PINKSTON POST

"COMMITTED TO CHILDREN, COMMITTED TO EXCELLENCE" 2015-2016

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

"Week At A Glance" End of First Six Weeks "Dead Week"

Monday September 28 PLC Theme: Data Analysis
  • Bring Technology, DOL & Interim Assessment Data, and DOL Tracker to PLC
  • End of 1st Six Weeks Exam Reviews
  • LGP AVID Site Team Meeting @ 7:30 am

Tuesday September 29 PLC Theme: Effective Lesson Planning

  • CILT Meeting 2nd Period in Main Office Conference Room
  • End of 1st Six Weeks Exam Reviews
  • ACT School Day Program (Seniors) 8:00am

Wednesday September 30 PLC Theme: Effective Lesson Planning Lesson Demonstrations

  • Content SPOT Observations & Instructional Walks
  • End of 1st Six Weeks Exams (Optional)
Thursday October 1 PLC Theme: Professional Development

PD Focus - Worksheet Don't Grow Dendrites Chapter 5

  • 1st Six Weeks Exams (Optional)
  • Teachers provide students opportunities to complete missing assignments
  • Teachers conduct one on one student progress conferences
  • TEI Rebuttal Window Closes

Friday October 2 "Fabulous Friday" Interventions END of FIRST SIX WEEKS

School-Wide Interventions PLC Theme: Studying Student Work for Rigor/Self-Reflection


  • Teachers provide students opportunities to complete missing assignments
  • Teachers conduct one on one student progress conferences
  • 1st Six Weeks Exams (Optional)

Viking Volleyball

Friday, Oct. 2nd, 6pm

5520 Langdon Road

Dallas, TX

Senior Parent Night

Wednesday, Sep. 30th, 6-8pm

2200 Dennison Street

Dallas, TX

Important Deadlines


District Required Region X

Compliance Videos 9/30


*TEI Rebuttal Window in Oracle 9/18-10/1

End of 1st Six Weeks 10/2

Document Interventions for Struggling Students

Sample Documentation:


  • Tutoring Logs
  • Student-Student Conferences
  • Teacher/Student Contracts
  • Phone Logs
  • Make-up Work
  • Special Projects Packet


*PER DISD policy, intervention conferences are required for all teachers with failure rates exceeding 10%

State of the Union - Spot Observations: Week in Review

Last Week's Campus Averages

Total number of SPOTS Completed: 62

2.1 Lesson Objective: 1.58

2.2 Demonstrations of Learning: 1.49

2.3 Purposeful Instruction: 1.68

2.5 Engagement & Rigor: 1.61

3.1 Maximizes Instructional Time: 1.67


Current Campus Averages

Total number of SPOTS Completed: 81

2.1 Lesson Objective: 1.65

2.2 Demonstrations of Learning: 1.58

2.3 Purposeful Instruction: 1.70

2.5 Engagement & Rigor: 1.66

3.1 Maximizes Instructional Time: 1.73

Pinkston "Big 3" Campus Key "Look Fors" The Next Two Weeks

1. Daily Activities That Are:


  • Aligned to standard & posted lesson objective
  • Rigorous/ Challenges students
  • Prompts students to discuss and justify results/ideas
2. Engagement
  • Student Technology Usage:

Examples
*Chromebooks, Apps
*E-Clickers
*Calculators

  • Manipulatives
  • Hands - On activities
  • Inquiry based activities

Response Strategies to assess student understand/progress

FOR MRS CLICK HERE

The Key to Student Achievement: Response to Intervention

Overview of Response to Intervention (RtI)


The Individuals with Disabilities Education Act (2004) permits the use of federal program dollars for students who are not specifically identified as having a learning disability. Of the money a school district receives under Part B of IDEA, a maximum of 15 percent may be used for “early intervention services” for unidentified students.


Response to Intervention was recognized in the 2004 reauthorization of the federal Individuals with Disabilities Education Act (IDEA) as one option that school districts can use to identify students with learning disabilities.


Response to Intervention Framework

Tier I instruction includes differentiation, small group instruction, hands-on work, manipulatives, etc. The interventions used during Tier I instruction are universal and available to all students.


Tier II intervention includes targeted intervention based on an area of need for the 5-15% of students in a grade level who are unsuccessful with core classroom instruction. Tier II intervention includes the components of Tier I instruction in addition to targeted intervention to address students’ specific needs. The delivery of Tier II intervention occurs in a small group of 3-5 students for 15-20 minutes in addition to the daily core instructional time, 2-3 days per week for a period of 9 weeks to address academic concerns and 3 weeks to address behavior concerns. Progress monitoring should be conducted every week or every other week to determine the effectiveness of the research based intervention


Tier III intervention includes intensive intervention based on an area of need for the 1-5% of students in a grade level who are unsuccessful with core classroom and Tier II intervention. Tier III intervention includes the components of Tier I instruction in addition to intensive intervention to address students’ specific needs. The delivery of Tier III intervention occurs in a small group setting of 1-3 students for 30-45 minutes in addition to the daily core instructional time, 3-5 days per week for a period of 9 weeks to address academic concerns and 3 weeks to address behavior concerns. Progress monitoring should be conducted every week to determine the effectiveness of the research based intervention.


Why is it so important to focus on data in the RtI process?

Assessment and classroom performance data are critical for problem solving solutions in an RtI model. The data is used to gather information about the student and provides the RtI team with an objective way to quantify and measure student’s academic and behavioral needs. Additionally, the data is considered when identifying appropriate interventions to address the area of concern.
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We Celebrate YOU!!

  • Audretta Bennett 10/1
  • Nicole Stovall 10/2
  • Nneka Njoku 10/3
  • Sally Anozie 10/6