Carter Chronicle

The week of May 9-13

Carter Mantra

"Every Scholar, Every Day, NO EXCUSES!"


Big image

Carter Coalition Mission

The Carter Coalition is committed to working collaboratively in leading the transformation needed for continuous academic success and equity for ALL scholars. We will work with parents and stakeholders to foster productive relationships to ensure ALL scholars are college and career ready!

Carter Coaliton Leverage Points


The latest TEI NEWS FOR PRINCIPALS email was very informative as it outlined all of the requirements needed in order to complete teacher extended observations. I also emailed this document to you along with your latest SPOT observation progress. Please take the time to read and internalize the information so that you can be on track to meet all TEI deadlines.

May 10-25, teachers will verify their rosters in order to verify the students will be included in the calculation of their student achievement results.

MAY 19th is the last day that administrators can score the SLO Goal Accomplishment for teachers. Please plan with your teachers to ensure that they enter appropriate information in a timely manner so that this goal can be met.

MAY 19th is also the last day to enter extended observations and summatives in schoolnet.

May 23-June 6 will be the teacher rebuttal window in oracle for summative performance evaluations.

June 2 is the last day to conduct spot observations and the last day to hold the summative conferences.

June 10 (5pm) Last day for principals to act on rosters submitted by teachers through the TEI Roster verification.

News for Teachers Important Dates:

May 10-25- Teacher Roaster Verification Process

May 19- Last day to enter extended, summative and SLO scores into Schoolnet

June 2- Last day to conduct spot observations

June 2- Last day to hold summative conferences

Big image



Monday, May 9, 2016

  • STAAR Math (Grades 3,4,6,7)
  • STAAR Math Re-test (Grades 5 & 8)
  • Middle School Gym Performance ACP (Grades 6-8) begin

  • Unscheduled Campus visits -(Ms. Torres w/AF's)

Tuesday, May 10, 2016

  • STAAR Reading (Grades 3,4,6,7)
  • STAAR Reading Re-test (Grades 5 & 8) Reading
  • Unscheduled Campus visits (Ms. Torres w/AF's)

Wednesday, May 11, 2016

  • STAAR Science (Grades 5 & 8)
  • Hulcy Campus visit (Ms.Torres w/AF's)
  • Atwell Campus visit (Ms. Torres w/AF's)
  • Unscheduled Campus visits (Ms. Torres w/AF's)
Thursday May 12, 2016
  • Carter Collegiate team meeting @ 10:00-Carter High School
  • Collegiate Meeting @ Haskell 2nd floor @ 1:00-5:00 (Ms. Torres, Mr. Davis & Mr. Matthews)
  • STAAR Social Studies-8th/EOC Social Studies

Friday, May 13, 2016

  • 5th/8th SSI FORMS DUE TODAY!
  • School Leadership Meeting 8:15-10:15 @ Haskell (Ms. Torres)
  • Collegiate Academy Meeting w/Mr. Cordero @ Haskell 10:30-12:00 (Ms. Torres)
  • ED/AF weekly planning meeting 12:00-1:00
  • AASI Mtg.. w/School Leadership (Ms. Torres/Mr. Luna) 1:00-3:00
  • Office Time @ 3:00 (Ms. Torres)

3-5 Cadre Training Topics for Cohort II (Elementary Principals ONLY)

  • Wednesday, May 18 @ Nolan Estes
  • Wednesday, June 1 @ Nolan Estes

*All Training Sessions will be from 2:00-5:00PM- Send Literacy Coach and 2 strong teachers who can deliver the PD to your staff successfully*

AASI- Dallas Prefreshman Engineering Program

Come to PREP and discover, learn, grow, make new friends, prepare for high school, experience college life, and explore possible careers.


PREP is a mathematics-based, academic enrichment program. It emphasizes the development of abstract reasoning and problem solving skills. TexPREP helps students prepare for careers in the fields of mathematics, science, technology, and engineering. The program includes course work, team projects, class presentations, examinations, career awareness speakers, field trips, and special events. TexPREP is presented over the course of three summers. Students can reapply each year. High school elective credit is awarded by school districts for the successful completion of TexPREP.

Courses for Year 1 include: Logic and its Applications to Mathematics, Introduction to Engineering, Introduction to Computer Science, Problem Solving, Career Awareness Seminars, Research and Study Time, Field Trips and Special Events.

Who: Open to all students. If accepted, students will be invited based on the date of application due to space limitations.

When: June 13th-July22nd Hours are 8:45am-3:45PM

Where: Students have a choice of sites that will be assigned on a first-come-first-serve bases

Cost: For students attending Dallas ISD schools, Dallas ISD covers the fee(for up to 500 hundred students).

Application Deadline: May 20, 2016

Couselor Summative Evalution Timeline

Counselors follow the same timeline as the teachers. See timeline below

May 10th-25th Teacher Roster Verification Process

May 13th- Teacher submit SLOP Goal Accomplishment in Schoolnet

May 19th- Last day to enter extended observations, summatives into schoolnet. Target date to enter SLO scores into Schoolnet.

May 23rd-June 5th- Teacher rebuttal window in oracle for summative performance evolutions

June 2nd- Last day to conduct spot observations. Last day to hold summative conferences

HB 1842 Rollout- 2016 Timeline Update

Please take note of the following 2016 dates for the required development of a Turnaround Plan for Improvement Required 2,3,4,5 campuses:

  • June 1, 2016: Board Approval of Turnaround Plans no later than June 1.

  • June 15, 2016: Commissioner Approval of School Turnaround Plans.

NEWS YOU CAN USE.................


15-21-National Educational Bosses' Week

15-National School Nurse Day



16-Middle School Art Performance ACP (Grade 7) begins
18-ACP (Grades 3-5)begins
19-Middle School Art Performance ACP (Grade 7) ends

24-Middle School Gym Performance ACP (Grades 6-8) window closes

26--ACP (Grades 3-5) ends

27--I-station's I-SIP Assessment EOY (K-2nd) window closes

27--ACP (Grades 6-12) begins


2-ACP (Grades 6-12) ends

**This chart will be updated as necessary

Carter Coalition Kudos


Carter Coalition,

It is that time for our scholars to show what they know on the STAAR and EOC's. Know that the scholars will give it all they have to do a fantastic job on state testing. Your leadership has been instrumental in the commitment for 'Instructional Excellence' on each campus!

I want to take this opportunity to thank each and every staff member at the eleven schools in the Carter Coalition for all the hard work you have put in all year. I see heroic work every day and am inspired by your dedication and willingness to give it your all.

Thank you for allowing me to work with such a phenomenal group of educators!!

Have a fantastic week of 'Super Star Testing'!

Ms. Torres, Carter Coalition Executive Director

Grit May Be Essential, But It Has an Underside-Marshall Memo #635

In this article in The Atlantic, writer Jerry Useem summarizes the essence of Angela Duckworth’s work on “grit” – that tenacity can be developed and is at least as important as intelligence in predicting children’s later success. In her just-published book, Grit (Scribner, 2016), Duckworth says perseverance and the pursuit of a single passion are also important in adults’ career success, and that grown-ups, like students, need to better understand the nature and prevalence of setbacks.

In her early research, Duckworth realized that impulse control (vis. the marshmallow experiment) only partially explains why some children do better than others. By interviewing successful adults in a number of fields, she found an additional ingredient: how people process feelings of frustration, disappointment, and failure. Rather than cutting their losses and turning to something easier or different, they weren’t alarmed, stuck with it, and as a result were markedly more successful than those who gave up. This suggested to Duckworth that if we could change people’s beliefs about how success happens, we could change behavior.

“But beliefs are themselves gritty and persistent,” says Useem. In addition, people often say one thing but secretly believe the opposite. For example, most adults say that effort is more important to success than talent, that they would rather hire for industriousness than intelligence. But researchers have revealed that most people really believe it’s about talent and IQ. Why this cognitive bias? Duckworth conjectures that if we really believed success was all about hard work, then shame on us for not being tennis stars or Nobel Prize winners. There but for the grace of grit go I.

“Whatever its origins,” says Useem, “the bias has practical implications. Certainly, it suggests that my deep terror of letting anyone see my half-written article drafts is not irrational but adaptive. It perpetuates a myth that I’m a natural – the words just flow out, folks, as fast as I can type! – and hides the far more mundane truth: that the words come out fitfully and woodenly, gradually succumbing to a state of readability only after many seemingly fruitless sessions.” Michelangelo once humbly said, “If people knew how hard I had to work to gain my mastery, it would not seem so wonderful at all.”

This suggests that Duckworth’s admonition to embrace challenge needs to be qualified: Do it in private. Grit may be essential, but it isn’t attractive.

“This can make for confusing career advice,” says Useem. “‘Try hard enough and you can do just about anything, as long as you don’t seem to be trying very hard’ is not the stuff of school murals.” The fact that highly successful people toiled for endless hours in private is not common knowledge to students and adults. We will search in vain for YouTube footage of Yo-Yo Ma practicing a difficult passage again and again, Ronald Reagan rehearsing a speech in front of a mirror, or Steve Jobs unveiling an unsuccessful iPhone. We see only the final, brilliant products. Without being aware that so much is beneath the surface, when we experience frustration, it’s easy to believe that we don’t have the right stuff and stop trying.

Duckworth found a way to teach the opposite lesson to the young researchers who work in her lab: she began circulating the many rejection letters she receives for articles she’s submitted to peer-reviewed journals, sometimes laced with savage attacks from anonymous professors on why her work shouldn’t be published. She’s basically telling her colleagues, This is what success looks like.

Useem closes with one other concern about the applicability of Duckworth’s theory on adult careers. Her idea of sticking unswervingly to a single goal for a number of years may apply in universities and fields with relatively stable career pathways, he says, but it’s not good advice in an economy “where career paths twist and even vanish with little warning.” Isn’t it better to keep your head up, asks Useem, or have many irons in the fire? Duckworth admitted that she hadn’t thought of that. “Grit may carry risk,” she said, “because it’s about putting all your eggs in one basket, to some extent.” But Useem believes the message of grit is still tremendously important. You need some direction to get anywhere, and the myth of “the natural” is just that. Persistence matters.

“Is Grit Overrated?” by Jerry Useem in The Atlantic, May 2016 (Vol. 317, #4, p. 30, 32-33),

Big image


  • David W. Carter High School: Principal, Fred Davis III
  • John L. Patton Academic Center: Principal, Leslie Swann
  • STEAM Hulcy Middle School: Principal, Jonica Crowder-Lockwood
  • William H. Atwell Law Academy: Principal, Selena Deboskie
  • Barbara Manns Education Center: Principal, LeTrice Portley
  • Ronald McNair Elementary: Principal, Ariss Rider
  • T. G. Terry Elementary: Principal, Alicia Bradley
  • Birdie Alexander Elementary: Principal, Valarie Kendrick
  • Mark Twain Vanguard: Principal, Derrick Ross
  • Adelle Turner Elementary: Principal, Michael Nickson
  • Martin Weiss Elementary: Principal, Shundra Brown


Our main purpose is to improve student academic achievement.

Effective instruction makes the most difference in student academic achievement.

There is no excuse for poor quality instruction.

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.