tudents at Annenberg-fundedschools in the greater Houston

area continue to make great strides instudent achievement, according to thelast of three evaluation reportsrecently released by an independentteam of researchers led by theUniversity of Texas.

In addition, most Annenbergschools score consistently higher onstandard achievement tests than theirnon-Annenberg counterparts, andBeacon schools have almostcompletely closed the learning gapsbetween white students and theirethnic peers. These schools also have made significant gains in closingthe learning gap for students considered economically disadvantaged.

“With demographers predicting that Hispanics will be the majorityof the Texas population by 2004, our work in closing the learning gapsfor students of all ethnicities is especially important,” said HarryReasoner, chairman of the board for The Houston A+ Challenge(formerly The Houston Annenberg Challenge). “Our ability to closethis same gap for economically disadvantaged students is equallyimportant. As our local and national economies move increasinglyaway from the goods-producing sector and toward the service-producing sector, it is absolutely critical to provide these young peoplewith the skills they will need to be successful for their entire lives.”

The evaluation report, which was produced by a team of researchersfrom the University of Texas at Austin, University of Houston and RiceUniversity, was the third and final report on the first phase of TheHouston A+ Challenge’s school reform efforts. Researchers conductedextensive interviews and surveys with administrators, principals,teachers, students, parents and community members. They examinedtest scores and data from both Annenberg-funded schools and theirnon-Annenberg counterparts. Also included in the research effortswere focus groups and site visits.

Among the report’s findings are:

� A comparison of 2002Stanford 9 test scores, which many educators believe to be amore accurate barometer ofstudent achievement than TAAS,showed that funded schoolsoutperformed non-funded schools.These scores also showed thatAnnenberg-funded schools areperforming near or above thenational test average.

� Beacon schools, whichreceived five years of funding fromThe Houston A+ Challenge, led

other funded and non-funded schools in reading and mathematicsachievement on TAAS.

� In 2002, elementary students at Beacon schools achieved masteryin reading scores on the state-mandated TAAS. Students at theseschools also are closing in on the mastery level for mathematics.Mastery is defined as scoring 85 or better on TAAS. Passing is definedas scoring 70 on TAAS.

� In 2002, elementary students in Lamplighter schools, whichreceived four years of funding from The Houston A+ Challenge, alsoachieved mastery of TAAS reading objectives. They, too, are nearmastery levels in mathematics.

� Middle school students at Beacon and Lamplighter schoolscontinue to improve test scores, with many of them achieving masteryof both reading and mathematics objectives. They, too, are nearmastery levels in mathematics.

� High school students at Beacon and Lamplighter schools continuedto outperform non-funded schools in reading and also continued toimprove scores in mathematics.

WorksSCHOOL

SPRING/SUMMER 2003 V O L U M E 1 2

Established in January 1997 with funding from the Annenberg Foundation and local matching contributions, The Houston A+ Challenge is anindependent, public-private partnership that develops and funds school programs, professional development and leadership institutes to promotehigher academic achievement by all students.

A P U B L I C A T I O N O F T H E H O U S T O N A + C H A L L E N G E

ANNENBERG-FUNDED SCHOOLS NARROW ACHIEVEMENT GAP

Teacher Carlos Villagrana uses chess to strengthen mathematics concepts with a group ofKennedy Elementary students in Alief ISD.

Closing the Gap . . . continued on page 5

S

ooking at public education across the country today, we see there is movement for change going onat every grade level. There is a call for universal preschool, for elementary reading and math

initiatives, for bilingual education, for middle school reform, for high school redesign and for reworkinguniversity level teacher preparation programs.

There are calls for increased accountability and how to assess that accountability; for increasedparental involvement; for time during the school day for teacher professional development; forintegrating the fine arts into the content areas; for increasing teacher quality.

What all these movements have in common is that at their base, they are all calls for improved studentachievement – from teaching the youngest toddler how to speak to teaching college students how to become teachersthemselves. Inherent in this national cry for improved student achievement is the recognition that our world has changedfrom the days when most of us earned our living in a factory or with our hands to today when most of us earn our livingwith our minds. And we don’t see all our public schools keeping pace with this change.

What skills do schools need to teach? To find out, three years ago The Houston A+ Challenge and Houston ISDconvened a task force of business leaders, community members, educators and parents. Here is what they told us: Today’sknowledge-based economy requires workers who know how to continue learning, who can problem solve, who can workon a team and communicate effectively. They need to be knowledgeable of worldwide issues, cooperative team members,efficient technology users and responsible citizens.

But most of all, they need to be literate. According to the Texas Adult Literacy Survey, more than 50 percent of adult Texans are functionally illiterate or unable to use printed and written information to function in society. In 1998, aNational Institute for Literacy study found that 31 percent of Houston adults function at the lowest literacy level, a ratealmost 10 percent higher than the national average.

That is why Houston Schools for a New Society, the high school redesign initiative developed by Houston ISD andHouston A+ Challenge, is turning its attention to literacy. A task force of educators, business people and communityleaders is designing a plan to focus additional attention and resources on literacy from the ground up. The plan useslessons learned through the K-5 Mathematics Initiative, another partnership between Houston ISD and Houston A+ alongwith the ExxonMobil Foundation. Where the mathematics initiative uses math specialists as the key to spreadingprofessional development lessons that improve student achievement, the high school initiative will use literacy coaches.

We will be working on the plan this summer with the high schools as Houston Schools for a New Society rounds outits second year of implementation. I look forward to reporting to you in the fall on our progress.

Linda Clarke

2

From the DirectorL

his spring, The Houston A+ Challenge has received new grants totaling more than $173,500. Included are $40,000 from The Rockwell Foundation and $25,000 from MetLife. Other grants include $2,500 from the Friedman Foundation and $1,000

from the Wal-Mart Foundation. Most recently, The Houston A+ Challenge received $105,000 from The Cullen Foundation.The grant from The Cullen Foundation will be used to provide literacy training for 24 secondary literacy coaches and 100 teachers

at the Neuhaus Education Center. The secondary literacy coaches and teachers will represent each of the Houston ISD high schoolsinvolved in Houston Schools for a New Society. In addition to an intensive summer training session at Neuhaus, the group willreceive additional training throughout the year, including weekly professional development trainings and six additional sessions with Neuhaus.

The Rockwell Foundation grant will help provide Critical Friends Group professional development to educators participating inhigh school reform efforts through Houston Schools for a New Society. Critical Friends grew out of research at the AnnenbergInstitute of School Reform, which showed that the best way for teachers and principals to learn is to work together collaboratively.Critical Friends emphasizes making one’s practice public, continuously assessing teaching in relation to student learning androutinely adapting teaching practices through looking at student work (see related article on page 3).

Houston A+ Challenge Receives New Grants

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New Grants . . . continued on page 6

uest High School teacher DebbieMcIntyre began her career in a slightly

unconventional manner as a parent volunteermore than 20 years ago. As a volunteer, sheorganized mentoring and tutoring programs forschools in Humble ISD. After serving onvarious district committees and on a site-basedmanagement team, McIntyre eventually becamea substitute teacher. One thing led to anotherand soon she had completed herthird degree—this one ineducation from the University of Houston—and was teachingfull-time.

“I have an intense passion forboth children and teaching,” saysMcIntyre, who has been at QuestHigh School since it opened in1995 as the district’s model for asmall school campus.

In her current position,McIntyre co-facilitates junior andsenior integrated curriculum.These exploratories, as they arecalled, are interdisciplinary studiesof English, social studies, fine artsand technology. Junior curriculumis centered in American history up to theVietnam era. Seniors focus on global issues,including a one-semester study of the UnitedStates’ role in international issues and a one-semester seminar that culminates in a publicexhibition. In this second semester, studentsresearch a modern day issue, develop andimplement a social action plan that addressesthe issue, and present their work to parents,faculty, students and community members.

“I specialize in English and have workedwith the senior exhibition students for fiveyears,” says McIntyre, who is in her secondyear of working with juniors as well. “I alsoserve as a family facilitator, which means Ifollow a group of students for their entire fouryears of high school. I meet with them on adaily basis not only for academic advisementbut also for team building, character educationand FUN!”

Keeping up with the changing needs of herstudents demands rigorous attention to detailand continuing professional development.McIntyre first became involved with The

Houston A+ Challenge when Quest was namedan Annenberg Beacon School. She hadprevious experience with school reform effortsand the Critical Friends Group (CFG) protocolthrough her work with the National SchoolReform Faculty. She became a CFG coach in1997, training under nationally knowneducators Daniel Baron, Christelle Estrada andPete Bermudez.

At the heart of Critical Friends is the ideathat teachers need time and structure built intotheir schedules to promote professional growththat is directly linked to student learning.Each Critical Friends Group has at least onecoach, who guides the group members as theydevelop collaboration skills, reflect on theirpractices and examine student work.

“I became convinced that CFG practices andphilosophies provide essential support forprofessional learning communities,” saysMcIntyre. “The benefits of CFG include apositive, caring and progressive communityalong with the ability to sustain reform efforts.The obvious benefits of CFG work areimproved teacher practice and increasedstudent performance.”

McIntyre has gone one step further with herCFG training and uses it on a daily basis,primarily on curriculum design work. “Manytimes individuals and organizations strugglewith not knowing the right question to drivetheir work other than ‘How can we make thisbetter?’” says McIntyre. “We use (University of

Wisconsin-Madison educator) Fred Newmann’sstandards and rubrics for instructions, tasksand assessments with CFG protocols providingthe structure for examining our work.

“CFG affords me the ability to accessmultiple perspectives to incorporate thewisdom and best practices of many educatorsinto my own practices. I believe that I seemore authentic achievement in my students

because CFG has allowed me torefine and focus my thinkingabout instruction, assessment andexpectations. I believe thatstudent learning is enhancedbecause their work is meaningful,expects much of them and isconnected to their world.”

McIntyre has helped embed theCFG protocol in the work ofother teachers at Quest and alsoserves as a facilitator for HoustonA+ Challenge’s New CoachesTraining. She has worked on the Partnership for QualityEducation higher educationinitiative, in which Houston A+participates with six school

districts and five institutions of higherlearning, and also is a national CFG facilitatorfor the National School Reform Faculty.

“I believe CFG is the most affirming andenabling work for teachers,” says McIntyre. “It provides a safe, positive environment forpersonal and professional growth.”

The Houston A+ Challenge will hold itsCritical Friends Group New Coaches TrainingJune 16-20. The Leadership Seminar will beJune 18-20. Critical Friends Group is a productof The Houston A+ Challenge and wasdeveloped through the Annenberg Institute for School Reform at Brown University.Houston A+ is the only center of activity in theGulf Coast endorsed by the National SchoolReform Faculty. CFG began as professionaldevelopment for the original 88 Challengeschools and has expanded statewide.

Critical Friends is made possible in partthrough the generosity of the following donors:Annenberg Foundation, Rockwell Fund, Inc.,Joe B. Foster Family Foundation, Clayton Fundand Ocean Energy.

Quest High School Facilitator Debbie McIntyre leads her students in a small group discussion.

3

INTENSE PASSION DRIVES TEACHER’S WORK

Q

his year, the Fondren Reforming Schools Summer Institute will focus on the work underway to redesign high schools

into smaller, more personalized learning communities.

The institute will be held July 8 and 9 at The Woodlands Resort and Conference Center. A team from each school,

composed of the principal, school improvement facilitator and two instructional leaders, will participate.

The institute will focus on examining each school’s individual redesign plan. Facilitators will work with each team to

gauge progress to date on the plan and what the campus needs to continue its work. Teams will look at strengthening

internal lines of communication at the schools and what resources are available to implement their plan. Principals also will

study the leadership techniques needed to guide their schools through the redesign.

Participants in the conference will include comprehensive high schools taking part in Houston Schools for a New Society

in the region. Houston A+ Challenge and Houston ISD are redesigning the schools into smaller learning communities

where students can get more attention and develop closer ties to teachers and campus life.

4

2003 Summer Institute to Focus on High School Redesign

T

Parents for Public Schools (PPS), along with Houston A+ and Houston ISD, organized four Town Hall forums this spring to get

parental input on the redesign initiative underway at all the district’s large, comprehensive high schools.

More than 500 parents attended the forums. Among the items parents said they wanted to see in the redesign are more

communication with parents, smaller classes, quality instruction, effective teachers, real-world experience for their children and

one-on-one support from administrators and counselors.

PPS recently presented the findings to high school principals, school improvement facilitators and to the Houston ISD Board of

Trustees. PPS proposes to continue working on the high school initiative in the 2003-2004 year to ensure these parental concerns

continue to be addressed in the redesign.

Parents for Public Schools Town Hall Meetings

L to R: Waltrip High School

students Rebecca McMurtrey,

Anna Corson, Hayley Scott,

Linda Nguyen, Juliet Garcia and

Marcus Green represent the

voices of students at one of the

Parents for Public Schools (PPS)

Town Hall Forums. PPS organized

four spring forums with Houston

A+ and Houston ISD to get

parental input on the redesign

initiative underway at all the

district’s large, comprehensive

high schools.

On Thursday, June 5, The Houston A+ Challenge along

with the Bill & Melinda Gates Foundation, Carnegie

Corporation, Houston ISD and the James A. Baker III

Institute for Public Policy at Rice University will host a

symposium to explore high school policy issues.

“The symposium will explore strategies for changing

high school classrooms from what they are today to

what they need to be for tomorrow,” said Linda Clarke,

executive director of The Houston A+ Challenge.

A panel of practitioners from Texas and noted experts

from around the country will participate in the forum,

which will examine the whole school reform efforts

underway in Houston ISD high schools and schools from

across the nation. Additional sponsors of the event,

which will be from 9 a.m. to 3 p.m., include the Change

Leadership Group at Harvard Graduate School of

Education and the Greater Houston Partnership.

5

n innovative new pilot called Web Enabled Student Transcripts, or WEST, is up and running in Houston ISD. The

project, which is the result of an ongoing relationship between The Houston A+ Challenge, Houston Schools for a New

Society and the Greater Houston Partnership in collaboration with the Region IV Education Service Center, is designed to

help districts speed up the transfer of student records.

Currently the records are mailed to the new school or district, which can result in delays in placing students in the

courses they need to graduate. Electronic transfer eliminates lost or delayed financial aid, helps guidance counselors,

administrators and teachers immediately place students in the correct courses and ensures special needs students get the

appropriate resources. WEST also automates tracking of departed students. Planners hope to have the system up across the

region during the 2003-2004 school year.

The pilot project is part of an ongoing series of high school reform initiatives of Houston Schools for a New Society and

The Houston A+ Challenge. The project was developed in conjunction with a 15-member oversight committee from the

Greater Houston Partnership that is chaired by John Cater, retired chairman of Compass Bank, and George Martinez,

chairman of Sterling Bancshares. The oversight committee, which is composed of business and community leaders, advises,

recommends, advocates and suggests strategies for implementation of reform efforts.

New Information Management System Tracks Students’ Progress

Houston A+ Challenge

to Host High School

Symposium at Baker Institute

According to the report, these results may be attributed to a number ofHouston A+ initiatives aimed at improving teacher development,personalizing the learning environment and reducing isolation. Among theseefforts have been ongoing teacher development programs such as CriticalFriends Group, as well as a distinguished speaker series and the New Visionsin Leadership Academy. These efforts combined have cultivated teachers’knowledge and skills by deepening their understanding of subject contentand have provided strategies for working with students with diverse learningstyles.

The researchers also believe that this investment in teacher developmenthas played a key role in increasing teacher retention rates at Houston A+Challenge schools. While there has been a steady increase across the state inthe number of teachers who quit the teaching profession or change schools,the opposite is true of funded schools, which have steadily increased theirteacher retention rates since 1998.

In addition to teacher development, significant work also has been done inpersonalizing the learning environment by reducing class size and providinga variety of choices for students. And, perhaps one of the most importantsteps to the lasting success of the reforms, The Houston A+ Challenge and itsschool district partners have developed a strategic alliance betweencommunity leaders, school officials, parents, students and local universities.

“The Houston A+ Challenge has served as a powerful engine for schoolreform in the Houston area,” said Dr. Pedro Reyes, The University of Texas atAustin researcher who served as director and principal investigator of theevaluation. “The Houston A+ Challenge has accomplished its goal to buildlong-term infrastructure to promote school reform across the Houston areaand has served as a conduit for bringing new ideas, resources and powerfulmechanisms to schools to accomplish such reform.”

A complete copy of the evaluation report may be requested from HoustonA+ Challenge or can be downloaded from the evaluation web site atwww.utexas.edu/projects/annenberg/index.html.

Closing the Gap . . . continued from page 1

A

Last year, the state of Texas needed 38,000 more teachers thanin 2001, according to the State Board of Educator Certification(SBEC). To help fill these vacancies, Texas turned to out-of-state teachers, who eventually landed approximately 11 percentof these jobs.

As teachers continue to move back and forth across state linesto fill shortages in urban areas, the certification process is beingexamined to determine the best ways to keep teachers in theprofession.

“Facilitating the process for hiring qualified out-of-stateteachers will increase the pool of available teachers, encourageteachers to remain in their profession and increase the overallattractiveness of becoming a teacher,” said Louise Deretchin,Ph.D., director of higher education for The Houston A+Challenge. “Interstate teacher mobility is one of the topicsreceiving a great deal of attention as we discuss recruiting andretaining qualified teachers with our partner institutions andschool districts.”

The Houston A+ Challenge recently received an $8,000 grantfrom Education Commission of the States to further the processof developing an interstate reciprocal teacher certification planwith SBEC. A planning session is scheduled to be held this fallwith more than 50 representatives from school districts,universities and community college systems in Texas, as well aseducation organizations in neighboring states.

At the meeting, the participants will learn the comparativerigor and similarity between Texas’ and other states’ certificationexaminations, as well as the changes that may affect the contentand structure of teacher preparation programs. As a group, theparticipants will establish some non-negotiables in establishingan interstate mobility agreement and will examine the role of theNational Board of Certification in the process.

The group also will examine what other states have doneabout certification for out-of-state teachers and will discuss whatTexas and neighboring states would like to see in the way of areciprocal certification agreement.

6

Interstate Teacher Mobility Grant Aims to Keep Teachers in Profession

New Grants . . . continued from page 2

The MetLife grant comes to Houston A+ throughWhat Kids Can Do, a non-profit that grew out of thework of the national Annenberg Challenge initiative.The funds will be used to implement “Students AsAllies: Creating Classrooms That Benefit Teachersand Students Alike.” The project makes studentspartners in school reform. During the project,students, teachers and other adults will form teamsthat will work for six to eight months to develop ablueprint for how to strengthen teacher-studentrelationships and involve students in the teachingand learning process. The teams then will organizea public summit to report on their work.

The Wal-Mart Foundation grant will be used topurchase supplies for the K-5 Mathematics Initiativebackpacks. These backpacks are checked out bystudents in participating schools on a rotating basisas resources for classroom follow-up activities withparents. Typical backpack supplies include rulers,pencils and manipulatives, as well as ideas andgames for parents and students. These suppliesreinforce mathematics instruction received in theclassroom. The backpacks also include a survey andjournal so that K-5 math specialists and teachers cangauge the effectiveness of the program. This grantresulted from a request for funding from the SouthGessner Wal-Mart store. The backpacks themselveswere donated by the Houston Astros.

“All of these programs are about making learningpersonal, be it for the teacher, the student or theparent,” said Linda Clarke, executive director ofHouston A+. “We are grateful for each of thesedonations.”

Faculty Academy Members Win Research Awards

ive professors at the University of Houston College of Educationrecently received the university’s New Faculty Research Awards.

Three of the award winners, Rebecca Martinez, Joy Phillips and EmmaSchorzman, are all members of The Houston A+ Challenge FacultyAcademy.

The Faculty Academy, a component of The Houston A+ ChallengeRegional Faculty, is being developed to encourage its members to pursue anongoing dialogue on effective teaching and learning. The University ofHouston Faculty Academy, which serves as the pilot site, is focusing onpartnering university and school faculty for school-based research. Eight to10 members meet once a week for 18 months to research a specific topicand create a project that will benefit teacher preparation or the schools.

At the University of Houston, Martinez’ project is entitled “EmotionalAdjustments of Learning Disability Subtypes in Childhood.” Phillips willstudy “Making Sense of Urban School Reform: Examination of LeadershipPractices” while Schorzman will study “Strategy Instruction to AssistStruggling Middle School Readers’ Comprehension.”

The Regional Faculty is being created by The Houston A+ Challenge incollaboration with several universities and school districts in the Houstonarea. When completed, the Regional Faculty will include teachers,administrators, business leaders, community leaders and faculty members.This group is responsible for developing the Faculty Academies, acting as a resource for schools, staying up-to-date on the latest research onteaching tools and practices, disseminating information to other educatorsand maintaining a collaboration between the group’s various entities toensure teacher preparation and student achievement are aligned withcurrent needs.

In addition to the Faculty Academy, other components of the RegionalFaculty up and running are the Deans Leadership Group, the DistrictLeadership Group, the History Taskforce and the Houston A+ SummerScience Internship at Baylor College of Medicine.

F

2003 Fund for Teachers Grant Recipients

Houston ISDMichea Carter, Williams Charter MiddleJanet Harasim, T.H. RogersDawn Kale, Gregory-

Lincoln Education CenterNelva Williamson, Gregory-

Lincoln Education CenterKatherine Thrift, J. W. Jones ElementaryLesa Jacobsen, MacGregor ElementaryMiosotis Lozano, MacGregor ElementaryCoy Hunger, Roberts ElementaryMaria Alejandro, Robinson ElementaryKipyn Reyher, Cage Charter ElementaryAnissa Curtis, Edison MiddleCarlye Law, Holland MiddleMichelle LaFlure, Barrick ElementaryMaria Leibig, Barrick ElementaryAnn Qaurles, Barrick ElementaryThao Nguyen, Durkee ElementaryKelly Driscoll, Henry MiddleBradley Quentin, Milam ElementaryLynne Bennett, Burrus ElementaryNancy Lindsey, Harvard ElementarySharon Sipps, Harvard ElementaryBrooke Bagley, Love ElementaryMatthew Guenther, Love ElementarySandy Butler, E.O. Smith Education CenterKimberly Hagler, Key MiddleJames Sheridan, McReynolds MiddleCourtney Frantz, Benbrook Elementary

Reada Glitman, Kennedy ElementaryLeona McKenzie, Kennedy ElementaryHai Yen Nguyen, Kennedy ElementaryVanessa Jansen, Attucks MiddleSabrina Grossman, Attucks MiddleMonica Roach, Mading ElementaryNatalie Rojas, Seguin ElementaryBeatrice Long, Ortiz MiddleJames Blake, Stevenson MiddleClaire Eary, Bell ElementaryJanet Gray, Johnston MiddleLiz Peterson, Johnston MiddleElizabeth McCarty, Johnston MiddleMary Stowe, Parker ElementaryCynthia Roper-Williams, Red ElementaryChih Lee, Ashford ElementaryRose Enis, Bush ElementarySharon Sutton, Emerson ElementaryElisa Soto, McNamara ElementaryShelea Majors, Shadowbriar ElementaryGeorgia Redonet, Long MiddleCatherine Wampler, Pershing MiddleRachel Younkin, Pershing MiddleKellie Karavias, Rodriquez ElementaryAlicia Milz, Sutton Elementary

Spring Branch ISDKaren Pritchett, Westchester AcademyPat Weems, Terrace ElementaryMichelle Nielsen, Spring Branch Special

Education Support CenterMaureen Patten, Wilchester Elementary

Miriam Garcia, Pine Shadows ElementaryLinda Suchoff, Hollibrook ElementaryRenee Hamilton, Cornerstone AcademyItzil Welch, Treasure Forest ElementaryCorrin Skelly, Spring Branch

School of ChoiceBrook Armitstead, Spring Branch

School of ChoiceBonnie McSpadden,

Pine Shadows ElementaryDavid Reynolds, Spring Branch MiddleCarolyn Giannantonio, Stratford HighLisa Cherry, Westchester AcademyMarianne Cribbin, Spring Forest MiddleGuy Gregg, Cornerstone AcademyMary Hobbs, Science CenterRichard Campbell, Valley Oaks ElementaryRobert Heller, Valley Oaks ElementaryMaria Mendez, Ridgecrest ElementarySonia Greiner, Guthrie CenterPatty Nilsson, Guthrie CenterJanis Benefield, Nottingham ElementaryLuis Villanueva, Tiger Trail SchoolVictoria Beard, Northbrook HighJanis Hill, Northbrook High

YES Preparatory AcademyChristopher ClaflinHeather TeelAmy TepperTravis Wilson

7

Fund for Teachers Grant Recipients Gear Up for Summer Learning Adventures

The Houston A+ Challenge has been awarded a TeacherInduction Partnerships (TIPS) Initiative grant to support the workof Houston Schools for a New Society. The grant will fundtraining, research and program development for literacy mentoringacross the academic content areas in the 24 comprehensive highschools in Houston ISD.

“While we work with our Houston Schools for a New Societypartners to restructure local high schools into 21st century learningcenters, we must simultaneously prepare new teachers to enterthese classrooms with the most effective teaching tools,” said LindaClarke, executive director of The Houston A+ Challenge.

Higher education partners in the grant are University of St.Thomas, University of Houston, University of Houston-Downtown

and Houston Baptist University. The two-year TIPS training will beprovided by the New Teacher Center at the University of Californiaat Santa Cruz. The Carnegie Corporation is funding the TIPStraining for Houston and two other sites: Birmingham City Schoolsand Samford University and Mapleton Public Schools and theUniversity of Northern Colorado. The three sites were selectedfrom among 20 applicants.

The Houston Schools for a New Society initiative, begun byHouston A+ and Houston ISD to reinvent high schools, focuses on improving literacy across disciplines, which is also a keycomponent of TIPS. The grant will provide mentoring for new andcurrent teachers who will be entering a new school culture in theredesigned high schools.

High School Initiative Gets Grant to Support Literacy Mentoring

Eighty-two local teachers are gearing up for summer learning thanks to grants from the Fund for Teachers program. Fund for Teachers,started by Apache Corporation Chairman Raymond Plank in 1997, gives grants of up to $5,000 to educators in seven cities, to study, explore,learn and embark on “voyages of discovery” during the summer to enliven their classrooms and improve their teaching skills. Houston A+ Challenge is the 2003 regional administrator of Fund for Teachers.

Included in the summer 2003 winners are Dawn Kale, who will tour Underground Railroad cities in Virginia, Pennsylvania, New York, Ohioand Kentucky; Christopher Claflin, who plans a geological field trip to the Pacific Northwest; and Maria Mendez, who will learn about children’sliterature for bilingual educators in Madrid.

NON-PROFITORGANIZATION

U.S. POSTAGE PAID

#11363HOUSTON, TEXAS

THE HOUSTON CHALLENGEf o r m e r l y T h e H o u s t o n A n n e n b e r g C h a l l e n g e

1415 Louisiana, Box 9 Houston, Texas 77002-7332

713-658-1881 fax 713-739-0166www.houstonaplus.org

SchoolWorks is published by: Houston A+ Challenge1415 Louisiana, Box 9 Houston, Tx 77002

713.658.1881 / 713.739.0166 (fax)

Executive Director: Linda ClarkeAssociate Director/Director of Programs: Michele Pola, Ed.D. Director of Public Affairs: Nan Powers Varoga

www.houstonaplus.org

THE HOUSTON A+ CHALLENGEBOARD OF TRUSTEES

Harry Reasoner, ChairmanVinson & Elkins, LLP

Joe B. Foster, PresidentChairman, President & CEO

Newfield Exploration Company

BOARD MEMBERSJack S. Blanton

PresidentEddy Refining Company

Leonel CastilloEducation Liaison, Mayor’s Office

Jonathan DayManaging Partner

Andrews & Kurth, Mayor, Day, Caldwell & Keeton, LLP

David FrenchDivision Vice President & General Manager

Coca-Cola Enterprises, Inc.

Ann Friedman, Ph.D.Adjunct Professor, The University of Houston

Roberto GonzalezVice President, Employment and Training Centers, Inc.

H. Devon Graham, Jr.R.E. Smith Interests

Jenard GrossPresident, Gross Investments

Steve MillerChairman & President

SLM Discovery Venture Inc.

Karol Musher, M.A., CCC-SLPSpeech, Language and Learning Disorders

Texas Children’s Hospital

Maconda Brown O’Connor, Ph.D.Chairman, Brown Foundation

J. Victor SamuelsChairman, Victory Packaging

Yava ScottCommunity Volunteer

H. Michael TysonVice Chairman, Retired, Chase Bank Texas

Andrea WhiteCivic Volunteer

Randa Duncan WilliamsPresident, Enterprise Products Company

Rosie ZamoraPresident, Telesurveys Research Associates

SUMMER-FALL 2003

JUNE5 High School Symposium at James A. Baker III Institute

for Public Policy at Rice University16-20 Critical Friends Group New Coaches Training18-20 Critical Friends Group Leadership Seminar

24 New Visions in Leadership Academy Class of 2002 Graduation Dinner

JULY8-10 Fondren Reforming Schools Summer Institute

SEPTEMBER2 New Visions in Leadership Cohort Meeting

19-20 New Visions in Leadership Academy Class of 2003 Fall Retreat

OCTOBER7 New Visions in Leadership Cohort Meeting

NOVEMBER4 New Visions in Leadership Cohort Meeting

DECEMBER2 New Visions in Leadership Cohort Meeting

Ca lendar of Events