students should see it as a goal that they work toward by improving their performance academically and behaviorally. Opinions regarding current lottery processes varied.

Diversity of student populations: Striving to bring a greater racial balance to all the Magnet schools was

a value for many of the attendees; however, other attendees said diversity was not as important to them or

they were neutral. In reviewing the online survey results, it is clear that many respondents think HISD is

meeting the goal of improving diversity. However, there does not appear to be a strong correlation


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between survey respondents who express this opinion (e.g., representing a specific Magnet school) and

the actual demographics of specific Magnet schools. The pie chart below illustrates how respondents

feel about diversity.

Improving Magnet Programs: Improving all programs in HISD is important to the community. It was

stated numerous times that consistent and regular program review is critical to the success of all the

districts students. Additionally, from the responses:

That the district learns from what is successful and build from those successes. That the district eliminates programs that do not demonstrate interest, or high academic

achievement.

That the district replicate successful Magnet themes in underserved areas of the district. The

overarching comments support maintaining all successful Magnets.

That HISD support and improve the neighborhood schools. It was stated numerous times that

every neighborhood school should be of such quality that it is a familys first choice. Magnet

programs should be a choice for students with particular interests or talents and that Magnets

should not exist so familys can run from their neighborhood school.

Successful Magnet Schools: In an attempt to define a successful magnet school, the survey results

revealed the following:

Theme-based schools and criteria for entrance


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Schools that attract students toward a particular discipline and expects students to maintain the

rigor required by the program or be placed back into a traditional program

Magnets need to be specialized schools Community members definition of successful magnet schools:

o Achievement on TAKS and other normed reference tests standard in Texas and nationally

such as SAT, ACT, and Stanford

o Achievement on standardized indicators for the theme being studied in a particular

school

o Certifications received through career technical education programso Diversity of the student populationo Benchmark indicators related to extension standards for the theme in a School within a

School

o School climate and culture indicators such as discipline, suspension rates, participation in

extra and co-curricular activities

o Parent and community engagemento Parent, staff, and student satisfaction

The parent and community forums and the HISD online survey provided the opportunity for voices of

the school community to be heard. The attendance at each of the forums was sufficiently large enough to

provide a wide range of emerging themes and issues for HISDs consideration. The results support much

of what was reported in the HISD 2006 Peer Review Study. The consultants noted in their observations

and monitoring of the forums that the variety of questions and the flexibility of the format for each forum

provided for open discourse among and between participants.


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HISD Comprehensive Magnet

Program ReviewPhase II: Interim Report December 3, 2010

Section VII Summary


Magnet Schools of America, Inc.Dr. Robert Brooks, Executive DirectorDoreen Marvin, Project Site Manager


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PHASE II, SECTION VII: Interim Report December 3, 2010 Page 1

SUMMARY OF WORK PROCESS: Scope of Work Phase II-Section VII:

AN EVALUATION OF THE QUALITY OF INDIVIDUAL CAMPUS-BASED

MAGNET PROGRAMS

Purpose: To evaluate the quality of each individual programs theme -based program and itscompliance with current magnet procedural guidelines. The review included site visits to eachmagnet school (walk-through), staff interviews, school binder reviews, and data analysis of documents from Phase I. Each site visit was one-half day. The following table provides asummary of the process tasks employed and purpose of each:

Process Tasks Purpose

Document Review of 113Magnet School Bindersprepared by each magnetschool, submitted to theOffice of School Choicefor Magnet Schools of Americas school sitevisits.

To prepare each consultant for school site visitsby reviewing prepared materials by each magnetschool requested by Magnet Schools of America.The protocol for reporting included: SchoolClimate; ProgramDescriptions; School Leadership; Marketing &Recruiting; Budget; Plus-Deltas (what is working,what needs improvement); and District Support.

Site Visits to 113 HISDMagnet Schools 10/25 to10/29/10

To visit on site each magnet school by a team of 12 MSA experienced consultants eachconsultant followed a prepared schedule

clustering by experience and level oneconsultant per school, five days, up to 2 per day.Protocol: Walk-through ateach Magnet School.

To observe teaching and learning at each schooland the integration of the magnet theme; toassess the themes impact on the instructionalprocess; and to validate materials and informationshared by each school

Protocol: Interviews withadministration, magnetcoordinator, and other staff

at each Magnet School

To validate observations, clarify informationfrom staff input and instructional/theme materialsshared with consultants at each school. To

dialogue with those involved in the school on adaily basis.Debriefing Protocol:Findings, Commendations,and Recommendations

To debrief each evening, the MSA consultantsmet and discussed their observations, informationcollected from the walk-through and interviews.To prepare the days report for submission to theproject site manager.


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The following emerging themes were noted as a result of the examination of magnet schoolbinders, review of data/documents provided to MSA by HISD, walk-through observations ateach magnet school, and staff interviews:

Support of campus leadership for the magnet programRole and duties of the Magnet CoordinatorScope, sequence, and alignment of Magnet curriculum to program specialtyScheduling of students into appropriate magnet program course sequenceAvailability of activities and resources related to the specialty beyond the core subjectrequirements

Outside involvement and mentoring of magnet students, if appropriateCapstone activities related to specialty curriculum

Certification, knowledge, training, and experience of Magnet specialty teachersFacilities, technology, materials, and/or supplies for the magnet offeringsSchool process for marketing and recruitmentSchool process for handling student applications, qualifications, selection, and wait listsSchool process for monitoring student achievement, handling grown plans, anddocumenting students who leave the program

Magnet School Elements:Magnet Schools embody five (5) essential elements 1 for an effective Magnet school system (also

included in the 2006 HISD PEER review report). MSA Phase II protocols were benchmarked

against these essential elements:

Diversity of the Student Population (reflective of the overall population of the community)Unique and Innovative CurriculumImproved Student Achievement (Academic Excellence)Professional Development/Specialized Teaching Staff (supporting the magnet theme)Dynamic Partnerships (Parent and Community Involvement)

1 Adapted from U.S. Department of Education Publications: Creating Successful Magnet School Programs, 2004;

Creating Strong District School Choice Programs, 2004; Creating Successful K-8 Magnets, 2008; Giving Parents

Options Strategies for Informing Parents and Implementing Public School Choice & Supplemental EducationServices Under NCLB.


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As a result of visiting each HISD Magnet School, this report provides a summaryof the

emerging themes from the school visits as noted by the consultants (further supporting the results

reported in Phase I) from their walk-through and staff interviews: Strong district leadership support of the Magnet schools Concern for more equitable opportunities to access Magnet schools across the district Strong parent and community involvement in Magnet schools Excitement and loyalty to the Magnet concept and the Magnet curriculum Excitement and loyalty to the long tradition of choice in the district Concern for more support to neighborhood schools as the student s first choice

Need for quality and variety of magnet themes and staff professional development Concern for equitable funding for all magnets across the district based on program

needs and student enrollment

Need for implementation of the districts Magnet Guidelines and Standards Concern to create a common definitio n of a successful Magnet school Need for c larity of HISDs application process, selection criteria, and student

assignment

Understanding and communicating student achievement as an important goal Need to define the roles and responsibilities of the Magnet Coordinators Strategies for integration of theme-based instruction throughout the curriculum Inconsistency of expectations to meet the essential elements as stated above

SUMMARY OF INDIVIDUAL MAGNET SCHOOL REVIEW

Magnet School Binder Document Review: Each school provided three sets of requested

information and materials in binders: one for HISD, one for MSA, and one for each consultant.

This was an opportunity for the magnet school to showcase its talents, strengths, and

instructional theme(s) and teaching/learning process--an opportunity to tell MSA about the

unique aspects of the school , whats working, what needs improvement ! Schools were provided

a list of requirements to include (cited on page 2) and questions to answer. This design was to


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guide the schools in preparation for the visit, and have a level of consistency of information

across all magnet schools. The binder was an excellent introduction to the school, and the

walk through and interviews provided a level of validation of th eir impressions. From theinformation and document reviews by the consultants, the following were noted:

The presentation, completeness, and degree of detail included in the binders (e.g.,materials, data and information) varied from to school across the districtParents have a variety of instructional themes to choose from across the districtMagnet coordinators responsibilities, roles, and time allocated to these responsibilitiesvary across the district; they do not necessarily correlate consistently to the theme or tothe size of the magnet student population or the total student populationDistrict support for marketing and recruitment exists, but communication is inconsistentMagnet student application process is inconsistentCommunication regarding acceptance to a magnet school occurs more consistentlyEntrance criteria to magnet schools exist, however, it varies across the districtStudent population of zoned and non-zoned students varies and, as a result, appears notcoordinated/correlated to building capacityDiversity goals are not evident, nor reflected in the student population at every schoolMagnet funding allocations vary significantly and, in some cases, were difficult toascertain in the binder reviewMagnet funds are used by the schools in a variety of ways with no oversight by thedistrict

Walk-Through Protocol: As a result of 113 walk through visits of the HISD Magnet schools,

MSA consultants visited teacher classrooms and observed teaching and learning during key

instructional times. At some schools, consultants observed special programs. The walk-through

visits were designed to give schools an opportunity to demonstrate on-site (1) the uniqueness of

the school, (2) the special theme-based classrooms, (3) skills and talents of their students, and (4)

the instructional process and integration of the magnet theme. The Protocol utilized for the walk-

through process included questions to guide the consultant in his/her observations. Questionsincluded:

Are the schools theme, mission and vision well communicated?Were Magnet related resources readily available in the classrooms?


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Were students engaged in their learning?Were Magnet curriculum documents displayed or easily identified in the classrooms?Was the Magnet theme integration throughout the curriculum clearly observed in theclassrooms?Are learning benchmarks posed in classrooms reflecting student progress?Are faculty and staff enthusiastic and engaged in learning with students?Are school facilities adequate to accommodate the Magnet theme?Are classrooms equipped with technology to support the instruction and integration of thetheme?

The walk-through was an excellent process to validate their impressions from the binder reviewand the on-site interviews (in some schools the interview occurred first). As a result of the site

visits, consultants noted the following emerging themes:

Students were engaged in learning in both theme and non-theme classroomsExtended day programs existed in some schools to afford students extended time in theirtheme, and in one case, the theme is implemented only after schoolFunding and other financial resources vary across the schools, and magnet fundsare used by schools in a variety of ways with no oversight by the district (reported above)Principals, magnet coordinators, and teachers are dedicated to the magnet theme andschool choicePrincipals and magnet coordinators extended their hospitality to the consultants. Whilenervous and concerned about the Magnet Program Review by MSA, staff revealed aclear snap shot of their schoolsThree consultants noted that it appeared as though they were observing a speciallydesigned d ay rather than feeling this is the way we do things at the school every day Students, at some magnet schools, accompanied the consultant on the walk-throughParents, at some schools, accompanied the consultant on the walk-through

Interview Protocol: Administrators, Magnet Coordinators, Faculty, and other staff

During the on-site visits, the consultants engaged in a formal interview process with Principals,

Coordinators, Faculty and other staff. At some schools, parents and/or community partners

joined the interview. Note: at one school parents answered all the questions discussed in the

interview, even though the consultant continually directed questions to the Principal and

continually tried to engage the Principal. At another school, the Principal did not join the


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interview. The interviews were designed to give schools an opportunity to discuss with the

consultant the following:

Uniqueness of their schoolSpecial areas of their schoolSkills and talents of the students and the teachersInstructional process and integration of the theme in the instructional processStrengths of their school; concerns they have for school improvementStudent achievement and accomplishments beyond formal assessmentsGoals for the futureHow the resources are used in the schoolHow partnerships with parents and community support the Magnet theme

The Protocol utilized for the interview process identified questions to guide the consultant inhis/her discussions. Questions included the following:

Briefly describe the history of your Magnet program including how it started and thecurrent demographics of the student population.Talk about your Magnet funding and how the funds are allocated.Describe your Magnet staff and their responsibilities.What are the unique features of your Magnet theme and how is it integrated into thecurriculum?What process is in place to promote diverse student enrollment?What surveys have been done in the last two years for parent and community input toyour Magnet program? Tell about the results and any resulting action you took.What Magnet standards are in place to ensure teachers and students follow the specialtycurriculum? How do you assure the standards are being met?How are teachers encouraged/required to participate in professional development? Givesome examples of Magnet training that have taken place?Describe the role of parents and community in your Magnet program.

The on-site interview was an excellent process to validate the consultants impressions from the

binder review and the walk-through. As a result of the interviews, consultants noted the

following emerging themes (some are repeated from the walk-through visits as expected):

Extended day, theme-based programsAt one school, fees are charged to families for their students to be in an after schoolmagnet program


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Student achievement is very important to effective school leadershipAcceptance criteria (reported on page 4) varies across the district by theme, by school, byage of the student population

Transfers of a student out of a magnet program (e.g., discipline infractions) occurs andthere is a due process protocol provided by the district for use by principalsMagnet coordinators roles and responsibilities (reported on page 4) are extremely varied,and providing support to teachers for theme-based instruction is a struggle given theirresponsibilities also for the programs recruitment, application process, and enrollmentand retention of studentsTheme related professional development is not consistent across schools or across themesThere appears little sharing of best practices across schools or across themesFeeder patterns are supported by the district, but concerns were raised that there is not

consistency as to how well they are working throughout the district Magnet funding and financial resources (reported on page 4) vary among the magnetschools, and a sense of resentment among some principals was evident. But, some statedthat they recognize, in the best interest of the students, that they might need to operatewith less money in order for the district to equalize the funding for all magnet schoolsMagnet funds are used by the schools in a variety of ways (reported on page 4)Fundraising occurs in most schools to support a variety of activities and events forstudents; types of fundraising and amounts of funds raised vary across the districtCareer Technical Program resources and requirements are integrated into the instructionalprocess, and the resulting achievements of these CT Magnet programs have grown overthe past years; principals of these schools appreciate what the CTE brings to the magnetPrincipals, magnet coordinators, parents, students and teachers expressed their supportand loyalty to the magnet theme and for school choice

Principals and magnet coordinators reiterated to the consultants that while they were nervous

regarding the Magnet Program Review by MSA, they felt at ease to discuss their programs and

concerns during the interview. The binder materials and information, the walk-through at each

magnet school, and the interviews with the school and magnet leadership, teachers, parents, and

community provided consultants with a clear understanding of the magnet programs* and asnap shotof the school--its mission and vision, goals, successes and challenges. The

interviews, use of protocols, and the time spent at the school with staff and others, particularly

the students, provided a wide range of emerging themes and issues for further reporting and


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eventually HISDs consideration. The results continue to support the major issues as reported in

the HISD 2006 Peer Review Study .

*Fine Arts/Physical Development; Math/Science; Vanguard; Literacy/Communication; Languages;Leadership/Public Service; Montessori; Careers; Technology; and Math/Science/ Technology.