Core Beliefs

  • Our main purpose is to improve student academic achievement.

  • Effective instruction makes the most difference in student academic performance.

  • There is no excuse for poor quality instruction.

  • With our help, at risk students will achieve at the same rate as non-at risk students.

  • Staff members must have a commitment to children and a commitment to the pursuit of excellence.

Campus Goals & Targets

End of Course Exams

Algebra I, English I, English II - 65% STAAR at Level III ADV - 15%
Biology, U.S. History - 95% AP Exams - 10% College Readiness - 15%
ACP- 70% Passing in All Courses, Student Attendance - 95% All Grade Levels

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21 DAYS to ENGLISH End Of Course Exams!!!!

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President's Day...... NO SCHOOL!!

Monday, Feb. 15th, 8am

2200 Dennison Street

Dallas, TX

Staff/ Student Holiday

Dialogue with the Superintendent

Thursday, Feb. 18th, 4:30-5:30pm

2200 Dennison Street

Dallas, TX

Pinkston Staff - Attendance strongly requested

Superintendent Hinojosa will be in attendance from 4:30 to 7:00pm

The session for Pinkston staff will begin at 4:30pm and conclude at 5:30pm

Week at a Glance ~ End of 4th Six Weeks: Assessments, Interventions, & Make-Up Opportunities

Monday February 15

President's Day - No School

Tuesday February 16

Professional Learning Community Theme: Effective Lesson Planning


  1. HOT QUES using Pinkston Questioning Protocol
  2. Checks for Understanding
  • CILT Meeting @ 9:10am in Main Office Conference Room
  • Momentous Institute Spring Tour @ 8:00am

Wednesday February 17

Professional Learning Community Theme: Effective Lesson Planning & Model Lessons

  • SAMS Meeting 10:00am
  • New Teacher Academy Make-Up Session 4:30pm

Thursday February 18

Professional Learning Community Theme: District PD

  • Dialogue with the Superintendent
1) Pinkston Staff 4:30pm (Staff in Attendance will earn a free Jean day pass)
2) Teachers with students in attendance will issue students extra credit - Please announce to classes
3) Parents & Community 6:00pm

Friday February 19 END OF THE 4th Six Weeks

"AVENGER Intervention Initiative" ~ Staff Wear Avenger Shirts: JEANS Allowed

  • Review Weak SE's from this week's DOL's & Assessments
Professional Learning Community Theme: Teacher Nuts & Bolts
Sample Teacher PLC Activities (On Your Own):
  1. Lesson Planning
  2. Parent Contacts
  3. Profiling/Data Review
  4. Material prep for lessons
  5. Personal PD (video modules) via School-net, Curriculum Central, or Region X
Saturday February 20

EOC STAAR Prep Academy 9:00am - 12:00pm English Language Arts

VIKING BIG ROCKS..... Moving Instruction to Proficiency

  • Math - Student Reference Sheets/ Anchor Charts
  • Science - Vocabulary Journal Usage
  • Social Studies - Vocabulary Development & History Alive Implementation
  • ELAR - Balance Literacy & Text Based Evidence: Anchor Charts, Annotation Strategies

Campus Wide

  • Evidence of Student SELF-Profiling

1. Question Stems & Sentence Starters

  • (Pinkston Questioning Protocol
  • Discussion Response Frames) Peer Interactions

2. Peer Interaction

  • Think, Read, Write, Pair, Share
  • Peer Tutoring (Expert - Novice)
  • Table-Talk
  • Partner Reading
3. Vocabulary Development
  • Interactive Word Wall
  • Words Across Contexts
4. Graphic Organizers
  • Frayer Model
  • Venn Diagram
  • T Charts
  • Story Board
  • Concepts Web
  • Timeline

5. Manipulatives

  • 3-D Flip Foldables
  • Card Sorts/ Hands-On Labs
  • Tiles

Important Reminders

  1. Students should not be released from class without an official pass from the teacher... for an official pass see Mrs. Espinosa
  2. Doors are expected to open 10 minutes after the bell rings each period: following a tardy freeze
  3. Ear buds, food, and drinks are NOT allowed in class
  4. Staff should be visible in the hallways during passing periods, prompting students to class.
  5. All staff members are expected to model appropriate dress code per DISD policy....NO EXCEPTIONS

CATE Showcase

CATE department continues to shine by showing our feed schools what L.G. Pinkston has in store!!
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Happy Birthday

Spencer Peters 2/19

Viking New Teacher Academy

Friday, Feb. 26th, 7:45am

2200 Dennison Street

Dallas, TX

Attention all NEW Teachers........

Due to the 2/19 being the last day of the 4th Six Weeks, The New Teacher Academy will be moved to 2/26. A make-up session for the 1st session will be held on 2/17 at 4:30pm

Girls Softball vs. SOC

Tuesday, Feb. 16th, 6pm

8233 Military Parkway

Dallas, TX

Boys Basketball vs. Madison

Tuesday, Feb. 16th, 5pm

Sprague Stadium, Dallas, TX, United States

Dallas, TX

Girls Soccer vs. Hutchins

Wednesday, Feb. 17th, 6pm

5520 Langdon Road

Dallas, TX

Viking Tennis vs.Hutchins

Tuesday, Feb. 16th, 5pm

6200 East Grand Avenue

Dallas, TX

Pinkston Baseball vs. Samuell

Tuesday, Feb. 16th, 6pm

Mercy Street

Viking Baseball vs. Conrad

Friday, Feb. 19th, 6:30pm

7502 Fair Oaks Avenue

Dallas, TX

Girls Soccer vs. Molina

Saturday, Feb. 20th, 10am

8233 Military Parkway

Dallas, TX

Girls Softball vs. North Dallas

Saturday, Feb. 13th, 9am

3120 North Haskell Avenue

Dallas, TX

Girls Soccer vs Carter

Saturday, Feb. 20th, 1pm

8228 Maddox Street

Dallas, TX

Art and Science of Teaching / Reviving Reteaching Robert J. Marzano - Interventions That Work Pages 82-83

Educators have used the term reteaching informally for decades. Madeline Hunter is credited with introducing the term in the 1980s within her framework for mastery teaching. Although the term lives on in many district curriculum guides, professional literature rarely addresses it.

It's time to revive awareness of this powerful instructional tool. Many of the positive effects reported in the research literature on formative assessment are connected to reteaching.

At a basic level, reteaching means "teaching again" content that students failed to learn. Some form of assessment always accompanies reteaching; such assessments reveal student misconceptions or errors in understanding, which clarify which content the teacher must reteach. In working with teachers across the United States, we have found that effective teachers intuitively employ the basic principles of reteaching even though they might not use the term to describe what they're doing.

For reteaching to be effective, however, teachers must use a different approach from the one they initially used, one that builds on previous activities but that focuses on the omissions or errors in student thinking that resulted from these activities.

When to Reteach

Reteaching typically occurs in two situations: when introducing new content in a lesson and when reviewing previously taught content that students need for an upcoming lesson.

Introducing New Content

When introducing new content, the teacher should continually monitor students' levels of understanding to determine whether immediate reteaching is necessary. For example, the teacher might periodically ask students to use various hand signals: Thumbs up means they understand the new content, thumbs down means they don't, and thumbs held horizontal means they understand some parts and are confused regarding others.

Teachers can also use student response or voting technologies—commonly referred to as clickers—to determine students' perceived understanding. Students rate how well they understand specific content; these ratings are transmitted electronically to a PowerPoint slide or an interactive whiteboard. Teachers should design questions that address key aspects of the new content; an incorrect response would indicate severe misunderstanding. For example, if students in a science class could not answer the following question—What is the role of hypotheses in the scientific method?—they would clearly be missing essential information.

One strategy that greatly facilitates reteaching is to present the content in small increments; I call this approach chunking. For example, a teacher presenting new content about the human skeletal system might present a few selected characteristics and then allow students time to process this new information by having them ask questions or summarize what it means. He or she would then present a few more characteristics, and so on. After exposing students to each small chunk of information, the teacher can ask students to rate their confidence in their understanding or ask them questions to verify their understanding. If confusion, errors, or misconceptions surface, the teacher would immediately re-address the content. In many cases, reteaching might simply involve providing alternative examples or explanations.

Reviewing Previously Taught Content

In this second circumstance, the teacher has already taught the content; he or she now assumes that students understand it. Again, verifying this assumption requires assessing students. This commonly takes place when the teacher reviews information or skills that students need before they can learn upcoming content. The teacher might use a brief quiz or simply ask a series of questions. If these disclose errors or misconceptions, reteaching is warranted.

Reteaching in this situation is not as straightforward as in the first case, simply because the teacher may not have been planning to address previously taught content. He or she could either ignore any plans to address new content and focus instead on student misunderstandings or group students temporarily on the basis of their needs. In this small-group setting, the teacher would then briefly reteach students who need more help to understand.

To do so, the teacher must provide some type of activity for the students who are not involved in the reteaching lesson. Having a teacher's aide or paraprofessional in the classroom would be helpful in this instance. Teachers can also create small tutorial groups in which students who have demonstrated understanding help those who require reteaching. This has the benefit of focusing all students' attention on the same content. Moreover, those students who help their peers develop more in-depth knowledge of the content.

A third option is to develop what elementary teachers refer to as centers. Centers are self-paced instructional packets or learning stations featuring planned activities set up around the classroom that students can work their way through to better understand specific content. For example, a teacher might design a center focused on solving a specific type of algebra problem. On the negative side, centers require a great deal of thoughtful preparation. On the positive side, once teachers create the packets or activities, they can easily reuse them to reteach.

Tried and True

Reteaching has a rich history. It is also closely aligned with many of the current recommendations made in the name of formative assessment. Teachers will find reteaching an effective tool to use in their classrooms.