Thomas Jefferson Tribune
"WE ARE IN IT TO WIN IT!"
WEEK OF OCTOBER 2-6
THOMAS JEFFERSON FEEDER PRIORITY PLAN
STUDENT ACHIEVEMENT
QUALITY OF INSTRUCTION
CAMPUS CLIMATE AND CULTURE
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
A MESSAGE FROM THE EXECUTIVE DIRECTOR..........
Leaders,
Next week, you will have the opportunity to engage in the DDI cycle if you have not already begun those conversations this week.. This will allow your teachers and administrators the ability to quickly analyze the data and respond quickly.
When we as educators use data to drive our plans and decisions, we can grasp how to respond to problems, construct new ways to teach, and advance skill sets at an even faster rate.
As you plan your DDI meetings, ensure to keep abreast the following when meeting with teachers:
- Keep it simple. Use simple tools and techniques to collect data, such as clickers, response sticks, DOL's and/exit tickets. They’ll provide a straightforward process for understanding learning outcomes.
- Analyze your efforts. Based on the data,reflect on whether the steps you’ve taken have had an impact. When you begin to see a difference in the scholars and their work, the extra effort will seem valuable.
- Engage scholars. Involve scholars in setting goals and tracking progress to invest them in the process. This might be as simple as improving an opening routine or as complex as meeting large assessment goals. Likewise, encourage scholars to reflect upon their progress to help them determine what worked, what didn’t, and what should be done differently next time.
- Make progress visible. Track progress daily using a graph or chart. This will help scholars see their progress and, ultimately, be empowered. The size of the goal doesn’t matter; students need to see what they’re working toward and what they’ve accomplished. Our feeder goal is to ensure that ALL our scholars are tracking their progress,
- Be transparent with class-wide results. Follow pre-assessments tests, and communicate the results to students. Simply relay the outcomes, and explain how instruction will be adjusted based on the new information. In our feeder, the expectation is that there is data posted in the classrooms and in a common area where your DDI meeting are held.
Think about what makes a great teacher regarding DDI. Fundamentally, it’s the ability to quickly analyze available knowledge from data sets given. The more you model the DDI process with your teachers during the DDI cycles, the better they will be at analyzing the data quickly to ensure they are making the instructional adjustments necessary for scholar growth.
This week's message continues with highlighting Stephen Covey. This week the focus is on Habit 3; PUT FIRST THINGS FIRST!
Habit 3: Put First Things First
This is the last of the habits that deals with self awareness and "Private Victory".
Stephen Covey recommends that you identify what is important to do in order to keep you heading towards your destination, and then do those things.
How do you know what's important and what is not? It's about managing our time and what we do in that time. At times it can be a struggle with traditional time management ideas. We can resist being told that we must manage our time better, or worse, being told how to manage our time. Stephen Covey has a 4-quadrant time management model that can assist you in thinking about how to manage your time.
Covey spends a lot of time working with this model and emphasizing that we should aim to spend our time in Quadrant II. (Refer to the table below the Executive Director Message) This is where you focus on activities that are important to your values and goals, but that are not urgent. "If we don't practice Habit 2, if we don't have a clear idea of what is important, of the results we desire in our lives, we are easily diverted into responding to the urgent". The urgent things are often those things that keep us away from focusing on what is important. This week, our DDI cycle meetings are of utmost importance. This is the time to ensure we are making appropriate, differentiated instructional moves to see scholar academic growth!
Here's to another great week of teaching and learning!
THE TJ FEEDER IS IN IT TO WIN IT!
Ms. Torres
Thomas Jefferson Executive Director
SUMMER DRESS CODE
With the approaching fall and cooler weather, please be advised that the summer dress code will end September 29, 2017. All employees are expected to resume professional business attire. Please refer to (DH LOCAL) and (DH Regulation) policies for dress code guidelines and expectations.
PRINCIPAL FOR A DAY IN THE THOMAS JEFFERSON FEEDER
We are delighted to have a wonderful group of volunteers who will be in our feeder for 'Principal for a Day.' Mrs. Didear sent an email with all the logistics on Wednesday. Please ensure that you review the packet of information that was distributed at orientation or emailed. Ensure that you receive your reception invitation to Winspear Opera House from 3:30-5:00 p.m. for you and your 'Principal for a Day.' Please make sure you attend.
Also, please ensure you are placing on your marquees a welcome message for your PFAD with their name.
Your PFAD should feel welcomed and invited. Since you are aware of their time on your campuses, do not plan anything outside of what you normally do during the day. Their experience should be an overview. Should you have any memorabilia that exemplifies your campus, a nice gesture would be to give them some type of goodie bag to remember their experience as PFAD at your campus. We want positive experiences for all our volunteers.
OCTOBER CAMPUS PROFESSIONAL DEVELOPMENT
Secondary PD Day - Friday, October 13 agenda due in Google doc on October 9 by COB for review
Elementary PD Day - Friday, October 20 agenda due in Google doc by October 16 by COB for review
THIS WEEK AT A GLANCE
(DDI CYCLE #1 BEGINS THIS WEEK)
Monday, October 2, 2017
- Think Tank Meeting-Ms. Torres and Mrs. Loskot
- Mrs. Loskot shadowing Ms. Torres for PIC
- Saldivar Campus visit w/ED, AF's and Mrs. Loskot
- Joe May Campus visit w/ED, AF's and Mrs. Loskot
- First day for Elementary Staff Audits
- TEI-Deadline for submission of the SLO Goal Setting
- Employees report to NEW assignment (2nd six weeks)
Tuesday, October 3, 2017
- Thomas Jefferson Feeder SST/RTI training @ H.B. Bell Building Rm. 713- 8:30-11:30- (Assistant Principal, (or principal, campus instructional coach, counselor and diagnostician(if available)
- Leadership Team meeting-w/Mr. Cordero 1:30
- TJ P-Tech ECHS Campus visit w/AF's
- Cary Campus visit w/AF'
- School Design and Proposal Workshop-@ Mata Elementary-regarding Climate and Culture
- 1st TEI Campus Expert Steering Committee meeting
- First day of teaching for NEW teachers (moved teacher)
Wednesday, October 4, 2017
TJ Feeder Principal Meeting @ TJ P-Tech ECHS @ 9:00-1:00
TJ Team Building and Luncheon-1:30-2:45 p.m.
TEI Certification, Reading AF @ H. B. Bell Building
Thomas Jefferson Feeder Meeting @ Thomas Jefferson Early College P-Tech High Shool-9:00 a.m.-1:00 p.m.
Theory of Action Presentation @ 9400 NCX w/Mr. Cordero-Thomas Jefferson Feeder, Hillcrest/Conrad Feeder and W. T. White Feeder @ 3:00-4:30 p.m.
Thursday, October 5, 2017
- OTI Meeting-Mrs. Torres, Mr. Dickerson, Mr. Bates and Mr. Lusk-8:00
- Principal for a Day
- PPR Checkpoint #2-K.B. Polk-1:00 p.m.
- PPR Checkpoint #2-Joe May-3:30 p.m.
- Mrs. Phillips-Roberts -PD @ Impact and Engage-Dallas Baptist University
- Impact and Engage Conference, Math AF @ Dallas Baptist University
- TEI Certification, Reading AF @ H. B. Bell Building
Friday, October 6, 2017
- PPR Checkpoint #2-Walnut Hill 7:45 a.m.
- Cary Campus visit w/ED and AF's
- Office Time 2:00 p.m.
- Credit Recovery Report Available
- Campus Professional Development Compliance Deadline TODAY
- Last day for Texas Middle School Fluency Assessment (TMSFA) BOY-7th grade-Window closes today
Last day to enter a receiver in Oracle and submit invoices to Accounts Payable for Priority and Focus Grant Funds
UPDATED-THOMAS JEFFERSON SEI'S
JEFFERSON'S FEEDER ACHIEVE 3000 LEVEL COMPLETION BOY DATA
Please see below your Achieve3000 LevelSet completion data as of Monday, 9/25. In the future, you will be receiving your bi-weekly progress data on Monday or Tuesday of that week. You will receive an updated report next week.
At this point in the school year, our focus is on ensuring ALL scholars in grades 3-8 have completed the LevelSet assessment so we can establish a baseline Lexile Level. The district BOY testing window will close on October 13, 2017.
TITLE I REQUISITIONS
The final date for all requisitions using 2017-18 Title funds is Friday, February 23, 2018 no later than 5 p.m. Please follow link to the full Purchasing Calendar.
http://inet.dallasisd.org/calendars/docs/PurchasingActivityCal.pdf.
FIRST DISTRICT PRINCIPAL MEETING
GRADE SPEED REPORTING
Please ensure that you are aware of when you are to enter grades into GradeSpeed.
Secondary campuses may print their report cards on campus. However, if you want them to be centrally printed the request must be made to Campus Administrative Support by the print report card date below.
PPR CHECKPOINT #2
EIA REGULATION-FAILURE REPORTS
EIA Regulation (our grading policy) requires failure rate intervention plans be developed if rates exceed the thresholds at each level (elementary, middle or high) for a teacher / course / or subject. Further, it requires a plan be developed by the principal at the campus level if the threshold exceeds such rates across a subject (course for secondary) or grade level.
Teachers have plenty of time to decrease failure rates. Please send home missing assignments. Points may be deducted for those assignments.
Please be reminded that homework can only be utilized if it helps the grade. Students should not have failing grades on their report cards due to homework. Attached, you will find EIA Regulation policy.
The teachers should ensure they are providing the following for students. ( read chart below).
TEACHER ATTENDANCE
Just a reminder that attendance plays an important role on our scholars being served by their classroom teacher vs. a substitute. We do not want our fill rate to dip to its lowest level as it did last year. Ensure that you stress the important of being present each and every day.
As you know, the pay rates for substitutes have an incentive and it costs the District additional money on Monday and Friday because those are the days your staff is showing the most missed days. Please ensure that you are aggressively monitoring the substitute situation when it comes to approved absences for your staff.
THOMAS JEFFERSON FEEDER PATTERN KUDOS
NEW ASSISTANT PRINCIPAL MEETING WITH THE EXECUTIVE DIRECTOR. HUGE SUCCESS!
CARY VS. MEDRANO
Walnut Hill Elementary School
THOMAS JEFFERSON P-TECH EARLY COLLEGE HIGH SCHOOL
The Pinnacle Group kicked off the mentoring program by teaching Resume writing to our scholars. The students left eager to take the workplace skills provided and immediately began utilizing them on their academic journey.
Joe May Elementary School
Sudie Williams ES
Medrano MS
PLEASE CLICK TESTING LINK BELOW
UPCOMING DATES & REMINDERS
OCTOBER
9-Community Bond Meeting-TJ High School w/Trustee Flores-5:00 p.m.
9-Kids Teaching Kids 21 Day Challenge Begins
13-Last day for AP to process invoices for purchases orders created with 2016-2017 Priority and Focus Grant Funds
15-Hispanic Heritage Month ends
17-Math AF TOT for CIC Content Training
19-Reading AF TOT for CIC Content Training
20-Last day for Khan Academy Learn storm challenge
20- ESTAR & MSTAR BOY Assessment Window Closes
23-24- Trail of Breadcrumbs-Writing Training-Gretchen Bernabei
27-Last Day for Elementary Staff Audits
29-Kids Teaching Kids 21 Day Challenge Ends
31-APPROVED POSITIONS & SIGNED JOB DESCRIPTIONS due today in Virtual Notebook
31-TRAVEL GUIDANCE (OUT-OF STATE/FIELD TRIPS)
NOVEMBER
6-First Day of Secondary Staff Audits
10-Drill Log for the Fall Semester is due TODAY via email submission to the Office of Emergency Management
10-Technology update due today by COB
DECEMBER
5-Math AF TOT for CIC Content Training
7-Reading AF TOT for CIC Content Training
15-Last day of Secondary Staff Audits
JANUARY
30-Math AF TOT for CIC Content Training
FEBRUARY
1-Reading AF TOT for CIC Content Training
23-Title I Requisitions due today
MARCH
9-Drill log for the Spring Semester is due TODAY via email submission to the Office of Emergency Management
27-Math AF TOT for CIC Content Training
29-Reading AF TOT for CIC Content Training
MARSHALL MEMO #704
Grappling with Fractions Misunderstandings in Fourth Grade
“A solid foundation in fraction understanding is critical for success with higher-level mathematics topics, such as algebra, and for competing in the American workforce,” say Robin Schumacher (Instructional Research Group) and Amelia Malone (Vanderbilt University) in this Elementary School Journal article. “By the end of fourth grade, students are expected to be proficient with a range of fraction concepts, including adding and subtracting fractions with like and unlike denominators.” Failure to master these concepts is one of the strongest predictors of difficulty with math down the road. And indeed, a significant number of students struggle with fractions in the upper-elementary grades – and continue to do poorly in math in middle and high school.
Schumacher and Malone studied the errors fourth graders most frequently make when they work with fractions, hoping to provide insights on improving instruction before students move to the upper grades. The researchers found that the most common problem is whole-number bias – that is, students misapplying their understanding of whole numbers when working with fractions. The key concept they’re not getting: The relationship between the numerator and denominator determines magnitude for fractions, not the whole-number magnitudes that compose it. Without grasping this, students misunderstand fractions problems and tend to take shortcuts when solving them, avoiding the tedious extra steps required.
Three examples: 1/4 + 2/4 = 3/8 – the student added the numerator and denominator;
1/4 + 1/2 = 2/6 – the student added the numerator and denominator and didn’t convert to a common denominator before adding; 1/2 – 2/10 = 1/8 – the student didn’t convert to a common denominator, subtracted the numerator and denominator, and reversed the order of the fractions to avoid getting a negative number for an answer.
“Proficiency with fractions calculations, therefore, requires students to effectively apply their magnitude knowledge of fractions (i.e., evaluating the denominators) and retrieve basic multiplication (i.e., computing equivalent fractions) and addition facts (i.e., solving the problem) to compute the answer correctly,” say Schumacher and Malone. “When students ignore fractions properties and rely on whole-number properties to solve fraction-calculation problems, they demonstrate their misunderstanding of fractions magnitude.” The researchers were surprised to find that entering fourth graders’ proficiency with whole numbers didn’t predict their difficulty with fractions; whole-number bias afflicted students across the achievement range. They also found that fractions problems with unlike denominators caused more difficulty than those with like denominators.
Two key take-aways for fourth-grade teachers: (a) Focus core instruction on helping students understand part-whole relationships and see that the magnitude of fractions is a function of the relationship between numerator and denominator, and (b) explicitly address students’ strong tendency toward whole-number bias. Helpful instructional activities: comparing the size of two fractions; putting three fractions in order of magnitude; and putting fractions on a number line while reasoning about fraction sizes in relation to 0, 1, and 1/2.
Number lines are especially important in the upper elementary grades because they help students understand two fundamental fractions concepts:
There is an infinite number of fractions between any two given numbers on a number line.
Any given point on a number line can be represented by an infinite number of fractions.
“Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students’ Mathematics Achievement Status” by Robin Schumacher and Amelia Malone in The Elementary School Journal, September 2017 (Vol. 118, #1, p. 105-127),
http://www.journals.uchicago.edu/doi/abs/10.1086/692914; Malone can be reached at
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
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
Marelenise Phillips-Roberts
Ashley Campos
Erica Rosas
Trustee Edwin Flores District 1
Trustee 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.