The FDR Instructional Focus

Roosevelt Feeder Schools Info - February, 2016

A Word From The Executive Director


Team,


The clock has started to the big countdown for preparing our students for the state mandated assessments. Much like in the movie "Lean on Me," we have much to prove to the community that we are schools that are high performing. It is imperative that all schools have a daily instructional focus on successful activities that engage the students at higher levels of thinking. If you recall from the Region 10 accountability presentation, students must be provided instruction at the level they will be assessed. This is also indicative of the expectations in TEI for Domain 1 and Indicator 1.1 at the Proficient level that the teacher "Consistently uses content-specific language and tools to convey critical information at an appropriate level of rigor." If you recall, the STAAR performance standards relate levels of test performance to the expectations defined in the state-mandated curriculum standards known as the TEKS. The cut scores established by the agency distinguish between performance levels, or categories. I am impressed that many of you are using these descriptors with fidelity to plan high thinking demand lessons for our students. Remember, the standard setting is also used to classify students into appropriate performance category.


For the general STAAR assessments, STAAR Spanish, and STAAR A, the labels for the performance categories are



  • Level III: Advanced Academic Performance
  • Level II: Satisfactory Academic Performance
  • Level I: Unsatisfactory Academic Performance.


Please ensure that your standard practices for planning includes the descriptors as well as the TEI performance rubric. Let us expect nothing less than the best from our teachers, our students, and ourselves as we move closer to each assessment. You must make it a habit to study student work weekly and provide feedback to the students so that they may change their learning tactic. This practice of looking at student work and believing that all students can improve is evidence of a "Growth Mindset." Please never lose hope or doubt that our students can perform well on assessments as long as we prepare them for success and believe in them.


Furthermore, as you work with your leadership teams around classroom observation calibrations, it is a great opportunity to coach. Coaching is one of the best tools that you possess as a leader to help your team grow. Think about the situational opportunities to provide coaching and the questions that you might ask to help provide polish and perfect practice for your team. I am reminded of Vince Lombardi who expected all to pursue perfection, but in the end they only achieved excellence. Coaching is the greatest approach toward helping others achieve growth.


I wish you the best week and the best month of successful work in February.


Sincerely,


Harold L. Wright

Executive Director of School Leadership

FDR Feeder Schools


*Excerpts extracted from TEA website

What Great Principals Do Differently

PRINCIPAL'S MONTHLY MAP

February MAP


Evaluations/HCM/Compliance

  • Prepare nomination letters for TOY/TAOY, Rotary Club Service-Above-Self Award
  • Vacancy reports, certifications, special programs
  • Complete non-renewal documentation
  • Intent to return plan
  • Deadlines for budget (199) and Title 1 spending (Feb 19)


Instructional Planning/Curricular

  • Monitor CIP

  • Review/Appeal 16-17 projections (demographics)

  • Budget meeting preparation

  • Project staffing needs from course tallies

  • Choice sheets-completed & tallied

  • Draft master schedule

  • Senior transcript reviews

  • Finalize plans for spring professional development

  • Consideration for campus-based summer programs

  • Curricular Focus – Writing/Reading
  • Senior graduation meetings
  • Letters to senior parents regarding potential non-grads
  • New student round-up (open houses)

  • Prepare for administration of state assessments

  • Project STAAR/EOC results

  • Literacy cadre, Math cadre, Science cadre

  • Master schedule timeline- Bilingual/ESL plans


Data­

  • Monitor Reasoning Mind, ISIP, College Readiness, Achieve 3000

  • Review attendance data/Monitor attendance for credit plan

  • Review student discipline data

  • Grade failure reports, meetings, and intervention plans

  • Magnet Applications due 1/31

  • Plans for seniors not on track

  • Seniors on track and plan for students on track for reading


PLC Topics

  • Classroom observations/calibrations

  • Monthly update of CIC coaching and faculty training

  • Climate survey results meetings and conversations

  • Spiraling low SEs

  • Action plans

The 3 Key Actions for the Roosevelt Feeder Pattern

From the Academic Facilitators

The role of the AFs is to help build the capacity of your Campus Instructional Coaches centered around improving the quality of instruction. The Academic Facilitators will provide Professional Development to your CICs through our "First Friday's" program and weekly campus visits. I will make sure that we communicate key instructional "look fors" each feeder meeting so that you will be informed about the support being provided to the campus instructional coaches.

Instructional Coaching and First Friday Resources

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On The Horizon - Campus Coaching Visits

Monday, February 1, 2016

  • School visits to Holmes, Harllee, Budd, Miller


Tuesday, February 2, 2016

  • School visits to Holmes, Roosevelt or any elementary school

  • Master Scoring Group 8:30 - 10

  • Principals Focus Group 4 - 6 at Haskell 1st Floor Conference Room


Wednesday, February 3, 2016

  • School Visits to Bryan and Johnston

  • Writing Network at Starks 3:30 - 5


Thursday, February 4, 2016

  • School Visit to Holmes at 8:30 with PSP

  • Calibration walk at Nathaniel Hawthorne 10 - 11:30

  • Preliminary Discussion of CTE Bond Funding 1 - 1:30 at Haskell

  • Meeting with Debbie Arnold 1:30 - 2 at Haskell


Friday, February 5, 2016

  • School Leadership ED Meeting – Haskell Bldg. @ 8:00 - 10:15

  • Board Appreciation – Admin Bldg. @ 11:00 – 11:30

  • School Visit to Roosevelt, Holmes, Starks

TESTING IMPORTANT DATES

MARCH

2--SAT (Grade 11)

7-April 6--TELPAS (K-12)

29--STAAR EOC English I (9-12)

29--STAAR Writing Day 1 (Grades 4 & 7) (This date will be clarified)

29--STAAR Math (Grades 5 & 8)

30--STAAR Writing Day 2 (Grades 4 & 7) (This date will be clarified)

30--STAAR Reading (Grades 5 & 8)

31-STAAR EOC English II


APRIL

4-15--STAAR ALT 2 Assessment Window (3-8 & EOC)

4-8--ES & HS Art Performance ACP (Grades 5, 9-12)

12-15--Student Survey Window (Grades 3-12)

12-22--ITBS/LOGRAMOS Window (K-2)

18-19--ES Gym ACP (Grade 4)

18-29--Secondary Band Performance ACP (Grades 6-12)

20-21-ES Music Performance ACP (Grade 3)


MAY

9-24--Middle School Gym Performance ACP (Grades 6-8)

16-19--Middle School Art Performance ACP (Grade 7)

2-6--STAAR EOC Algebra I, Biology, US History (9-12)

9--STAAR Math (Grades 3,4,6,7)

9--STAAR Math Re-test (Grades 5 & 8)

10--STAAR Reading (Grades 3,4,6,7)

10--STAAR Reading Re-test (Grades 5 & 8)

11--STAAR Science (Grades 5 & 8)

12--STAAR Social Studies (Grade 8)

2-27--Istation's ISIP Assessment EOY (K-2)

18-26--ACP (Grades 3-5)

27-June 2--ACP (Grades 6-12)


**This chart will be updated as necessary

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TEI


Be sure to read the TEI NEWS emails that come from DISDNEWS each week.

https://drive.google.com/a/dallasisd.org/file/d/0B4AZ46iTHbeXRi1hWEhWMm5zZkE/view?usp=sharing

December 7-January 14:

Wave 2: The DTR application portal will open for Wave 2 DTR-eligible teachers and teachers must submit their application by noon on January 14, 2016. Wave 2 teachers will receive an email the first week of December with the application link and optional DTR teacher trainings. View trainings by registering here

January 14
Wave 2 DTR application deadline (by noon)

https://drive.google.com/a/dallasisd.org/file/d/0B4AZ46iTHbeXcjJNeDVxbTI5OFk/view?usp=sharing

Dallas ISD Core Beliefs

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.

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