Pinkston Feeder Pattern

Week At A Glance -February 1 , 2016

Core Beliefs

Core Beliefs

  • Our main purpose is to improve student academic achievement.

  • 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.

  • Staff members must have a commitment to children and a commitment to the pursuit of excellence.

....

In the News.....

Congratulations and Shout Outs:

  • De Zavala's Math Olympaid Video has been selected to be included in the Math Olympiad competition during STEM Day on Saturday, February 6th at Skyline HS!
  • 5th grade Reasoning Mind PLCs: Thank You for supporting your teachers and coaches and allowing them to participate in our 5th grade RM PLC on Friday!
  • Congratulations to the Carr Staff for a successful Curriculum Audit!
  • Congratulations Pedro Garcia! (Pinkston Student) https://www.youtube.com/watch?v=JLTrHnhsnmc


STEM DAY

At this time, we have five schools who have participants registered for our STEM day on Saturday, February 6th. We would love to have representation from all 12 campuses. Please encourage your teachers, students and parents to register to attend!

For more information and to register please visit www.dallasisd.org/stemday
Registered schools and participants:
1 - C.F. Carr Elementary School
14 - Dallas Environmental Science Academy
11 - Lorenzo De Zavala Elementary School
13 - Sidney Lanier Expressive Arts Vanguard
5 - Stevens Park Elementary School

Way to go Carr, DESA, DeZavala, Lanier and Stevens Park!!!!


Texas Resource System

The district is in the process of purchasing TRS. This tool will help support our teachers with providing aligned and rigorous lessons. You can find a few handouts in this weeks WAG Google folder which outlines its capability. I'll let you know when we are given access.


Public Education Grant (PEG)

Letters went out to parents regarding identified PEG schools. I've included the letters and the identified schools parents can transfer to from IR campuses (DeZavala, Martinez and Lanier).


Master Schedule Round Tables for Secondary Campuses

Round Tables will be held for feeder pattern secondary campuses in the months of February and March. Each campus will give a presentation regarding their proposed master schedule for next year. The presentation materials are included in the WAG Feb 1st Google folder. The calendar will be adjusted, so do not place the listed dates on your calendar yet. Edison and QMS will meet the same time as Pinkston to ensure vertical alignment.


COMMON ASSESSMENTS, INTERIM, STAAR MOCKS

STAAR MOCKS: All Pinkston feeder schools will use common 6 week assessments for the remainder of the school year along with the other Imagine 2020 and ACE schools. We will use the 2015 STAAR Release as our 4th six week assessment for the content areas included in the 1st round. The window for the 4th six weeks is February 15th-19th. The other content areas will use the assessments posted on Curriculum Central. An adjusted assessment calendar can be found in the WAG google folder for the week of February 1st. The new date for releasing the 4th six weeks common assessment is February 5th.


If your campus identifies pertinent feedback regarding the posted assessments, please identify one CIC to be the contact. The identified elementary CIC's will notify Christian and the identified middle school and high school CIC will notify me. The feedback will be given to Teaching and Learning to be considered prior to posting. Please review the feedback window, this will be the only time feedback will be considered.


Please design a schedule that will work for conducting the mock STAAR Release during the assigned window.


Coding for 3 and 6 week assessments in All In Learning

3 week and 6 week district provided common assessments as follows:

  • 3 Week Interim - 4th six weeks - Content/ Grade Level ;
  • 6 Week CA - 4th six weeks - Content/ Grade Level
  • 3 Week Interim - 5th six weeks - Content Area/Grade Level;
  • 6 Week CA - 5th six weeks - Content Area/Grade Level
  • 3 Week Interim - 6th six weeks - Content Area/Grade Level


ACP Campus Based Writing Assessment Results

All writing results should be submitted by Wednesday, February 3rd.


Failure Rates

The Failure Report for the 3rd six weeks is posted on MyDataPortal under the Reports tab under School Leadership. The 1-week window to conference with your teachers and develop/revise failure rate intervention plans started last Monday, January 25th. The Failure Form(s)/Interventions are due by close of day Tuesday, February 2nd. The forms are in the January 25th Google folder.


Summer Readiness Program

Extended Year for Students in Elementary and Middle School (Retention and SSI)

  • Programs will be held at all comprehensive elementary and middle school campuses.

  • Program will be overseen by campus principal.

  • Includes intervention for the following:

    • Students not meeting promotion requirements in accordance with EIE (LOCAL)

    • Student Success Initiative (SSI) for 5th and 8th grade STAAR Mathematics and Reading

  • Instructional Days

    • Students not meeting promotion requirements June 6, 7, 8, 9, 13, 14, 15, 16

    • SSI Students June 6, 7, 8, 9, 13, 14, 15, 16, 20

  • SSI Testing Dates

    • STAAR Mathematics June 21

    • STAAR Reading June 22


Summer Achievers Academy for Elementary and Middle School Students

  • Parents/guardians will complete application for students to attend summer programs.

  • Students will be selected using a randomized computer selection process.

  • Summer Program will consist of Core Content and Arts Enrichment and Summer Camps.

  • Teach for America and Learning Labs will continue in Summer Programs.

  • Instructional Days

    • June 27 – July 28 Monday – Thursday

    • Elementary 8:00 a.m. – 4:00 p.m.

    • Middle School 9:00 a.m. – 5:00 p.m.

  • Locations

    • Elementary: Burleson, Dunbar, Cigarroa, Salazar, Reilly

    • Middle School: Medrano, Dade, Comstock

High School

  • End of Course Interventions at Comprehensive High Schools

    • June 6 – June 23 9:00 a.m. – 1:00 p,m.

    • Monday – Thursday

    • EOC Testing will be at the summer school sites listed below July 11 – 15.

  • High School Credit Recovery and Limited Acceleration

    • June 27 – July 28 9:00 a.m. – 1:00 p.m.

    • Sites: Jefferson, Conrad, North Dallas, Bryan Adams, Samuell, Spruce, Lincoln, Adamson, Molina, Kimball

Current assistant principals interested in serving as a summer school principal for the Summer Achievers Academy and High School Credit Recovery should let me know by February 5, 2016.

Rate of Pay

  • Elementary Summer School Principal: $40 / hour

  • Middle School Summer School Principal: $42 / hour

  • High School Summer School Principal: $46 / hour


Data Rooms

I'd like to see campus Data rooms during my next campus visit. Data Rooms should be current and interactive. How is student progress being monitored at the individual and aggregate level?


TELPAS and Newcomers

Training dates for TELPAS and the Newcomer Program are listed in the Google folder for this week.


WAIP Summary in the Google folder

Campus Visits - Mid- Years Part II; Instructional Audits; Progress of ACP Plan

Monday - CF Carr; Carver; Anatole (QMS Crest Award); DeZavala; El Centro w/ Pinkston

Tuesday - Martinez; Carver - Instructional Audit; Stevens Park; Dunbar-Instructional Audit

Wednesday - Leadership Academy; Gabe Allen; Pinkston (Vertical Teaming QMS & Edison)

Thursday - Arcadia Park; Calibration Walk w/ED's (Nathaniel Hawthorne); Earhart (PLC)

Friday - Haskell

Resources

Resources

STAAR Resources:


Science - Inclusion in the Science Classroom presentation, agenda, and all handouts/resources we used during the session:

https://drive.google.com/a/dallasisd.org/folderview?id=0B7ikzhyGZluteDZuSlBqaXBlY3c&usp=sharing


Reading/Writing -

CIC Training: Purposeful Questions to Support the TEKS

https://docs.google.com/presentation/d/1uiCd1Dh2zk5YfHnWq0Xz6sOvCnekGVC02vCA2ryes7s/edit#slide=id.g67ea47a79_8_189

Expository Revisions Stations:

http://padlet.com/kaylabriseno/revision

Math - Differentiating Instruction Professional Development from January 14, 2016. Together, we can ensure our at-risk students with special needs are excelling at the same rate as the other students.

CIC Differentitating Instruction for SPED


ELPS and ELL Program

Powerpoint and Guide on ELPS alignment - Posted in the WAG Feb 1st Google folder

Article of the Week- 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.

Have an awesome learning week!

Calendar of Events

This week's events:

Monday, February 1st


Tuesday, February 2nd

  • Instructional Audit - Carver - 9 a.m. - 11 a.m.

Wednesday, February 3rd


Thursday, February 4th


Friday,February 5th


Saturday, February 6th

  • STEM Day


Upcoming Events:

  • Wednesday, February 10th - 3rd - 5th Literacy Cadre - 2 to 5 p.m. Focus will be TEXT DEPENDENT QUESTIONS
  • February 6th - February 12th - LPACs and Adm Training Sessions
  • February 9th - 12th - RLA and Math - TIER 1-4 CICs - Just in Time Trainings
  • February 15th - 19th - 1st Round STAAR Tests
  • February 22nd - RLA Training - TIER 1 CICs - 8 a.m. - 4 p.m.

  • February 25th - Math Training - TIER 1 CICs
8 - 11:30 a.m. - ES Math and 12:30 - 4:00 p.m. - MS/HS Math
8 - 11:30 a.m. - MS/HS Science and 12:30 - 4:00 p.m. - ES Science