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A P U B L I C AT I O N O F 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
HUNDREDS ATTEND ANNUAL FONDREN REFORMING SCHOOLS SUMMER INSTITUTE Conference-Goers Include Teachers, Administrators, Parents & Students Old friends greeted each other as students hurried to check their class schedules and find a seat in the assembly room. Conversation and excitement mingled in the air with anticipation. No, it was not the first day of school. Instead, it was the first day of the Sixth Annual Fondren Reforming Schools Summer Institute. The 350 conference-goers were treated to a dynamic keynote address to get things started. Dr. Andrea Foster of the University of Houston engaged the audience in active learning through a series of games, video clips and questions. A professor of science, Foster quickly captured the audience’s attention by demonstrating the skills that help produce active learning in students. And then, she helped attendees build a list of how and when powerful learning occurs: (1) When learning is personally meaningful. (2) When students are challenged and accept the challenge. (3) When learning involves control and choice, social interaction and feedback. (4) When students are given the proper tools. (5) When the learning environment is positive and safe. “In the end our goal should be not to help students do well in school,” said Foster, “but to have them do well in life.”
In Memoriam Walter Annenberg 1908-2002
See related article on page 2
Participants at the Fondren Reforming Schools Summer Institute VI look over the latest books on education. Each school attending the Institute receives $100 in credits at the bookstore to purchase titles to upgrade its library of school reform literature.
After a day of breakout sessions in literacy, mathematics, reform, high school or fine arts, attendees participated in home-base groups, a unique feature of the Summer Institute in which participants gather with a facilitator in groups of 20 or so each day to go over what they have learned and apply it to their school. The second day kicked off with a panel discussion with local educators entitled “Journey of Reform.” The panel included a representative from each of Annenberg’s six partner school districts. Each panelist played a different role in his or her district’s reform efforts. Among their lessons learned were: ■ “We learned that collaboration and staff development were critical to the success of our children and teachers,” said Michael Moore, an assistant principal at Olle Middle School in Alief ISD. ■ “We learned that taking time to plan and reflect on your progress is so important to making real change over time,” said Lynne Parsons, an assistant superintendent in Humble ISD who led the team that designed and implemented Quest High School, a small personalized school. FRSSI. . . continued on page 5
Established in January 1997 with funding from the Annenberg Foundation and local matching contributions, The Houston Annenberg Challenge is an independent, public-private partnership that develops and funds school programs, professional development and leadership institutes to promote higher academic achievement by all students.
From the
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ne of the great humanitarians of our time died October 1 at his home in Pennsylvania.
A true American hero, Ambassador Walter Annenberg set out to sound the alarm nearly 10 years ago that our nation was not paying enough attention to public education. He believed that without a serious national commitment to education, our beloved democracy would fail. His courageous gift of $500 million to the people of America eventually jumpstarted hundreds of organizations and spurred thousands of parents, teachers, businesspeople and fellow Linda Clarke philanthropists into taking action in cities all across the country. Indeed, grassroots interest increased in education to the extent that it became one of the top issues in the last Presidential race. What Ambassador Annenberg understood was that the old ways worked for the old industrial economy, but in today’s knowledge-based economy, we need new ways––not fads––to produce students with the knowledge and skills for our high tech world. He also understood there is no systemic change unless the community comes together. He understood that the argument should not be about what program we should use in our schools, but about the deeper question, which is how to ensure the fundamental transformation of experienced teachers’ skills so that students are learning to a higher standard to meet the demands of the future workforce. Here in Houston, the ambassador’s gift created The Houston Annenberg Challenge, which went on to create the city’s first K-16 network of educators, businesspeople, parents and community organizations working to improve student achievement across six districts. The network has shown teachers how to carve out time during the day for regular professional development. This network has shown communities how to partner with schools and reduce the islands of isolation surrounding them. This network has shown schools how to personalize a student’s education so that each child is known and no one slips through the cracks. The result? We have made significant progress in elementary and middle school. Our work is being embedded in the school districts around the metropolitan area and in their board policies. We have accomplished systemic change and changed the culture of schools and districts. Indeed, a team of researchers from three universities concluded that student achievement was higher at many of the schools funded by Houston Annenberg and that the achievement gap was closing between students of color and their non-minority counterparts in comparison to demographically comparable public schools. Ambassador Walter Annenberg spent a lifetime as a visionary entrepreneur and philanthropist––he was always on the cutting edge. He understood human nature and its power to effect change in a community. History will remember him well.
Beginning in October, teachers in the Houston and Spring Branch school districts can submit applications for the summer 2003 Fund for Teachers program. Through an administrative partnership with The Houston Annenberg Challenge, Fund for Teachers awards grants to fulfill the dreams of area classroom educators. Fund for Teachers, started by Apache Corporation Chairman Raymond Plank in 1997, gives grants of up to $5,000 for educators in seven cities, including Houston, to study, explore, learn and embark on “voyages of discovery” during the summer to enliven their classrooms and improve their teaching skills. Classroom teachers who work with students in grades K-8 in Houston ISD and grades K-12 in Spring Branch ISD are eligible. This year’s local recipients were honored at a celebration on October 2 during which they shared their experiences, which included a workshop on Shakespeare at Bard’s Globe Theatre in London and the Salon des jeux mathematiques in Paris, as well as observing the rituals of blue-footed boobies and albatrosses in the Galapagos. “These grants are meant to encourage teachers who each day inspire, challenge and shape young lives in countless ways,” said Plank. “The success of this program is seen in the infectious excitement that these teachers bring back to the classroom and for their students.” Applications for the summer 2003 program may be submitted online at www.fundforteachers.org. For more information, contact smiles@fundforteachers.org or call the Houston Annenberg office at 713-658-1881.
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Mathematics Specialist Role Adds New Dimension to Learning our children. We have to work hard If variety is the spice of life, then to keep up so that we can enable our math specialist Anna Torres students to meet the challenges of a Wilson is really cooking. Wilson, world we can hardly imagine.” who is in her second year as the Some of the most visible changes K-5 Bilingual Math Specialist at at Benavidez have been the Roy P. Benavidez Elementary in the implementation of “Every Day Houston Independent School Counts,” a set of daily math routines District, describes her role with the revolving around the class calendar; same sense of humor that has “Number of the Day” and daily endeared her to teachers, students problem solving. The school also and parents. has implemented longer “I’m a little bit teacher. I’m a mathematics periods, more little bit facilitator. I’m a little bit mathematics materials, group counselor. I’m a little bit work and grade level meetings. curriculum writer. I’m a little bit The hard work and dedication are math lead. I’m a little bit parent L to R: Mathematics Specialist Anna Wilson and teacher Mary Ellen Reid work with second paying off. “Teachers are talking educator. I’m a little bit silly. I’m a grade students at Benavidez Elementary School as part of the K-5 Mathematics Initiative, a partnership of The Houston Annenberg Challenge, Houston ISD and ExxonMobil Foundation. MATH!” exclaims Wilson. “We’ve math specialist,” says this former In her math specialist role, Wilson works moved from Acceptable to Recognized in our kindergarten and third-grade teacher with students and teachers on an almost daily state ranking. And teachers are starting to pay with a smile. basis by co-teaching classes, assessing student closer attention to how children learn math in After more than 25 years as an elementary needs, facilitating bi-monthly grade level ways that are different than how we may have school teacher, Wilson chose the math meetings, assisting with mathematics learned math. It’s very exciting!” specialist role at the encouragement of Susan curriculum development, providing Wilson’s position as a mathematics specialist O’Boyle, former Houston ISD math specialist. mathematics resources and training new at Benavidez Elementary School is made “She encouraged me to share my love of possible by a partnership between The Houston teaching and talents with others,” says Wilson. teachers. Wilson also facilitates the “Developing Mathematical Ideas” professional Annenberg Challenge, Houston ISD and the “She said that I would have a much wider development curriculum in bi-weekly sessions ExxonMobil Foundation. The $1.3 million, circle of influence as a math specialist. And three-year pilot project aims to identify, she was right. Now instead of working with 22 where teachers learn mathematics, learn how develop and place K-5 mathematics specialists students a year, I can influence 24 teachers and children learn mathematics and identify ways to assess student understanding. These in the classroom. In the program, each more than 500 students. Her faith in me sessions use written case studies, video mathematics specialist works with teachers and enabled me to step out of my comfort zone, observations of math classes in progress, work administrators at participating schools to and it’s been all she promised and more.” provide leadership and expertise in A quick glance at Wilson’s weekly calendar is from their own students and participation in high-level mathematics activities. mathematics based on nationally recognized, a confirmation of that influence. Every Her scope broadens to include parents research-based professional development. morning starts with an hour of preparation time. She rotates between four first and second through a survey of parent expectations, parent The goal of the efforts is to teach students meetings and the Parent Math Series. Wilson to make sense out of the numbers they see grade bilingual math classes until a one-hour planning period during the afternoon. Wilson also plans and chaperones “Family Night at the so they can sharpen problem-solving and reasoning skills. This creates opportunities in finishes the day with administrative duties and Children’s Museum,” as well as her twice-ayear “Family Math Camp,” all of which are the classroom for all children to acquire more planning sessions with her co-teachers. designed to keep parents involved and than a rote memorization of mathematics. This week-at-a-glance also finds Wilson Houston’s mathematics specialists are part busy with a professional development seminar, informed of their children’s progress and needs. Wilson, like her 12 math specialist counterof a national network of specialists who study a “Developing Mathematical Ideas” class and parts at other Houston ISD Southwest District how young children learn mathematics and manning the sign-up booth for Parent Math schools, also works closely with administrators communicate their understanding in an effort Nights at Open House. Fridays are reserved on a school and district level to ensure that the to improve student achievement in for work at the Houston ISD Mathematics progress made in the mathematics content area mathematics. The Houston project is part Initiative Center, the location of Wilson’s mirrors their overall goals and objectives. “I of the ExxonMobil Foundation’s K-5 weekly session with her project principals am an agent of change in my school,” says Mathematics Specialists program in 30 for reflection, feedback and professional Wilson. “Our world has changed and so have states and the Netherlands. development.
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Where the Rubber Meets the Road Sharpstown High School Makes Strides Toward Whole School Reform
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he road to reform at Sharpstown High School in the Houston Independent School District began in 1995. For several consecutive years, this 1,817-student high school received a “Low Performing” rating from the state of Texas based on its TAAS scores. Administrators and teachers were working hard but nothing seemed to make a lasting difference in test scores or in the school’s dropout rate. Determined that this would not be the legacy of Sharpstown High School, a new way of thinking—and higher levels of accountability for staff—began to take hold and is now making a marked difference. “The road to reform has not been easy,” Dr. Carol Wichmann, principal of Sharpstown High School, said during a presentation at the Fondren Reforming Schools Summer Institute VI. “It may seem like it’s taken us a long time but we couldn’t afford to make a quantum leap and have no one come with us.” After four years of small steps on the road to reform, things kicked in to high gear at Sharpstown in 1999 when students were divided into smaller learning communities of no more than 240 students. Research shows that academic achievement and graduation rates increase when campuses restructure into smaller learning communities. During this time, the school received several grants, which along with its Houston Annenberg Lamplighter School status, helped support the school’s reform efforts. In the current school year, students will be able to choose from several smaller theme-based learning communities including MegaTech, Visual Arts, Magnet Leadership, Business, Newcomers (ESL), Opportunity Center and Seniors. Each community has a faculty member as coordinator and a “dean” who handles all scheduling, counseling and discipline.
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Sharpstown High School Principal Carol Wichmann explains to the workshop audience at the Fondren Reforming Schools Summer Institute VI how the campus is restructuring to personalize the school and increase the graduation rate.
Another significant structural change at the school is early release on Wednesdays for students. Sharpstown has carved out staff development each week as an integral component of redesigning the school to produce graduates with the knowledge and skills they need for today’s high-tech, post Industrial Age economy. “Our goal in making these structural changes was to increase our test scores, decrease our dropout rate and increase the number of students graduating with the state-required elements,” Dr. Marilyn Horne, AP coordinator and grant director for Sharpstown and a key player in its reform efforts, told the FRSSI audience. As these reform efforts began to take hold, and show results, Sharpstown began embarking on a simultaneous effort toward instructional reform. “We discovered that lack of reading skills was a big problem for a significant number of our students,” said Horne. “Many of them were reading two or three grade levels behind.” To address this need, Sharpstown teachers received intensive training in
the Jane Schaeffer writing method and also began a reading program. The school invested in a computer lab with reading software to improve reading skills for ninth and tenth grade students. The school established its own minimum skills assessment for each grade level and also established a list of “nonnegotiable” criteria by which teachers would work. The hard work is starting to show. In the last two years, the percentage of Sharpstown students passing the reading, mathematics and writing sections of the TAAS has increased more than 8 percent per section. And, perhaps one of its proudest accomplishments, the number of students graduating with the recommended high school diploma has almost doubled.“We still have some room for improvement,” says Horne. “But we’re definitely on the right road.” Sharpstown High School is one of the 24 comprehensive high schools participating in the Houston Schools for a New Society initiative, a partnership between Houston Annenberg and Houston ISD. Sharpstown is using the First Things First model.
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FRSSI . . . continued from page 1 ■ “My suggestion to anyone involved in any part of the reform process is to have perseverance,” said Marilyn Horne, the AP coordinator and grant director and a key player in the efforts to reform Houston ISD’s Sharpstown High School. ■ “We found that isolation was probably our biggest problem,” said Rufus Allen, the principal of Hilliard Elementary School in North Forest ISD. “We’ve worked really hard to work with other schools in our district and our community.” ■ “One of the most positive parts of the reform process for us has been that teachers are teaching teachers,” said Stephanie Rhodes, the coordinator of the Montessori program for Versa Reece Academy in Aldine ISD. ■ “One of our biggest successes has been incorporating staff development into the existing school day,” said Cindy Davis, literacy coach and intervention specialist at Spring Shadows Elementary School in Spring Branch ISD. Conference-goers attended another series of breakout sessions and then ended the three-day Institute after remarks from Houston Annenberg Executive Director Linda Clarke, who outlined the work on which the Challenge will concentrate in the next five years. “We will focus on restructuring large, comprehensive high schools into small, themebased academies; developing an elementary level fine arts initiative and restructuring teacher preparation at the university level,” Clarke told attendees. “We will continue our K-5 Mathematics Initiative; the Annenberg network of schools and our Leadership Academy for School Leaders.” As the national Annenberg Challenge winds down, Clarke continued, Houston Annenberg will change its name to the Houston A+ Challenge. Evaluations showed the Institute generated new ideas for participants. “I liked the modeling of the professional learning communities that start at the campus level,” one attendee wrote. And, “the ability to network with other people who are ahead of me in building a professional learning community was very helpful.”
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Area Institutions Set to Introduce Revamped Mathematics Courses
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he second year of the Partnership for Quality Education (PQE) project began last fall as design teams started work on revamping mathematics courses at several area universities. The selected courses, one a required basic mathematics course and the other a mathematics theory course, are being launched this fall at the University of Houston-Downtown, Texas Southern University and in the Houston Community College system. “There is a severe shortage of teachers who are well trained in mathematics,” said Dr. Cary Wintz, a professor of history at Texas Southern University. “The excellent work accomplished by these two design teams is a step toward addressing this problem.” The revamped mathematics courses are part of the five-year PQE project, a partnership between Houston Annenberg Challenge, four area universities, HCC and six school districts. The project is being funded in part by a grant from the U.S. Department of Education and matching contributions from the partners. The six local school districts playing a key role on the project’s design teams are Aldine, Alief, Houston, Humble, North Forest and Spring Branch. The first redesigned courses were piloted last fall in entry-level English composition and literature at all five higher education partner institutions: Houston Community College System, Texas Southern University, University of Houston, University of HoustonDowntown and University of St. Thomas. As with the new mathematics courses, each was rewritten with the goal of enriching content, modeling effective teaching techniques and using technology as a teaching tool. The design teams will L to R: Dr. Ermelinda DeLaVina, assistant professor of work through the curriculum in the mathematics at University of Houston-Downtown and Dr. Frankie colleges of Education and Arts & Patterson, mathematics instructor at Texas Southern University, Sciences to better prepare teachers to describe their work redesigning core and majors courses to enter the schools of the 21st century. attendees at the Fondren Reforming Schools Summer Institute VI. Two of the newly rewritten mathematics courses will be taught by Dr. Frankie Patterson of Texas Southern University and Dr. Ermelinda DeLaVina of the University of Houston-Downtown. In addition to classroom instruction, Patterson and DeLaVina also will link their courses via the Internet. “We discovered that we both use a text by the same publisher,” said DeLaVina. “We’re using an adaptation of the publisher’s website to collaborate on student projects and homework. We’re hoping that the website will engage our students in active learning, enhance their problem-solving skills and empower them with new technological skills.” In addition to Patterson and DeLaVina, other design team members include Dr. Linda Becerra, Dr. Irene Chen, Dr. Maurice Ekwo, Tim Sever and Dr. Claudette Ligons. The members presented their work at the Fondren Reforming Schools Summer Institute VI.
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ANNENBERG AND BROWN FOUNDATIONS AWARD $30 MILLION IN GRANTS TO HOUSTON ANNENBERG This fall, The Annenberg Foundation and the Brown Foundation awarded two of the largest private grants ever given to K-16 public schools in Houston for a total of $30 million to The Houston Annenberg Challenge. “These large grants are a testament to the work of The Houston Annenberg Challenge,” said Jonathan Day, chairman of the Board of Trustees. “Public schools often represent the best chance many disadvantaged children and children of color will ever receive in life. Houston Annenberg-funded schools are closing the achievement gap between students of color and their non-minority counterparts.” The Annenberg Foundation will donate $20 million of the total, while the Brown Foundation will donate $10 million. Both grants are for five years. “Because we consider public schools essential to democracy, we give constantly to education and other civic programs,” said Mrs. Walter H. Annenberg. “The record of The Houston Annenberg Challenge and the Houston community fulfills my husband’s long-term vision.” In 1997, Ambassador Annenberg donated $20 million to the Houston community with a requirement that Houston Annenberg raise $2 dollars for every $1 he donated. The Brown Foundation and Houston Endowment, Inc., each gave matching grants of $10 million; the remaining $20 million was raised through public and private funds. With the new $20 million grant, The Houston Annenberg Challenge becomes one of only three of the original 18 Challenge sites that the Annenberg Foundation has chosen to refund. Since the original Annenberg Foundation grant, Houston Annenberg has: ■ Created the first K-16 network in Houston of schools, universities, businesses, parents and community organizations to support public schools ■ Developed nearly a dozen models for school change ■ Launched a Leadership Academy for School Leaders
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■ Embarked on teacher education program redesign at local universities ■ Changed teacher professional development from one-shot workshops to daily, ongoing learning embedded in the school day ■ Placed mathematics specialists in 13 elementary schools ■ Embarked on the redesign of the 24 large, comprehensive high schools in Houston into small, theme-based academies The new funding will be used to continue the initiatives cited above and to create and develop a fine arts initiative for elementary schools.
Houston Annenberg also announced its new fund-raising goal for the next five years of work. “The $30 million announced today is the first step in a new $60 million fund-raising campaign we will begin immediately,” said Jenard Gross, chairman of the Development Committee of The Houston Annenberg Challenge. “Coupled with the $60 million we raised during our first five years, this will mean that the community, through Houston Annenberg, will invest $120 million, the single largest investment of its kind by a non-profit, to support public education.”
THIS IS NOT YOUR FATHER’S SUMMER JOB: Annenberg Develops Unique Summer Science Internship Program While many of their friends dreamed their summer away, four Houston-area high school students were living their dreams thanks to a unique program funded by The Houston Annenberg Challenge. At the Baylor College of Medicine, students and science teachers from Wheatley and Reagan high schools were introduced to the real world of science and medicine in the Summer Science Internship Program, which was co-developed by Baylor and Houston Annenberg. Funded by a $40,000 grant from Annenberg, the program aims to improve the quality of science education among today’s youth by exposing them to a side of science they have never experienced. In the program, student-teacher duos participated in a six-week internship at Baylor. They took part in long-term research projects such as cures for cancer and blindness or new treatments for spinal cord injuries. Students and teachers, as well as a professor from the University of Houston, worked side-by-side with professional researchers such as Olga Cabello, the assistant professor of molecular and cellular biology. They participated in discussions on cutting-edge research and technology, as well as assisted with the project’s experiments. Thanks to the funding from Annenberg, they also earned a paycheck, and teachers received graduate level credit from the University of St. Thomas. Next summer, Annenberg will expand the program to include all three comprehensive high schools in Houston ISD’s Northwest District. Two student-teacher pairs will be selected from each school, bringing the total participants to 12. Participants in the Summer Science pilot from Reagan were student Jessica Padron and teacher Cicely Kelly and student Jonathan Otero and teacher Evelin Young. Participating from Wheatley High School were students Brandi and Britni Presley and teacher LaTasha Anthony. (See accompanying article by Britni Presley on her experience in the internship program.) At the University of Houston, Dr. John Ramsey, professor/science educator and institutional director at UH for PQE, worked in a Baylor laboratory. Participating scientists from the Baylor College of Medicine included Dr. Olga Cabello; Charles Densmore, Jr.; Gang-Yi Wu; Samuel Wu and graduate student Mark Pennesi.
INTERNS EXPLORE CAREER OPTIONS IN SUMMER SCIENCE PROGRAM By Britni Presley
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esearch is a very hard and committed career to be in, and you have to be very dedicated to your work to really understand it. The scientist not only makes up experiments, but they also use them to find cures for human diseases. In Dr. Densmore’s lab, my role was to participate in the experiments that were given by the professors. I was to observe what was going on in the lab and take notes. I was very careful and followed safety procedures to prevent accidents and was eager to help when asked. My most difficult aspect of participating in this program was that I did not know the information that I came across. The words and language sounded familiar, but weren’t coming
Britni Presley
together. Everything that was said was scientific language. When entering the lab, I came across several expensive instruments that I have never used. For instance, during the first week of the program, I was able to use a pipet. I was amazed at how the pipet was formed because in school, when doing an experiment, we use plastic droppers to get the liquid. I never did realize that the smallest thing in a lab could become so modern.
I felt very comfortable in my lab, although I wish I had someone that was either in the same grade or we were the same age. I strongly feel this way because when having a conversation with someone who is on your level, you won’t feel as if you don’t know what you are talking about. Otherwise, talking to someone who is on a higher level than you, you might feel out of place or clueless about L to R: Wheatley High School science teacher LaTasha Anthony and student the conversation. Brandi Presley work in the Baylor College of Medicine genetics laboratory run by Gang Yi-Wu, Ph.D. In my lab, everything was spent with my teacher because we new to me because I have never done an formed a better relationship. experiment that didn’t work until now. Now that the experience and program In school, they would give you an has come to an end, I feel good about experiment and know the results before myself by participating in an internship it’s done. On the other hand, when program. There are many that get doing an experiment here, there is a 50selected and I was chosen. If I had it to 50 chance that it may work. When it do again, I would have been more doesn’t work, they use that information enthusiastic about the labs and not timid as research to document what actually and shy. happened. My plans are undecided since I have I am still questioning myself about participated in this program. Prior to the becoming a scientist. You have to be program, my career goal was to pursue dedicated to your job, love what you do and be ready to take risks. When I speak an education to become a pharmacist at the University of Houston central on risk, I am talking about dealing with all those chemicals and powders that can campus. My overall feelings about the internship program can said to be enjoybe harmful. There are so many career able, educational and short. I really do choices that I can choose from, this wish it could have lasted longer because could be one choice on the list. I would like to attend another lab in the The first week of training really did department that studies breast cancer, prepare me for working in the lab. In which is a topic that is very interesting. the Molecular Physiology and Biology Britni Presley is a senior at Wheatley department, the most common thing in High School in Houston ISD. She the lab is making solutions and staining participated in the 2002 Summer Science gels. This experience was very Internship Program at Baylor College of challenging because I had a chance to Medicine funded by a grant from The work with post-doctoral and graduate Houston Annenberg Challenge (see related students who had more experience than article on page 6). me. I really did enjoy the time that I
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1415 Louisiana, Box 9 Houston, Texas 77002-7332 713-658-1881 fax 713-739-0166 www.houstonannenberg.org
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Calendar of Events OCTOBER 24 28
District Leaders Retreat Houston Schools for a New Society Leadership Team NOVEMBER
5 7 14-16 19 20-23
Leadership Academy Faculty Academy Sharpstown Middle School Visit Critical Friends Group Seminar Faculty Academy K-5 Mathematics Initiative Partners in Education Summit, Washington, D.C. DECEMBER
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Leadership Academy Faculty Academy Distinguished Speaker Series featuring Rick Dufour JANUARY
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Leadership Academy
THE HOUSTON ANNENBERG CHALLENGE BOARD OF TRUSTEES Jonathan Day, Chairman Managing Partner Andrews & Kurth, Mayor, Day, Caldwell & Keeton, LLP Andrea White, President Civic Volunteer Janice Dupuy, Secretary Consultant, NUCO BOARD MEMBERS Leonel Castillo Education Liaison, Mayor’s Office Joe B. Foster Chairman, President & CEO Newfield Exploration Company Ann Friedman, Ph.D. Adjunct Professor, The University of Houston H. Devon Graham, Jr. R.E. Smith Interests Jenard Gross President, Gross Investments Karol Musher, M.A., CCC-SLP Speech, Language and Learning Disorders Texas Children’s Hospital Maconda Brown O’Connor, Ph.D. President, Brown Foundation Harry Reasoner Vinson & Elkins, LLP J. Victor Samuels Chairman, Victory Packaging
SchoolWorks is published by: Houston Annenberg Challenge 1415 Louisiana, Box 9 Houston, Tx 77002 713.658.1881 / 713.739.0166 (fax)
Nellie Carr Thorogood, Ph.D. Vice-Chancellor for Organizational Development & Institutional Renewal, Retired, North Harris Montgomery Community College District
Executive Director: Linda Clarke Associate Director/Director of Programs: Michele Pola, Ed.D. Director of Public Affairs: Nan Powers Varoga
H. Michael Tyson Vice Chairman, Retired, Chase Bank Texas
www.houstonannenberg.org
Rosie Zamora President, Telesurveys Research Associates