W.E. Greiner Exploratory Arts Academy (magnet)
Dallas Independent School District
Greiner Exploratory Arts Academy (GEAA) serves a student population (total = 1,689) that is approximately 10% African American, 87% Hispanic, 2% White, 0.4% Native American, 0.4% Asian/Pacific Islander, 86% economically disadvantaged, 22% limited English proficient (LEP), and 48% at risk. Approximately 30% of students participate in the campus’ fine arts magnet program.
The percentage of GEAA students passing mathematics TAKS increased from 74% passing in 2005–06 to 87% passing in 2009–10. The percentage of GEAA students performing at the Commended level on mathematics TAKS also increased from 12% in 2005–06 to 32% in 2009–10. Staff reported that the percentage of students participating in Pre-AP mathematics classes in Grades 6–7 increased from approximately 20% to 50% in recent years, and the percentage of Grade 8 students participating in Algebra I increased from approximately 20% to 45% (see Supporting Evidence for more information).
GEAA was identified as an Algebra Readiness Exemplar Campus by the Texas Education Agency (TEA) to share best practices with campuses applying for TEA Algebra Readiness grants.
In this summary, find out how the campus:
- Maximizes the benefits of collaborative planning time through grade-level and departmental teams with high standards for sharing expertise and resources, lesson planning, and cross-curricular instruction
- Creates an annual master plan for mathematics instruction based on student data
- Refines and extends the instructional plan continuously based on ongoing data review, including well-developed lessons that incorporate engaging learning and real-world application projects
- Provides opportunities for teachers to share lesson demonstrations, ideas, and resources to vertically align instruction
- Provides additional support to struggling students through multiple extended learning opportunities (e.g., tutoring, Saturday school, enrichment classes)
- Develops student, teacher, and departmental profiles to target specific student and teacher needs
- Implements new teacher support and a peer coaching model based on teacher strengths, pairing teachers who need to develop skills in an area with the campus’ master teacher in that area