HISD MSA Magnet Review Individual School Summaries

SCHOOL EVALUATION SUMMARY
District: Houston Independent School District (ISD)
School: Woodrow Wilson Montessori District Area: 4 Grade Levels: PK-8

Current Theme(s): Montessori Current Type of Program: SWP
Current Enrollment on 10.29.10: 489 Magnet Enrollment: 333
Adjusted Permanent Capacity: 313 Seat Availability: No
Current Magnet Budget Allocation: $224,148 Per Pupil Magnet Expenditure: $673.12
Academic Achievement Designation: Academically Acceptable Met AYP: Yes
School Diversity: Minority: 70% Non-Minority: 30%
Proposed Theme(s): No Change Proposed Type of Program: No Change
A. SUMMARY of FINDINGS
1. The school contracted with Montessori Made Manageable to correlate Montessori standards to HISD/TEK.
2. The facilities are adequate, supplies are plentiful, and equipment is in abundance and maintained. The building is aging yet well maintained.
3. Since Montessori does not advocate displaying student work there is very little evidence of this in the hallways or in the classrooms. There
are individual student portfolios with student work.
B. COMMENDATIONS
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1. The Montessori instructional approach was exemplary and all students were engaged during the walk-through.
2. More technology is necessary to embrace Montessori standards as well as HISD.
3. Professional Development (specific to Montessori) is optimal.

4. The program has a very developed website and an excellent Montessori explanation brochure.
C. RECOMMENDATIONS
1. Improve diversity in student enrollment. The school is 70/30 and exceeds capacity. New students entering at the break grades and
replacement students provide the opportunity to improve the diversity toward the district-wide average for elementary schools.
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School: Windsor Village Elementary School District Area: 9 Grade Levels: PK-5
Current Theme(s): Vanguard Current Type of Program: SWVP
Current Magnet Budget Allocation: $161,019 Per Pupil Magnet Expenditure: $1,073.46
Academic Achievement Designation: Recognized Met AYP: Yes
Proposed Theme(s): Non-Magnet Proposed Type of Program: DWVP
1. The program serves students who have been identified as potentially gifted or talented in intellectual ability, creativity, or leadership.
2. Authenic student work was displayed throughout the building, noted during the walk-through.
3. A variety of instructional strategies are evident. Teachers use cooperative groups, foldables, chart tables, and other strategies with the
students.
4. A Magnet committee has been formed this year to gather input from parents regarding the future of the Magnet program.
5. The regular education teachers do not integrate similar activities of the Vanguard program.
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B. COMMENDATIONS
1. The Vanguard teachers are required to have six hours of Gifted and Talented refresher course training.
2. Students are actively engaged in their learning.
3. The principal is an enthusiastic leader who truly believes that all children can learn. She is an advocate for teachers and gave them a
shopping stipend this school year.
C. RECOMMENDATIONS
1. Remove Magnet designation and Magnet funding. Vanguard SW is not considered a Magnet program by definition.
2. Retain Vanguard status and transportation.
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School: William Wharton K-8 Dual Language Academy District Area: 8 Grade Levels: K-8
Current Theme(s): Dual Language Current Type of Program: SWP
B. COMMENDATIONS
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C. RECOMMENDATIONS
1. Retain current program.
2. Do not add additional instructional themes.
3. Improve diversity in student enrollment. School exceeds capacity and diversity is at 92/8%. As Dual Language is a popular program, a goal
of 2% (-/+) should be set for a more balanced student population.
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School: Whidby Elementary School District Area: 4 Grade Levels: PK-5

Current Theme(s): Health Science Current Type of Program: SWP
Adjusted Permanent Capacity: 501 Seat Availability: Yes
Proposed Theme(s): MSAP Proposed Type of Program: MSAP
1. The Magnet theme was indicated: "Primary to Pre-Med”.
2. Observing strong student engagement in all grade levels was evident in the walk-through.
3. All teachers have been trained in the Baylor Health Science program.
B. COMMENDATIONS
1. The Magnet coordinator worked on developing the binder. She felt this assisted her in a greater understanding of the specific objectives
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involved in developing a new magnet program.
2. Student engagement is encouraged and supported by the magnet leadership team. Resources are provided and evident in each classroom.
C. RECOMMENDATIONS
1. MSAP funded. See MSAP diversity goal.
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School: West University Elementary School District Area: 5 Grade Levels: PK-5
Current Theme(s): Math/Science/Technology Current Type of Program: SWP
Current Enrollment on 10.29.10: 1,180 Magnet Enrollment: 1,180
Adjusted Permanent Capacity: 1,045 Seat Availability: No
Academic Achievement Designation: Exemplary Met AYP: Yes
Proposed Theme(s): Non-Magnet Proposed Type of Program: Neighborhood School
1. The teachers effectively use technology in the classroom.
2. The program utilizes research-based and evidence-based instructional programs.
3. The school has an active and well-organized PTO that has been very successful in fundraising.
B. COMMENDATIONS
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1. The science lab and other classrooms are outfitted with technology such as Elmo and LCD projectors to enhance teaching and learning.
2. The Magnet program uses Sharon Wells Mathematics, Math Counts, and other curricular strategies to enhance and ensure teaching and
learning has the desired outcomes for students.
3. The school utilizes the funds obtained by the PTO to support the student success by funding professional development activities.
C. RECOMMENDATIONS
1. Remove Magnet designation and Magnet funding. This does not meet Magnet program requirements due to capacity and enrollment.
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School: Wesley Elementary School District Area: 2 Grade Levels: K-5

Proposed Theme(s): Pre-Engineering Proposed Type of Program: No Change
1. The Magnet program started as a Math, Science, and Technology magnet. With the recent change in leadership and Magnet coordinator, a
new direction towards Life Science has been etched out. The reasoning is that many of the neighborhood parents have connections to dairy
farming, horses, and crop farming.
2. Technology was pervasive throughout the instructional areas and being used.
B. COMMENDATIONS
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1. The science teachers were incredible, noted during the walk-through.
2. The students were very engaged in their learning during the walk-through.
3. This program has a great curriculum, fantastic teachers, and an amazing leadership staff.
C. RECOMMENDATIONS
1. Designate the school as a Pre-Engineering Magnet and a feeder school to Williams. As a school wide program, an articulated Pre-
engineering strand would better serve the community.
2. Improve diversity in student enrollment. As the program develops, recruitment must be geared toward improving the current diversity of
99/1% by 2% (-/+) each year over the next three years.
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School: Wainwright Elementary School District Area: 7 Grade Levels: K-5

Current Theme(s): Math/Science/Technology Current Type of Program: SWAS
1. The principal has extensive experience as an educational leader.
2. The narratives within the binder did not go into great detail.
3. Students were mostly taught in whole class settings.
4. Evidence of marketing and recruitment materials is not evident.
5. Teachers are involved in the professional development budget process.
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B. COMMENDATIONS
1. Leadership team members are very engaged in the day to day opearations of the school.
2. Students were engaged in the Magnet classrooms, but not in the traditional classrooms.
3. Student work was displayed in the classrooms and hallways.
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to the limited building capacity to meet criteria. This does not meet the
Magnet program requirements.
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School: Valley West Elementary School District Area: 6 Grade Levels: K-5
Current Enrollment on 10.29.10: Magnet Enrollment: 147
Adjusted Permanent Capacity: Seat Availability: No
1. Students were observed by the consultant in mini lessons mirroring the afterschool program which is a vital part of this Magnet program. In
these classes all students were highly engaged. Only some students were observed in the regular day classes as many were in the mini
lessons. Those that were in their day classes were engaged.
2. Some theme integration was observed in classrooms during the walk-through. Theme integration was clearly observed in the after school
classes.
3. The school is being rebuilt. Currentlly the program is operating in portable classrooms . There is a science lab, math lab, and computer lab
(with old computers). Most teachers had SmartBoards and/or projectors.
4. During the regular school day each Magnet student receives differentiated instruction through the general curriculum from seven teachers.
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The teachers use inquiry based learning, project based learning, and off campus class activities.
5. After school from 3-5 pm Magnet students may enroll in the afterschool academic program that offers courses in Science, Math, robotics,
technology, Mandarin Chinese, and Spanish at a cost of $600 per student. It is reported that families in economic need can still get the
afterschool program.
B. COMMENDATIONS
1. Common assessments are done by each teacher bi-weekly to document student progress. They provide math and science scores. This is a
good way to benchmark student achievement.
2. The Magnet program reports good community partnerships, such as the Houston Children's Museum, University of Texas, Chinese Cultural
Center, STARBASE, and Houston Museum of Natural Science.
3. Student engagement is high as the afterschool offerings are very motivational and valued programs.
4. The Magnet funds for the program covers only part of the cost of the Robotics program. The cost of the afterschool program is covered by
parents.
C. RECOMMENDATIONS
1. Remove Magnet designation and magnet funding due to limited building capacity to meet criteria. Non-existent Magnet program. Students
should not be charged a fee to be in the Magnet program.
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School: Mark Twain Elementary School District Area: 1 Grade Levels: K-5
Current Theme(s): Literature/Fine Arts Current Type of Program: SWP
1. The demographics of the school are upside down to the district.
2. The consultant feels there is really no true Magnet; there is no diversity goal.
3. The centers in the school are rooms where teachers bring their classes to develop literacry skills (e.g. reading and writing). Together then
with PYP program and Dual language/Spanish pillars, overall literacy for the student is increased.
B. COMMENDATIONS
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1. There is great leadership and super parental involvement throughout the school.
2. The school has an amazing teaching staff.
3. There are many letters of support for the school.
C. RECOMMENDATIONS
1. Remove Magnet designation and Magnet funding. This does not meet Magnet program requirements due to capacity and enrollment.
2. Retain the IB/PYP program as a neighborhood choice.
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School: Travis Elementary School District Area: 1 Grade Levels: K-5

Academic Achievement Designation: Met AYP: Yes
1. The school is provided significant financial support from PCO.
2. The building and grounds of the school are a strong asset with the program utilizing the space in a positive way.
3. The consultant found that looking at data on assessments could be done more thoroughly.
4. Not all classes throughout the school are diverse.
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B. COMMENDATIONS
1. The curriculum reflects Gifted and Talented strands of problem solving and higher order thinking while maintaining developmentally
appropriate practice.
2. Teachers are well qualified for the program, receiving training in gifted and talent.
3. The consultant feels that using funds to have a garden person on staff is a great investment.
C. RECOMMENDATIONS
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School: The Rice School (elementary school) District Area: 5 Grade Levels: K-8
Current Theme(s): Technology Current Type of Program: SUS
Proposed Theme(s): No Change Proposed Type of Program: Dedicated Magnet
1. A very unique program of Spanish and Technology exisist at the school.
2. The Magnet program begins in kindergarten and prepares students for proficiency by grade 8.
3. Professional development rolls out to the classroom teachers in the area of PYP, Spanish, and Literacy Learning Centers taught by specialists
in those areas.
B. COMMENDATIONS
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1. There are extensive partnerships developed at the school, such as Rice University and Viva Technology.
2. Highly effective teachers help make up the school staff.
C. RECOMMENDATIONS
1. Rename SUS (district-wide). Name “District-wide” is the acceptable terminology for SUS.
2. Improve diversity in student enrollment.
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School: T.H. Rogers Elementary School District Area: 7 Grade Levels: K-8
Current Theme(s): Vanguard Current Type of Program: SUS
Adjusted Permanent Capacity: 1,368 Seat Availability: Yes
Proposed Theme(s): Non-Magnet Proposed Type of Program: Dedicated DWVP
1. The school originally opened as a middle school in 1962. Twenty years later the program became an HISD Gifted and Talented Magnet
school serving K-8 students.
2. All teachers have Gifted and Talented training, updated hours of training, and advanced education.
3. Teachers instruct students at a conceptual level, and use their PLC time to plan appropriate lessons and activities for students.
B. COMMENDATIONS
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1. The school has an extensive list of community partnerships.
2. Staff is provided with professional development throughout the year. For example, they receive 6 hours of Gifted and Talented professional
development annually and training in Scholars and Knowledge through HISD.
3. Student test achievement is remarkably high and well recognized throughout the district and state.
C. RECOMMENDATIONS
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School: Sinclair Elementary School District Area: 7 Grade Levels: K-5

Current Theme(s): Communications/Technology Current Type of Program: SWP
Proposed Theme(s): Language Immersion Proposed Type of Program: No Change
1. The overall school demographics is closer to the district average than most Magnet elementary programs.
2. Each classroom teacher brings students through the labs and teachers learn skills in PLCs that are used in the regular classroom.
B. COMMENDATIONS
1. Parents are very supportive - they volunteer and support the school long after their students have left.
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2. Their three labs – digital media, drama, and television – serve all students.
C. RECOMMENDATIONS
1. Significantly revise the magnet program to a Language Immersion. A significant revision will enhance this program and capitalize on the
current instructional model for language. The school exceeds capacity, and enrollment should be monitored.
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School: Scroggins Elementary School District Area: 8 Grade Levels: K-5

Current Theme(s): Literature/Fine Arts Current Type of Program: SWAS
1. The program is available to all students and exposes students to a variety of fine arts genres.
2. Recuitment is continually reassessed to increase diversity.
B. COMMENDATIONS
1. Remodeling was recently done to the school to provide support for instructional program.
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2. The longevity of staff shows their commitment.
3. The school is seeking ways to improve the racial makeup of programs.
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to limited building capacity to meet criteria. Currently does not meet
Magnet program requirements due to capacity.
2. District may consider revising to one instructional theme and set recruitment goals.
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School: Rusk Elementary School District Area: 8 Grade Levels: K-8

Proposed Theme(s): STEM/IB (PYP and MYP) Proposed Type of Program: SWP
1. Benchmarks for attaining the mission and vision are built into the Magnet charter. Through project based learning benchmarks include
exhibitions for parents and community members showcasing student work. Each grade has different benchmarks and expected outcomes.
The school has attained Recognized and Exemplary status.
2. The school has a very visible mission, vision, and school program.
3. Student work exemplifies the science and technology program and its integration into the core curriculum.
4. The school has adopted exemplary research based science and technology programs.
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B. COMMENDATIONS
1. The school is aware that it needs to target recruitment. The new building will help with targeted recruitment and should be used in
recruitment material. Also, parents in the targeted group should be invited into the school to see the exemplary programs.
2. All of the unique programs are research based and proven to be effective.
3. The programs selected and teaching strategies for the integration of science and technology lead to student engagement.
C. RECOMMENDATIONS
1. Significantly revise the Magnet program to a school wide STEM program and/or consider changing the theme to IB/PYP. Adding
Engineering to the Science, Technology, and Math program is more in line with the top Magnet themes. IB/PYP offers another choice for
this school to advance the academic curriculum for all students.
2. Improve diversity in student enrollment which is currently 99% minority. The diversity should reflect more of the district-wide average for
elementary schools through a 2% (-/+) each year over the next three years.
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School: Ross Elementary School District Area: 2 Grade Levels: K-5

Proposed Theme(s): STEM Proposed Type of Program: SWP
1. Magnet funds support the program’s staff - 5th grade Magnet teachers, science lab teacher, and Magnet coordinator.
2. The science program provides hands-on opportunities. For example, the gardens are tended by Magnet students.
3. The program is provided to 162 of 462 students. The consultant feels the program could be provided to all students without great difficulty.
B. COMMENDATIONS
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1. Parents/community meet monthly with the program administrator and keep pressure on to maintain a quality program.
2. Student work was displayed in the program’s classrooms.
C. RECOMMENDATIONS
1. Significantly revise the Magnet program to a school wide program. Adding Engineering to the Science, Technology, and Math program is
more in line with the top Magnet themes.
2. Increase the non-zoned student population.
3. Improve diversity in student enrollment. The diversity should reflect more of the district-wide average for elementary schools through a 2%
(-/+) each year over the next three years.
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School: Roosevelt Elementary School District Area: 1 Grade Levels: K-5

Adjusted Permanent Capacity: Need plans – replace on site Seat Availability: No
1. There are strong goals for the students in the school and they strive to achieve these goals.
2. Professional development is ongoing in the school and teams meet once a month to discuss differentiation.
3. The school has not received awards, however, they have letters from new and past parents that shows the results of their program in the lives
of students.
4. There is no indication that this is a Vanguard Magnet program and no indication of the school's mission or vision.
5. The gifted curriculum and instruction is evident in the classrooms.
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6. Student achievement scores are in the instructional coach's office for each student.
7. The new building is still in a planning stage and contractors have asked for ideas from the principal.
B. COMMENDATIONS
1. This is a heavily Hispanic school with a large LEP population. The school has established an excellent Bilingual Gifted program.
2. This school has a strong program for gifted and potentially gifted students. Publicity is needed to show the good work they are doing.
3. Student work shows the quality of teaching and learning and the high quality of the work.
4. There is evidence of Magnet standards and teachers need to share best practices on these standards.
5. The leadership team is strong and has as purposeful vision of the school and how to reach all students.
6. The professional development program is ongoing and there is a strong learning community among the staff.
C. RECOMMENDATIONS
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School: Roberts Elementary School District Area: 5 Grade Levels: PK-5

Current Theme(s): Fine Arts Current Type of Program: SWP
1. There is strong building leadership in the school.
2. Classroom teachers have had excellent training in academics but little training in arts integration.
3. There was some indication of IB training. IB is a strong program and a strong philosophy that can work well with this school's international
student body. It should be even more prominent in the building and in classes.
4. During the walk-through, evidence of student academic work was excellent especially student writing.
5. The arts program in the school is very strong. Arts teachers know their curriculum and have high expecations for their students. There is arts
integration in the classrooms but little time for art and classroom teachers to meet to facilitate this integration.
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B. COMMENDATIONS
1. The IB program is a foundation for the curriculum and will support arts integration.
2. The school has excellent community partnerships including arts organizations and museums.
3. There is strong professional development in writing and IB as well as IB integrating the arts.
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to limited building capacity to meet criteria. This does not meet Magnet
program requirements.
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School: River Oaks Elementary School District Area: 7 Grade Levels: K-5
1. There was a very high level of student engagement during the walk-through.
2. Five years ago the Vanguard school moved to include an IB program. Outcomes of the IB program are clearly used as expecttions.
3. There is no process in place to promote diverse student enrollment.
4. Student progress is measured through evaluations built into each IB unit.
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B. COMMENDATIONS
1. IB training, instruction, and frameworks are utilized throughout the school.
2. There is a great deal of curriculum and instruction supervision and collaborative planning of units.
3. Parents are involved as mentors, supporters, and help with fund raising.
C. RECOMMENDATIONS
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School: Red Elementary School District Area: 4 Grade Levels: K-5

Proposed Theme(s): STEM Proposed Type of Program: No Change
1. The school highlights their Magnet status and math/science/technology theme for the community and the public through signs and student
work.
2. There were science materials and technology in all classes and in the labs, especially at the intermediate level. The library has a multitude of
science books at all levels and the librarian works with classroom teachers to integrate the science monthly themes into the library.
3. The school's facilities are adequate to accommodate the Magnet theme. The school's labs are well equipped with science, math and
technology. The computer labs are excellent. The school is working on outdoor science programs through a community garden.
4. Theme integration is less visible in the primary grades; there was some indication of science corners but few materials if any were in these
corners.
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5. The principal discussed the high percent of students scoring at or above in state assessments in core subjects.
B. COMMENDATIONS
1. The school wide monthly Magnet themes based on science concepts are an excellent organizer for the staff.
2. The principal makes the most of a very small supply budget by using community partners as program supporters and making wise decisions
on state of the art technology and science and math programs.
3. The school has strong math, science, and technology programs for students and these areas were evident in the classrooms during the walk-
through.
4. The principal and Magnet coordinator are reaching out to a predominantly middle class and White community to have them see the school in
a new more positive light.
5. Teachers have a strong ongoing professional development aligned with the needs of the Magnet program and the students. They are trained
each year on technology. The professional development follows the SIP Goals.
C. RECOMMENDATIONS
1. Monitor diversity in student enrollment to avoid exceeding the district-wide average. Adding Engineering to the Science, Technology, and
Math program is more in line with the top Magnet themes. The diversity of 91/9% reflects almost the district-wide average for schools. A
goal would be to improve by 2% (-/+) each year over the next three years.
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D. OTHER RECOMMENDATIONS
1. The primary teachers need professional development in the integration of science and technology into the curriculum in these grades.
2. The development of Magnet standards in math, science, and technology is recommended.
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School: Pugh Elementary School District Area: 8 Grade Levels: K-5

1. The school is 96% Hispanic, 3% African American, and 1% White.
2. The staff is enthusiastically carrying out the science and technology theme throughout the school.
3. The principal is strong and has manipulated the budget to provide the most technology and science materials she can.
B. COMMENDATIONS
1. This school has proven high achievement in a low income community.
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2. The school has programs worthy of commendations, such as: neighborhood Vanguard program; Bilingual PreK-3 program; Robotics;
Odyssey of the Mind; STARBASE (Department of Defense STEM program).
3. The principal's creative use of funds enables the school to carry out its science and technology program in the labs and in the classrooms.
4. The students and teacher in the Bilingual Vanguard program were carrying out integrated science lessons.
C. RECOMMENDATIONS
1. Improve diversity in student enrollment. Adding Engineering to the Science, Technology, and Math program is more in line with the top
Magnet themes. The diversity should reflect more of the district-wide average for elementary schools through a 2% (-/+) each year over the
next three years.
2. Monitor building capacity.
1. The teachers need to work to develop Magnet standards that incorporate the state science and technology standards but go beyond these for
added value. They then need to determine how they would assess student achievement of the standards.
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School: Poe Elementary School District Area: 5 Grade Levels: K-5

1. The school is beginning an IB PYP program. The IB program will prove to be a coordinating force for the curriculum and will support arts
integration.
2. There are many community partnerships.
3. Evidence of student academic work was excellent during the walk-through, especially student writing.
B. COMMENDATIONS
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1. The arts program is strong with well trained teachers. There is a strong philosophy in each of the arts disciplines and a strong arts curriculum.
Arts teachers know their curriuclum and have high expecations for their students. There is arts integration in the classrooms but little time for
art and classroom teachers to meet to facilitate this integration.
2. There is strong professional development in academics.
3. IB training is just beginning. This needs to be seen as an important program that will bring together many elements of the academic program
and will facilitate project based learning.
4. The most important responsibiity of the Magnet coordinator should be the integration of the arts into the curriculum and the implementation
of the IB program. Possibly some of the other tasks could be shared with other team members.
C. RECOMMENDATIONS
1. Improve diversity in student enrollment. SWP affords all students to participate in the Fine Arts program. The school has the available
capacity and diversity is 66/34%. The diversity goal should be 2% (-/+) each year over the next 3 years. As a school wide Fine Arts
program, this goal should be achievable.
1. The schedule should provide time for art teachers to plan with classroom teachers on integrated units. This will become even more important
with the implementation of the IB program.
2. Provide staff training in Discipline-Based Arts for both classroom and arts teachers.
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School: Pleasantville Elementary School District Area: 2 Grade Levels: K-5

1. The school does display the Vanguard name is various sections, however, they use discretion.
2. This was the only school in which the district Magnet Fair was posted throughout the building.
3. Assurances are met through regular classroom walkthroughs and lesson plan checks for the Scholars and Knowledge framework.
B. COMMENDATIONS
1. Since the Gifted and Talented/Vanguard does not have a specific theme, the mantra sustained is the three R's: Rigor, Relevance, and building
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Relationships.
2. The school’s Magnet coordinator and principal are very enthusiastic, professional, and clearly model high achievement for all students. They
were previously teachers in the Pleasantville Vanguard program.
C. RECOMMENDATIONS
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School: Patterson Elementary School District Area: 3 Grade Levels: PK-5

Current Theme(s): Literature/Fine Arts Current Type of Program: SWP
Proposed Theme(s): Literature Proposed Type of Program: No Change
1. The literature theme and various genre are displayed on the outside of the temporary building.
2. Students were actively engaged in each class visited during the walk-through. Often times, student lead lessons were present. Students are
truly engaged at every level.
B. COMMENDATIONS
1. An overall thematic approach to learning was prevalent throughout the school. High expectations and rigor were also present during the
walk-through. Student creativity was embraced.
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2. Teachers have done a wonderful job ensuring that students are delivered an optimal learning environment even in all temporary housing.
3. The school’s Magnet coordinator and principal are very enthusiastic, professional, and clearly model high achievement for all students.
4. Although the school is racially isolated, and Title I, they do have Exemplary status this school year. Additionally, the entire school has been
in temporary housing for 18 months while their new facility is being built.
5. Students are carrying books everywhere, and they, as well as teachers, stop and tell you what they are reading and why.
C. RECOMMENDATIONS
1. Literature is recommended as the main theme to encompass not only the arts, but other disciplines. A Literature based program affords all
students to participate in an array of integrated curriculum instruction and resources. Fine Arts is a prime example.
2. Increase non-zoned Magnet population by 10%. The school has available capacity.
3. Improve diversity in student enrollment. Diversity of 97/3% should be improved by 2% (-/+) each year over the next three years. As a
school wide program with a revised emphasis, this goal should be achievable.
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School: Parker Elementary School District Area: 9 Grade Levels: PK-5

Current Theme(s): Fine Arts Current Type of Program: SWAS
Proposed Theme(s): No Change Proposed Type of Program: SWP
1. Music as a theme is apparent throughout the building.
2. Classroom instruction is planned to support and integrate music topics.
3. The Magnet program is well organized.
4. Data analysis is helping to drive improvement.
5. Maintaining high standards is evident throughout the program. Students must be successful in academics to be in musical performances.
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B. COMMENDATIONS
1. The emphasis on Professional Learning Communities is an asset to the program.
2. The school climate is highly positive with strong student ownership and involvement. Student motivation is very high in music areas and in
academics.
3. Parents provided great support for other programs.
4. Each student having their own schedule presents unique challenges to teachers and especially students.
5. Academic and music teachers’ planning for maximum integration is important and successful. The collaboration within the school is
positive.
6. The music program has evolved as interests of students have changed.
C. RECOMMENDATIONS
1. Significantly revise the Magnet program to a school wide program. SWP affords all students to participate in the Fine Arts program.
2. Improve diversity in student enrollment. The school slightly exceeds capacity and diversity is 78/22% respectively. The diversity goal
should be 2% (-/+) each year over the next three years. As a school wide Fine Arts program, this should be achievable.
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School: Oak Forest Elementary School District Area: 2 Grade Levels: K-5
1. The strength of the program is in its gifted curriculum and the instruction by excellent teachers.
2. Although Vanguard classes are diverse they do not reflect the district demographics. The principal and Magnet coordinator are aware of the
program demographics that do not reflect the community.
3. The leadership team, including the principal and Magnet coordinator, provide strong leadership to the Magnet program.
4. The school makes good use of the resources available.
5. The school celebrates its achievements outside and inside the building.
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6. Special needs children who are identified gifted are integrated into the Magnet program
7. The relationship between the Magnet program and non-Magnet program is an area identified by the school as needing attention.
B. COMMENDATIONS
1. A strong professional development program is evident.
2. Student work is of a high quality displaying project based learning.
3. Student participation and teacher enthusiasm is strong.
4. Parent and community support for the program are strong.
5. Staff development in gifted education is exemplary. It is ongoing and all teachers and administrators have had gifted training.
C. RECOMMENDATIONS
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School: MacGregor Elementary School District Area: 4 Grade Levels: PK-5

1. The school has an innovative musical genre in the form of a student steel band.
2. The school has a Vanguard class at each grade level.
3. The current principal is a former Magnet coordinator and the Magnet coordinator fully understands the goals and objectives of the Magnet
theme.
B. COMMENDATIONS
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1. The consultant felt that the large number of students at such young ages participating in the steel drum band was impressive, in addition to
their mastery of the drums. The teachers appeared to have great classroom management skills.
2. A number of the school's teachers are former students of HISD's music program.
C. RECOMMENDATIONS
1. Remove the Magnet designation – consider repurposing this school given its proximity to downtown and size of the school. This does not
meet Magnet program requirements.
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School: Lovett Elementary School District Area: 5 Grade Levels: PK-5

Proposed Theme(s): Literature Proposed Type of Program: No Change
1. Lovett depends on the transfer Magnet students for its success and enrollment. Lovett has 169 zoned students and 511 transfer Magnet
students; these students come from all over the city of Houston to make-up the successful Lovett campus. About 25% of the students live
outside the school's attendance zone.
2. The only Magnet program survey that has been done is through the Title I program.
3. All Magnet related resources were readily available in the classrooms. Awards and recognitions are also displayed throughout the school.
4. Most of the professional development is through the IDPD.
5. The Magnet teachers take pride in their craft.
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6. The school is in the process of getting a new building.
7. The school usually receives about 500 applications per year for 120 seats.
B. COMMENDATIONS
1. The fine arts teachers are truly committed to the fine arts program and they have an abundance of experience.
2. The school offers a variety of courses which consists of music (band, orchestra, classroom music, and chorus), visual arts, and physical
education.
3. The program is a literacy based fine arts program, and the students learn to read and write music.
4. There is a robust after school program, and students can get enrichment to all disciplines after school.
5. Students participate in a variety of community performances and have been known as the highlight of music for HISD.
C. RECOMMENDATIONS
1. Consider revising the instructional theme to Literature. The school currently is literature based and this instructional theme could draw more
students since Fine Arts are abundant. SWP affords all students to participate in the Literature program. The school has the available
capacity and diversity is 70/30%. Diversity goal should be 2% (-/+) each year over the next three years. As a SW Literature program, this
goal should be achievable.
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School: Longfellow Elementary School District Area: 5 Grade Levels: PK-5

1. Longfellow Elementary School became a Fine Arts Magnet School in 1976. The Magnet program then consisted of theater, band, art, strings,
piano, and choir. Currently, the school does not offer piano and have added dance and gymnasitics instruction.
2. By the end of each school year, all of the students receive exposure to professional musicians, artists, and dancers.
3. There is very little money availabe to purchase supplies and materials for the Magnet program.
4. The principal has established a data room for PLC's to colloborate and determine instruction for individual students. The process gives the
faculty/staff a real visual picture of the road ahead.
5. The principal and Magnet coordinator support the arts through appropriate scheduling and provide needed resources.
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6. There is a need for additional staff in order to provide smaller classes and a more individualized approach to learning.
7. The principal is very concerned about public perception.
8. The parents feel that teachers are well trained and the principal supports their child’s education.
9. Magnet teachers use their own special rubric for the arts.
10. All funds are used for salaries/benefits.
11. Approximately 25% of the students in the building are Magnet transfers.
12. Of the 700 students, 230 are eligible for free lunch and 95 are eligible for reduced lunch prices.
B. COMMENDATIONS
1. The new school is designed with individual grade wings for collaborative work. It has established art gallery space in the new school.
2. Team leadership expressed very proudly how well behaved the students are and very little discipline problems exist.
3. As a result of the parent surveys, the school has incorporated more field experiences for students.
4. Most performances or Magnet activities are well attended by parents.
C. RECOMMENDATIONS
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1. Develop an on-going program for professional development. The Arts curriculum requires professional development on an on-going basis
for teachers to acquire the latest skills and techniques in the Fine Arts.
2. Monitor diversity in student enrollment to maintain the district-wide average.
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School: Lockhart Elementary School District Area: 4 Grade Levels: PK-5

1. School leadership provides additional specialists to address the whole school out of the general budget.
2. School leadership claims 98% in family participation in quarterly student projects.
3. School administration shared a required document outlining the learning focus, the instructional days, lesson plans, and the assessment
window to ensure compliance to identify weak concepts and to conduct corrective teaching.
B. COMMENDATIONS
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1. The Magnet coordinator was extremely knowledgeable, professional, and accommodating to the consultant’s requests.
2. The school’s Magnet coordinator and principal are very enthusiastic and clearly model high achievement for all students.
3. School leadership seems committed to ensuring all teachers have access to professional development and curriculum enhancements. For
example, Science teachers have attended the summer instititute for the SLICK trainings which is a professional development design to use the
various science kits.
C. RECOMMENDATIONS
1. Improve diversity in student enrollment. Adding Engineering to the Science, Technology, and Math program is more in line with the top
Magnet themes. The diversity should reflect more of the district-wide average for elementary schools through a 2% (-/+) each year over the
next three years.
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School: Law Elementary School District Area: 9 Grade Levels: PK-5

1. The Magnet program at Law Elementary was initiated in 1984 in response to concerns over declines in the student population which was
attributed to the neighborhood students leaving to attend Magnet schools elsewhere in the city. As of 2010, the school is 63% African
American and 22% Hispanic.
2. All teachers who have Gifted and Talented students in their classrooms have received or are registered to receive the 30 hours of GT
instruction which includes Differentiation and the Nature and Needs of GT.
3. The description of the Magnet theme is very vague.
4. There is very little evidence of recruitment supplies.
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5. The school does not scream the theme.
6. The Magnet curriculum documents were not easily identified in the classrooms.
7. The school building is very old.
8. The principal would like to have additional space for science labs, math labs, and technology labs.
B. COMMENDATIONS
1. The school uses the Renzulli Learning Differentiation Engine which incorporates activities specific to the child’s interest levels and learning
styles.
2. The school offers a variety of features which includes: STARBASE; HISD’s outdoor learning center; Greenbotics; Waterwise; Cylinder
Garden; and the Sally Ride Science Festival.
3. The robotics teacher is extremely knowledgeable of the subject matter and conduct a robotics club after school.
4. The science specialist is very enthusiastic about science. The consultant noted there should be more teachers like the science specialist.
5. The principal is very interested in improving the school. The principal has an open door policy to ensure adequate school facilities,
equipment, and resources. Teachers just have to ask for what they need.
6. The school enrollment has not suffered due to the opening of charter schools in the neighborhood.
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C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to no opportunity for growth of non-zoned students. This does not meet
Magnet program requirements. There is no opportunity for growth of non-zoned students.
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School: Lantrip Elementary School District Area: 8 Grade Levels: PK-5

Current Theme(s): Environmental Science Current Type of Program: SWAS
1. The teachers fully integrate the Magnet theme into the core curriculum. The content is brought to life in the classrooms and the teachers fully
engage the students.
2. The Magnet program could benefit from enhancing the technology available in the school.
3. The Magnet coordinator was extremely knowledgeable and clearly understood the needs of Magnet teachers and what it takes to implement
the theme.
B. COMMENDATIONS
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1. The binder included grade-by-grade information on implementation of the theme. It was well organized and extremely thorough, making it
easy to find the documentation.
2. Excellent, high-quality teaching was observed by the consultant in the classrooms. The teaching staff is top-notch.
3. Student work was displayed in the classrooms and also throughout the hallways. All of the student work reflected creativity and critical
thinking skills, in addition to using core subjects.
4. The Magnet program administration benefits from the high degree of knowledge and understanding its administrators and teachers have
accumulated.
C. RECOMMENDATIONS
1. Significantly revise the Magnet program to a school wide program.
2. Increase the student population by 10% for the non-zoned students. Marketing the program as a SWP with a revised curriculum should
increase enrollment over the next three years to meet the 10% recommendation and improve diversity by 2% each year.
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School: Kolter Elementary School District Area: 5 Grade Levels: PK-5

Current Theme(s): Foreign Languages Current Type of Program: SWAS
1. The families are invited and encouraged to share their cultural backgrounds and customs with the entire student body.
2. The PTO is an integral part of the school’s success.
3. The principal has vast experience as an educational leader.
4. The school leadership has a limited amount of training related to the theme of the school.
5. The school has a real personality and screams the theme throughout the school.
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6. Each language classroom had cultural items on display.
7. During the walk-through, the consultant noted that more specialized facilities are needed to accommodate the theme.
8. The Magnet coordinator is also used as an assistant principal within the school.
9. The language teachers are a dedicated group of individuals who enjoy teaching students their native language.
10. The teachers self-select their own professional development opportunities.
B. COMMENDATIONS
1. The school is deeply involved in gardening and students have an opportunity to express themselves through planting and cultivating a variety
of fruits and vegetables.
2. The school maximizes their space and uses classrooms for multiple uses.
3. Every classroom has a Smartboard, internet access, computers, televisions, and CD players.
4. The program has not been compromised without the FLAP grant.
5. The Magnet coordinator is extremely dedicated and enthusiastic about her job.
C. RECOMMENDATIONS
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1. Significantly revise the Magnet program to a school wide program. A significant revision will enhance this program and capitalize on the
current instructional model for Foreign Languages.
2. Remove entrance exam/testing.
3. Improve diversity in student enrollment toward a goal by reqruiting more students of color (currently 60%/40% respectively). The school
exceeds capacity, and enrollment should be monitored.
4.
1. The consultant recommends a search for professional development opportunities related to the theme offering. It is also recommended that
the school develop a school-wide professional development plan.
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School: Horn Elementary School District Area: 5 Grade Levels: K-5

Current Theme(s): Academy Current Type of Program: SWP
Proposed Theme(s): Narrow and Define One Theme or become Proposed Type of Program: No Change
Non-Magnet
1. All students attending the school participate in the Magnet program every day.
2. The unique features of the program include art, communications, computer lab, life sports, and science labs.
3. The school received no Title finds or other special finds for operating expenses. All funds are dedicated to salaries and benefits.
4. The marketing and recruitment plan is very vague.
5. Very little emphasis was described in the binder regarding the Vanguard program.
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6. The building is old but a new building is in progress. The current facilities are not adequate to accommodate the Magnet theme.
7. Faculty and staff seemed focused on instruction during the walk-through.
8. Classrooms are not equiped with technology to support the Magnet theme.
9. The principal and Magnet coordinator understand the culture and climate of the school.
10. During the walk-through, it was noted that no learning benchmarks were posted in the classrooms reflecting student progress.
B. COMMENDATIONS
1. There was no school staff turnover last year.
2. The school was recognized as an exemplary school last school year.
3. The academy emphasizes the academic and social development of the “whole child”.
4. The principal and Magnet coordinator have a great working relationship; the principal relies heavily on the Magnet coordinator.
5. Parental involvement is evident and a vital part of the success of this Magnet program. For example, the consultant noticed involvement
while watching parents prepare the cookie dough fundraiser.
6. Teachers collaborate with each other to ensure that the Magnet theme is integrated into the curriculum.
7. School leadership is extremely proud of the expertise that exists among the teachers.
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C. RECOMMENDATIONS
1. Significantly revise the Magnet program to no more than one theme for 2011-2012 or remove Magnet designation. A new definition of the
“Academy” needs to be developed. As a school wide program, on articulated theme throughout the grade level is consistent with dedicated
Magnet schools. As the program develops, recruitment must be geared toward improving the number/percentage of minority students in the
program through increased enrollment – current is 43/57% respectively.
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School: Herrera Elementary School District Area: 1 Grade Levels: PK-5

Current Theme(s): Integrated Technology Current Type of Program: SWP
1. The school is 99% Hispanic and 90% Free/Reduced Lunch, and they do not target their recruitment to improve this percentage. It does not
appear as though the district is working with or supporting the school with the diversity enrollment issue.
2. The school indicated that the minimum goal for technology implementation is 25% for each teacher in daily instruction. Technology is used
in every classroom, but the teachers are not formally accountable for this integrated instruction.
3. The theme is identified throughout the hallways and in every classroom. There is a mission and vision developed, but these are not prevalent
throughout the building.
4. The students are surrounded in the classrooms and in the hallways with their own work and/or the work of their peers.
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5. The lack of Magnet curriculum documents in the classrooms needs to be discussed by the school’s leadership team.
6. Technology devices were being implemented at all levels of instruction. Technology curriculum was not observed by the consultant.
7. Since the school is majority Hispanic, the classes were predominantly made up of Hispanic students. However, there were ethnic mixtures in
most classes.
8. Learning benchmarks reflecting student progress in classrooms is an area that needs to be developed and discussed with their leadership team.
9. The principal indicated that the he was thinking of requesting to be dropped as a Magnet, since the amount of funding was so minimal in
support of a technology Magnet school.
10. Transportation to the Magnet is only at one pick up area. Most of the out of zone students do not have transportation provided.
11. Diversity was not a recruitment focus of the principal or the Magnet coordinator.
12. The school uses a variety of venues to become a highlighted school in the district. They have gone beyond brochures.
B. COMMENDATIONS
1. The strong use of a "variety" of technological devices for improved instruction and increased student engagement is evident throughout the
school and very impressive. This is a strong feature and enhances their Magnet theme for students in all grade levels. The newest technology
was a 3-D program which included glasses for the students.
2. Students were engaged in learning in both whole and small group instruction. There were centers observed in several classrooms.
3. The theme and nature of the building was excellent. They are building a culture for students and teachers.
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4. The principal and his staff have a strong passion for infusing technology into instruction. Technology is the norm in every classroom.
5. The school is very effective in reaching their parents through the use of technology. Inviting parents into the school to use the various forms
of technology for specific uses has been popular with the parents.
6. Using competency tiering for the various levels of technology knowledge of the staff is essential and excellent.
7. The facilities in this school are used efficiently and effectively to enhance the use of technology throughout the school.
C. RECOMMENDATIONS
1. Remove Magnet designation due to capacity issues. This does not meet Magnet program requirements, and the school capacity is at issue.
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School: Herod Elementary School District Area: 5 Grade Levels: PK-5

Current Theme(s): Vanguard Current Type of Program: SWAS
1. The Vanguard is identified on the marquee in the front of the school. It is not a theme and therefore "scream the theme" does not apply.
2. A new school building will be completed by winter break and they will move at that time. This will provide larger classrooms and various
instructional venues in areas throughout the building.
3. The school's mission and vision was not evident throughout the building.
4. In all of the grade levels observed, the students were highly engaged in instruction and demonstrated higher level learning skills. The students
could articulate and discuss their assignments. The inquiry concept was evident through teacher instructional delivery that was observed; in
the individualized student in the classrooms and in the hallways; and the teacher and student engagement that was observed throughout the
campus. The consultant suggests that this be considered a model school for other Vanguards and Magnet thematic schools.
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5. There is a comprehensive use of the Magnet budget.
6. The budget for each Magnet student began at the base of $3200, but different weights were afforded to students with different funding
amounts which could increase the student allocation to $5,000 or above.
7. The Vanguard lesson plan format is explicit for all grade levels.
B. COMMENDATIONS
1. Each section of the binder thoroughly explained the Vanguard program implementation at Herod.
2. The Sandra Kaplan icons indicated the thought focuses implemented in gifted and talented instruction. These were posted in all classrooms
and there was evidence that they were a part of the instructional delivery in various content areas.
3. The instructional process was focusing on the inquiry process.
4. The staff observed was highly motivated and they were teaching using the inquiry approach. There was evidence of this process depicted in
the student work observed.
5. The Vanguard Coordinator was extremely knowledgeable of the various aspects of the district's Vanguard policies and articulated all areas of
the program at Herod with excellence.
6. The Magnet (Vanguard) Coordinator's total salary (100%) is paid by the magnet budget funding. 20% of the specialty teachers' salaries is
paid from this funding allocation. Regular classroom Vanguard teachers receive an additional 5% from this funding.
7. The unique features in this Vanguard include an academic focus, holistic investigation, leveled differentiation; and multi-intelligences.
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8. The principal would like to earn an exemplary rating by the state, improve the number of schools, continue to develop research techniques as
a part of the research process, and be able to retain our teachers (teachers leave to return to school and then return to "move -up" to another
position).
C. RECOMMENDATIONS
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School: Helms Elementary School District Area: 1 Grade Levels: K-5

Current Theme(s): Dual Language Current Type of Program: SWAS
1. The narrative in the binder is well written and concise, and all information requested was provided.
2. There is no evidence of diversity goals.
3. During the walk-through, students were actively engaged in their learning. They were able to demonstrate their learning through show and
tell.
4. The principal and Magnet coordinator were well prepared for the interview with the consultant.
5. Leadership seemed very proud of their school community and their ability to service parents in the area of dual languages.
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B. COMMENDATIONS
1. Evidence of extensive professional development exists.
2. A well written recruitment plan is in place.
3. The program is extremely attractive and student work is evident throughout the building.
4. Students participate in library time, science time, computer time, art time, and physical education.
5. The writers in the school program promote the need to writing across the curriculum.
6. The school nurse is an active member of the school by utilizing the 2nd Cup of Coffee meetings monthly. The Back-Pack Buddy program
provides food to needy families.
C. RECOMMENDATIONS
1. Significantly revise the Magnet program to a school wide program. SWP affords all students to participate in the Dual Language program.
2. Improve diversity in student enrollment. School exceeds capacity and diversity is 91/9%. The diversity goal should be 2% each year over the
next three years. As a Dual Language program, this goal should be achievable.
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School: Harvard Elementary School District Area: 1 Grade Levels: PK-5

1. The binder includes a map identifying the transfer zones including specific schools. In addition, the description of the leadership team
included staff pictures with their biographical sketches. All of the information in the binder was pertinent, well organized, and easy to use.
2. The school is a benefactor of the Tubbs charitable trust. The trust was instrumental in renovating and furnishing the school library.
3. A few of the teachers started as teaching assistants, completed their coursework and received teaching certification, and later were hired as
full-time faculty.
4. Students have the benefit of entering a PYIB program that allows them to progress through the IB theme through matriculation.
5. The Gifted and Talented icons, HISD assessments, and IB requirements are posted in each classroom.
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6. The consultant noted that there was evidence of beyond expectations in the collegiality of the faculty.
7. The principal is most proud about the professional learning community team meeting held every Thursday. He and the Magnet coordinator
meet with teachers at each grade level and some weeks are devoted primarily to IB.
8. The Math, Science, and Technology teachers are lead teachers and experts in their specialties.
9. The principal has been cognizant of the need for technology to support and enhance instruction.
10. The school is 3.5 years into the IB process and in its second year of candidacy.
11. The principal stated his budget is perfect; if there are no changes in funding, the program can continue to thrive.
12. The consultant found the principal to be a very competent leader and visionary, as well as an excellent manager and innovative thinker.
B. COMMENDATIONS
1. The school has excellent techniques for fundraising and attracting donors.
2. The principal is astute to knowing how to identify prospective teachers and growing its own teaching candidates.
3. The school is in a feeder pattern that gives students an opportunity to receive an IB diploma.
4. The integration of Gifted and Talented/IB/MST in all classes forms a rigorous program.
5. The principal and staff implement best practices in school operations and instructional approached
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6. Each of the specialty teachers reinforce the curriculum taught in the classroom. The Math teacher is responsible for enriching the curriculum.
The technology teacher builds on the skills learned in the classroom, in addition to teaching new things. The Math teacher conducts class
night, college night, and the “mad science” program.
7. Every program has a Smartboard, mobis, and utilizes technology in the classroom to compliment the magnet theme.
C. RECOMMENDATIONS
1. Change the theme to STEM to incorporate engineering. The school is pursuing IB/PYP and plans to be accredited by April 2011. This will
support the STEM instructional theme. Adding Engineering to the Science, Technology, and Math program is more in line with the top
magnet themes.
2. Improve diversity in student enrollment. The diversity should reflect more of the district-wide average for elementary schools.
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School: Gregory-Lincoln Elementary School District Area: 8 Grade Levels: K-8

Proposed Theme(s): Museum Magnet School Proposed Type of Program: No Change
1. The Magnet “school-wide” fine arts program began in 1987.
2. The consultant felt that, in the binder, the different requested student enrollment and budget information should have been provided by charts
or summaries rather than individual student lists.
3. In the binder, the mission was provided but did not have a Magnet focus. The school's mission should be reviewed and edited for clarity.
4. Magnet standards were not indicated in the binder, therefore, assessment of the Magnet program was not provided.
5. The brochure for the school was well prepared and reflected diversity.
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6. The budget allocations were provided in the binder, but there was not significant funding for Magnet classroom materials. The funding was
used mainly for Magnet fine arts teacher salaries.
7. Transportation for all zoned students and Magnet students living within two miles of the school is provided.
8. The district held monthly Magnet coordinator meetings which were new this year. The Magnet coordinator indicated to the consultant that
these meetings were extremely positve.
9. The students were engaged in fine arts activities in the classrooms that were visited during the walk-through. The teachers were on task and
seemed knowledgeable in their fine arts area of instruction.
10. During the walk-through, the classrooms reflected the ethnic diversity of the school. They were heavily minority with very few non-minority
students.
11. The Magnet coordinator works well with the teachers and the students. The consultant noted that she should be in a full-time position for the
responsibilities of developing Magnet standards and intergrated currciulum (especially in the elementary grades).
12. The middle school and elementary school programs are disjointed. One does not lead into the other and there is no evidence of alignment
(except in choir or music).
B. COMMENDATIONS
1. The special fine arts classes in the middle school are developed to offer regular band, choir, piano, theater, visual arts and dance. Only music
is offered in the elementary grades.
2. Leadership roles were provided in the binder, but their responsibilities could have been more specific.
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3. Several partnerships were indicated in the binder.
4. The consultant felt as though the principal did not articulate a strong passion for his Magnet program, which may result in difficulty
implementing a strong and unique fine arts Magnet program.
C. RECOMMENDATIONS
1. Consider modifying the Magnet theme to a Museum School. Given the proximity of the school location, the proposed theme should be more
attractive to improving diversity, student performance, and interest in theme-based professional development. Diversity goal of 2% each year
over three years should be established.
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School: Garden Villas Elementary School District Area: 3 Grade Levels: K-5
1. The school binder was easy to read and sequential answering all questions in the protocol. Section 3, Marketing and Recruitment, was brief.
Section 6, District Supports, although answered, was very brief.
2. All thematic based programs demonstrated adequate and varied instructional strategies. Instructors appeared specialized in their field.
Classroom environment mirrored genre and theme of course study.
3. Curriculum relevance was evident throughout the campus during the consultant’s walk-through.
4. The teachers display noted musicians, leaders, and historical icons as related to the Magnet.
5. The mission statement of the program is posted throughout the school
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6. Character education as well as performance etiquette is strongly emphasized.
7. The staff seemed very knowledgeable about the school compared to the school’s principal.
8. The successful reputation of this Magnet school fills the majority of their seats with the attendance zone students, leaving only 24% on the
enrollment to non-zoned students.
9. Although the Magnet staff is adequately funded, the responsibility of the Magnet coordinator is abundant.
10. There have been no noted school surveys or parental input over the last few years. No formal process other than the teacher appraisal is noted
for insuring Magnet standards are met.
11. Although the school is 75 years old, the staff has done an adequate job delivering curriculum.
B. COMMENDATIONS
1. Staff adequately noted school-wide and Magnet professional development opportunities, numerous awards and recognitions, as well as
specific features of the Magnet program.
2. The attendance zone is diverse. Therefore, ethnic makeup of the school is representative.
3. Magnet teachers serve as interventionists along with core academic teachers to assist with tier II students.
4. The school is recognized as a blue ribbon school for 2009 as well as exemplary status.
5. The Magnet coordinator and assistant principal have been part of the school for many years and understand the historical reputation and
accolades. The Magnet coordinator was extremely knowledgeable, professional, and accommodating to the consultant’s requests.
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6. The school’s ability to sustain academic progress and performance opportunities were noted by the consultant.
C. RECOMMENDATIONS
1. Significantly revise the Magnet program to a school wide program. SWP affords all students to participate in the Fine Arts program.
2. Improve diversity in student enrollment. The school exceeds capacity and diversity is 97/3%. The diversity goal should be 2% each year
over the next three years. As a school wide Fine Arts program, this goal should be achievable.
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School: Felix Cook Elementary School District Area: 2 Grade Levels: K-5
1. There are 702 students – 60% African America; 60% Hispanic; 85% Free Lunch; 15% Reduced Lunch.
2. The programs within the school include – Fine Arts; Gifted and Talented; Title I; Bilingual; Special Education; Health Center.
3. The academics, creativity, and diversity promote partnerships and integrate arts curriculum.
B. COMMENDATIONS
1. The school has wonderful teachers and amazing leadership staff.
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2. The consultant was truly amazed at the leadership of this principal and the team that she has assembled. She has created a homey and
supportive Magnet school and has created a Magnet program with almost zero dollars and definitely zero transportation dollars.
C. RECOMMENDATIONS
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School: Elrod Elementary School District Area: 5 Grade Levels: PK-5

1. The program is taking their existing curriculum and infusing a medical/health focus into it.
2. The school is opening a residential practitioner clinic. Space for this area has been designated, and this will encourage community interaction
with the school.
B. COMMENDATIONS
1. Each section of the school’s binder thoroughly explained the program implementation at Elrod.
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2. The school has already incorporated a new poster for their Health Magnet theme with the new recently designed logo.
3. The consultant commended staff for collaborating with various University systems in the Houston area to assist with curriculum and
instruction.
4. The consultant commended the school for working with a strong community leader to establish the Southwest Memorial Hospital partnership.
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to the limited building capacity to meet criteria. This does not meet Magnet
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School: Durham Elementary School District Area: 1 Grade Levels: PK-5

Current Theme(s): Leadership Current Type of Program: SWP
Proposed Theme(s): IB Proposed Type of Program: No Change
1. The school has a leadership creed posted in every classroom, communicating their mission and vision well. There is an excellent dalmatian
mural in the courtyard.
2. Most classes throughout the school are using technology (Smartboards).
3. The classrooms do have a curriculum, although not easily observed during the walk-through. The school has already realigned the Learning
Profiles for IB with the already existing Leadership Character Traits.
B. COMMENDATIONS
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1. Each section of the binder thoroughly explained the Leadership program implementation at Durham.
2. The school is beginning its transition in becoming an IB Primary Years Programme (PYP). They are infusing the IB Learner Profiles with
the character education traits. They plan to submit Application A in April 2011.
3. The classrooms the consultant visited displayed engaged and the beginnings of inquiry based learning.
C. RECOMMENDATIONS
1. Plans are in place to change to an IB program. IB/PYP will provide an improved program of rigor and relevance.
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School: Dodson Elementary School District Area: 8 Grade Levels: PK-8

Current Theme(s): Montessori Current Type of Program: SWP
Proposed Theme(s): MSAP Grant Montessori K-8 Proposed Type of Program: MSAP Grant
1. Each section in the binder thoroughly explained the Montessori program implementation at Dodson.
2. Learning benchmarks reflecting student progress are not posted in classrooms, however, individual Montessori work plans were observed
during the walk-through.
3. Over the summer, ten teachers attended Montessori training, the new principal attended the leadership overview, and the Magnet coordinator
became Montessori certified.
B. COMMENDATIONS
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1. The auditor feels providing Montessori instruction through grade 8 at one site was a necessary and positive reorganization.
2. The Montessori professional development steps that the staff and administration took over the summer are progressive in ensuring a fully
certified Montessori program.
C. RECOMMENDATIONS
1. MSAP funded. See MSAP diversity goal.
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School: DeZavala Elementary School District Area: 3 Grade Levels: PK-5

1. The information in the binder was clear, succinct, and easy to access.
2. During the walk-through, students were fully engaged in instruction for each classroom visited. Each teacher appeared to have mastered
classroom management skills. The belief in providing students with critical thinking skills was realized in each classroom.
3. The Gifted and Talented icons were posted in every classroom.
4. The school leadership starts students thinking about college at early ages. This theme was presented throughout the school. Students
compete in different events like Odyssey of the Mind, Chess, and the bilingual spelling bee.
5. The school implements best practices.
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B. COMMENDATIONS
1. The binder was well-organized and included all of the materials requested above and beyond expectations.
2. The consultant had the opportunity to observe classes at each grade level (PK-5) and found that teachers were quite effective in presenting
instruction and all staff are committed to providing a high quality and rewarding experience to students.
3. The principal uses the walk-throughs as teaching tools.
4. The consultant was very impressed by the principal, who knows her staff, parents, and students and appears to be an extremely effective
leader.
C. RECOMMENDATIONS
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School: Manuel Crespo Elementary School District Area: 3 Grade Levels: K-5
1. Teachers were experts in their craft and foster rigor in their fine arts and academics.
2. The school became a Magnet in 1994-95, with the community input as the driving force behind the Fine Arts Magnet.
3. The Magnet staff responsibilities are enormous, with staff working excessive hours to ensure students have extra arts instruction, practice,
and with collaborative units and cross curricular focus.
B. COMMENDATIONS
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1. The school emulated the theme around each corner of the building. Students were engaged, enthusiastic, and have met AYP.
2. The school’s Magnet coordinator and principal are very enthusiastic, professional, and clearly model high achievement for all students.
C. RECOMMENDATIONS
1. Improve diversity in student enrollment. The school exceeds capacity and diversity is 99/1%. Diversity recruitment goal should be 2% each
year over the next three years for a Fine Arts Magnet.
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School: Cornelius Elementary School District Area: 3 Grade Levels: PK-5

1. The Magnet coordinator is up to date in all professional development, technology, and curriculum standards. To the consultant she is
obviously the lead to the teachers to whom she serves.
2. It is difficult to delineate between regular staff and Magnet staff as all were rich in professional development in math and science.
3. School leadership has received positive feedback from many activities with an expectation of expansion. (e.g. weekly newsletters specific to
math and science; student monthly projects were families are encouraged to participate; science and math nights where parents participate in
hands on activities with their children)
4. The school takes students who apply, as long as they do not exceed their capacity. To date, no recruitment has been targeted to increase
diversity. During the interview, the school noted they will utilize targeted recruitment to increase diversity.
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5. The Magnet program emphasizes Reasoning Mind Mathematics Program for all students. The program is computer based with an abundance
of data that mirrors district benchmarks.
6. During the walk-through, students were all provided rigorous, engaging curriculum which were presented in various learning styles.
7. Classrooms and labs displayed an environment rich in science and math and problem solving relative to real work application. Vocabulary,
extensive content, and depth of knowledge were prevalent.
B. COMMENDATIONS
1. The principal seems to display a solid commitment toward enriching students in infused mathematics and science throughout the curriculum.
2. Professional Learning Communities provide a team-building attitude toward increased student achievement.
3. The consultant found the climate of the school to be optimal – the school was beautiful and personnel were curteous.
4. For an aging building the science labs were optimal and progressive.
C. RECOMMENDATIONS
2. Improve the diversity in student enrollment. Diversity is 99/1%. By revising to a SWP STEM, diversity should improve by 2% each year
over the next three years.
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School: Codwell Elementary School District Area: 9 Grade Levels: PK-5

Proposed Theme(s): Fine Arts Proposed Type of Program: SWP
1. The school binder had most components; however, some sections did not clearly display all components. For example, explanations were
brief and somewhat repetitive, and questions on vision, parent involvement, and standards were not specifically addresses.
2. The consultant found the Magnet theme classrooms to be authentic and inviting.
3. The intermediate classrooms were rigorous and engaging. Students were attentive and teachers appeared to be experts in their field.
4. Teachers and students were well versed and aware of upcoming district festivals, competition, and performance events.
5. Signage was not prevalent or adequate for depicting the Magnet from any other school.
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6. Teachers, administrators, and students were well aware of members highlighted in schools through the HISD Honor Choirs, Bands, and other
groups.
7. The consultant felt the excitement of the theme coordinator permeates throughout the tour.
8. School leadership was not familiar with the historical perspective.
9. During the interview, school leadership noted that the Magnet Program has been highly driven and supported through the confidence and
desires of local (zoned) students. A previous gymnastics Magnet lost interest over time, and the basketball program with the intermediate
grades has a reputation of success through the spirit of competition and sports development.
B. COMMENDATIONS
1. The marketing plan in the binder specifically outlined and communicated through the chart format provided was useful and easily understood.
2. The Magnet coordinator was extremely knowledgeable, professional, and accommodating to the auditor’s requests.
3. Office staff and administration were inviting and notably proud of the school’s accomplishments and accolades during the interview. Support
staff, including the registrar, custodian, school aides, and parent volunteers were introduced in their various capacities.
C. RECOMMENDATIONS
1. Significantly revise the Magnet Program to a school wide program.
2. Improve diversity in student enrollment. Diversity is 100% minority. By revising to a SWP with a new theme and improved facility,
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diversity should improve by 2% each year over the next three years.
3. Remove the portable buildings and improve the grounds of the school.
4. Consider a revision to a specialized program phased in for all students.
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School: Carrillo Elementary School District Area: 8 Grade Levels: K-5

1. All staff is Gifted and Talented certified and use the Scholars and Knowledge framework in all of their teaching.
2. The school recognizes that diverse student enrollment is an issue and will target recruitment to increase diversity.
B. COMMENDATIONS
1. The school Magnet coordinator and principal are very enthusiastic, professional, and clearly model high achievement for all students.
2. All staff that was observed during the walk-through seemed excellent in their field.
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C. RECOMMENDATIONS
1. It is recommended that the district train staff on how to target recruitment for a diverse applicant pool and work with the school to understand
the recruitment strategies for diversifying the program. The consultant noted that in the walk-through, binder, and interview, it was extremely
evident that the school has not done any targeted recruitment to meet diversity goals for Magnet.
2. The school needs supports with technology and specialists for the Vanguard program.
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School: Burrus Elementary School District Area: 2 Grade Levels: PK-5

1. The Magnet program’s dance teacher, art teacher, gymnastics teacher, and band/music teacher effectively teach their specified subject area.
For example, the effectively teachers contemporary and traditional art through the environment and exposes her students to different types of
art and artistic experiences.
2. The school receives a lot of support from the Independence Heights Association.
B. COMMENDATIONS
1. The Magnet theme was clearly being implemented in the dance class with weekly lessons and applicable HISD standards displayed in the
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dance studio and the gymnastics room, and every class had a word wall.
2. The art teacher works with students to produce excellent high quality sculptures, sketches, masks, and other artwork. She also takes students
in groups for four to the museum on a weekly basis.
3. The gymnastics coach has developed two highly skilled teams that compete around the area.
4. The band/music teacher is one of a few that are trained in Eurhythmics.
5. The consultant was very impressed by the specialty classes and teachers. The students were very engaged in the instruction in each of the
magnet classes and the teachers were effective in presenting their lessons.
6. The Magnet coordinator, guidance counselor, and instructional coordinator were efficient in providing the information needed for the
interview since the principal was participating in the Principal for a Day program and not available.
7. Students are one of few in public schools who participate in the Houston Children’s Choir.
C. RECOMMENDATIONS
2. Improve diversity in student enrollment. Diversity is 99/1% and needs to be improved by 2% (-/+) over the next 3 years. Moving to a SWP
should make this possible.
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School: Burbank Elementary School District Area: 1 Grade Levels: PK-5

Current Theme(s): Physical Development Current Type of Program: SWAS
1. Every Wednesday Magnet staff provides intervention for teachers and students.
2. The budget information offered in the binder could have been compiled differently.
3. Each classroom has the interim assessments posted and displayed in a prominent area.
4. During the walk-through, the consultant noted that there is a major concern in retaining Magnet staff members, especially teachers who are
hired as consultants. A number of specialty staff have taught music while attending postsecondary classes and then moved on to other jobs
afterwards, which means there is frequent turnover in specialty teachers.
5. The school implements best practices.
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6. The principal and Magnet coordinator have the students’ best interests at heart. Both are concerned that students come from low socio-
economic backgrounds, however they do not want this to impact the quality of the program or the learning experience that students have at
the school.
7. The principal performs five walk-throughs every week.
8. The school has all of the instruments necessary for a Mariachi band.
B. COMMENDATIONS
1. The Magnet recruitment plan included in the binder is great and organized with annual goals and objectives
2. Staff appears to follow the HISD Magnet program standards although the Magnet resources are limited.
3. The staff has a goal of increasing the attendance rate from 96.4% to 98%.
4. The principal and staff use Professional Learning Communities and Classroom Management Consistent Discipline to lead and guide
instruction.
5. The school leadership is resourceful by collecting items that normally would be thrown away to prepare for student performances. Their goal
is to ensure that all children in the school have a rewarding learning experience.
6. The principal developed her own form/checklist for walk-throughs and classroom observations.
7. The school is experienced at fundraising, which is instrumental in implementing the programs at the school in addition to providing items
students need. For example, a company donated 380 clear backpacks for students and fundraisers help in covering the costs for the big
holiday production.
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C. RECOMMENDATIONS
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School: Bruce Elementary School District Area: 2 Grade Levels: K-5

Academic Achievement Designation: Academically Recognized Met AYP: Yes
1. The Magnet program is available to all students.
2. Academic areas and Magnet programs are taught effectively.
3. The program quality of the Magnet is good, and students have done well in musical competitions.
B. COMMENDATIONS
1. There is an excellent use of resources to provide instruments and instrument maintenance for all students.
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2. Students are actively engaged throughout the Magnet program.
3. The new building is an asset to the program and to the attractiveness of the program.
4. Magnet funds for the program are well utilized for the program.
5. Administrative support has made the program more successful and attracted more students.
C. RECOMMENDATIONS
1. Improve diversity in student enrollment. Diversity is 99/1% and needs to be improved by 2% (-/+) over the next three years.
1. During the walk-through, the consultant noted the programs operate separately from each other and integration of the programs is not evident.
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School: Berry Elementary School District Area: 2 Grade Levels: K-5

Current Theme(s): Environmental Science Current Type of Program: SWP
Adjusted Permanent Capacity: Need plans, replace on site Seat Availability: No
1. Building population is highly Hispanic.
2. Vision drives the program.
3. There is a clear program of Professional Development.
4. Instruction is driven by data.
5. Significant partners support the school.
6. The school’s theme is strongly evident.
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7. The school has a strong Magnet program and is an exemplar of good practice.
B. COMMENDATIONS
1. The area zone is largely Hispanic.
2. Having students see themselves with a future career protecting our environment is a positive attitude and aspiration for them.
3. Professional Development reflects building strong learning communities which are instructionally focused.
4. Data is analyzed monthly by each and all staff and instructional decisions are made for groups and individual students.
5. Partners have been developed with groups who can asist in strengthening instructional activities.
6. The theme of the school is in evidence through student work and activities which are displayed throughout the campus, activities in the
classroom, and student program of monitoring environemntal issues. Theme is utilized in school life and content areas outside of science.
7. The resurrection of this Magnet program by the administrator is remarkable.
C. RECOMMENDATIONS
1. Improve diversity in student enrollment. Diversity is 99/1% and needs to be improved by 2% (-/+) over the next three years.
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School: Bell Elementary School District Area: 9 Grade Levels: PK-5

Current Theme(s): Physical Development Current Type of Program: SWP
Proposed Theme(s): Neighborhood School Proposed Type of Program: Non-Magnet
1. Non-minority enrollment is very low.
2. The Physical Education program is very extensive and offered to all students.
3. There is a keyboard lab and keyboarding is offered to all students in second through fifth grade.
4. Professional development exists within the school.
5. PCO and Magnet funds provide significant support.
6. There is no connection between the Physical Education program/music program and the academic program.
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7. Whole class instruction is evident.
8. The school has an extensive program of community partners.
9. The consultant did not see any evidence of academic monitoring.
B. COMMENDATIONS
1. Physical Education progress is monitored as well as academics.
2. The school has developed great resources in the community.
3. The use of “reasoning mind” in math is a plus for students and teachers,
4. The Physical Education program offerings provide students with wide exposure to a variety of options to staff it and find enjoyment.
C. RECOMMENDATIONS
1. Remove Magnet designation due to capacity issues. This does not meet Magnet program requirements, school capacity is at issue.
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School: Askew Elementary School District Area: 6 Grade Levels: K-5

1. The history and demographics of the school are clearly presented.
2. Community partnerships are utilized.
3. Magnet students are afforded special learning experiences, i.e. Vanguard students are given performance opportunities.
4. Professional development is provided for Vanguard staff.
B. COMMENDATIONS
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1. Community partners provide speakers, support for students who lack materials, and teacher training.
2. Students are involved in interactive learning through problem solving and project creation both individually and in groups.
3. There is a high level of student engagement.
4. Weekly meetings examine data regularly for program improvement and student performance enhancement.
5. Extensive training is provided to Vanguard staff to help them create programs which are significantly challenging and with an expectation
that students will present a self-produced product.
6. Vanguard staff offer training to all Askew staff to improve instruction for all students.
C. RECOMMENDATIONS
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School: Attucks Middle School District Area: 4 Grade Levels: 6-8

Current Theme(s): Math/Science Current Type of Program: SWAS
Proposed Theme(s): Non-Magnet Proposed Type of Program: SWP
B. COMMENDATIONS
C. RECOMMENDATIONS
This document is the creation and property of Magnet Schools of America and any use other than by MSA/NIMSL is prohibited without the written permission of MSA. Page 1

1. Remove magnet designation and associated magnet funding due to the Apollo program. By developing a school wide accelerated program in
the content areas through the Apollo support program, students are more likely to be focused and perform at a higher level.

School: Burbank Middle School District Area: 1 Grade Levels: 6-8

Current Enrollment on 10.29.10: 1,261 Magnet Enrollment: 254
1. During the interview, the leadership team talked about their plan to adjust the bell schedule for next year to accommodate the bus
transportaion, thus hopefully increasing their Magnet student draw. Only a handful of students currently take the HISD bus to school.
2. This program has excellent academic support for students.
3. There are no diversity goals set for this school from within the leadership or from the central office.
B. COMMENDATIONS
1. There is a plan to develop unique electives at the school that would have a connection to high school and careers. Robotic Technology is one

such elective being considered.
2. Dual Language was added as a theme in 2008. This and Spanish instruction have been ramped up to increase the number of high school and
college credits that can be attained by students in the 8th and 9th grades.
3. The school is in the process of developing partnerships; currently none exist.
C. RECOMMENDATIONS

School: Clifton Middle School District Area: 7 Grade Levels: 6-8

1. PLCs look at data to guide instruction and changes in strategy to improve student achievement. For example, the district purchased Renzuli
learning and PLCs were used to train teachers how to use the software to improve achievement.
2. The school capitalizes on the nearby elementary science Magnets for recruitment and the high school engineering programs for alignment.
B. COMMENDATIONS
1. The school experienced a double digit increase in science achievement last year, missing Exemplary by one point.
2. There is a fantastic GO Center (career awareness and education) on campus. The principal's goal is that every child (not just the Magnet

students) be served by this center before they leave the campus.
C. RECOMMENDATIONS
1. Significantly revise the Magnet school to a STEM Magnet school. An expansion of the current theme to include Engineering and
Technology will bring the program in line with the top Magnet themes.
2. Monitor diversity in student enrollment to improve on the district-wide average. Increasing the pool of non-minority students should assist in
improving the school’s diversity.

School: Contemporary Learning Center Middle School District Area: 4 Grade Levels: 6-8
Current Theme(s): Alternative Current Type of Program: SUS
Current Magnet Budget Allocation: $0 Per Pupil Magnet Expenditure: $0
Academic Achievement Designation: Acceptable Met AYP: Yes
School Diversity: Minority: Non-Minority:
Proposed Theme(s): Non-Magnet Proposed Type of Program: School Closure
B. COMMENDATIONS
C. RECOMMENDATIONS
1. Remove Magnet designation and Magnet funding. This does not meet Magnet program requirements.

School: Deady Middle School District Area: 3 Grade Levels: 6-8

Current Theme(s): Communications Current Type of Program: SWAS
Proposed Theme(s): Communications Proposed Type of Program: SWP
1. The students are utilizing a variety of equipment that supports the Magnet program (e.g. podcasting, nano's, flip cameras).
2. The school started in 2004 because of a need for another middle Magnet program in the area.
3. The school has no budget for the Magnet program this school year.
B. COMMENDATIONS
1. The students were extremely engaged in their learning during the walk-through. They seemed to be enjoying the capabilities of videoing

themselves and their classmates.
2. The newly assigned principal has a vision and is extremely passionate about improving the school to the recognized or exemplary level.
C. RECOMMENDATIONS
1. Significantly revise the Magnet program to incorporate Journalism and writing. As the current theme is limited, the recommendation on to
expand with emphasis on Journalism (writing) should offer students more opportunities to explore the entire field of Communications.
2. Improve diversity in school enrollment. Changing to a School Wide Program and implementing aggressive recruiting, diversity should
improve. Goal is 2% (-/+).

School: Dowling Middle School District Area: 9 Grade Levels: 6-8

B. COMMENDATIONS
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to the Apollo program. By developing a school wide accelerated program
in the content areas through the Apollo support program, students are more likely to be focused and perform at a higher level.

School: Fleming Middle School District Area: 2 Grade Levels: 6-8

1. The Magnet theme is evident in the Magnet classrooms but not in the school as a whole.
2. The principal and Magnet dean are dedicated to the success of the Magnet program and would like for it to become a whole school Magnet .
They feel as if there are too many Magnets with competing themes. Although their school does well academically it is difficult to attract
students to this area of Houston. Competing fine arts magnets offer 8 strands of the arts while Fleming offers five.
3. Funding is an issue and money is not equitably distributed among Magnet programs.
B. COMMENDATIONS

1. A college bound environment is strongly evident throughout the school.
2. The arts teachers are dedicated and passionate. There is a very strong dance program.
3. The fine arts magnet theme serves Magnet and non Magnet students through the electives offered at Fleming. All students at Fleming have
the opportunity to audition for one of the five performances offered during the year, although most participating are Magnet students.
C. RECOMMENDATIONS
1. Improve diversity in student enrollment to reduce minority group isolation. The school is 100% minority and under-enrolled. Through
aggressive marketing and recruiting, increasing the pool of non-minority students should assist in reducing MGI by 2% each year.

School: Fondren Middle School District Area: 5 Grade Levels: 6-8

Academic Achievement Designation: Academically Unacceptable Met AYP: No
Proposed Theme(s): IB Proposed Type of Program: SWP
1. Fondren just received the MSAP grant to implement the IB program and is in the first stages of implementation. The school is in transition
and has new staff and leadership.
2. There is very little in the way of theme identification.
3. The Magnet coordinator is concerned about the sustainability of the IB program once the grant ends and that the Magnet funds will be used
as stated in the grant and not for other needs at the schools.
B. COMMENDATIONS

1. Enthusiasm for the new opportunity afforded to them through the MSAP grant is evident.
C. RECOMMENDATIONS
1. Magnet Schools Assistance Program (MSAP).

School: Francis Scott Key Middle School District Area: 2 Grade Levels: 6-8
Current Theme(s): Foreign Languages Current Type of Program: SWAS
Current Magnet Budget Allocation: $187,128 Per Pupil Magnet Expenditure: $2,599
Academic Achievement Designation: Recognized Met AYP: No
1. The school has been a high poverty, academically struggling school with a Magnet theme of Mathematics and Foreign Languages. The
school's performance in math was extremely poor until this school year. The principal focuses on math with the Apollo project.
2. The newly appointed principal conducted a needs assessment and hired three new teachers for Math instruction.
3. The Apollo labs with 19 tutoring fellows had their students enaged with hands-on Math activities during the walk-through.
4. Math data walls are displayed in the Apollo labs and in the classrooms. Math objectives are also visible in classrooms.
5. The newly assigned principal structured the school regarding discipline and academics, particularly in math.

B. COMMENDATIONS
1. The introduction of the Apollo project extends support for students with Math and is data driven.
2. The principal has facilitated developing relationships for herself and the band teacher with a feeder school for alignment and recruitment.
3. The principal is outreaching to parents to be partners.
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to the Apollo program. By developing a school wide accelerated program
in the content areas, and with the Apollo support program, students are more likely to be focused and perform at a higher level.

School: Gregory-Lincoln Middle School District Area: 8 Grade Levels: K-8

Proposed Theme(s): Museum Proposed Type of Program: SWP
1. The Magnet “school-wide” fine arts program began in 1987.
2. The consultant felt that, in the binder, the different requested student enrollment and budget information should have been provided by charts
or summaries rather than individual student lists.
3. In the binder, the mission was provided but did not have a Magnet focus. The school's mission should be reviewed and edited for clarity.
4. Magnet standards were not indicated in the binder, therefore, assessment of the magnet program was not provided.
5. The brochure for the school was well prepared and reflected diversity.
6. The budget allocations were provided in the binder, but there was not significant funding for magnet classroom materials. The funding was

used mainly for magnet fine arts teacher salaries.
7. Transportation for all zoned students and magnet students living within two miles of the school is provided.
8. The district held monthly magnet coordinator meetings which were new this year. The magnet coordinator indicated to the consultant that
these meetings were extremely positve.
9. The students were engaged in fine arts activities in the classrooms that were visited during the walk-through. The teachers were on task and
seemed knowledgeable in their fine arts area of instruction.
10. During the walk-through, the classrooms reflected the ethnic diversity of the school. They were heavily minority with very few non-minority
students.
11. The Magnet coordinator works well with the teachers and the students. The consultant noted that she should be in a full-time position for the
responsibilities of developing magnet standards and intergrated currciulum (especially in the elementary grades).
12. The middle school and elementary school programs are disjointed. One does not lead into the other and there is no evidence of alignment
(except in choir or music).
B. COMMENDATIONS
1. The special fine arts classes in the middle school are developed to offer regular band, choir, piano, theater, visual arts and dance. Only music
is offered in the elementary grades.
2. Leadership roles were provided in the binder, but their responsibilities could have been more specific.
3. Several partnerships were indicated in the binder.
4. The consultant felt as though the principal did not articulate a strong passion for his magnet program, which may result in difficulty

implementing a strong and unique fine arts Magnet program.
C. RECOMMENDATIONS
1. Significantly revise the Magnet to a school wide Museum Studies Magnet. Museum Studies is a very popular theme for students and parents.
The theme should boost enrollment and improe diversity as well.

School: Hamilton Middle School District Area: 1 Grade Levels: 6-8

1. The school serves the Gifted and Talented students in the Vanguard Magnet classes and also serves students who are not quite at the Gifted
and Talented level in the Vanguard Scholars classes. The rest of the population is part of what the school calls neighborhood classes. The
focus is on rigor as part of the Magnet’s mission is evident.
2. The school's mission and vision are clear and the theme of a "college going culture" is evident.
B. COMMENDATIONS
1. The program offers a variety of opportunities for their students: strong band program; strong Robotics and Karate program; plans to include
guitar based on student interest; and a strong theater and dance program.

2. Teachers are strong and passionate.
3. There is a very strong parental and community involvement. The parents and community have taken on projects to improve the facility, such
as renovated bathrooms.
C. RECOMMENDATIONS

School: Hartman Middle School District Area: 3 Grade Levels: 6-8

1. Beautiful faculty. School is separated into four "houses." Awards and recognitions are visible throughout school.
2. Magnet students have the magnet emblem on their school shirts to differentiate from the other students in the school.
3. New teachers attend Gifted and Talented pre-Ap training. There is a group of teachers always going to workshops and conferences to
improve instruction.
B. COMMENDATIONS
1. The school has a strong vision and mission which is evident. The Magnet program is strong and has good parental involvement.

2. The program is compiled of good teachers and student engagement is evident in all magnet classes.
3. The school’s PTO raises money which helps buy incentives. The PTO is very active consisting of mostly Hispanic parents and quite a few
Magnet parents.
C. RECOMMENDATIONS
1. Significantly revise the Magnet school to a STEM magnet school. An expansion of the current theme to include Engineering and Technology
will bring the program in line with the top Magnet themes.
2. Improve diversity in student enrollment. Increasing the pool of non-minority students should assist in improving the school's diversity.
3. Become a feeder school to Chavez High School.

School: Hogg Middle School District Area: 1 Grade Levels: 6-8

Proposed Theme(s): Dual Language/IB Proposed Type of Program: No change
1. There is a college-bound culture theme that is reinforced through out the school.
2. Hogg is a candidate school for the IB MYP program. This is a result of the community wanting a middle school to provide continuity from
the feeder elementary school that offers IB PYP.
3. The Magnet program reflects on the whole school. All students can take magnet elective classes when seats are available.
B. COMMENDATIONS
1. The new Magnet coordinator has been in his position for three weeks, and likes staying connected to the students. He teaches a full load as

well as takes care of magnet responsibilities.
2. The PTO is active and helped raise money for IB. They campaigned this year to raise money for supplies/IB.
C. RECOMMENDATIONS
1. Significantly revise the Magnet program to a Dual Language/IB MYP program. SWP affords all students to participate in the Dual Language
program. The school has capacity and diversity of 97/3% should be (-/+) 2% each year over the next three years. As a Dual Language
program, articulated with Helms ES, this goal should be achievable and a strong feeder pattern established.
2. Articulate with Helms to develop a strong feeder program.

School: Holland Middle School District Area: 2 Grade Levels: 6-8

1. The present Magnet program includes advanced academics through Vanguard with project based learning.
2. The inclusion of the Vanguard project-based approach was met with resistance and is still not in routine use across all teachers. The principal
and Magnet coordinator's encouragement and support will be important for buy-in from the staff.
3. Quotations from parents dressed the hallways encouraging children to study hard. "Work hard and you will be rewarded - by C. Mendoza" .
The quotes were in English and Spanish.
B. COMMENDATIONS

1. The Principal is reaching out to the community and business partners to support children in mentoring and expose students to positive role
models where parents are unable due to their respective situations to help their children.
2. During the walk-through, there was lots of evidence of hands-on activities and culminating projects on display in classrooms, hallways, and
display cases.
3. A college-bound focus with college and university banners drape the cafeteria walls.
C. RECOMMENDATIONS

School: Jackson Middle School District Area: 8 Grade Levels: 6-8

1. The school finds the talents and interests that students have and then builds upon them to prepare students for higher education and/or careers.
For example, one student made a u-tube video of the new principal and put it on web. The principal now has that student heading up a team
of students designing and filming the school’s recruitment and marketing DVD.
2. The principal holds staff accountable for their training and certifications.
3. Data walls are in hallways, teacher conference room, and in Administrative offices. Data drives all instruction.
4. The school is structured yet nurturing for students. For example, at the one-minute bell students were rushing to get to their classes, and over
1,000 students moved through the halls in an orderly manner.
5. The school's Action Plan with Strategies, Responsible Parties, Formative Measures, Resources Needed, and Timeline is englarged, laminated,

and posted where students understand the mission and direction of the school. The principal discusses the school’s Action Plan with
students.
B. COMMENDATIONS
1. The principal has the school collaborate with community partners such as "Heart of the Community" to help clean up the neighborhood.
2. The principal and Magnet coordinator demonstrate strong support for students and staff for academic success with structures and practices at
school.
3. The principal, Magnet coordinator, and staff are energetic and focused on student learning.
4. The Math teacher observed by the consultant during the walk-through has grown students as much as 4.5 years in one year in Math grades.
All students in this Math class pass assessments.
5. Clear expectations of the mission and vision of the principal and school are demonstrated by rapport of leadership and staff with students.
C. RECOMMENDATIONS
1. Remove Magnet designation and Magnet funding. Vanguard SW is not considered a Magnet t program by definition.

School: Johnston Middle School District Area: 5 Grade Levels: 6-8

Proposed Theme(s): No Change Proposed Type of Program: No change
1. The program focuses their Magnet theme to include high academic standards, high standards in performing and visual arts, and high
standards in health and physical education.
2. Students are very engaged in class work across all grade levels and in performance in classes and hallways.
3. The leadership and teachers are energetic, talented, and supportive of students across academics and performing arts.
B. COMMENDATIONS
1. Banners of academic excellence and awards recognitions are draping the halls, as well as student art work and projects.

2. This program is an exemplary Magnet theme offering magnet and non-Magnet student’s opportunities to develop their skills in performing
and visual arts simultaneously with academic achievement.
C. RECOMMENDATIONS
1. Monitor diversity in student enrollment, particularly non-zone. Continue to monitor neighborhood, Non-zone, and Magnet enrollments do not
exceed building capacity. Monitor enrollments to ensure all students are adequately prepared in the Academic and Fine Arts curriculum.

School: Lanier Middle School District Area: 4 Grade Levels: 6-8

B. COMMENDATIONS
C. RECOMMENDATIONS


School: Long Middle School District Area: 5 Grade Levels: 6-8

Proposed Theme(s): 6-12 Medical Technology Proposed Type of Program: SWP
B. COMMENDATIONS
C. RECOMMENDATIONS
1. Significantly revise to 6-12 Magnet. See district plans in development for a 6-12 articulated program.

School: M.C. Williams Middle School District Area: 2 Grade Levels: 6-8
Proposed Theme(s): Technology and Engineering Proposed Type of Program: SWP
1. Promotional items are abundant, and letters to parents are in both Spanish and English.
2. Student work is evident in classroms and posting areas outside of classrooms.
3. New laptops for each Magnet student to use have arrived but are not yet in use pending professional development on integrating the
technology into the curriculum.
4. Deparment teams, deparment heads, and PLCs are an integral part of the teacher-leader culture of the Magnet program.
5. Districtwide benchmark assessments are used in addition to classroom assessments to monitor student progress.

B. COMMENDATIONS
1. Magnet program student achievement is high, both at the passing level and commended level of TAKS, even in light of 94% poverty
percentage of program participants.
2. Student engagement very is strong and during the walk-through students appeared highly motivated to learn.
3. The environment is conducive to learning; celebrations of the magnet theme and student achievement are evident.
4. Cross curricular alignment/integration ensured through weekly deparment head/Magnet coordinator meetings is beneficial.
5. Principal support of the program is strong, both in terms of academic supervision and resources for student learning.
C. RECOMMENDATIONS
1. Significantly revise the Magnet program to a school wide technology and engineering magnet as a feeder to Washington High School.
Implementing this recommended plan will enhance the academic curriculum and provide for an articulated strand from middle to high school.
2. Invest in the school’s technology.
3. Ensure high value added standards.
4. Improve diversity in student enrollment. Moving to a school-wide program will allow the school to recruit more non-minority students to
improve the diversity toward the district-wide average.


School: Marshall Middle School Academy of Fine Arts District Area: 1 Grade Levels: 6-8
1. An abundance of community partners supports the Magnet theme. The richness of community and theme-specific partnerhsips allow students
the opportunity to demonstrate their learning and learn with appropriate resources in the classrooms.
2. Curriculum standards are constantly benchmarked and updated with external expertise from the fields studied.
3. Project GRAD, a scholarship and instructional model, is in place at the school and mitigates against the city's high dropout rate.
4. Strong detailed written curriculum is examined, and cross curricular alignment is ensured through subject area meetings and weekly PLCs.
5. The Magnet program does not have formal diversity goals, although diversity is sought in recruitment practices.

B. COMMENDATIONS
1. The program offers a range of theme specialties without compromising the quality of any one specialty. There are seven program
strands/specialties offered: band, choir, dance, orchestra, piano, theater arts, and visual arts.
2. The use of the audition-based entrance to supplement the matrix cutoff allows access to the program to those that may not have been
actualizing in the academic core at the elementary level.
3. Student engagement is very strong. A strong level of applied project- and performance-based work is expected of students.
4. There is a high level of teacher enthusiasm. There are high expectations for precision and execution of all seven specialty areas within the
theme.
5. There is a strong use of TAKS and benchmark assessment data to demonstrate individual student and overall program success, and to identify
academic areas needing additional support.
C. RECOMMENDATIONS
1. Improve diversity in student enrollment. School is 97%/3% diverse. Recruitment must be geared toward improving the current diversity (-
/+) by 2% each year over the next three years.

School: Patrick Henry Middle School District Area: 2 Grade Levels: 6-8
B. COMMENDATIONS
C. RECOMMENDATIONS
program definition.

School: Pershing Middle School District Area: 5 Grade Levels: 6-8

1. The fine arts wing has two black box theatres and a state of the art production studio which the students benefit from.
2. Deltas include increased community impact of programs through performances, increased community partnerships, and the improvement of
small learning communities.
3. There is an assortment of elective courses for middle school students. Students also have access to several high school credit courses.
4. The school has a partnership with the YMCA that provides more instruction and activity for the students at a very low cost to students.
B. COMMENDATIONS

1. The school does an extraordinary job of theme presentation and screaming the theme. The murals are beautiful presentations of student work.
2. The support staff and 7th grade counselor were warm and friendly during the walk-through. The school atmostpher is inviting and active.
3. The fine arts students have access to many electives and the traditional students have access to the fine arts electives. The addition of guitar
and the production studio are good selling points. The team building Ropes Course is a wonderful addition. Having the traditional population
allows the staff the opportunity to develop students with raw talent but little training alongside the more trained magnet students.
4. Although the school does little actual magnet training for teachers, the school has a strong administration and dedicated teachers.
C. RECOMMENDATIONS
1. Monitor diversity in student enrollment, particularly non-zone. Continue to monitor neighborhood, Non-zone, and Magnet enrollments do not
exceed building capacity. School is 82%/18% diverse with 98% non-zone students.

School: Pin Oak Middle School District Area: 5 Grade Levels: 6-8
Current Theme(s): Languages Current Type of Program: SWAS
Proposed Theme(s): No Change Proposed Type of Program: No change
1. The program began in 2002 with foreign language options, then in 2004 they began a rotation program for incoming sixth graders to be
introduces to four languages in nine week increments.
2. The parent group is very proud of the school and concerned about any changes. The group is very diverse and reflects the school.
3. Assessment drives instruction. In addition to the district assessment, each teacher uses their own teacher-made assessment.
4. Community partnerships include several language organizations and language schools.
B. COMMENDATIONS

1. The theme was displayed nicely throughout the school and student artwork was prominent.
2. During the walk-through, students seemed engaged and were actively listening.
3. The master schedule is student centered. For example, sixth grade zoned students are allowed to pick three friends and then are scheduled to
ensure they have a buddy.
4. All core and Magnet classes are analyzed for each student to ensure that they can access the course that they want. The staff feels that this
contributes to the school's successful blending of the traditional and the magnet program. All traditional students have access to fine arts.
C. RECOMMENDATIONS
1. Improve diversity in student enrollment. School is 62%/38% diverse. Recruitment must be geared toward improving the current diversity
(+/-) by 2% each year over the next three years.
2. Eliminate the entrance testing policy.

School: Revere Middle School District Area: 6 Grade Levels: 6-8

1. TAKS and district benchmark assessments are used to monitor individual student progress.
2. PLCs meet biweekly. The school also has a strong commitment to professional development.
3. There is a strong afterschool tutorial program available and utilized if program students fall behind.
B. COMMENDATIONS
1. There is a high level of teacher enthusiasm and high expectations for analysis of learned material.

2. There is a high level of student engagement.
3. Strong formal curriculum is developed and lesson plans are readily available. The program offers a unique, challenging, and applicable
curriculum with which to attract students in non-traditional applications of math and science.
C. RECOMMENDATIONS
1. Expand theme to a STEM initiative. An expansion of the current theme to include Engineering and Technology will bring the program in
line with the top Magnet themes.
2. Improve diversity in student enrollment. Increasing the pool of non-minority students should assist in improving the school's diversity.
School is only at 68% utilization.

School: Ryan Middle School District Area: 4 Grade Levels: 6-8

Academic Achievement Designation: Exemplary Met AYP: No
1. The unique feature of this school is that it is one of seven Apollo schools.
2. STRONG is the school’s new discipline program which is an in-school suspension program. In addition, they have a 20 minute morning
assembly to address behavior.
3. The school has single gender classes and some teachers have been to the training. The school plans on receiving more gender training. This
was implemented because of discipline and since then behavior has improved dramatically.
4. The school measures progress with the use of data led by the instructional administrator. The coordinator monitors and reveiws student
grades and report cards.

B. COMMENDATIONS
1. During assembly time, the principal takes teachers to other schools to see best practices.
2. The magnet coordinator is to be commended for her research project with the few magnet students. They are researching disease and health
and will build presentations for Paula Harris to get support for a theme modification.
3. The school trying to refine their theme to make it more marketable and relevant to the magnet program and to the community. They are
applying for permission to add some non-standard courses (e.g. health courses). They hope to expand the partnership with Baylor and bring
awareness to their community about disease and health.
4. The students at the school are being held to a high standard of accountability.
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to the Apollo program. By developing a school-wide accelerated program

School: Sharpstown Middle School District Area: 6 Grade Levels: 6-8

Current Theme(s): Architecture/Graphic Design Current Type of Program: SWAS
Building Capacity: 1,106 Seat Availability: Yes
Proposed Theme(s): International Studies Proposed Type of Program: SWP
1. The principal is focusing on theme-based curriculum. He worked with an engineer to determine architecture-focused offers so he is now
concentrating on more art and drawing. Graphic design can still be part of the curriculum even if the theme is changed to International
Studies.
2. Staff Development includes training for International Studies and rigor.
3. Student Assessment is based on data and the principal monitors and meets with teachers.
B. COMMENDATIONS

1. The principal is aware that the program theme needs a refresh and has been working with the district to change to International Studies.
This will allow him to work with the charter international high school that is housed on campus.
2. The new Magnet coordinator is competent and enthusiastic.
3. The principal is a strong advocate for his community. He attended community meetings last summer in response to the concerns about
high school students being housed on the campus.
C. RECOMMENDATIONS
1. Significantly revise the theme to become The School for International Studies grades 6-12. Plans are already in place to become a 6-12
school in combinations with The High School for International Studies currently housed at Sharpstown Middle School.

School: Stevenson Middle School District Area: 3 Grade Levels: 6-8

1. The school screams the theme. The Magnetcoordinator's room is theme based and ample materials are on display in the school.
2. Each classroom posts student work that looks like art outside their room. There are special holders installed for this.
3. The program offers many unique features. For example, they piloted the Duke Tip and the Carnegie Algebra/Geometry program (the
students take one semester of Geometry and then come back in the summer to finish). They have technology-savvy teachers. The Drumline
performs at the Rockets games and the Karate class competes in Vegas.
4. In addition to the district marketing and recruitment efforts, the principal reaches out to the community and the parents by hosting a monthly
"Coffee with the Principal” and each month is a different topic.
5. The teachers participate in a great deal of training but there is little or no specific Magnettraining.
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6. In addition to the district assessments the teachers design their own. Progress is monitored and teachers use data to plan in their PLCs.
B. COMMENDATIONS
1. There is evidence of 21st century technology and web 2.0. Teachers are using Smartboards, tinyrul, and itouches. The school is participating
in a pilot, New Century Energy Game. The teacher said that he liked it because unlike games, the student has to use accumulated skills.
2. Students are engaged and teachers are dynamic. The Teach for America instructors are especially engaging.
3. The principal wants to contact engineers in the area. This will not only strengthen the program but help with marketing and recruitment. She
also wants access to students who in words "are a match academically."
4. The school has a strong principal with a good vision.
C. RECOMMENDATIONS
1. Monitor school enrollment and improve diversity in student enrollment to reduce minority group isolation. An expansion of the current
theme to include Engineering and Technology will bring the program in line with the top Magnetthemes. Increasing the pool of non-zoned
should assist in improving the school's diversity. School exceeds capacity.
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School: T.H. Rogers Middle School District Area: 7 Grade Levels: K-8
Proposed Theme(s): Non-Magnet Proposed Type of Program: Dedicated DWVP
1. The school originally opened as a middle school in 1962. Twenty years later the program became an HISD Gifted and Talented magnet
school serving K-8 students.
2. All teachers have Gifted and Talented training, updated hours of training, and advanced education.
3. Teachers instruct students at a conceptual level, and use their PLC time to plan appropriate lessons and activities for students.
B. COMMENDATIONS

1. The school has an extensive list of community partnerships.
2. Staff is provided with professional development throughout the year. For example, they receive 6 hours of Gifted and Talented professional
development annually and training in Scholars and Knowledge through HISD.
3. Student test achievement is remarkably high and well recognized throughout the district and state.
C. RECOMMENDATIONS
1. Remove Magnet designation and Magnet funding. Vanguard SW is not considered a magnet program by definition.

School: The Rice School (middle school) District Area: 5 Grade Levels: K-8
Current Theme(s): Technology Current Type of Program: SUS
Building Capacity: 1,056 Seat Availability: No
1. A very unique program of Spanish and Technology exisist at the school.
2. The Magnet program begins in kindergarten and prepares students for proficiency by grade 8.
3. Professional development rolls out to the classroom teachers in the area of PYP, Spanish, and Literacy Learning Centers taught by specialists
in those areas.
B. COMMENDATIONS
1. There are extensive partnerships developed at the school, such as Rice University and Viva Technology.

2. Highly effective teachers help make up the school staff.
C. RECOMMENDATIONS
1. Improve diversity in student enrollment. The school is 97% minority and under enrolled. Through aggressive marketing and recruitment,
increasing the pool of non-minority students should assist in reducing MGI by 2% each year.

School: Welch Middle School District Area: 9 Grade Levels: 6-8

Proposed Theme(s): Health and Physical Fitness Proposed Type of Program: SWP
1. TAKS and district benchmark assessments are used to monitor individual student progress but not overall program progress.
2. The program has numerous awards and recognitions in lifesports, dance, and gymnatics.
3. Cross curricular alignment is ensured through subject area meetings and weekly PLCs. Whole school goals are supported by the magnet
program in the form of written journals, vocabulary, and utilization of middle school math skills in the study of athletic and dance movement.
4. Students spoke of confidence and performing before audiences as a principal feature of the program.
5. There is a strong afterschool tutorial program available and utilized if program students fall behind.
6. The school has corporate partnerships with Chase, Wells Fargo, and Walmart, as well as associations with local dance companies and a local

world class gymnastics training center.
7. Entrance criteria includes an audition component for students that may not make the minimum cutoff in the application of the matrix.
B. COMMENDATIONS
1. There is a high level of student engagement throughout the school.
2. There is a high level of teacher enthusiasm and high expectations for precision and execution of dance, gymnsatics, and lifetime sports
curriclum strands.
3. The school has used the magnet theme to engage students that may have been lost in traditional schools and improve student achievement in
Magnet classes and in the academic core.
C. RECOMMENDATIONS
1. Significantly revise the Magnet program to a Health and Physical Fitness program.
2. Improve diversity in school enrollment. With low enrollment and high minority group isolation of 99%/1% respectively, developing a new
initiative and aggressive recruiting should create interest and improve diversity. Goal is 2% (-/+) each year.

School: Stephen F. Austin High School District Area: 8 Grade Levels: 9-12
Current Theme(s): Teaching Professions Current Type of Program: SWAS
Building Capacity: 2,156 Seat Availability: Yes
Current Magnet Budget Allocation: $75,222.00 Per Pupil Magnet Expenditure: $458.67
Academic Achievement Designation: Recognized Met AYP: ???
Proposed Theme(s): Non-Magnet Proposed Type of Program: Neighborhood/CTE
A. SUMMARY of FINDINGS:
1. Austin High School is a large comprehensive high school which has offered a Teaching Professions Magnet program (SWAS) since 1982.
2. The program is specifically geared to the college-bound student who is interested in a teaching career. Students prepare through classroom
instruction (e.g., Principles of Education), simulated teaching experience, professional seminars, off-site application of skills, and visits to
higher education institutions.
3. During the site visit walk-through, the consultant saw little evidence of “teacher preparation’ in the high school course offerings.
4. The consultant further noted al lack of “focus” on the Teaching Profession as a whole throughout the school.

B. COMMENDATIONS
1. The Magnet Coordinator’s work in developing relationships with several colleges and universities for program articulation and improvement.
2. Off-site “student teaching” with selected five-year old ELL students at a neighboring elementary school in reading and writing English to
support students’ learning and classroom applications of teaching methods in English as a second language instruction.
3. The commitment of staff to support and maintain the program as well as high student interest.
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to low interest (only 8% of students enrolled select the Magnet program) to
meet criteria. This does not meet Magnet program requirements due to low student interest.

School: Barbara Jordan High School for Careers District Area: 2 Grade Levels: 9-12
Current Theme(s): Careers Current Type of Program: SUS
Current Enrollment on 10.29.10: 1,109 Magnet Enrollment: 1,109
1. The program provides students an opportunity to acquire skills and certifications in a variety of Career Technical Education areas while
earning a high school diploma and for some Dual Enrollment for college credit.
2. The new principal's vision is clear in the banners of Excellence hanging in the halls.
3. Teachers have an indvidual professional development plan that identifies their strengths and weaknesses. Weaknesses are then addressed by
the principal's support with staff developnment and the teacher is sent to a conference or workshops offered.
B. COMMENDATIONS

1. Every Career Ed Teacher (CTE) developed business partners who offered outstanding opportunities for the students that could catapult their
success in the fields of choice. For example, engineering drafting is partnered with NASA and the students are designing an actual
instrument to hold multiple cameras for the next space shuttle.
2. The Coherent Series of Courses makes the school's expectations clear and transparent which supports student success.
3. The program is an exemplary model for Careers for students and demonstrates best practices in education with rigor, relevance, and
relationship building with students, parents, and the community (business).
4. The principal, Magnet coordinator, and teaching staff are energetic and student focused.
5. The business partners and sponsors create a pipeline for practical application of knowledge and skills learned to help students make
connections from school to work in a relevant and meaningful way.
C. RECOMMENDATIONS
1. Promote CTE and individual programs. As a CTE School with popular offerings, recruitment needs to be aggressive for increased enrollment
to be achieved.
2. Improve diversity in student enrollment. Diversity should reflect the district-wide average at a minimum.
3. Increase program enrollment and community partnerships. Develop stronger partnerships and business/industry involvement.
4. Commission a study to review the CTE program.

School: Bellaire High School District Area: 5 Grade Levels: 9-12

Current Theme(s): World Languages Current Type of Program: SWAS
B. COMMENDATIONS
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to building capacity to meet criteria. This does not meet Magnet program
requirements due to building capacity.


School: Carnegie Vanguard High School District Area: 9 Grade Levels: 9-12
Adjusted Permanent Capacity: Need new floor plans – new Seat Availability:
schools at new sites
Proposed Theme(s): Non-Magnet Proposed Type of Program: Dedicated Vanguard
1. Students have directed and prepared a video for production and they hope it can be posted on the website to help with marketing and
recruitment. They are hoping that the new location will help their applicant pool as well.
2. The program has received numerous awards and recognitions, such as Texas Monthly’s Top 50 Schools, a Blue Ribbon school, and listed in
both Newsweek and US News.
3. Staff development includes Gifted and Talented, Renzulli, differentiation, book study for Mindset, and Twice Exceptional Students.
4. Assessment includes data discussions with teachers and looking at AP data. The school noted that since 2002, there has been an increase in
participating and in passing rates. Most classes range from 55% to 64% and even 100%.

B. COMMENDATIONS
1. The leadership team works well together and seems to have a great deal of respect for each other. Their commitment to the program is
obvious.
2. The environment is one of total student engagement and commitment to learning.
C. RECOMMENDATIONS

School: Chavez High School District Area: 3 Grade Levels: 9-12

Current Theme(s): Environmental Science Current Type of Program: SWAS
Proposed Theme(s): Non-Magnet Proposed Type of Program: Neighborhood School w/ CTE
1. The school has active band boosters and involved Magnet parents.
2. Staff development includes DuFour training in the PLCs. The teachers use data to determine what to teach and/or reteach based on figuring
out what the students need to know. Assessment and measurement of progress includes the monitoring of the PLCs and data analysis.
B. COMMENDATIONS
1. The consultant noted that the principal is confident and has a great deal of common sense. He also had a good sense of the Magnet program
as it relates to the district initiatives.

2. The principal has found the money necessary to outfit the school with technology and the means to create classrooms when necessary.
C. RECOMMENDATIONS
requirements due to building capacity.

School: Contemporary Learning Center High School District Area: 4 Grade Levels: 9-12
Current Theme(s): Alternative Current Type of Program: SUS
Current Magnet Budget Allocation: $0 Per Pupil Magnet Expenditure: $0
School Diversity: Minority: Non-Minority:
Proposed Theme(s): Non-Magnet Proposed Type of Program: Repurpose
B. COMMENDATIONS
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to low enrollment at the school. Does not meet Magnet program
requirements due to theme and unique curriculum theme.


School: Davis High School District Area: 1 Grade Levels: 9-12

Current Theme(s): Hotel Restaurant Management Current Type of Program: SWAS
Academic Achievement Designation: Academically Unacceptable Met AYP: Yes
1. Culinary certifications and OSHA certifications are available through the program.
2. Project Graduation, a grant program from El Paso Energy Co., provides tuition scholarships for students. Tuition doubles for students who
can enter the University of Houston hotel/restaurant program.
3. Students appeared highly motivated to learn and engaged in their learning in the culinary classroom that was visited by the consultant during
the walk-through.
4. The content area team uses a PLC approach to establishing benchmarks to measure student progress. Programs are benchmarked by
performance in external competitions.
5. The Magnet program does not have formal diverstity goals, although diversity is sought in recruitment practices.

B. COMMENDATIONS
1. The ability of the school to draw from across the city, due to a combination of the marketability of the theme and subspecialties and the
efforts to recruit students appropriate for the program, is commendable.
2. There is a strong level of applied, project based work expected of students.
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to limited building capacity and low interest (only 12% of students enrolled
select the Magnet program) to meet criteria. This does not meet Magnet program requirements due to building capacity and low student
interest.

School: Furr High School District Area: 8 Grade Levels: 9-12

Current Theme(s): Technology/Fine Arts Current Type of Program: SWAS
1. The leadership team receives nine hours of annual training by the district called Monitoring Academic Rigor. The Magnet coordinator
provides understanding rigor in the curriculum.
2. Speakers were brought in to speak with students about college and future careers.
B. COMMENDATIONS
1. Relationships were built with parents, which helped to decrease turnover in student population.
2. UIL academics were implemented into the program.

C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding. Does not meet Magnet program requirements due to building capacity and low
student interest (only 10% of students select the Magnet program) to meet criteria.

School: High School for Law Enforcement and Criminal Justice District Area: 8 Grade Levels: 9-12
Current Theme(s): Law/Criminal Justice Current Type of Program: SUS
1. There is an authentic court room available to students on campus.
2. The dedicated leadership holds a clear vision for the Magnet program.
3. Students must complete the CATE course of study in their chosen strand. Some of the core teachers will occasionally integrate a lesson or
unit with CATE (Magnet theme) teachers.
4. District standards are in place in regard to the Magnet matrix. The school also does an essay and test as part of their application.

B. COMMENDATIONS
1. The school offers a very unique theme with engaging activities.

2. District standard are in place in regard to Magnet matrix. HS Law also does an essay and test as part of their application.
3. The school is doing some great things in educating students to have immediate marketable skills for the work force.
C. RECOMMENDATIONS
1. Continue to increase rigor through AP offerings.
2. Continue to rebuild partnership with HPD and Sheriff's Department.

School: High School for Performing and Visual Arts District Area: 4 Grade Levels: 9-12
Current Theme(s): Performing/Visual Arts Current Type of Program: SUS
1. The arts theme is integrated in core academic classes whose cluassrooms are located among the art spaces.
2. The teachers and students are very engaged in all subjects.
3. Technology was being utlized throughout the school core and arts classes. Materials and equipment to support the Magnet program appeared
to be sufficient to accomidate program needs.
4. This highly successful program is unable to grow to meet the demand for enrollment or at least some of the demand in the current building.
This former grade 10-12 school moved into a new space in 1981 and added grade 9, and since then space has been an issue.

B. COMMENDATIONS
1. Students handle the freedomof the use of the whole school and ground in a very mature manner.
2. There is a strong feel for the arts you walk through the school.
3. It is apparent that the teachers really care about student success.
C. RECOMMENDATIONS

School: Kashmere High School District Area: 2 Grade Levels: 9-12

Current Theme(s): Music/Fine Arts Current Type of Program: SWAS
Academic Achievement Designation: Academically Acceptable Met AYP: No
Proposed Theme(s): Non-Magnet (Apollo) Proposed Type of Program: SWP
B. COMMENDATIONS
C. RECOMMENDATIONS
in the content areas through the Apollo support program, students are more likely to be focused and perform at a higher level.

School: Lamar High School District Area: 7 Grade Levels: 9-12

Current Theme(s): Business Administration Current Type of Program: SWAS
1. Curriculum documents and lesson plans for each course are registered on an electronic system.
2. There is an empahsis on student demonstration of learning in a practical fashion.
3. Horizontal and vertical alignment is ensured through subject area meetings and weekly PLCs.
4. The Magnet theme was not particularly noticiable upon entering the school or in the hallways leading to areas where Magnet classes are
conducted.
5. The Magnet program benchmarks itself by several high standards assessments. The Magnet program students exceed the rest of the school
and are in the top 3 against all other city Magnet schools in TAKS scores across disciplines and grades.

B. COMMENDATIONS
1. Rather than focusing exclusively on theory and applied technical skills within the business courses, there is an exceptionally high level of
focus on entrepreneurship to accompany the theory and practice.
2. There are numerous businesses, concentrated in the oil industry, that partner with the school to provide settings for practical experience.
C. RECOMMENDATIONS
requirements due to limited building capacity.

School: Lee High School District Area: 7 Grade Levels: 9-12

Current Theme(s): Modern Humanities Current Type of Program: SWAS
B. COMMENDATIONS
C. RECOMMENDATIONS


School: Madison High School District Area: 9 Grade Levels: 9-12

Current Theme(s): Meteorology/Space Science Current Type of Program: SWAS
Academic Achievement Designation: Exemplary Met AYP: No
Proposed Theme(s): Non-Magnet Proposed Type of Program: Neighborhood School w/CTE
1. Student work is evident in classroms and posting areas outside of classrooms.
2. The weather station and broadcast studio provides excellent hands-on applications of learning.
3. Cross curricular alignment/integration is ensured through weekly deparment head/Magnet coordinator meetings.
4. The program has effective strategic partnerships with a local TV station's meterology team and NASA for both incoming expertise and field
settings for student to apply their learning. Other academic institutions such as the University of Texas, High School Aerospace Science
program, and Houston Community College have formal roles in supporting the Magnet program.

B. COMMENDATIONS
1. There is a unique offering of specialty curriculum in highly specialized fields of space and meteorology.
2. There is a commitment to implementation of professional development through weekly leadership meetings, teacher PLCs, and walk
throughs. Deparment teams, deparment heads, and PLCs are an integral part of the teacher-leader culture of the Magnet program.
3. Principal support of the program is strong, both in terms of academic supervision and resources for student learning.
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding. Does not meet Magnet program requirements due to limited building capacity,
low enrollment in Magnet program (less than 4%), and diversity to meet criteria.

School: Michael E. DeBakey High School for Health Professionals District Area: 4 Grade Levels: 9-12
Current Theme(s): Health Professions Current Type of Program: SUS
1. Based on student interviews during the site visit, the consultant found that the students want more electives such as the already offered
theatre so that have more outlets for stress. They said that their school is unique because at their school there are no social or economic
barriers. They talked about the fact that they work hard together and push each other up.
2. The Magnet coordinator wants to implement a Saturday school for 6th and 7th graders in order to build the applicant pool. Working with
science and math teachers in the middle Magnets to find students who may need some assistance to become qualified applicants was
discussed during the site visit interview.
B. COMMENDATIONS

1. The staff does a great job with the limitations of their budget and their facility.
2. The students are engaged and serious students. They are happy to be in an environment with students of similar interests.
3. Teachers are actively teaching and students are actively learning. It is a great learning atmosphere. The consultant felt like she was in a
medical center not a high school.
C. RECOMMENDATIONS
2. Assess professional development needs to ensure training is theme-based. See comment in Col. M on the Magnet program data and
demographics chart.

School: Milby High School District Area: 3 Grade Levels: 9-12

Current Theme(s): Science Institute Current Type of Program: SWAS
1. With the exception of one student, the students were non-zone students. All attend Milby for the high quality education they receive and the
sense of belonging to a group of high achievers.
2. The Science Institute is one of five other academic and thematic academies. Besides a difference in theme, there is no evidence of significant
differences between the Magnet and non-Magnet programs.
B. COMMENDATIONS
1. The generational ownership and pride in former students wanting to teach at the school and parents wanting to send their children to the
school for a high quality education is impressive. 28 teachers at Milby were former students, in addition to parents of students.

2. The program is rigorous and of a high quality incorporating a number of AP classes and extra curricular activities.
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding. Does not meet Magnet program requirements due to low enrollment (slightly
less than 12%) and diversity of 99% minority. Since space is available, the district may want to consider a new theme to attract a diverse
student population.

School: Reagan High School District Area: 1 Grade Levels: 9-12

Current Theme(s): Technology Current Type of Program: SWAS
1. Abundant, state of the art technology is evident to support the Magnet program.
3. Students appear highly motivated to learn and engaged in their learning.
4. Some teachers appeared to have very teacher-directed styles, while others much more student centered, student led.
5. Parnterships are abundant. Multiple orgnaizations in business and industry directly related to the theme and specialty areas within the
umbrella technology theme are active partners.

B. COMMENDATIONS
1. There is a strong level of applied, project based work expected of students.
2. The consultant commended the school for acting on student suggestions and strategically adding courses based on the purpose of the program
and their alignment with other program offerings.
3. The school is aligning program assessments with the certifying authority over the specialty areas in computer maintenance, computer
programming, and video editing.
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to limited building capacity to meet criteria. However, this program is of
high interest to over 29% of students; therefore, the district may consider limiting the number of Principal Agreement transfers in order to
open up spaces for Magnet students and thus address building capacity. This does not meet Magnet program requirements.

School: Scarborough High School District Area: 7 Grade Levels: 9-12

Current Theme(s): Architecture/Graphic Design Current Type of Program: SWAS
1. Bench-mark implementation is aligned to SMART goals. Some assessments are on a bi-weekly basis and some are on a quarter basis.
2. There are no specialty electives for Vanguard students.
B. COMMENDATIONS
1. Academics within the school are rigorous.
2. Teacher qualifications are a strength of the school.

C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding. Does not meet Magnet program requirements due to low enrollment/low
interest.

School: Sharpstown High School – International Studies District Area: 6 Grade Levels: 9-12
Current Theme(s): Leadership Academy Current Type of Program: SWAS
1. There is little ethnic and economic diversity.
2. The students spoke of how the program has ensured that they stay focused on all curriculum areas and that they get better grades in high
school than they had in middle school, thanks, in part, to their leadership development in the Magnet program.
3. The program is benchmarked by performance in model UN competition and leadership demonstrated in community service projects.
4. Student growth has been found in student grades between middle and high school.
B. COMMENDATIONS

1. Magnet students' demonstrated leadership in extra- and co-curricular activities such as clubs, sports, and student government is impressive.
2. The Magnet program's ability to create community conscious graduates is commendable. A strong focus of the program is attending to
community needs and taking part in community service.
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to the Apollo program. By developing a school-wide accelerated program in
the content areas, and with the Apollo support program, students are more likely to be focused and perform at a higher level.

School: Sterling High School District Area: 4 Grade Levels: 9-12

Current Theme(s): Aviation Sciences Current Type of Program: SWAS
1. Sterling High School is in need of complete refurbishment of its facility.
2. Magnet parents are involved and there is lots of communication.
3. The program works to ensure that students learn the responsibilities that go with the training for a pilot’s license.
4. The program calls for speakers to visit the classroom. School has pilots, machinist, schools, and other people that have a connection with
aviation visit the school and speak to the students.

B. COMMENDATIONS
1. New administrators are eager and excited about changing the culture of the school.
2. The school is looking at the community and business partners to increase the interaction with the program and to provide Co-op classes that
will allow students to get real time experience.
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding due to low student interest/enrollment. This does not meet Magnet program
requirements due to lack of student interest. May consider creating a future Magnet program.

School: Waltrip High School District Area: 1 Grade Levels: 9-12

Current Theme(s): Research/Technology Current Type of Program: SWAS
1. This program is the only Magnet that offers Research with the Technology. It is a solid two strand plan and the curriculum is focused.
2. The program offers integrated learning.
3. It allows Magnet students the opportunities to explore other interests in addition to the Magnet focus.
B. COMMENDATIONS
1. There are clear elective strands for this Magnet theme. Grades are monitored and intervention is offered when needed.

2. There is great emphasis on the college going culture.
C. RECOMMENDATIONS
1. Improve diversity, student enrollment, and student achievement. Diversity should reflect the district-wide average at a minimum. There are
concerns about building capacity. The theme and location of the school draws non-zoned students.
2. Since this school draws a large number of non-zoned students, and the school is CTE focused further review is warranted. This school should
be part of the CTE review study.

School: Washington High School District Area: 2 Grade Levels: 9-12

Current Theme(s): Engineering Current Type of Program: SWAS
Proposed Theme(s): Technology and Engineering Proposed Type of Program: SWP
1. The program offers a challenging curriculum for students.
2. Professional development is extensive but not specific to the Magnet theme at this time. The program is looking at PLTW to enhance
Engineering.
B. COMMENDATIONS
1. Student engagement throughout the program is impressive. For example, students from all backgrounds were set on solving engineering
problems in order to get the right answer and be the best.

2. The teaching staff is the fuel for this amazing machine. There are university professors who teach dual credit courses and make the entry into
college a forgone conclusion.
C. RECOMMENDATIONS
1. Significantly revise Magnet to a school-wide technology and engineering school. This new initiative should attract new students to the school
and improve diversity in student enrollment. Diversity should reflect the district-wide average at a minimum.

School: Westbury High School District Area: 9 Grade Levels: 9-12

Current Theme(s): Fine Arts Coalition (FACES) Current Type of Program: SWAS
B. COMMENDATIONS
C. RECOMMENDATIONS

1. Remove Magnet designation and associated Magnet funding due to building capacity to meet criteria. However, if current T-buildings are
operational, a revised Magnet program could be implemented. This does not meet Magnet program requirements. If current T-buildings are
operational, survey the community to determine if there is interest and need for a Magnet program.

School: Westside High School District Area: 6 Grade Levels: 9-12

1. This is an exceptionally versatile program, appealing to many different interests within technology. The five major learning areas are:
Business, Media, Computing and engineering, Health Science technology, and fine arts. Each has multiple strands for subspecialties
2. The program has strong partnerships with myriad organizations across the five learning areas. Examples include IPAA (petroleum industry
association), Jr Achievement, the Houston Chronicle, Baylor medical school, and "Genesys Works" for internships and summer trainings.
3. With a very large school, PD is provided mostly through in house support and with other schools. Federal money helps support external
trainings when necessary.
B. COMMENDATIONS

1. The range of professional certifications that can be earned by students in all components of the Magnet program is commendable.
2. The applied technical skills learned within each program component enable students to excel immediately in careers or higher education.
3. The Magnet program benchmarks itself by performance on TAKS, benchmark assessments, and specialized assessments in the specialty
areas.
C. RECOMMENDATIONS
requirements due to limited building capacity.

School: Wheatley High School District Area: 2 Grade Levels: 9-12

1. The school has an excellent "college going culture" present throughout the school.
2. Students are engaged with hands on activities in the Magnet technology classes.
B. COMMENDATIONS
1. There is a consistent message that all students can achieve a post-secondary experience.
2. The program was successful in changing the culture of the school and moving from a "drop out factory" to a college going culture.

3. Great athletic and extra-curricular programs are in place which are attractive to students.
C. RECOMMENDATIONS
1. Remove Magnet designation and associated Magnet funding. This does not meet Magnet program requirements.

School: Worthing High School District Area: 9 Grade Levels: 9-12

Proposed Theme(s): Medical Sciences Proposed Type of Program: No Change
1. There is no one clear mission statement for the Magnet theme.
2. There is only one theme-related partnership. The other two partnerships listed in the binder are for the whole school.
B. COMMENDATIONS

C. RECOMMENDATIONS
1. Significantly revise Magnet program to a Medical Sciences Magnet program. This new initiative should attract new students to the school
and improve diversity in student enrollment.

School: Yates High School District Area: 4 Grade Levels: 9-12

Current Theme(s): Communications Current Type of Program: SWAS
Proposed Theme(s): Communications/Journalism Proposed Type of Program: No Change
1. Assessment includes teacher assessments and bi-monthly meetings.
2. Staff development includes Software Development courses, PLCs, and CTE certification.
B. COMMENDATIONS
1. The team works well together and seems to have a great deal of respect for each other. Their commitment to the program is obvious.

C. RECOMMENDATIONS
1. Significantly revise Magnet program to include journalism and writing.
2. Partner with Deady Middle School as a feeder. Without revisions and articulation with Deady Middle School, remove Magnet designation
and Magnet funding. Diversity should reflect the district-wide average at a minimum.

HISD MSA Magnet Review Individual School Summaries

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School: Woodrow Wilson Montessori District Area: 4 Grade Levels: PK-8

2. More technology is necessary to embrace Montessori standards as well as HISD.

3. Professional Development (specific to Montessori) is optimal.

2. Students are actively engaged in their learning.

2. Retain Vanguard status and transportation.

1. Retain current program.

2. Do not add additional instructional themes.

School: Whidby Elementary School District Area: 4 Grade Levels: PK-5

1. The Magnet theme was indicated: "Primary to Pre-Med”.

1. MSAP funded. See MSAP diversity goal.

1. The teachers effectively use technology in the classroom.

2. The program utilizes research-based and evidence-based instructional programs.

School: Wesley Elementary School District Area: 2 Grade Levels: K-5

1. The science teachers were incredible, noted during the walk-through.

School: Wainwright Elementary School District Area: 7 Grade Levels: K-5

1. The principal has extensive experience as an educational leader.

3. Students were mostly taught in whole class settings.

4. Evidence of marketing and recruitment materials is not evident.

5. Teachers are involved in the professional development budget process.

3. Student work was displayed in the classrooms and hallways.

1. The demographics of the school are upside down to the district.

2. The school has an amazing teaching staff.

3. There are many letters of support for the school.

2. Retain the IB/PYP program as a neighborhood choice.

School: Travis Elementary School District Area: 1 Grade Levels: K-5

1. The school is provided significant financial support from PCO.

4. Not all classes throughout the school are diverse.

2. Retain Vanguard status and transportation.

1. A very unique program of Spanish and Technology exisist at the school.

2. Highly effective teachers help make up the school staff.

2. Improve diversity in student enrollment.

1. The school has an extensive list of community partnerships.

2. Retain Vanguard status and transportation.

School: Sinclair Elementary School District Area: 7 Grade Levels: K-5

School: Scroggins Elementary School District Area: 8 Grade Levels: K-5

2. Recuitment is continually reassessed to increase diversity.

2. The longevity of staff shows their commitment.

3. The school is seeking ways to improve the racial makeup of programs.

School: Rusk Elementary School District Area: 8 Grade Levels: K-8

School: Ross Elementary School District Area: 2 Grade Levels: K-5

2. Student work was displayed in the program’s classrooms.

2. Increase the non-zoned student population.

School: Roosevelt Elementary School District Area: 1 Grade Levels: K-5

5. The gifted curriculum and instruction is evident in the classrooms.

2. Retain Vanguard status and transportation.

School: Roberts Elementary School District Area: 5 Grade Levels: PK-5

1. There is strong building leadership in the school.

3. There is no process in place to promote diverse student enrollment.

4. Student progress is measured through evaluations built into each IB unit.

1. IB training, instruction, and frameworks are utilized throughout the school.

2. Retain Vanguard status and transportation.

School: Red Elementary School District Area: 4 Grade Levels: K-5

2. The development of Magnet standards in math, science, and technology is recommended.

School: Pugh Elementary School District Area: 8 Grade Levels: K-5

1. The school is 96% Hispanic, 3% African American, and 1% White.

1. This school has proven high achievement in a low income community.

2. Monitor building capacity.

School: Poe Elementary School District Area: 5 Grade Levels: K-5

2. There are many community partnerships.

2. There is strong professional development in academics.

School: Pleasantville Elementary School District Area: 2 Grade Levels: K-5

2. Retain Vanguard status and transportation.