The Mighty Cub
May 22 - May 26
Our Mission
We are committed to providing academic excellence in a nurturing environment.
Our Cultural Vision
We will take pride in developing meaningful relationships by fostering a passion for life-long learning.
What's new in 2017-2018?
"Monster" Schedule
- Math classes will be double blocked
- We will be going to an eight period day - As of right now all teachers will have 2 non-teaching periods (one planning period and one conference period). The planning period has been purposely placed so teachers and specialist can plan together (as we have this year). The other period, conference period, will be used to hold parent conferences, professional development, training, peer observations, parent portal updates (Schoology), TAIS tasks, and additional class prep
- Read more about TAIS later in this newsletter
Everyone will have one campus goal and one professional goal
- See your supervisor to get your goal approved
Making Blended Learning Work in Your Classroom
Pay special attention to how technology leads to a more personalized experience and how the elements of time, place, path and pace pertain to the Blended Learning environment. This video addresses not only the basics of Blended Learning but the impact that it can have on the entire culture of a school.
Blended Learning: Making it Work in Your Classroom
This Week...
Monday 5/22
- 8th Grade Week: Movie/Pajama Day
Tuesday 5/23
- 8th Grade Week: Talent Show, 5th-7th period- Cafeteria
- Social Studies DCA #2, Grade 7
- Five Star Life Afterschool Program & Awards Night
- Above and Beyond Committee Meeting - 7:30 am Room 2126
Wednesday 5/24
- ASP Boot Camp Fitness @ Killough, 5:30 - 7:00 pm
- AVID Binder Check Day
- PLC: Campus Day
- GT Showcase: Albright MS, 6-8 pm
Thursday 5/25
- 8th Grade Week: Award Ceremony
- New Teacher/Mentor Meeting @4:15 pm, Conference Room
- Service and Retirement Banquet: Sugarland Marriott, 7 pm
- 7th Grade Award Ceremony 1:30-2:30 pm
Friday 5/26
- Student Staff Basketball Game - Follow early release schedule
Birthday Celebrations!
May 21 - Mr. Salazar
May 28 - Ms. Blanco
TAIS - Texas Accountability Intervention System
Critical Success Factors (CSFs)
The following success factors are foundational elements within the framework of the TAIS developed by TEA and TCDSS. These CSFs serve as key focus areas in school improvement planning. The CSFs documented within these pages are grounded in evidencebased research and have been found to be key elements for implementing improvement efforts.
1. Academic Performance
- Academic performance is the foundational CSF. By ensuring the CSFs of teacher quality, effective leadership, data driven instructional decisions, productive community and parent involvement, efficient use of learning time, and maintaining a positive school climate, campuses can increase performance for all students. All of these research-based measures, when taken as a whole, are key to continuous school improvement.
2. Use of Quality Data to Drive Instruction
- The use of quality data to drive instructional decisions can lead to improved student performance (Wayman, 2005); (Wayman, Cho, & Johnston, 2007); (Wohlstetter, Datnow, & Park, 2008). This CSF emphasizes effective uses of multiple sources of disaggregated data. However, it is not necessarily the amount of data utilized, but rather how the information is used (Hamilton, et al. 2009). For example, academic achievement can improve when teachers create regular opportunities to share data with individual students (Black & Williams, 2005). Therefore, it is not only the use of data to drive instructional decision-making that is significant, but also the ongoing communication of data with others that provides the greatest opportunity for data to have a positive impact on student learning outcomes.
3. Leadership Effectiveness
- Leadership effectiveness targets the need for leadership on campus to exhibit characteristics and skills known to promote and implement positive educational change. Of the campusbased elements proven to have the greatest degree of impact on student achievement, school leadership is second only to classroom instruction. Examples of successful school turnaround efforts without effective leadership are rare (Leithwood, et al. 2004).
4. Increased Learning Time
- Research promotes a three-pronged approached to increased learning time that includes the following elements: increased instructional time, increased enrichment activities, and increased teacher collaboration and professional development. Increased learning time necessitates strategies that maximize the number of sustained, engaging instructional minutes, the result of which is โhigher academic achievement, especially for disadvantaged studentsโ (Jez & Wassmer, 2011); (Gettinger & Seibert, 2002). Expanded learning time โ lengthening of the school day or year โ is also a possible strategy to increase learning time. To be utilized successfully, additional learning time must be used strategically. Effective strategies include providing a rigorous, well-rounded education that prepares students for college, using the time for teachers to thoroughly analyze and respond to data, and setting aside time to coach and develop teachers to continuously strengthen instruction (Kaplan & Chan, 2011).
5. Family and Community Engagement
- Family and community engagement calls for increased opportunities for input from parents and the community, as well as the necessity for effective communication and access to community services. Parent, family, and community involvement has a direct correlation with academic achievement and school improvement. When school staff, parents, families, and surrounding communities work together to support academic achievement, students tend to earn higher grades, attend school longer and more regularly, and eventually enroll in programs of higher education (Barton, 2003).
6. School Climate
- The connection between school climate and student achievement has been well established in research. Focusing on the development of a campusโ climate as a learning environment is fundamental to improved teacher morale and student achievement (Nomura, 1999). Formally assessing and addressing school climate is essential to any schoolโs effort toward successful reform, achievement, and making a difference for underprivileged student groups (California P-16 Council, 2008). Indicators of a positive school climate and welcoming learning environment are increased attendance and reduced discipline referrals. Increased attendance in extracurricular activities is another sign that students feel supported by an affirming school climate (Scales & Leffert, 1999).
7. Teacher Quality
- Teacher quality focuses on the need to recruit and retain effective teachers while supporting and enhancing the knowledge and skills of current staff with job-embedded professional development. Over two decades of research has demonstrated a clear connection between teacher quality and increased student performance. The evidence shows that lowincome students are more likely to benefit from instruction by a highly effective teacher than are their more advantaged peers (Nye, Konstantoupoulos & Hedges, 2004). Students enrolled in successive classes taught by effective teachers show greater gains in student performance than student groups taught by less effective teachers (Sanders & Rivers, 1996). Districts and campuses can have a direct impact on student achievement through the effective implementation of a comprehensive teacher quality program.