Thomas Jefferson Tribune
WEEK OF APRIL 2-6, 2018
MISSION, VISION & CORE VALUES
MISSION:
The TJ Feeder schools embrace high quality learning opportunities which honor the unique strengths and diverse needs of all Scholars.
VISION:
The TJ feeder schools will be the premier feeder to attract and educate all Scholars to positively impact our community and world.
CORE VALUES:
Innovation, Collaboration, Excellence and Integrity
THOMAS JEFFERSON FEEDER PRIORITY GOALS
STUDENT ACHIEVEMENT
QUALITY OF INSTRUCTION
CLIMATE AND CULTURE
A MESSAGE FROM THE EXECUTIVE DIRECTOR..........
Distinguished Leaders,
A couple of week ago, I came across a book The Carrot Principle, that was given to me when i was in TEAM 1-3.0 with Vicky Mitchell. I reread the book and remembered the importance of human performance being accelerated.
The Carrot Principle shows that the central characteristic of the most successful managers is that they provide their employees with frequent and effective recognition—a practice that unquestionably taps into our own human nature. Recognition inspires results in every age group, career level, and culture!
The Carrot Principle demonstrates how constructive praise and meaningful rewards powerfully motivates people from every walk of life and inspires employees to excel, engage, and bring their best to work everyday and they show how great managers who lead with carrots achieve higher:
- Productivity
- Engagement
- Retention
- Customer satisfaction
The Carrot Principle illustrates that the relationship between recognition and improved business results is highly predictable—it’s proven to work, time and time again. But, it’s not the employee recognition some of us have been using for years. This is recognition done right, recognition combined with four other core traits of effective leadership. Effective recognition, which all managers can easily learn and begin practicing for immediate results doesn’t take time—it can be done in a matter of moments, and it requires very little investment to create a huge ROI.
Learn to say “thank you” the right way. Become a high-performance leader and take your team to a new level of achievement.
As we are getting closer to testing, take time to invest in your staff. Show them how much you value them and their commitment to your staff.
As always, have an awesome week LEADING, COACHING, TEACHING ,LEARNING AND MAKING ACADEMIC ADJUSTMENTS FOR SCHOLAR SUCCESS!
THE TJ FEEDER IS IN IT TO WIN IT!
Ms. Torres
Thomas Jefferson Executive Director
THIS WEEK AT A GLANCE
Monday, April 2, 2018
- ED Think Tank w/Deputy Chiefs-Ms. Torres @ 8:00 a.m.
- Meeting w/Abigail Williams@ 9:00 a.m.-Ms. Torres
- Medrano Campus visit w/ED
- TJ ECHS Campus visit w/ED
- Parent Meeting-4:00 p.m.-Ms. Torres
- Tom Field ES Reading AF Support
- Foster ES Reading AF Support
- Cigarroa ES Reading AF Support
- Tom Field ES Reading AF Support
- Cigarroa ES Math AF Support (AM)
- Cary MS Math Pullout Teacher Support (AM)
- Cigarroa ES (PM) Reading AF Support
- Joe May ES Math AF Support (PM)
- Cary MS Math AF Support (PM)
- Saldivar Principal Interviews-8:00 a.m.- 1:00 p.m.-Haskell 2nd floor-Ms. Torres
- AIA Leadership Team Meeting w/Deputy Superintendent Mr. Cordero @ 1:30 p.m.-NCX-Ms. Torres
- Cigarroa ES Reading AF Support
- Cary MS Reading AF Support
- Cigarroa ES Reading AF Support
- Cigarroa ES Math AF Support (AM)
- Joe May ES Math AF Support (PM)
- Medrano MS Math AF Support (PM)
- New AP Meeting @ Stephen Foster w/Ms. Torres-9:00 a.m.-12:00 p.m.-Book Study
- Stephen Foster Campus visit w/ED
- Walnut Hill Campus visit w/ED
- Joe May ES Reading AF Support
- Medrano MS Reading AF Support
- Cigarroa ES Math AF Support (AM)
- Joe May ES Math AF Support (PM)
- Medrano MS Math AF Support/7th Grade Math Collaborative Planning @ Medrano from 3: 45-4:50 (PM)
K.B. Polk Campus visit w/ED
Joe May Campus visit w/ED
Office Manager and Financial Clerk Meeting -DCS
Cary MS Reading AF Support
Joe May ES Reading AF Support
Medrano MS Reading AF Support
Tom Field ES Math AF Support (AM)
Foster ES Math AF Support (AM/PM)
Cary MS Math AF Support (PM)
T.J. P-TECH Math AF Support /Mentoring (PM)
- ED Meeting w/Deputy Chiefs @ 8:30 a.m-12:30 p.m.-Ms. Torres
- OTI Meeting for Sudie Williams-Mr. Jackson & Ms. Torres-9:00 a.m.-10:30 a.m.-Haskell 1st floor Conference Room
- ED/High School Principal Graduation Meeting @ Haskell-12:00 p.m.- 1:30 p.m. -Ms. Torres & Mrs. Massey
- Cary MS Reading AF Support
- Joe May ES Math AF Support (AM)
- Cigarroa ES Math AF Support(AM)
- Cary MS Math Pullout Teacher Support (AM)
- PTECH Mentoring w/AFs
- ED/AF Planning @ Haskell
CAMPUS TESTING PLANS
Please have your testing coordinators begin to work out the logistics, if they haven't already done so, relative to your testing plans. Ensure that you offer the proper groupings and accommodations allowed for scholars to be as successful as possible.
Plan well and communicate widely so that all stakeholders understand the importance of calm and secure testing environments.
Here are a few tips:
1. Host parent nights to give them tips to help students be rested and present for testing day. At a minimum, send a series of notes home.
2. Plan for lunches to either be delivered to classrooms for testers or for students to not have much movement on testing days.
3. Change your master schedules to accommodate for testing. This includes front office schedules, monitoring schedules, etc.
4. Provide for students to have a special peppermint or small bottled water for testing days. (as appropriate)
5. Motivate your teachers and students! Keep a positive attitude and use your leadership to inspire everyone to greatness!
MASTER SCHEDULE CONSIDERATIONS
THOMAS JEFFERSON FEEDER PATTERN ATTENDANCE FOR CREDIT RATINGS
- Program Implementation
- Progress Monitoring
- Attendance Committee
- Attendance Committee Documentation
- Attendance for Credit Document Organization
- Principal's Plan
Last year we ALL made a Tier 1 Rating. The same is expected this year. Please go back and review your feedback given.
RETENTION AND RECRUITMENT-BRIDGE PLAN FOR THOMAS JEFFERSON FEEDER PATTERN
All campuses are expected to host a bridge camp as part of the retention efforts for the 2018-19 school year. Campuses will be responsible for all funds necessary to hold a successful camp.
Recommendations:
Elementary Schools – Although the focus must be on students transitioning from Pre-K to Kinder and Kinder to 1st, it is recommended that transition activities be held for all grade levels. This could include students rolling up to their 2018-19 classrooms and teachers to experience their next grade level for up to a week. Current 5th graders could be given leadership opportunities by assisting with Pre-K to Kinder or Kinder to 1st grade activities. This camp should be held during the month of May during the school day. There should be an opportunity to interact with parents, potentially during the day and in the evening. Bridge camp plans must be submitted no later than Friday, April 13th using the following Google form link: https://goo.gl/forms/ogoOWpcxFid4YHkO2
Secondary Schools – Focus on students transitioning from 5th to 6th grade or from 8th to 9th grade. This camp should be held within the following window: August 1st – 8th. In an effort to ensure a smooth planning process, Bridge camp plans must be submitted no later than Friday, April 13th using the online Stand Alone Process form found using the following link: http://fdsmsvfm02/fmi/webd/DISD_Summer_Applications The Stand Alone application is only accessible on the Dallas ISD network, and each campus will need to log in using a passcode that was provided to the principal in an email from ExtendedLearning@dallasisd.org
It is important that Bridge Camp funding needs are addressed in the campus CIP if Title I funds are to be utilized. Potential funding needs may include transportation, t-shirts, or staffing.
The Bridge Plan power point was sent to all principals on Monday via email by me. Please ensure to review the power point.
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Below is chart that shows us a cohort based enrollment comparison (last year’s 3rd grade to this year’s 4th grade) rather than comparing same grade to same grade year over year (e.g., last year’s 4th grade to this year’s 4th grade).
This is from a daily snapshot in mid-February. This better reflects the data point for the “retain” part of the plan.
As a follow-up to you engaging in the work around recruitment and retention, the attached data provides us with phone numbers and addresses (in some cases) of the students we lost to Charter Schools based on the open records request. The spreadsheet provides the students’ information which is divided into the 4 quadrants of our city. The draft of the maps provides our campuses and the charter school closest to each campus. Additionally, a spreadsheet was provided with district enrollment information by grade level.
We’ll have an update of the maps again late in the summer to capture any additional changes before school starts in August. A good practice would be for you to get your campus administrators and office staff to make contact with those students to invite them to specific campus events and to enroll for the upcoming school year. Each feeder has been tasked with the goal of reclaiming and recruiting 200 students. This information serves as a resource as each of your campuses develop recruitment and retention strategies. Please be thinking of how you plan on recruiting 20 or more students for each of your campuses. This does not mean current Dallas ISD students. This means students who are NOT currently our enrolled students. I will be asking for your recruitment plans soon.
STAAR LEXILE LEVELS
It’s much more than just reading words on a page. Literacy involves reading, understanding, and communicating effectively — all skills that are needed not only for tests, but for life.
As you continue to prepare students for the STAAR test, consider the following:
- Am I aware of student's Lexile Measures from the previous STAAR assessment, if applicable?
- Am I creating lessons and practice passages that provide students with the same Lexile levels and thinking demands?
- Am I setting my students up for success on the STAAR?
Below you will see a sample of the new STAAR report that provides the Lexile Measure of the student. It can be used as a resource for parents and educators. With Lexile Measures, parents and educators now have information that can be used to promote and encourage growth in reading.
SUMMER 2018 OVERVIEW
June Programs:
SSI: 5th & 8th Grade Math and Reading, 9 Instructional Days, M-Th June 11-25; Testing June 26-27
EOC: All EOC Subjects, 8 Instructional Days, M-Th June 11-21; Testing June 25-28
READINESS: 1st-8th Grade Students Not Meeting Promotion Criteria, 8 Instructional Days, M-Th June 11-21
Transition Camps
Campuses should be in the process of planning for the following grade level transitions:
PK to Kinder (Elementary Responsibility)
Fifth to Sixth (Middle School Responsibility)
Eighth to Ninth (High School Responsibility)
Additional information will be forthcoming. I can tell you, however, that it makes the most sense to host the PK to Kinder transitions in conjunction with your upcoming PK/K roundup programs. Additionally, the transition campus for secondary schools should include some of the following characteristics:
1. A practice "day in the life" in the new grade level. This could include traveling through mock class periods with teachers.
2. Lunch in the cafeteria to get familiar with the lines and format of a secondary lunch.
3. Overview of the main content areas that students will experience. (ELAR, MATH, SCI, SS)
Work with your teams to plan for a day of activities with students. For now, begin the stand alone application.
Summer Stand-Alone Programs, Transition Camps & Summer Hiring Process
All principals should have received an email from extendedlearning@dallasisd.org providing instructions and a passcode to initiate a Stand-Alone Application. To start an application, please have your passcode and follow the link www.dallasisd.org/summer2018 to locate application and training videos. CHECK YOUR EMAIL FOR THIS as it was already sent out. If you still cannot find the email, reach out to ramiller@dallasisd.org or ejuarez@dallasisd.org.
The last day to START an application for a stand alone program is MARCH 9th. The last day to FINISH/COMPLETE the application for a stand alone program is April 13th.
If the stand alone program will require Special Revenue Funds, the deadline passed on February 23rd.
Although additional details will be forthcoming concerning Transition Camps, please begin a stand alone application at this time for these programs.
SUMMER HIRING TOOLS
As we progress through the summer hiring process, we have tools to assist School Leadership in monitoring campus progress.
The following link https://sites.google.com/dallasisd.org/summer2018 provides access to:
The Stand Alone Application and Training Videos
· June Hiring Google Docs by Campus
· ED Hiring Summaries for June
The June Hiring Google Docs that are used to identify SSI/EOC/Summer Readiness staff is accessible by the office manager, principal and executive director over each school. Additional access can be requested by emailing ramiller@dallasisd.org or ejuarez@dallasisd.org.
All Credit Recovery principals have been identified and assistant principals are currently being identified. Similar Google Docs and ED Summaries will be created and available by Tuesday, February 27th.
If you have any questions, please contact the Extended Learning Opportunities department (extendedlearning@dallasisd.org) or Jamie Luellen (jluellen@dallasisd.org).
CAMPUS IMPROVEMENT PLAN CHECKPOINT DATES
T.J. Feeder & United to Learn Present: a Teacher Showcase: Text Sets in Action! Mark Your Calendars!
T.J. feeder Pre-Kindergarten Collaborative Planning Night!
CICs CHAT & CHEW STAAR ROUND 2: T. J. Feeder Support Planning & Preparation
Wednesday, April 25th
2:00-3:30 p.m.
ALL in Learning New Special Features
These great new improvements and features are now live!
Engage & Learn Web Clicker
Teachers can launch a clicker session and in addition to being able to use clickers, students can now respond instantly using Chromebooks, computers, tablets, or phones.
For example, with no prep beforehand, a teacher can select “Use ALL In Response On-the-Fly” in their Home tab and ask the class a question spontaneously. Students logged into students.allinlearing.com will see the clicker session started and be able to select answers just as if they had a clicker.
*****THOMAS JEFFERSON FEEDER PATTERN KUDOS*****
K.B. Polk- W.O.W! Working On Writing!
Share Your Campus' W.O.W Moments! (Working on Writing)
Attendance Counts at Cary!
A BIG Thank You to Those That Supported Our District Curriculum Meeting!
Thank You to Everyone Who Supported Our DISD Dallas Read For Me Event!
Hard Work & Spring Time Projects, Presentations & Performances at Walnut Hill ES
'UNITED TO LEARN' FULL NETWORK MEETINGS FOR TJ ELEMENTARY PRINCIPALS
TEI NEWS
April --Student survey administration
Students in grades 3-12 complete surveys during one class period
MAY -JUNE-- Mid May Teacher roster verification process
Teachers verify students to be included in calculation of student achievement metrics
May 11th--Teachers submit SLO GoalAccomplishment in Schoolnet
Administrator approves, scores, and completes by May 18th
May 18th-- Last day to enter extended observations, summatives, and SLO scores into Schoolnet
Summatives may be completed after a minimum number of spot observations and the extended observation are conducted May 21st – June 4th
*****PROFESSIONAL DEVELOPMENT OPPORTUNITIES*****
Federal Evaluation Webinar Series
According to guidance, any entity receiving federal funding and conducting a program under that Title “shall evaluate the program… to determine the program’s impact on the ability of participants” (Title 1, Every Student Succeeds Act, 2015). The requirement for Program Evaluating/Reporting is found in Title Programs I, II, III, IV, V, VI, VII and VIII. Last year we offered a Program Evaluation Series (PES) and per your requests we are offering it again! The PES will provide participants with the materials, resources and tools needed to effectively appraise grant funded programs and utilize the data to guide future practices. All sessions will be virtual and the option for CPE credit provided. For your perusal, a detailed schedule of the programs to be discussed and opportunities for registration can be found on the attachment.
6TH 6 WEEK'S RLA CURRICULAR RESOURCES ARE NOW AVAILABLE!
STEM DEPARTMENT TRAININGS/STAAR ACADEMIES
Dallas ISD STEM Science Professional Development Calendar
Grades 3-5
The STEM Math Elementary team invites teachers and CICs to collaborate and participate in the 2018 Spring Professional Development for third through fifth grades. Sessions are going to be held at the H. B. Bell Building from 4:00 - 6:00 p.m. STAAR sessions are repeated and not divided into parts so no need to come to both.
Grades 6 – Algebra I
The STEM Math Secondary team invites teachers, CICs, and AFs to collaborate and participate in the 2018 Spring Professional Development for grades six through Algebra 1. Sessions are held at the H. B. Bell Building from 4:30 - 6:30 p.m. Each session will examine the TEKS through the lens of the 2017 STAAR Released Items divided by reporting categories; come to one or the entire series.
The google link provides a flyer with the topics and session codes. For additional information, please contact Antoinese Leake (Elementary Curriculum Coordinator) at APride@dallasisd.org.
Google Link
https://docs.google.com/document/d/11HFObFhq7FJlbgW_od1U-3y_YRZFO2M4DzLFNh5FYAM/edit?usp=sharing
Click on the calendar link above to access the PD dates.
WEEKLY WAIP
JIV DAYA FOUNDATION: Tina Fuentes, STEP Coordinator
2017-2018 DALLAS ISD DISTRICT-WIDE TESTING CALENDAR
Dallas ISD Year At a Glance Testing Schedule
UPCOMING DATES & REMINDERS
APRIL
20-CHECKPOINT #1 FOR CIP DUE TO MS. TORRES BY COB
MAY
4-CHECKPOINT #2 FOR CIP DUE TO MS. TORRES BY COB
18-CHECKPOINT #3 FOR CIP DUE TO MS. TORRES BY COB
21-ALL CIP'S DUE TO MS. TORRES
JUNE
1-ALL CIP'S DUE TO MS. STEPHENS FROM ED
MARSHALL MEMO #728
Three Levels of Learning
In this article in Phi Delta Kappan, Guy Claxton (King’s College/London) uses the metaphor of a river to describe three levels of learning:
- Knowledge and information on the surface, usually easy to see and describe (the Boston Tea Party, the periodic table);
- Skills and literacies just below the surface, the expertise that enables students to use knowledge and information (reading, writing, solving a tricky new math problem, thinking in Spanish);
- Attitudes and habits of mind deeper still; harder to see, these are the gradually developing processes that influence how students respond to difficulty, complexity, and frustration: Are they interested or threatened? Do they engage or wait to be directed? Are they willing to admit mistakes or do they try to cover up their fallibility?
“Like the banks and bed of the river,” says Claxton, “every classroom channels and shapes students’ development, not just as knowers of facts but as learners. The attitudes and habits shaped at school have a powerful impact on students’ long-term success in life.”
Thinking back on when he taught high-school chemistry, Claxton realizes with chagrin that he was “unconsciously and unintentionally steering my students to becoming passive, dependent, cautious grade addicts rather than imaginative, independent, risk-taking explorers. I made things too neat for them and rescued them from difficulty too quickly, so they didn’t learn how to struggle for themselves. I was in such a hurry to make sure they were catching the knowledge I was sending down the river that I paid no heed to the deeper forms of learning.”
How could he have done better? For one thing, he realizes, rather than providing the exact equipment necessary for a particular experiment, he should have laid out a variety of resources, including some that were not appropriate, and let students choose. “As teachers,” he says, “we make dozens of these choices in every lesson, every day. Making these choices requires an awareness of the different layers of learning and how each layer draws upon different aspects of good teaching.”
Thinking about the second layer of skill development, Claxton realizes that he should have been more of a personal trainer/coach, designing good “exercise machines” for the target skills appropriate to students’ current level of expertise and giving constant feedback, so they would stretch to achieve their personal best.
The deepest level is different, he says: “Learning attitudes are not taught, or even trained, so much as incubated, and we teachers have to design the incubator. To build curiosity, resilience, and independence, we need to design the whole culture of the classroom to welcome and strengthen these dispositions. Everything we do – how we design our lessons, how we mark students’ work, the language we use, how we arrange the furniture, how eager we are to demonstrate our knowledge – all of these elements slowly shape students’ attitudes.” This layer is constantly interacting with the other two, but teachers need to be aware of all three “lest we inadvertently teach in a way that keeps our students floating on the surface.”
Claxton has four practical suggestions for building strong, positive attitudes about learning while not neglecting knowledge and skills:
• Not letting students use erasers – The way erasers are used in some classrooms, he believes, “weakens children’s learning by encouraging them to hide their mistakes. Some teachers act as if being ‘bright’ means getting all your answers right the first time.” In the real world, there’s lots of trial and error, and getting the idea that being smart means being instantly successful makes students feel stupid when they make mistakes, flounder, or need more time. “This bad feeling,” says Claxton, “makes you want to avoid effort and the risk of error, so your resilience and determination are undermined and you become a weaker learner.”
• A poster with steps to take when you’re stuck – He suggests having students brainstorm self-help suggestions on steps to take when they don’t know what to do – for example, Reread the question. Look at the illustrations. Ask a friend.
• Three things I’ve already tried – When a teacher arrives to help a student, ask what the student has already tried. Maybe the student needs another minute, or a slight hint, but not too much, says Claxton: “Just enough to get their learning going again.”
• Chili challenges – Similar to restaurant menus that give a choice of how spicy a dish should be, students might be given the choice of different degrees of difficulty – aiming for just the right level to get them into the learning zone. “If students choose one that is too easy or too hard, no problem,” says Claxton, “they can always choose a different one. Once they get used to being in the learning zone, they become more resilient.”
Claxton mentions several programs and school designs that he believes are effectively addressing the challenge of teaching to all three levels:
- EL Education (previously Expeditionary Learning);
- Studio Thinking schools (inspired by Project Zero);
- High Tech High schools;
- The Cultures of Thinking and Visible Thinking methods;
- The Habits of Mind network;
- Character Lab;
- International Baccalaureate’s Learner Profile;
- The Tools of Mind program;
- Building Learning Power (from Claxton’s own team).
“The philosophical, theoretical, experimental, and practical synergy between these and many
other kindred approaches,” he says, “is driving the redesign of schools and classrooms around the world.”
“Deep Rivers of Learning” by Guy Claxton in Phi Delta Kappan, March 2018 (Vol. 99, #6, p.
45-48), www.kappanmagazine.org; Claxton can be reached at guy.claxton@winchester.ac.uk.
THOMAS JEFFERSON SCHOOL LEADERSHIP
- Thomas Jefferson High School: Principal, Sandi Massey
- Francisco Medrano Middle School : Principal, Theresa Sigurdson
- Edward Cary Middle School: Principal, Ben Dickerson
- David G. Burnet Elementary: Principal, Sonia Loskot
- Leonides Cigarroa Elementary : Principal, Douglas Burak
- Tom W. Field Elementary: Principal, Shondula Whitfield
- Stephen C. Foster Elementary: Principal, Irma De La Guardia
- Joe May Elementary: Principal, Israel Rivera
- K.B. Polk Elementary: Principal, Misty Rathermund
- Julian T. Saldivar: Principal, Chaundra Macklin
- Walnut Hill Elementary: Principal, Robert 'Chase'McLaurin
- Sudie Williams Elementary: Principal, Michael Jackson
LEADERS OF THE FEEDER
Thomas Jefferson High School
Franscisco Medrano Middle School
Edward Cary Middle School
David G. Burnet Elementary
Leonides Cigarroa Elementary
Tom W. Field Elementary
Stephen C. Foster Elementary
Joe May Elementary
K. B. Polk Elementary
Julian T. Saldivar Elementary
Walnut Hill Elementary
Sudie L. Williams Elementary
Tamieka Porter
Lisa Maia
Erica Rosas
Trustee Edwin Flores District 1
Trustee Dustin Marshall District 2
Trustee Miguel Solis District 8
DISD GOALS
- All students will exhibit Satisfactory or above performance on State assessments. Students below Satisfactory performance will demonstrate more than one year of academic growth
- Dallas ISD schools will be the primary choice for families in the district
- The achievement gap by race, ethnicity and social economic status will be no greater than 10 percentage points on all academic measures
- 95% of students will graduate. Of the graduates, 90% have qualifying scores for community college, college, military, or industry certification
- 95% of entering kindergarten students are school-ready on a multidimensional assessment
- All students will participate in at least one extracurricular or co-curricular activity each year.