The Voice of Kimball Nation

September 19 - 23, 2016

Executive Director's Message

How can we raise student achievement to higher levels and meet the academic challenges of all students. What is the “secret sauce”? One of the key ingredients, the research tells us, is the effective use of common assessments. Virtually all high performing schools systematically analyze assessments during the school year and put the data to work in classrooms. It should be no surprise that common assessments are being used to collect data in many U.S. schools and districts.

In fact, common assessments are one of the hottest ideas in American education today. Ideally, are using this data to plan, adjust and determine interventions to engage students in a more structured and systematic way for us to look at achievement.

In short, effective use of common assessments help principals see the results of what teachers do in classrooms rather than looking only at the process of instruction. “It’s like putting on 3-D glasses,” says Paul Bambrick-Santoyo, Co-Director of North Star Academy, a 5-12 charter school in Newark, he has used consistently used quarterly assessments to bring about extraordinary student achievement. Common assessments shift the conversation to student learning, and if they are handled well, get teacher teams working collaboratively to examine practice and find the very best ways to bring all students to high achievement.

This week during your PLC’s continue to discuss the upcoming the common assessment as the basis for teachers making adjustments to their instruction. Discuss the quality of their interventions and the specific instructional adjustments they plan for the six weeks assessment. The critical instructional adjustments will make the biggest difference in the students' learning.

Finally, thank you for all of your hard work last week conferencing teachers through the TEI scorecard release. You are an outstanding, energetic and creative group of leaders. Stay focused on student achievement and I know we will see continued success.

Make it a GREAT week!


Kimball Feeder Pattern Goals

Kimball Feeder Pattern - Core Beliefs

· Our main purpose is to improve student academic achievement.

· Staff members must have a commitment to build positive relationships to pursue excellence at all levels.

· 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.


Celebrate National Hispanic Heritage Month

During National Hispanic Heritage Month (September 15 to October 15) we recognize the contributions made and the important presence of Hispanic and Latino Americans to the United States and celebrate their heritage and culture.

Hispanics have had a profound and positive influence on our country through their strong commitment to family, faith, hard work, and service. They have enhanced and shaped our national character with centuries-old traditions that reflect the multi-ethnic and multicultural customs of their community. We celebrate the many contributions of Hispanic Americans to our country!

Share the National Hispanic Heritage celebrations on your campus with us!

The Futility of PLC Lite

The professional learning community process, properly executed, can deliver dramatically improved teaching and learning. But too often it’s followed incorrectly and gains fail to materialize. Click the link above for more information.


Monday, September 19th

· ED Campus Support Visits – 8:00 – 10:30 @ Henderson ES

· ED Campus Support Visits – 11:00 – 12:30 @ Hall ES

· ED Campus Support Visits – 1:00 – 3:30 @ Kimball HS

· ED / AF Binders Available at all campuses

· PLC schedules submitted to ED and AF’s

Tuesday, September 20th

· ED Campus Support Visits – 8:00 – 10:00 @ Zan Holmes MS

· ED Campus Support Visits – 10:30 – 12:00 @ Carpenter ES

· EC Design Benchmark Training – 1:00 – 4:00 @ SOC HS

Wednesday, September 21st

· ED Campus Support Visits – 8:00 – 10:30 @ Stemmons ES

  • ED Campus Support Visits – 11:00 – 1:00 @ Brashear ES
  • ED Campus Support Visits – 2:45 – 4:30 @ Henderson ES

Thursday, September 22nd

· ED Campus Support Visits – 8:00 – 10:30 @ Tolbert ES

  • ED Campus Support Visits – 11:00 – 1:00 @ Donald ES
  • ED Campus Support Visits – 2:45 – 4:30 @ Kimball HS

· WAIP posted / Review Information and Action Items

· Submit items to include in next week’s “The Voice of Kimball Nation”

Friday, September 23rd

· School Leadership Meeting – ED’s with Deputy Chiefs·

· ED Meeting with Academic Facilitators

· Office Time

WAIP At-a-Glance

Week of September 19, 2016

2016-2017 Tutoring

Guidelines for the 2016—2017 tutoring 199 monies.

October Principal Meeting

Meeting date change to October 12th

New October principal meeting date

2016-2017 Bilingual Exception/ESL Waiver Report

Receipt of data packets beginning Sept. 19th

Completed Documents October 3rd.

Report includes teacher certification

Student Assignments/Procedures for Transferring Students between Campuses

Student address corrections by September 30th.

Information regarding transferring of address verifications and how to transfer.

Principal Fire Drill and Unemployment Insurance Training

Training Deadline is October 16th.

Online training through Public School Works, see email notification.

Annual Policy and Compliance Acknowledgement for 2016-2017

Completed acknowledgement requirement by October 31st.

Annual policy notification and acknowledgement.

2016 Teacher of the Year

Nominations to HCM by September 30th.

Outline of Teacher of the Year process.

General Updates and Compliance Reminders

Updates and information from Teaching and Learning

Distribution of State Fair Tickets to Schools

Available for pick-up at the Student Record Services in Room 202.

ES pick up: Oct. 10-13

Secondary: Oct. 17-20

Food Services Menu Webpage via Nutrislice

School menu items located at

and phone ap available as well.

Reminder: 2016 Districtwide College Fair

Wed., Sept. 21st from 5:30-8:30

One bus provided for every comprehensive high school.

Details in memo.

Developing PGPs for At-Risk Students

All PGP forms for identified students must be completed with student and parent signatures by Tuesday, Dec. 2nd.

2016-2017 Dallas Reads Calendar

Monthly calendar of events.

Campus Response to Camera Requests for Special Education Classrooms

Email if a request is received.

Learning Partners (ArtsParners)- Science, Social Studies, Visual and Performing Arts Field Trip Funds

Website available September 15th

Memo has email link for registration.

Training dates for trip coordinators: Sept. 26, 28, 29; Oct. 3 and 5

Upcoming Campus Participation Events and Competitions

Variety of events and competitions for students.

Solution Tree: Leadership in Professional Learning Communities at Work™ Learning by Doing

Effective Use of Appreciation, Coaching, and Evaluation

In this chapter of Thanks for the Feedback, Douglas Stone and Sheila Heen say there are three kinds of feedback in the workplace:

Appreciation – When a boss tells you how grateful he or she is to have you on the team, that’s appreciation. It’s about acceptance and a human connection – the boss is saying, I see you. I know how hard you’ve been working. You matter to me and the organization. We never outgrow the need to hear someone say, “Wow, look at you! You matter,” say Stone and Heen. “Appreciation motivates us – it gives us a bounce in our step and the energy to redouble our efforts. When people complain that they don’t get enough feedback at work, they often mean that they wonder whether anyone notices or cares how hard they’re working. They don’t want advice. They want appreciation.”

Coaching – This is feedback to help us learn, grow, or change in a specific way – to sharpen a skill, master a new idea, expand knowledge, or improve a particular capability. Coaching could come from a tennis instructor, the woman at the Apple Genius Bar, or a friend giving advice on a relationship.

Evaluation – This lets us know where we stand – a “meets expectations” performance evaluation, a middle-school report card, your time in a 5K race, the blue ribbon that your cherry pie was awarded, the acceptance of a proposal of marriage. “Evaluations are always in some respect comparisons, implicitly or explicitly, against others or against a particular set of standards,” say Stone and Heen. “Evaluations align expectations, clarify consequences, and inform decision-making.”

Each of the three forms of feedback satisfies a different set of needs, they continue: “We need evaluation to know where we stand, to set expectations, to feel reassured or secure. We need coaching to accelerate learning, to focus our time and energy where it really matters, and to keep our relationships healthy and functioning. And we need appreciation if all the sweat and tears we put into our jobs and our relationships are going to feel worthwhile.” Research has shown a high correlation between effective evaluation, coaching, and appreciation and employee satisfaction, retention, and productivity. In the area of appreciation, one study found that “Yes” answers to these questions were particularly significant:

- In the last seven days, have I received recognition or praise for doing good work?

- Does my supervisor, or someone at work, seem to care about me as a person?

- Is there someone at work who encourages my development?

When employees answer “No” to these questions, it doesn’t necessarily mean bosses don’t care or aren’t saying “Thanks.” But they may not be doing so in a way that’s heard. Appreciation needs to have three elements to have an impact:

- It has to be specific. “Good work” is not enough. Some boss-employee relationships can degenerate into MADD – Mutual Appreciation Deficit Disorder.

- Appreciation has to come in a form that the receiver values and hears. This is tricky, because for some people, all the “attaboy” they need is their monthly paycheck, while for others public recognition is important, while others crave a title or promotion, and others want to know they’re a trusted advisor or indispensable player.

- Appreciation has to be authentic. “Appreciation inflation” can set in – Thanks for coming to work today – and the currency loses all value.

When appreciation is specific, fine-tuned, and authentic, it’s an essential workplace element.

Coaching also requires skill and finesse – and there’s always an element of evaluation in advice-giving. “The coaching message ‘here’s how to improve’ also implicitly conveys the evaluative message that ‘so far you aren’t doing it as well as you might,’” say Stone and Heen. “All too often, feedback that is offered as coaching is heard as evaluation. (‘You’re telling me how to improve, but really, you’re saying you’re not sure I’m cut out for this.’) And efforts to elicit coaching from mentors yield feedback that is laced with evaluation, producing defensiveness and frustration rather than learning.” When coaching is handled badly, it’s stressful, confusing, and ineffective, wastes time, and leads to conflict and poor morale. “Coaching shortfalls mean that learning, productivity, morale, and relationships all suffer,” say Stone and Heen. “And that’s particularly tragic when people on both sides of the relationship are well-meaning and trying hard.”

The key is giving the right kind of feedback to the right person at the right time. Here’s how Donald, the lead partner in a law firm, went 0 for 3 giving feedback to three subordinates:

• April meets with Donald hoping for some appreciation for working tirelessly for eight years and effectively anticipating her boss’s needs. Instead, Donald gives her a number of concrete suggestions on how she could manage her time better, straighten up her workspace, and be more assertive about saying no. April leaves the meeting feeling devastated and considers quitting.

• Cody submitted a research memo to Donald a few days earlier and is hoping for some specific suggestions on how to approach such assignments more efficiently in the future. Instead, Donald gives him a general evaluative comment about being on a successful track for a first-year lawyer. Like April, Cody leaves the meeting deeply frustrated: “How is that going to help me figure out what I’m doing?” he wonders.

• Evelyn goes into her meeting with Donald really wanting to know where she stands in terms of making partner in the firm. Donald says, “Evelyn, I know I’m not good with a compliment, but I can tell you that it means a lot to me when I see you staying late and here on weekends. I notice that. I’m sorry if I haven’t always said so over the years.” Evelyn is frustrated not to get the specific evaluative information she sought, and now she’s more anxious than ever – were Donald’s comments code for “Thank you and goodbye”?

“In this farcical round-robin,” say Stone and Sheen, “April wants appreciation but gets coaching, Cody wants coaching but gets evaluation, and Evelyn wants evaluation but gets appreciation. All the while Donald is so pleased with his newfound feedback-giving abilities that he wonders whether he might be just the guy to lead an in-house training for other partners on how to give feedback well.”

Stone and Sheen close with two pieces of advice on effectively handling appreciation, coaching, and evaluation:

Be explicit about the purpose of the conversation. There needs to be an upfront discussion of the goal, addressing questions like these:

- What’s my purpose in giving/receiving this feedback?

- Is it the right purpose from my point of view?

- Is it the right purpose from the other person’s point of view?

“Are you trying to improve, to assess, or to say thanks and be supportive?” ask Stone and Heen. “You won’t always be able to fit the messiness of real life into these clean categories, but it’s worth trying.” It’s also important to check in several times during the conversation. It’s possible that the person receiving feedback may take the bull by the horns: “You’re offering coaching, but it would help to get a quick evaluation: Am I doing all right overall? If so, then I can relax and am eager for your coaching.”

Separate evaluation from coaching and appreciation. “The bugle blast of evaluation can drown out the quieter melodies of coaching and appreciation,” say Stone and Heen. “Even if I walk into my performance review determined to learn how to improve, evaluation can get in the way… We can’t focus on how to improve until we know where we stand.” Being upset with a less-than-stellar rating can prevent people from hearing the feedback that will get them to a higher rating next time. That’s why it’s wise to separate the formal evaluation process from coaching and appreciation, and make sure that coaching and appreciation take place throughout the year.

Thanks for the Feedback: The Science and Art of Receiving Feedback Well by Douglas Stone and Sheila Heen (Penguin, 2015)

How to Make Stunning Presentations on Google Slides

01. Google Slides: Basic Functions

Kimball Feeder Pattern Leaders

Lew Smith, Justin F. Kimball HS Principal

Barbara Moham, Zan W. Holmes MS Principal

Sonja Barnes, Jimmie Tyler Brashear ES Principal

Dr. Charmaine Curtis, John Carpenter ES Principal

Kathryn Carter, L. O. Donald ES Principal

Adriana Gonzalez, L. K Hall ES Principal

Ida Escobedo, Margaret B. Henderson ES Principal

Arnold Zuniga, Leslie A. Stemmons ES Principal

Lakeisha Smith, Thomas Tolbert ES Principal

Kimball Feeder Pattern

Embrace Opportunities. . . Unlock Potential. . . Inspire Excellence! "KIMBALL NATION"