Conrad/Thomas Jefferson Tribune
WEEK OF SEPTEMBER 10-14, 2018
EDUCATION GO GET IT WEEK!
VISION, MISSION & CORE VALUES
CONRAD/THOMAS JEFFERSON FEEDER PRIORITY GOALS
STUDENT ACHIEVEMENT
Advance teacher effectiveness and improve the quality of instruction through research-based professional learning practices
QUALITY OF INSTRUCTION
Close achievement gaps through effective data practices and alignment of core content curriculum.
CLIMATE AND CULTURE
Develop and sustain a positive and supportive climate and culture of high expectations through effective communication, inclusive practices and leadership development.
3 SCHOOL LEADERSHIP PRIORITIES
PROFESSIONAL LEARNING COMMUNITIES
BALANCED LITERACY
SOCIAL EMOTIONAL LEARNING
A MESSAGE FROM THE EXECUTIVE DIRECTOR
Illustrious Leaders,
CONGRATULATIONS to another successful week.
What a wonderful week it has been getting to visit all campuses in the Conrad/Thomas Jefferson Cluster in the Northwest Cluster and getting to know each and every new addition to your leadership team. I am excited about all the wonderful possibilities that are to come and the 'Good First Instruction' that I have encountered already.
You should have already begun the planning of your goal setting conferences with the scholars and teachers as principals and assistant principals. Every scholar should know what their goal is according to their data, every teacher should know scholar goals and their class goals, and every principal should know their campus goals. Is 'Good First Instruction' being observed? If not, how will you ensure that 'Good First Instruction' occurs on a daily basis. Do you have supports in place for your novice teachers? How strategic have you been in planning for 'Good First Instruction'? Have you planned PLC to include our new MTSS system highlighting RTI? Without strategy the execution is aimless and without execution strategy is useless. Have you been effective in your game plan and execution for scholars? Stephen Covey provided us with the 7 Habits of Highly Effective People which we have incorporated in cluster with The Leader in Me.
Our focus this week is still to Be Proactive. Therefore, be proactive in all that you do, and model being proactive daily. Which of these 7 Habits have you implemented and how have they become Habits on each of your campuses?
- Be proactive
- Begin with the end in mind
- Put first things first
- Think win-win
- Seek first to understand then to be understood
- Synergize
- Sharpen the saw
Last week, I began my regular campus visits. During this cycle, we observed instruction and whether or not ALIGNMENT was evident. We discussed strengths, upgrades and next ACTION steps for the entire leadership team. The trends observed were standards posted, student engagement visible, implementation of some ELL strategies and modeling clear expectations. This is the first step as we will begin closing our feedback loop with campuses recently visited. "Strategic planning will help you fully uncover your available options, set priorities for them and define the methods to achieve them." Robert J. McKain
Here is to another stellar week!
"WE ARE IN IT TO WIN IT...GO FOR THE GOLD!
Ms. Torres
Emmett Conrad/Thomas Jefferson Executive Director
MTSS Framework
The new MTSS encompasses structures and procedures that campuses offer to help each child achieve success. We have just received training on Tuesday as a cluster on the MTSS framework which will focus on academic at-risk learners, advanced learners, language learners, and engagement. We refer to academics, language, and engagement as the pillars of the MTSS framework.
Similar to RTI, all students will be introduced to the Tier I core/universal program, some students will receive Tier II supplemental intervention, and a few students will receive intensive Tier III intervention.
The MTSS framework is preventative in nature by providing struggling students with immediate support in their areas of difficulty and offering campus personnel set procedures and guidelines to assist students with academic, language, and engagement difficulties.
When you look at the framework for MTSS you will notice six descriptors in the center. (direct attention to the center of model) These descriptors are Leadership, Curriculum, Evidenced-Based Instructional Strategies, Data-driven Decision Making, Problem Solving Teams, and Family and Community Engagement. We refer to these descriptors as the systems of support.
Leadership: The campus leadership plans for strategic MTSS implementation.
Curriculum: Within the MTSS framework are three tiers of instruction and intervention: universal (Tier I instruction), supplemental / targeted (Tier II intervention), and intensive (Tier III intervention).
Problem Solving Teams: To implement an effective MTSS framework in a campus requires a variety of team structures designed to develop procedures, analyze data, and identify practices needed to support implementation efforts.
Evidence-based instructional strategies: When working with students, educators should use evidence-based strategies that have a proven record of success.
Data-based decision making: Data includes the many sources of information we use to make decisions about how to allocate resources, address problems, determine successes, and ensure accountability.
Family and Community Engagement: Positive student outcomes are likely to occur when family and school personnel have a respectful relationship with a shared responsibility for student learning.
When comparing MTSS to RTI it is important to note that MTSS has three levels of support (like RTI) but goes beyond academics. The framework includes social and emotional supports and addresses the needs of staff, parents, and the community through embedded professional development and collaboration opportunities for adults within and outside of the school to meet the needs of all students. Additionally, MTSS is tightly aligned with curriculum design and school culture. MTSS can be thought of as the umbrella that covers intervention and different approaches to promote student success.
(link to the foldable noted below)
Many problems that are presented by students are symptoms of deeper related issues, therefore to solve a problem effectively staff must drill down to identify the underlying cause. Two methods for conducting root cause analysis involves the fishbone diagram and the 5 Whys technique. The Fishbone (Ishikawa) Diagram is a brainstorming tool that is designed to assist in listing problems to a specific effect. The 5 Whys is a technique that is used when analyzing and solving problems by asking why 5 times, or as many times as needed to determine the root cause.
While engaging in root cause analysis may seem commonsensical, not everyone considers multiple factors that could contribute to the problem. These factors (as shown in the Fishbone Diagram) could be within the school (teachers and materials), outside of the school (home environment), and cognitive and/or language issues with the student, all of which, might influence student learning.
Instead, most staff begin by selecting a strategy that addresses the symptoms of what could be a much larger problem.
The 5 Why’s technique is a simple way to identify the underlying cause. You start with the problem you’re facing and then you keep asking why until you discover the root cause.
For example, imagine that a student continues to struggle in reading even though good first instruction is delivered and differentiation is implemented.
You start by asking why is the student struggling. The teacher says that it’s because the student has difficulty decoding words. Then you ask, why does the student have difficulty deciding words. The teacher mentions the student’s performance in the early grades. Then you ask, why did the student perform poorly in the early grades. The teacher mentions the student’s attendance and eventually a discussion on the student’s home environment ensues. As shown in the example below, it only took four why’s to identify the root cause of the student’s problem.
FAILURE REPORTS
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.
We are now at the mid point of the six weeks. 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 students grade. Students should not have failing grades on their report cards due to homework. Please refere to EIA Regulation policy.
The teachers should ensure they are providing the following for students. ( read chart below).
CULTURE/CLIMATE FOCUS IN OUR CLUSTER
- Classroom Environment
- Entry
LOOK AT WHAT IS HAPPENING IN OUR CONRAD/THOMAS JEFFERSON CLUSTER?
Northwest Network Elementary ED and ILC Collaboration Planning for CIC Conference
Elementary District CIC Conference with Northwest Network
Stephen C. Foster ES 5th Grade Ambassador, Aaden Resendera, Welcomes Science ILC, Martin Osae with Learning Objectives!!!!
Why Wait? Small Group Is Happening at Jack Lowe!!!
Leader in Me, Habit 1: Be Proactive Learning Stations at Lowe
Saldivar ES: Alignment PD Part II
Highland Meadow ES: Instructional Framework and Alignment PD
United to Learn Partners Meet and Greet with Cluster Principals
Community Members Collaborate on Plans for a the new Jill Stone campus site
WEEKLY UPDATES
MONDAY, September 10
- Grandparents Day Today!
- Executive Leadership Team (ELT)-Ms. Torres w/Superintendent and Cabinet-8:30 a.m.
- ED/ILC Campus visit @ Cigarroa-Focus: Alignment, Culture and Leader in Me
- TEI Scorecards released to princiopals
- Burnet 'Graduate Together Assembly'
- Joe May' Graduate Together Assembly'
TUESDAY, September 11
- District-Wide Elementary Principal Meeting 10:00 a.m.-6:00 p.m.-Edison Learning Center
- Elementary CILT 4:00 p.m.-6:00 p.m.@ Edison Learning Center
WEDNESDAY, September 12
- ED/ILC Campus visit @ Saldivar-Focus: Alignment, Culture and Leader in Me
- ED/ILC Campus visit @ Burnet-Focus: Alignment, Culture and Leader in Me
- ED/ILC Campus visit @ Jack Lowe-Focus: Alignment, Culture and Leader in Me
THURSDAY, September 13
- Trustee/Principal Introductions@ K.B. Polk @ 9:00 a.m.
- ED/ILC Campus visit @ Joe May-Focus: Alignment, Culture and Leader in Me
- ED/ILC Campus visit @ McShan-Focus: Alignment, Culture and Leader in Me
- Saldivar' Graduate Together Assembly'
- ED Meeting w/Deputy Chiefs @ Big Thought-8:00 a.m.-12:30 p.m.
- ILC PD Mtg. w/Teaching and Learning-All Day
- Tom Field 'Graduate Together Assembly'
- Walnut Hill 'Graduate Together Assembly'
- Cigarroa 'Graduate Together Assembly'
- Foster 'Graduate Together Assembly'
- Polk 'Graduate Together Assembly'
- Highland Meadows 'Graduate Together Assembly'
- Jill Stone 'Graduate Together Assembly'
- McShan' Graduate Together Assembly'
- Jack Lowe 'Graduate Together Assembly'
GRADUATE TOGETHER IN THE CONRAD/THOMAS JEFFERSON CLUSTER
UNITED TO LEARN NETWORK MEETING SCHEDULE
Community Campus Day Applications Are Ready!!!!
COMPLIANCE VIDEOS
Compliance Training videos are now available through Cornerstone On-Demand – NOT Region 10. Please make sure and share the linked memo with all staff. The deadline to complete all videos is September 30th.
KHAN ACADEMY
Khan Academy mission is to provide a free, world-class education to anyone, anywhere. It is a 501(c)(3) nonprofit organization.
Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. They tackle math, science, computer programming, history, art history, economics, and more.
The math mission guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps. We've also partnered with institutions like NASA, The Museum of Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
I highly encourage your campuses to try Khan Academy!
THE LEADER IN ME SYMPOSIUM 2019
Experience The Leader in Me Symposium
Just a reminder that the Leader in Me Symposium will be held February 7-8 in Irving, Texas at the Irving Convention Center. Please ensure that you register to attend as we are attending as a cluster. Information on the symposium will be upcoming.
Join educators at the all-new 2018-201p Leader in Me Symposium. Together, we are transforming paradigms in education by empowering students and staff to model 21st-century leadership skills in order to achieve their full potential.
The Leader in Me Symposium is the most influential and inspiring event series for educators. This year Symposium will be coming to over 20 locations to inspire thousands of educators across North America. New enhancements have been made to the featured sessions, school tours, and networking experience. In addition, participants can now attend either a full two-day or a condensed one-day version of Symposium.
At The Leader in Me Symposium, you will
- Share innovative ideas with other administrators, superintendents, directors, principals, and teachers.
- Develop new skills and principle-centered effectiveness with The 7 Habits of Highly Effective People® training.
- Learn best practices from experts in a variety of featured sessions.
- Discover how Leader in Me Schools are achieving success on a local school tour (two-day Symposium only).
- Gain inspiration from thought leaders during keynote presentations.
A TRAIL OF BREADCRUMBS-WRITING & GRAMMAR WORKSHOP FEATURING GRETCHEN BERNABEI
Grammar and Writing Development
Through the Year and for STAAR
featuring Gretchen Bernabei
This workshop will model layered instruction, weaving between grammar and writing, using materials Gretchen has adapted from STAAR released tests and live student STAAR essays. Specific high-yield strategies covered include:
Grammar:
Nailing fragments and run-ons, using the sentence wringer
Wiping out usage problems (like its/it’s and there/their/they’re) once
and for all
Showing your students how to use their parts-of-speech knowledge
Keeping track of your grammar-teaching-in-context
Reading:
Kernelizing passages for comprehension and multiple choice ease
Recognizing and using pitchforking in questions
Extracting text structures from passages
Writing:
Generating quick lists and kernel essays
Choosing from five text structures for expository or persuasive essays
Using icons for developing details
Participants will receive a copy of Grammar Keepers and Text Structures from Nursery Rhymes
Who is it for?
Anyone teaching writing (pre-k through 12)
Anyone who lays the instructional foundation (grades 4-11) for STAAR writing and reading tests
November 28-29 in Richardson, TX
8:30am - 2:30pm
Richardson Civic Center
411 W. Arapaho Rd. #102
Richardson, Texas 75083
DATA ON THE HORIZON
COMMON ASSESSMENT WINDOW
PROFESSIONAL DEVELOPMENT
REVISED-Assistant Principal PD with Executive Director
Teaching and Learning Departments Facilitate & Provide Instructional Overview with Resources
WEEK OF SEPTEMBER 10-14
SEPTEMBER
17- TEI Scorecard Rebuttal Window begins
20-Assistant Principal Meeting w/ED @ Stephen Foster-2:00 p.m.-4:00 p.m.
27-28-Momentous Training-Select Principals and ED
28-TEI Scorecard Rebuttal Window ends
28- DTR Round 1 Application opens
30-Last day to complete Compliance videos
OCTOBER
2-Deadline to complete Fall SLO Goal-Setting and goal -setting conference
FEBRUARY
7-8-The Leader in Me Symposium-Irving Convention Center
MARSHALL MEMO #701
What Is Rigor, Anyway?
In this Edutopia article, New York teacher Brian Sztabnik notes how often the word “rigor” crops up in faculty meetings, educational conferences, and worried chats with colleagues (“Is this book rigorous enough?”). But what does rigor mean?
- Making students’ work more difficult?
- Giving them more homework and classwork?
- Assigning work further up Bloom’s taxonomy or deeper on Webb’s Depth of Knowledge?
Hold on, says Sztabnik. “Rigor is a result, not a cause… Rigor is not defined by the text – it comes from what students do. It is not standard across a curriculum – it is individual to each student’s needs. It is not quantified by how much gets crammed into a school day – it is measured in depth of understanding.”
Sztabnik describes how novelist David Foster Wallace taught his literary analysis course at Illinois State University. Wallace used seemingly middlebrow works like Lonesome Dove, Carrie, and Silence of the Lambs and said to his students, “Don’t let any lightweightish-looking qualities of the texts delude you into thinking this will be a blow-off-type class. These ‘popular’ texts will end up being harder than more conventionally ‘literary’ works to unpack and read critically.”
That’s the point, says Sztabnik: “Rigor is the result of work that challenges students’ thinking in new and interesting ways. It occurs when they are encouraged toward a sophisticated understanding of fundamental ideas and are driven by curiosity to discover what they don’t know… Let us aspire to something greater than making difficult work for our students. Let’s take them to that intersection of encouragement and engagement, where they confront ideas and problems that are meaningful. Let’s stretch their thinking. Let’s unleash their sophistication. And let’s foster a love of deep knowledge.”
EMMETT J. CONRAD/THOMAS JEFFERSON SCHOOL LEADERSHIP
- Jack Lowe Elementary: Principal, Sandra Barrios
- Jill Stone : Principal, Rosalinda Pratt
- Highland Meadows: Principal, Julian Davis
- David G. Burnet Elementary: Principal, Sonia Loskot
- Leonides Cigarroa Elementary : Principal, Douglas Burak
- Tom W. Field Elementary: Principal, Selena Deboskie
- Stephen C. Foster Elementary: Principal, Irma De La Guardia
- Joe May Elementary: Principal, Israel Rivera
- K.B. Polk Elementary: Principal, Kourtnei Billups
- Julian T. Saldivar: Principal, Edgar Jaramillo
- Walnut Hill Elementary: Principal, Robert 'Chase' McLaurin
- McShan Elementary: Principal, Cecilia Criner
MEET OUR ILLUSTRIOUS CONRAD/THOMAS JEFFERSON LEADERSHIP TEAM
JACK LOWE SR. ELEMENTARY
JILL STONE ELEMENTARY
HIGHLAND MEADOWS ELEMENTARY
DAVID G. BURNET ELEMENTARY
LEONIDES CIGARROA ELEMENTARY
TOM FIELD
STEPHEN C. FOSTER
JOSE 'JOE' MAY
K.B. POLK CENTER FOR THE ACADEMICALLY TALENTED & GIFTED
JOE T. SALDIVAR
WALNUT HILL DUAL LANGUAGE GIFTED & TALENTED
MCSHAN ELEMENTARY
INSTRUCTIONAL LEADERSHIP COACHES
OUR BOARD TRUSTEES REPRESENTING OUR NETWORK
EDWIN FLORES
DISTRICT # 1, Northwest Dallas, Addison, parts of Carrollton and Farmers Branch
Walnut Hill
DUSTIN MARSHALL
District #2 North and Near East Dallas
K. B. Polk
DAN Micciche
DISTRICT #3 Northeast Dallas
Highland Meadows, Jack Lowe Sr., Lee A. McShan Jr, Jill Stone at Vickery Meadow
MIGUEL SOLIS
DISTRICT # 8 Love Field, Northwest Dallas, and Central Dallas
David G. Burnet, Leonides Gonzalez Cigarroa, Tom Field, Stephen C. Foster, Jose "Joe" May, Julian T. Saldivar