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In Aldine Independent School District, district leaders have taken a very thoughtful approach to their academic program. Starting with their mission and core beliefs, they follow Fenwick English’s instructional model based on three pieces of a rigorous, aligned curriculum: the written curriculum (books and materials), the taught curriculum (lesson plans and teacher behaviors), and the tested curriculum (including both high-stakes state tests and interim benchmarks).

1 – District Mission Statement A description of the organization’s vision, mission, and core beliefs and commitments.
What to Notice Aldine’s mission statement is clear and compelling. The language is ambitious and aspirational – Aldine aims to “produce the nation’s best.” But it is also specific about student outcomes. The core beliefs and commitments describe the “how” and begin to articulate what kind of behaviors will allow the district to meet its objectives. Notice the emphasis on goal-setting, providing equal access, engaging parents, and supporting employees while holding them accountable.	Questions to Ask How did the district develop the mission, vision, and values? Who was involved in the process? How was a consensus reached? How does the district communicate its mission statement to stakeholders? Do new employees receive it as a part of orientation? How and when is it shared with parents and students? Does this document look like something that was produced for public consumption? How would a public document differ from a document for internal consumption? What goals is Aldine trying to accomplish with this particular document?
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2 – Instructional Model An overview of Aldine’s Academic Organizational Plan (AOP).
What to Notice In this document, Aldine articulates a philosophical approach to instruction. The document begins with a graphic organizer that places the student at the center of a curriculum that includes written, taught and tested components. All three components of the curriculum are aligned with the state standards, Texas Essential Knowledge and Skills (TEKS). The instructional model is grounded on core beliefs, which are re-statements of the core beliefs from the mission statement.	Questions to Ask How was the Academic Organizational Plan (AOP) developed? How did Aldine select the “Fenwick English model” of a three-pronged curriculum? How does this model compare to other existing models? What research suggests this model is effective in raising the achievement of underprivileged students? How does the district ensure that the three components of the curriculum remain aligned? How much consistency of implementation is there in the district? What percentage of teachers participate in the step-by-step process outlined in pages four through nine? Who guides them through it?
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3 – District mandated instructional programs Description of programs specifically targeted at students with special needs.
What to Notice Aldine has developed rigorous programs that target the needs of specific student populations. Notice that the bilingual program for high school students has been in place for well over a decade, while the district has recently revamped its approach to Special Education and elementary English language learning. These programs reflect the high expectations for all students, as articulated in the mission statement.	Questions to Ask Why did the district decide to launch an inclusion program for Special Education students? How was the previous approach different? What prompted the district to change its approach? For a program like the English Language Institute (ELI) for foreign-speaking high school students, has the district evaluated its effectiveness relative to other options? Has the program evolved since its implementation in the 1990s? What are the specific goals for each program? Who is responsible for monitoring the student outcomes of each program and comparing them to stated goals? How does the district evaluate the effectiveness of these programs?
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As a district in the greater Houston area, Aldine Independent School District serves a large population of highly mobile immigrant families from Latin America. Students from these families may enter the district for the first time in middle school or high school, still lacking fluency or literacy in English. Over time, the district has developed specific programs and a unique instructional approach designed to integrate these students quickly into their schools and give them the best opportunity for success.

1 – ELI Program Description Overview of the district’s program for secondary students who are still learning English.
What to Notice The district has built an aggressive intervention program called the English Language Institute (ELI) to address the needs of new secondary students who are not fully fluent in English. Students qualify for the program by taking a language proficiency test, and are then placed into an English-language immersion environment for 150 to 200 minutes a day. ELI students are mainstreamed for the rest of the day and have access to the same electives as other students.	Questions to Ask What proportion of students who take the language proficiency test qualifies for the ELI program? How does the district ensure that the test identifies the relevant student population? How does the district track the effectiveness of the ELI program? What kind of support do ELI students receive in their mainstream elective classes? How long do students stay in the ELI program? What are the exit criteria?
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2 – EII Program Overview A description of the district’s philosophy and approach to teaching English Language Learners via Equitable Integrated Instruction (EII). This is one element of the district’s strategy for ensuring that the ELI and other programs provide effective instruction for ELL students.
What to Notice Aldine has adopted Equitable Integrated Instruction (EII) guidelines for classifying English Language Learner (ELL) students. ELL classrooms use the same materials as a mainstream class, but also incorporate additional materials customized to meet the students’ special needs. ELL teachers receive special training and instructional materials specifically targeted at the ELL population.	Questions to Ask How much training do ELL teachers receive? Does the district fund this program with special categorical funds from the state or federal government? Which district department is responsible for ensuring effective implementation of the EII approach in different schools? How does the district train principals and others in what to look for?
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3 – ELI Instructional Calendar Instructional calendar for first six weeks of the ELI.
What to Notice The district provides this calendar for the first six weeks of the English language immersion component of the ELI. Each week covers material in each of four categories: (1) literature/vocabulary, (2) grammar/usage, (3) writing, and (4) social interactions. Notice that there is a common assessment given at the end of the six-week cycle to gauge student progress and revisit topics and skills as needed.	Questions to Ask Who develops the curriculum for the ELI? How does this curriculum align with the general curriculum given to all students? Is the common assessment used at different school sites, and are the results analyzed district-wide? How do teachers utilize this assessment information to adjust their instructional practices? How does the district identify best practices in the instruction of ELI students? If so, how and what efforts are in place to disseminate this information? How has the program evolved over the years, and as the district has gained experience with these types of students? What obstacles has the district had to overcome?
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4 – Interventions for ELI/ELL Students and Teachers at MacArthur High School List of campus interventions.
What to Notice MacArthur High School builds on the district-wide programs and provides specific campus-level interventions. Notice that every major department has some sort of intervention program for ELL students, and the science department offers special after-school programs that include labs and speakers.	Questions to Ask How are student coaches selected and trained? How was the after-school program developed or selected? Does the district utilize in-house teachers, or has it contracted out this program? How was that decision made? How does the campus measure the success of these programs as reflected in the test scores of ELL students?
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Aldine Independent School District’s focus on data-driven instruction involves not only the availability of detailed information about student progress on district-designed benchmark assessments, but also the priority that the district places on investigating the implications of the data. While the assessment reports tell teachers and leaders where students are mastering or struggling with concepts, district protocols and practices ensure that educators are interpreting the assessment results to inform re-teaching and future improvements.

1 – Benchmark Test Subgroup Report Standard report breaking down high school science benchmark results by teacher and subgroup.
What to Notice Texas was a leader in the movement to break down state assessment results by subgroup, and Aldine has applied the same principals to its internal diagnostic tests. The report analyzes the results of a benchmark assessment by subgroup, an interim diagnostic test that the district developed to test student mastery of state standards at six-week intervals during the school year.	Questions to Ask Which subgroups seem to need the most improvement based on this report? Which subgroups are performing better? Which teachers show the biggest variation in the performance of different subgroups? How might the district use these data to provide targeted interventions? What processes are in place to ensure that teachers discuss their data and use it to improve instruction? How are teachers trained to interpret the information provided in these reports? How is the report generated? How quickly do teachers have access to their data after administering the assessment?
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2 – Assessment Summary Report A summary of high school students’ content area strengths and weaknesses in the sciences, as reflected in the results of a district benchmark test.
What to Notice This document requires teachers and administrators to evaluate student progress based on the results of benchmark tests. For each content area, the educator must list areas where students have mastered the relevant standards and areas where re-teaching is necessary.	Questions to Ask How does the area superintendent use these summary reports? How does he/she follow up with school administrators?
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3 – TAKS and CAT Reflections Two worksheets asking teacher to reflect on student performance on the Texas Assessment of Knowledge and Skills (TAKS) and the district’s common assessment tests (CAT).
What to Notice These are examples of tools used in Aldine to encourage teachers to reflect upon the assessment results of their students. Teachers are asked to reflect on their students’ strengths and weaknesses, based on the results of the district’s common assessment, or on the state assessment, the TAKS. The TAKS worksheet has a particular focus on interventions, asking the teacher to reflect on interventions that worked and those that did not, while the CAT worksheet is more general in nature.	Questions to Ask Who reviews these documents? What kinds of changes have resulted from these reflections and feedback? How do teachers decide which interventions to use and how to use them? How much freedom do teachers have to try their own strategies? How are these “lessons learned” aggregated and shared? Is there an opportunity for teachers to share successes —and ongoing challenges— in a collaborative environment?
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4 – Data Analysis Meeting Protocol Outlines the agenda and process for using common planning time to review and discuss student achievement data.
What to Notice In Aldine, teachers are expected to collaboratively discuss student assessment results as part of their lesson planning process. Notice that the protocol requires teachers to focus on gaps in learning (between groups and between topics) and leads the group through a “root cause” analysis to identify the reasons for the gaps so that specific intervention strategies can be identified.	Questions to Ask Who leads these discussions? How often do they take place? What kind of professional development was necessary to establish this protocol? What challenges has the district faced in implementing this approach to discussing data?
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Every school in Aldine adopts a mission statement that is consistent with and builds off of the district’s mission, vision, values and goals. Individual schools, like Ralph Goodman Elementary, develop language that is consistent with the district‘s mission but also reflects the unique needs of the school community.

1 – District mission, vision, and core beliefs and commitments One-page mission statement for Aldine.
What to Notice The district‘s mission and vision are stated in terms of “we.” The overarching vision of producing “the nation’s best” is embodied in the mission statement, focusing on critical thinking, problem solving and responsible citizenry. The core beliefs and commitments focus on key stakeholders —including employees and parents— as well as key strategies like goal setting. Notice the specific emphasis on equal access and the elimination of the achievement gap.	Questions to Ask How did the district develop the mission statement, values and goals? Which stakeholder groups were involved, and how did the district collect community input? How is the mission statement shared with key stakeholders, like parents, students and teachers? How is it integrated into the orientation process for new employees or the new student induction process? How does the district operationalize these core beliefs and values in its policies and actions?
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2 – Ralph Goodman Elementary Mission Statement and Goals Two-page mission statement for one district school.
What to Notice Like the district’s mission statement, the mission statement for Ralph Goodman Elementary emphasizes that all students can learn, regardless of race, religion, or national origin and that students of the school are to become responsible members of society. In addition, Goodman Elementary’s goals echo the district’s core beliefs and commitments in that they refer to the importance of devoting resources to student learning and aligning faculty and staff efforts towards a common goal of student achievement. Notice that this school’s goals focus on the integral role of the faculty in carrying out the educational process.	Questions to Ask How did Ralph Goodman Elementary develop its mission statement? What was the process for involving faculty and other staff? How did the district’s mission and belief statements help guide the development of the school’s mission statement? In what areas did the school decide to distinguish itself from the district’s mission statement? How does the school translate these broad goals into measurable targets for student achievement?
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In Aldine Independent School District, the board of education sets the organizational standard for putting students first and for ethical and professional action. The Board Procedure Manual articulates a set of ethical standards that all board members have agreed to uphold. In addition, the document outlines clear procedures for how the board conducts its business as well as all board-adopted policies.

1 – Board Procedure Manual Document describing the board’s ethical standards, operating procedures, and adopted policies.
What to Notice The Board Procedure Manual starts with the board members’ “commitment to service,” which uses language that comes directly from the district’s mission statement. The commitment to service includes a set of rigorous ethical standards, as well as the “board member’s creed.” Notice that the ethics and creed specifically guard against board members’ micromanagement of the superintendent and the district’s executive team. The commitment to service uses value-laden language throughout. In the second section, the Board’s Operating Procedures articulate specific behavioral guidelines for board members that are consistent with the standards of ethics and the creed. Board members are given concrete recommendations for actions in three areas: communications, meetings, and the board’s development as a team. The communications section gives very specific advice for board members in how to address complaints from the community. Aldine clearly prefers that the district’s management team address community complaints, rather than board members handling complaints directly. Note also that, consistent with what it expects of the district, the board is also responsible for evaluating its own performance and setting board goals. In the third section, the document provides all board-adopted policies. Note that roles and responsibilities are clearly articulated, and standing committees are established to address specific ongoing issues of importance.	Questions to Ask How did the board come to adopt the ethical standards and creed? Who was involved in its development? What is the process for revising the manual? How does the board acculturate newly-elected board members? Does the board provide any specific training for new members? How does the board assess its own performance relative to the standards laid out in this document? Does the board conduct an annual retreat or other meetings specifically devoted to improving its own performance? If so, who facilitates the meetings, and how is the agenda determined?
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Aldine Independent School District intervenes aggressively in schools that perform below district expectations. Such schools are designated “accelerated campuses” and are provided intensive instructional support by content-specific program directors.

1 – Overview of Strategies for Intervening in Low-Performing Schools One-page description of the district’s “accelerated campus” program for underperforming schools.
What to Notice Aldine uses prior year results on the state test —the Texas Assessment of Knowledge and Skills (TAKS)— to identify schools that are in need of additional support. Schools with low overall scores or low subgroup scores are designated “accelerated campuses” and are assigned content-specific program directors for improvement planning. The process ensures that the program directors provide progress reports every six weeks to the assistant superintendent and executive director of curriculum and instruction.	Questions to Ask What experience does a program director typically have? How are they selected and trained? What best practices has Aldine identified among its program directors in their efforts to turn around schools? What are the implications of remaining an accelerated campus over time? Who is responsible for making difficult judgments about the performance of the principal? If a principal needs to be replaced, who is involved in the decision? How does Aldine track the progress of its accelerated campuses over time? What are the characteristics of the schools that have been able to improve their student achievement relatively quickly?
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2 – Campus Intervention Team (CIT) Sample Report Final report of the team responsible for conducting an on-site evaluation of an underperforming school and formulating recommendations for improvement.
What to Notice Aldine uses this state-mandated process to identify key needs for a struggling campus and to recommend specific actions that will improve student achievement. Notice that the Campus Intervention Team includes members both internal to and external to the school, ensuring objectivity. Also, the report specifically focuses on key variables that may have a direct impact on student achievement: discipline, teacher quality, parental involvement, etc.	Questions to Ask How does this state-mandated process enhance or support district-specific strategies? How does Aldine determine the members on the school’s Campus Intervention Team? What does the district look for in potential team members? How long does the evaluation last? How does the team balance different fact-finding activities, such as staff interviews, parent interviews, classroom walkthroughs, etc.? Does the team have any implementation responsibilities after the evaluation report has been completed? What processes are in place to ensure that recommendations are acted upon?
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3 – Underperforming School Professional Development Plan Memo and attached summary describing professional development efforts for an accelerated campus.
What to Notice Aldine district staff intervene very aggressively in schools that exhibit poor student achievement results. This document summarizes the high-intensity professional development supports deployed to an underperforming school. Notice that each department has at least five meetings with district staff over the course of one semester. The “comments” column allows the program director to highlight successes and draw attention to teachers with attendance or attitude problems.	Questions to Ask What are the connotations of being identified as an accelerated campus? How does the district manage these connotations amongst teachers and principals on these campuses? How does the district identify best practices for leading productive professional development sessions with teachers who know that their school has been identified as underperforming? What are the consequences for teachers who do not attend required professional development sessions? How does Aldine track the success of these professional development sessions?
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Through its curriculum and instruction department, Aldine Independent School District offers a rigorous set of training opportunities for its teachers and principals, with some sessions required and others optional. These sessions build on the instructional model of the district, which is tied directly to the district’s mission statement. The New Teacher Induction Academy is a particularly important piece, since it allows the district to familiarize new staff with the instructional strategies employed throughout the district.

1 – Professional Development Programs Framework One-page graphic organizer depicting the district’s approach to staff development.
What to Notice Aldine uses this graphic organizer to communicate how the professional development program links to specific departments and district strategies and goals. Notice that strategies —including aligning the curriculum and targeting specific high-needs groups— apply across all departments, not just core subjects. All staff development is guided by the district’s goals: helping students to acquire and apply academic skills, as well as demonstrate critical thinking strategies, as evidenced by results on district assessments.	Questions to Ask How has this staff development approach evolved? What were lessons learned that contributed to its development? How were the instructional strategies selected? How is the implementation of the strategies different in the different departments? How do the district goals at the top of the page reflect the district’s mission?
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2 – Staff Development Schedule Two-page document describing professional development programs offered prior to the start of the school year.
What to Notice Aldine uses the two weeks prior to the beginning of the school year to offer rigorous professional development. Notice that a teacher new to the district may receive up to two weeks of professional development, including participation in the three-day New Teacher Induction Academy, campus-based professional development, and district-wide professional development by department. Focus areas for staff development align with the strategies depicted in the graphic framework described above.	Questions to Ask What content is provided in the New Teacher Induction Academy that differs from general district professional development for all teachers and staff? How much discretion do principals have in the development of campus-based professional development? How do principals determine their campus-specific professional development needs? How does the district ensure that campus-based professional development aligns with district-wide professional development efforts?
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3 – Course Catalogue Extract Sample listing of professional development programs offered by the curriculum and instruction department in 2007–2008.
What to Notice This document is a sample listing of courses offered to principals, teachers and other instructional staff. In the first column, the district tracks attendance and registration, which are both measures of the training’s appeal and success. Teachers can access professional development on academic content areas, particular modes of instruction, technology, etc.	Questions to Ask In what form is this information shared with teachers? How easy is the process of registering and signing up for a substitute? How does the curriculum and instruction department determine the right mix of course offerings? How are teachers’ needs assessed to ensure that the training opportunities are well-matched to their needs? How does the curriculum and instruction department measure the success of the trainings through course evaluations, follow-up observations or focus groups?
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