Partners
Our partners for year one of the project were four campuses in the Bryan Independent School District. The Bryan Independent School District Board identified schools based on academic need, language challenges, and socioeconomic status. These schools covers all grade bands.
| COHORT II: Primary Partner Schools and Teachers | ||||||
Partner School (% at risk) |
Econ. Disadv. |
Demo. % (total) |
Language Challenged |
# Subject |
# of Fellows |
Primary Grade Level |
Bryan Collegiate High School |
N.A. |
N.A. |
N.A. |
1 English (AP Biology) |
1 |
9th |
Jones (80%)
|
94% |
AA: 20 His: 76 W: 4 (166) |
46% |
3 English |
2 |
3rd |
Jones (80%)
|
94% |
AA: 20 His: 76 W: 4 (166) |
46% |
2 Bilingual |
2 |
4th |
Mitchell (56%)
|
52% |
AA: 26 His: 16 W: 52 (146) |
2% |
1 English (Sci & Math)
|
1 |
3rd |
COHORT 2: Secondary Partners for Lunch with a Scientist |
||||
Partner School (% at risk) |
Econ. Disadv. |
Demo. % (total) |
Language Challenged |
Grades |
Neal Elementary (77%)
|
94% |
AA: 157 |
34% |
K-5th
|
Johnson |
44% |
AA: 29 |
?% |
K-5th |
These schools specifically include:
High School: ACE
ACE serves as an advocate for pupils in at-risk situations in Bryan by enabling them to achieve educational success in an alternative setting. These students progress through the high school curriculum at their own pace.
High School: GRAD
Established in 2003, Gaining Responsibility And a Diploma (GRAD) is housed in one wing of the Lamar Campus. GRAD began as a way to provide a place for students who may be struggling with a lack of academic readiness, family problems, behavioral problems, or a combination of all three. GRAD students are receiving much-needed academic help in an environment that is nurturing, yet one that is teaching them responsibility through a very structured schedule. These students typically enter GRAD many credits shy of being able to advance to the next grade level. GRAD is allowing them the chance to "get back on track" and regain hope for the future.
Elementary Schools
Jones Elementary and Mitchell Elementary represent two different environments in the BISD with administrations that are considered exemplary and supportive. Jones Elementary is challenged by language and socioeconomic problems that are compounded by a mobile student population (i.e. a student can disappear and reappear within a school year due to apartment issues of the parent or guardian) and very poor teacher retention rate (almost all teachers are new to the school this year).
The curriculum being used by Fellows and teachers was purchased from the Region IV Service Center of Texas. The 5th grade uses "Gateways to Science," a comprehensive program designed around an instructional plan that maximizes opportunity for student learning of the specific concepts and processes mandated by the TEKS (Texas Essential Knowledge and Skills) for grades 6-8 science. This Region 4 product is built entirely on the TEKS, whereas, current programs attempt to cover most of science at every grade level. With the Gateways program, teachers are no longer "lost in the sea of science" attempting to teach too many concepts with too little time. The less-is-more philosophy provides the instructional time necessary for specific TEKS concepts and processes to be effectively developed over time and to be understood by the learner. The instructional plan boasts of "complete alignment among curriculum, instruction, and assessment" with budgeteed times, reading and writing connections, and a problem-solving focus.
The high schools use the "Accelerated Science Curriculum for Science Grade 11 Exit TAKS". This program presents a flexible instructional plan and classroom materials designed to foster student performance at levels necessary for success in required high school science. The instruction is developed with an accelerated pacing schedule that is arranged to support students with identified needs so that they may quickly meet grade level or course requirements. The accelerated curriculum incorporates instruction at a fast pace, involving students in supportive enrichment strategies rather than remedial activities. The accelerated curriculum is presented as a complete, 22-day six-hour day program utilizing active learning experiences and high expectations to foster student success. Learning is a dynamic process where students develop conceptual understanding from hands-on involvement. This curriculum is designed to readily facilitate a customized student achievement plan. The sections within each TAKS objective unit target specific concepts and may be used in isolation to accommodate a focus on individually identified student weaknesses. In each unit, information is presented so that it becomes immediately relevant to students. Students become working thinkers,not merely receivers of information.