HISD Comprehensive Magnet Program Review: Phase I: Interim Report November 1, 2010

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

HISD Comprehensive Magnet Program Review

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 this
document is a result of activities completed as outlined in the Scope of Work. Due to scheduling
changes 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, with
suggested strategies and timelines for implementation of the recommendations.
While the comprehensive program review is separated contractually into two phases, they are
interrelated as Phase I supports the work of Phase II (Evaluation of the Quality of Individual
Campus-Based Magnet Programs).
BACKGROUND INFORMATION:
Houston Independent School District (HISD) completed a Request for Proposal process to
complete a comprehensive review of the Magnet program system. A contract was awarded to
Magnet Schools of America in October 2010. Following notification of successful bid for the
comprehensive program review in early September, discussions regarding process and dates for
elements of the review were completed with the HISD Assistant Superintendent for School
Choice. Components of the contract are divided between a Phase I and Phase II with a final
report 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 student
achievement 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 in
the 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 scheduled
and advertised by HISD staff. All information from all forums will be included in the final
report.
The Scope of Work for Phase I included:
• Section 1: District Vision and Governance of Magnet Programs including a

review and analysis of purpose and goals; Magnet standards; and each school’s
ability 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
MSA HISD Phase I: Interim Report November 1, 2010 1


collaboration with HISD by observing community focus groups organized and
facilitated by HISD staff; and collecting information through an online survey
• Section III: Current Magnet Procedures and Practices as outlined in the Magnet
Guidelines for fairness, equity, clarity, and effectiveness and efficiency;
reviewing marketing and recruitment
• Section IV: Central office support including an analysis of the resources and
effectiveness/efficiency of the Magnet Department
• Section V: Magnet funding review of historical and current funding and a cost
analysis 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 HISD
Magnet Program Review Scope of Work. This process included consulting services of highly
experienced Magnet school consultants from diverse backgrounds across the United States. The
following represent the experience brought to the project (Appendix B includes Phase I
consultants):
• 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 use
during document reviews, data review, school information reviews, and school visits. Protocols
included:
• Magnet school budget allocation analysis
• Magnet school team interview and questionnaire


• 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 to
compile a set of information for the onsite consultants review prior to, during, and after the
school observations.
The thorough program review incorporated research methods to guide the process for reporting
findings, commendations, and recommendations. Analysis of qualitative data and quantitative
data was critical to meeting the goals of the program review. Data included enrollment,
demographic, financial, school transfer, and academic achievement data sets. Documents
reviewed are listed in Appendix A.


SUMMARY OF WORK PROCESS
Process Tasks Result

Senior Level Staff Provided historical background,
Interviews (8) expectations, and documents required
for review.
Board Trustees Provided both historical information
Interviews (6) and board expectations for HISD
Magnet Programs
Parent Magnet Advisory Provided information on both magnet

Committee (7) programs (e.g., Magnet/Vanguard) and
funding inequities
Document Reviews (+20) Provided informed findings for Sections
I, III, IV, V, VI – Scope of Work
Community Forums (13) Provided the public’s vision, concerns,
and approximately 1,000 and inequities in funding for HISD’s
parents/community Magnet Programs (Section II)
representatives
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 a
component of Phase II and was completed the week of October 25, 2010 with a final report to be
submitted December 17, 2010.
HOUSTON’S MAGNETS
HISD has a strong culture of neighborhood schools and district wide school choice. This culture
is 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


neighborhood schools. This culture needs to continue to be valued and respected. And the
current (rooted in the past) practices need to be updated to be reflective of 21st 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 1970’s and 80’s. During those years
HISD recognized, with the assistance of a Desegregation Committee, that diversity was a
compelling interest for quality education. Magnet schools with theme based education were
added to the plan as a means to overcome the school pairing concept. During that time, the
Board 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, and
community planning and advocacy. A school applied to the Board for Magnet status. This plan
allowed 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 status
and therefore receive financial support from the district general. In 1997 the district was released
from court supervision for desegregation. Since that time, it appears that HISD magnet schools
have not used ethnicity as a criteria for Magnet entrance; therefore have not focused on reducing
minority group isolation. (The recently awarded Magnet Schools Assistance Program grant
requires that the five schools receiving the MSAP federal funds reduce minority group isolation
as 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 one
looks at how schools are funded with funding allocations following students and that
transportation is provided for eligible students. As the costs associated with funding Magnet
schools 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 an
inequitable system of Magnet funding.
Some schools receive approximately $400,000 and other schools receive much less. It is
important to note that anecdotal reports, at this time, reflect that schools receiving funds are not
necessarily serving more students or providing a higher valued education than those schools
receiving 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 is
that HISD is a full choice/open enrollment district. Full choice across the district is a strongly
held 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; While
other schools were approved with no funding and no transportation. Within at least the past
three years there has been a moratorium on the addition of new Magnet schools. Clearly, the


strong history of Magnet schools and culture of choice is important to the educational system in
HISD.
The importance of the culture of choice and Magnet schools along with the pressures of the
economics 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.


SUMMARY OF FINDINGS AND OBSERVATIONS
MSA was contracted to review Management and Efficiencies, Vision and Governance, Funding
and Resources, Student Assignment and Transportation, Opportunities for Students, and the
Magnet 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
HISD’s diverse, multicultural student population] supports the district’s 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.


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 district’s 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.


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 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)
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)


• 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.


• 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


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.


PRELIMINARY FINDINGS, OBSERVATIONS, AND EMERGING THEMES. These
should be considered DRAFT at is point in the process since all data and community information
has 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 is
imperative that HISD improve the performance and attraction of the neighborhood schools.
Neighborhood schools should be a family’s first choice and then if a child has a specific interest
or talent they should have opportunities to attend school elsewhere in the district. Magnet
Schools across the country have determined five (5) essential elements of an effective Magnet
school system (included in the 2006 HISD PEER review report).
1. Diversity Best Practices demonstrate that effective Magnet schools set and work toward a
diversity goal that reflects the overall population of the community it serves. Progress toward
that 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 pool
as well as actual school enrollment data. Should a school not make its 2-3% goal, adjustments
should be made in the marketing and recruitment plan at both the school and the district level to
ameliorate 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 to
deliver 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 national
standards are assessed.
3. Students Achievement Best practices demonstrate that effective Magnet schools work to
ensure that all students who seek to be a part of the Magnet program have access to Magnet
classes. 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 and
special attention is given to strategies that bring diverse student groups together in Magnet
school common areas as well as classrooms within the school.
5. Dynamic Partnerships – including parents’ Best practices demonstrate that effective
Magnet schools work to develop partnerships that align with the school’s theme. Often partners
become delivers of professional development and a source for the developing innovative
curriculum and extra-value standards. Magnet parents serve the Magnet school in various
capacities but mainly as Advisory Board members, guiding school direction.


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, HISD
Magnet PEER Review – 2006, Magnet Funding, Houston ISD Magnet Program Budgets Fund
118, 2010 MSAP Grant, Standards for Magnet Programs, Magnet Transportation, Assessment of
Student Performance in Magnet Programs (05-06 – 07-08), Report on an Educational
Program/Gifted and Talented (04-05 – 08-09), HISD Magnet Program Reports (various years),
and HISD review of internal Magnet Program Evaluations (1986–1987, 1997-98 & 2006-2007).
Specific Documents provided by HISD:
¾ 2009 - 2010 (2 years) Magnet School enrollment by grade level, gender, and ethnicity
¾ 2010 - 2011 Elementary & Secondary Guidelines
¾ 2010-2011 Magnet Guidelines
¾ All historical/court documents relative to the Magnet programs (as discussed with
board members)
¾ District budget for the current and last two years
¾ Magnet budget for the 2010 - 2011 including spending categories; Magnet budget for
2009-2010 and how funds were spent
¾ 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 tests
unique to the Magnet programs
¾ Disaggregated data by gender, ethnicity, socio-economic status, SPED, and ELL for
the above
¾ Listing of all Magnet schools by AYP Status, and, as appropriate, any corrective
action required (Sample of a Magnet campus improvement plan for each level)
¾ Listing of all Magnet principals and Magnet coordinators by school; copy of their job
description
¾ School/District Profiles (latest edition)
¾ Recent School Climate studies and/or discipline, dropout, and graduation data for the
last 3 years/most recent data (Magnet/district comparisons)
¾ Financial reports as discussed with Chief Financial Officer
¾ Data Sheet of campus enrollment/$$$ allocated
¾ Copy of MSAP grant, voluntary school integration plan, 3 year projection to improve
diversity
¾ Lottery Guidelines (or process)
¾ 2005-2006 Peer Review Report (Final Report)
¾ Magnet School Campus Binders (due 10/15)
¾ Magnet Teacher Action Plan (for each level) for low performing teachers.


¾ Twenty-one (21) ways students may transfer
¾ Magnet program evaluation reports important to the audit (e.g.,
Magnet/Gifted/District).
¾ 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 America
quarterly 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 executive.director@Magnet.edu.
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,


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 district’s
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 in
Omaha, 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


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
Bilingüe 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
CSDE’s 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 applications
to education professionals around the region. Currently she is a Board Member and Treasurer of
the Connecticut Association of Interdistrict Magnet Schools (CAIMS).

HISD Comprehensive Magnet Program Review: Phase I: Interim Report November 1, 2010

Enviado por

Dados do documento

Descrição original:

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

HISD Comprehensive Magnet Program Review: Phase I: Interim Report November 1, 2010

Enviado por

Direitos autorais:

Formatos disponíveis

The Scope of Work for Phase I included:

• Section 1: District Vision and Governance of Magnet Programs including a

PROGRAM DESIGN AND PROCESS:

• Urban School Administration

• Magnet school budget allocation analysis

• Magnet school team interview and questionnaire

• 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

SUMMARY OF WORK PROCESS

Process Tasks Result

Parent Magnet Advisory Provided information on both magnet

Consultants noted some preliminary themes emerging as a result of document reviews,

 Strong district leadership supportive of magnet schools

VISION AND GOVERNANCE

1. Magnet Department General

1. Magnet Policy and Guidelines – Elementary and Secondary Guidelines

1. Magnet Policy and Guidelines

FUNDING AND RESOURCES

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

Structure and Processes for:

Phase I and II Documents for Magnet Program Comprehensive Review

Summary of Documents: Magnet Department General documents, Magnet Coordinator

Profile of Magnet Program Review Consultants

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

Você também pode gostar

Strong district leadership supportive of magnet schools