Houston ISD 2011 Magnet School Audit - Attachment Phase I/Phase II/Interim

Houston Independent School District Magnet School Program
Review Update 10/15/2010
Magnet Schools of America respectfully submits this update as part of its contractual obligation for the
HISD 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 gathered
from document reviews and community forums is still being collected and therefore the information
included in this first update report should not be considered final and complete. The final phase 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 District’s 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 district’s current decision-making processes regarding the creation,
modification, and/or closure of Magnet programs and the selection of location, specialty, and program
design; current drafts of Magnet Philosophy and Magnet Standards; and each school’s ability to
house/sustain a viable Magnet program based on HISD’s 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 district’s vision for HISD Magnet programs and their governance by conducting an
analysis of the public’s perceptions of Magnet programs and how they align with its reality. The focus
groups will be 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 3rd party observer to monitor the focus groups; the provider (MSA) will
receive data collected in order to analyze and report findings
Update 1 Page 1
Activities to Date:
Activity People Involved Time Summary
Planning process, MSA Executive 9/15 to 10/10 2010 Decisions regarding

determining data Director, Lead MSA 50 hours. Board Trustee meetings,
sources needed, drafting consultant, Assistant 12 community groups
community group Superintendent, Office planned, collaboration
process and questions, of School Choice. with HISD on survey
designing survey content and process:
questions and process, onsite, conference calls
rubrics; contract reviews and email
and finalization. communications.
Preparation of campus Principals/Magnet
“Guidelines for Coordinators to prepare
Reporting Data”, and submit to Assistant
designed by MSA, for Superintendent for
Phase II consultants. School Choice.
Board Trustee MSA Executive 10/5 and 10/6 2010 Gathering of
interviews and Director, Lead MSA 16 hours information to inform
meetings; meeting with consultant, Assistant history of magnets in
parent group; meeting Superintendent, Office the districts, set of
with Superintendent, of School Choice; Six interacting challenges
Deputy and senior level Board Trustee members, with the system of
district administrators. Superintendent, Deputy magnets in HISD, and
Superintendent, and confirming data sources
Assistant based on MSA web
Superintendents for research, phone
Finance, Research & conferences, email
Evaluation, and staff. communications, and
meetings to commence
Met with 6 Trustees onsite document
over 3 meetings; reviews during October
Met with 4 senior level 11-14, 2010. Data
administrators in the sources for Phase 1
district and 5 additional review of documents
district personnel ; included anecdotal,
Met with 7 parents historical information,
representing multiple research & evaluation
constituencies reports; policies,
guidelines, standards;
2005 Peer Review
Report; all relative
magnet financial data;
listening,
observations/monitoring
the community/parent
focus meetings.
Update 1 Page 2
Data and Document Lead MSA Consultant, 10/11 to 10/14 2010 Analysis of current
Review- A list of all the 4 MSA Consultants 36 hours both onsite and HISD documents related
Data/Document sources pre-planning. to Magnets, CTE, and
and reports requested Vanguard Gifted and
and reviewed by MSA Reviewed the following Talented programs
consultants is with the documents (including
Office of School but not limited to:
Choice. MSAP grant
application; financial
documents for three
years; transfer and
enrollment data for
three years;
demographic data;
magnet guidelines;
lottery processes;
student achievement
data; District profile
data; CTE data;
Vanguard data
Interviews with Lead MSA Consultant 10/11 and 10/12 2010 Gathering of
additional HISD and 2 MSA Consultants 3 hours information regarding
personnel. the system of magnet
Met with former impact from CTE,
administrator for Vanguard; Determining
Magnet Schools; Met of resources;
with administrator for Understanding transfers
Vanguard programs; and lottery process
Met with administrator
for CTE programs
Community Forums- Lead MSA Consultant; 10/11 to 10/15 2010 Attendance at each
See posted list of all 2 MSA Consultants 25 hours forum through sign in
Community/Parent attended with the role of sheets provided by
Forums implemented by observing and listening; HISD and collected by
HISD. Student Forum HISD Board Members HISD; notes taken at
held on Thursday, and District personnel individual tables;
10/14, attended by MSA facilitated all sessions. themes will be
onsite consultants.* extrapolated for
MSA provided consideration by MSA
consultation and for commendations and
suggested forum and recommendations. All
survey questions. HISD information will inform
finalized the discussion the final report due
questions and survey December 2010
questions. Survey is following the school
posted online through observations/visits.
the HISD website.
Update 1 Page 3
Summary of All information

approximate attendance collected was
at the Community catalogued by MSA
Forums: consultants and will be
included in the Phase I
Furr High School- 70 report on November 1,
attended; 50 cards 2010 as raw data in the
collected attachments section; this
Revere Middle School- includes survey question
110 attended; 90 cards cards collected from
collected individuals and the
Board Services Offices group discussion notes
– 40 attended; 35 cards from each table.
collected
Reagan High School-
125 attended; 90 cards
collected
Yates High School- 40
attended; 25 cards
collected
Chavez High School- 40
attended; 30 cards
collected
Board Services Offices-
100 attended; 85 card
collected
HISD Students- 45
attended
Board Services Offices-
150 attended; 120 cards
collected
ADDITIONAL INFORMATION: A student only forum was held prior to the Board meeting on
Thursday, October 14. An additional community forum is organized by HISD for 10/30/10 and the Lead
MSA 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 very
forthcoming with documents and information. Having veteran people help to inform the process has been
invaluable 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 various
documents 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 concern
expressed about the timeline and inclusion of all information collected from the community forums in the
Update 1 Page 4
Phase I report. Through email and during introduction section of the community forums both HISD and
MSA assured constituents that all data will be included and considered in the final report of December
which will include commendations and recommendations. Attendees and email recipients were reminded
that there were two phases with two week update reports and that the final report was not due until
December.
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 are
not included 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
Update 1 Page 5
Executive Summary
Update 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 being
collected and therefore the information included in this first update report should not be considered final and complete. The final
phase 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 District’s 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 district’s current decision-making
processes regarding the creation, modification, and/or closure of Magnet programs and the selection of location, specialty, and
program design; current drafts of Magnet Philosophy and Magnet Standards; and each school’s ability to house/sustain a viable
Magnet program based on HISD’s 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 district’s vision for HISD Magnet programs and their governance by
conducting an analysis of the public’s perceptions of Magnet programs and how they align with its reality. The focus groups will
be 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 3rd party observer to monitor the focus groups; the provider (MSA) will receive data collected in
order 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 three
years; 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 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 are not
included 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

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).

Program Review

Phase I: Interim Report November 19, 2010

Section II Summary

Magnet Schools of America, Inc.


HISD Magnet Program Review
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 HISD’s Magnet Schools and Programs.
PUBLIC VISION OF HISD’s MAGNET SCHOOLS & PROGRAMS
Purpose: To assess the Public Vision of HISD’s 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 HISD’s online survey.
Process Tasks Purpose

Community Forums (13) attended Onsite observations provided of the public’s vision, concerns,
by 914 parents/community and inequities in HISD’s Magnet Programs
representatives.
Community Online Survey offered Online survey results of the public’s vision, concerns, and
in English, Spanish, and inequities in HISD’s Magnet Programs.
Vietnamese from 1,191
respondents.
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 HISD’s application process, selection criteria, and student assignment
PHASE I, SECTION II: Interim Report November 19, 2010 Page 2

SUMMARY OF COMMUNITY FORUMS AND MEETINGS
Date Location/Description Time Attendance

Attended Cards
October 11, 2010 Furr High School 7:00 PM 75 50
October 12, 2010 Revere Middle School 9:30 AM 80 45
Pending
HISD Central Office: Board Sign-in
October 12, 2010 Member Advisory Committee 11:30 AM Sheets 14
October 12, 2010 Reagan High School 6:00 PM 75 51
October 12, 2010 Yates High School 7:00 PM 35 42
October 13, 2010 Chavez High School 6:30 PM 42 35
HISD Central Office: Board
October 14, 2010 Member Advisory Committee 11:30 AM 70 60
Superintendent’s Student
October 14, 2010 Advisory Round Table 4:30 PM 27 27
October 15, 2010 HISD Central Office 10:00 AM 110 92
October 26, 2010 Madison HS 7:00 PM 40 7
October 27, 2010 Key MS 7:00 PM 60 41
October 28, 2010 Bellaire HS 7:00 PM 250 135
October 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 parents
attending. 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 (Superintendent’s Student Advisory) was held at the HISD central office with
twenty 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

SUMMARY OF FINDINGS AND OBSERVATIONS FROM FORUMS AND SURVEYS
The mission of the HISD Magnet program is 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. The mission supports the widely accepted best practices of Magnet schools and the values
voiced by the community as demonstrated through the parent/community forums and online survey
results. The opinions regarding details of accomplishing the mission vary across the community,
however.
• The thirteen (13) parent/community forums were held in locations representative of the
geographical locations of neighborhoods and K-12 magnet schools across the district. Nine
forums (9) were held in schools, three (3) advisory committee meetings were held at the HISD
Central Office, and one (1) forum was held at the HISD Central Office on a Saturday. All were
scheduled for a variety of times during the day and evenings to provide flexibility and ease of
attendance for the community. Over 900 community members attended the forums. Participants
included families with students in Magnet schools, families with graduates of HISD Magnet
schools, families with young children entering the public school system, interested community
members, and students. At each forum, participants were encouraged to complete a feedback
questionnaire (card) consisting of three open-ended questions. Over 600 cards were collected.
The questions and major themes reported on the feedback cards were:
1. What do you value about HISD’s Magnet Schools? Overall results:
• Choice: the choice to select an appropriate Magnet program with the best interest of the
student in mind
• Opportunity: the opportunity for students to explore their interests
• Diversity: the choice to attend a diverse (ethnically and socio-economically) magnet
school/program
• Curriculum: the availability of specialized themes and instructional models
2. What do you recommend HISD do to improve its Magnet programs? Overall results:
• Equity in funding magnet programs

• Resources for students and staff
• Replicate successful programs
• Define the term “Magnet”
• Define/clarify application process

• 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 Total
411 72 16 499
2. Do you consider your Magnet schools “special?”
Yes No NA Total
402 41 56 499
3. Does your child(ren) require transportation?
Yes No NA Total
158 303 38 499
• 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).

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 illustrated
following the list of questions.
1. How would you define a Magnet school?

2. What do you value about HISD’s Magnet schools?
3. Improving diversity in Magnet schools is a district goal. Do you believe that HISD is accomplishing
this 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 professional
development 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?

SUMMARY OF SURVEY RESPONSES
Data from the survey regarding school representation include the following three (3) bar graphs broken
down in sections by letters of the alphabet A-G, H-P, and R-Z:



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.

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 the
current 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

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
district’s 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 family’s first choice. Magnet
programs should be a choice for students with particular interests or talents and that Magnets
should not exist so family’s 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

• 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 programs
o Diversity of the student population
o 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 engagement
o 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 HISD’s 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.

Program Review
Phase II: Interim Report December 3, 2010
Section VII Summary
Magnet Schools of America, Inc.

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 program’s theme-based program and its
compliance with current magnet procedural guidelines. The review included site visits to each
magnet 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 a
summary of the process tasks employed and purpose of each:
Process Tasks Purpose
Document Review of 113 To prepare each consultant for school site visits
Magnet School Binders by reviewing prepared materials by each magnet
prepared by each magnet school requested by Magnet Schools of America.
school, submitted to the The protocol for reporting included: School
Office of School Choice Climate; Program
for Magnet Schools of Descriptions; School Leadership; Marketing &
America’s school site Recruiting; Budget; Plus-Deltas (what is working,
visits. what needs improvement); and District Support.
Site Visits to 113 HISD To visit on site each magnet school by a team of
Magnet Schools – 10/25 to 12 MSA experienced consultants—each
10/29/10 consultant followed a prepared schedule
clustering by experience and level—one
consultant per school, five days, up to 2 per day.
Protocol: Walk-through at To observe teaching and learning at each school
each Magnet School. and the integration of the magnet theme; to
assess the theme’s impact on the instructional
process; and to validate materials and information
shared by each school
Protocol: Interviews with To validate observations, clarify information

administration, magnet from staff input and instructional/theme materials
coordinator, and other staff shared with consultants at each school. To
at each Magnet School dialogue with those involved in the school on a
daily basis.
Debriefing Protocol: To debrief each evening, the MSA consultants
Findings, Commendations, met and discussed their observations, information
and Recommendations collected from the walk-through and interviews.
To prepare the day’s report for submission to the
project site manager.
PHASE II, SECTION VII: Interim Report December 3, 2010 Page 1
The following emerging themes were noted as a result of the examination of magnet school
binders, review of data/documents provided to MSA by HISD, walk-through observations at
each magnet school, and staff interviews:
Support of campus leadership for the magnet program

Role and duties of the Magnet Coordinator
Scope, sequence, and alignment of Magnet curriculum to program specialty
Scheduling of students into appropriate magnet program course sequence
Availability of activities and resources related to the specialty beyond the core subject
requirements
Outside involvement and mentoring of magnet students, if appropriate
Capstone activities related to specialty curriculum
Certification, knowledge, training, and experience of Magnet specialty teachers
Facilities, technology, materials, and/or supplies for the magnet offerings
School process for marketing and recruitment
School process for handling student applications, qualifications, selection, and wait lists
School process for monitoring student achievement, handling grown plans, and
documenting students who leave the program
Magnet School Elements:

Magnet Schools embody five (5) essential elements1 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 Curriculum
Improved 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 Education
Services Under NCLB.

As a result of visiting each HISD Magnet School, this report provides a ―summary‖of 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 district’s Magnet Guidelines and Standards
 Concern to create a common definition of a successful ―Magnet school‖
 Need for clarity of HISD’s 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, what’s 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

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 their impressions. From the
information 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 district
Parents have a variety of instructional themes to choose from across the district
Magnet coordinators’ responsibilities, roles, and time allocated to these responsibilities
vary across the district; they do not necessarily correlate consistently to the theme or to
the size of the magnet student population or the total student population
District support for marketing and recruitment exists, but communication is inconsistent
Magnet student application process is inconsistent
Communication regarding acceptance to a magnet school occurs more consistently
Entrance criteria to magnet schools exist, however, it varies across the district
Student population of zoned and non-zoned students varies and, as a result, appears not
coordinated/correlated to building capacity
Diversity goals are not evident, nor reflected in the student population at every school
Magnet funding allocations vary significantly and, in some cases, were difficult to
ascertain in the binder review
Magnet funds are used by the schools in a variety of ways with no oversight by the
district
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. Questions
included:
Are the school’s theme, mission and vision well communicated?

Were Magnet related resources readily available in the classrooms?

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 the
classrooms?
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 the
theme?
The walk-through was an excellent process to validate their impressions from the binder review
and 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 classrooms

Extended day programs existed in some schools to afford students extended time in their
theme, and in one case, the theme is implemented only after school
Funding and other financial resources vary across the schools, and magnet funds
are 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 and
school choice
Principals and magnet coordinators extended their hospitality to the consultants. While
nervous and concerned about the Magnet Program Review by MSA, staff revealed a
clear ―snap shot‖ of their schools
Three consultants noted that it ―appeared‖ as though they were observing a ―specially
designed day‖ 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-through
Parents, 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

interview. The interviews were designed to give schools an opportunity to discuss with the
consultant the following:
Uniqueness of their school
Special areas of their school
Skills and talents of the students and the teachers
Instructional process and integration of the theme in the instructional process
Strengths of their school; concerns they have for school improvement
Student achievement and accomplishments beyond formal assessments
Goals for the future
How the resources are used in the school
How partnerships with parents and community support the Magnet theme
The Protocol utilized for the interview process identified questions to guide the consultant in
his/her discussions. Questions included the following:
Briefly describe the history of your Magnet program including how it started and the
current 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 the
curriculum?
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 to
your 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 specialty
curriculum? How do you assure the standards are being met?
How are teachers encouraged/required to participate in professional development? Give
some 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 consultant’s 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 programs
At one school, fees are charged to families for their students to be in an after school
magnet program
Student achievement is very important to effective school leadership

Acceptance criteria (reported on page 4) varies across the district by theme, by school, by
age of the student population
Transfers of a student out of a magnet program (e.g., discipline infractions) occurs and
there is a due process protocol provided by the district for use by principals
Magnet coordinators’ roles and responsibilities (reported on page 4) are extremely varied,
and providing support to teachers for theme-based instruction is a ―struggle‖ given their
responsibilities also for the program’s recruitment, application process, and enrollment
and retention of students
Theme related professional development is not consistent across schools or across themes
There appears little sharing of best practices across schools or across themes
Feeder 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 magnet
schools, and a sense of resentment among some principals was evident. But, some stated
that they recognize, in the best interest of the students, that they might need to operate
with less money in order for the district to equalize the funding for all magnet schools
Magnet 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 for
students; types of fundraising and amounts of funds raised vary across the district
Career Technical Program resources and requirements are integrated into the instructional
process, and the resulting achievements of these CT Magnet programs have grown over
the past years; principals of these schools appreciate what the CTE brings to the magnet
Principals, magnet coordinators, parents, students and teachers expressed their support
and 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 a
―snap shot‖ of 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

eventually HISD’s 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.

Houston ISD 2011 Magnet School Audit - Attachment Phase I/Phase II/Interim

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Houston ISD 2011 Magnet School Audit - Attachment Phase I/Phase II/Interim

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Houston Independent School District Magnet School Program

Review Update 10/15/2010

Contractual Deliverables: Phase I – Public Vision of Magnet Programs:

Activity People Involved Time Summary

Planning process, MSA Executive 9/15 to 10/10 2010 Decisions regarding

Summary of All information

Findings and Emerging Themes to date:

 Lack of equitable funding for all magnets across the district

 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 inconsistent quality of magnet programs across the district

 Review of the school developed binders in response to MSA document request

 Continued community forums during the week of 10/25 (4 scheduled)

 Lack of equitable funding for all magnets across the district

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

Magnet Schools of America, Inc.

Dr. Robert Brooks, Executive Director

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

PUBLIC VISION OF HISD’s MAGNET SCHOOLS & PROGRAMS

Process Tasks Purpose

Community Forums/Online Survey Results:

 Strong district leadership support of Magnet schools

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

Date Location/Description Time Attendance

SUMMARY OF COMMENTS FROM NOTES AND OBSERVATIONS

PHASE I, SECTION II: Interim Report November 19, 2010 Page 3

1. What do you value about HISD’s Magnet Schools? Overall results:

• Equity in funding magnet programs

PHASE I, SECTION II: Interim Report November 19, 2010 Page 4

Strong district leadership supportive of magnet schools

Strong district leadership support of Magnet schools