Pinkston Feeder Pattern

Week At A Glance - October 19, 2015

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.

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In the News

Professional Development Day

Looking forward to a rich day of learning!

Elementary Principals and Teachers will have the opportunity to hear a key note speaker, participate in panel discussions, and network with all parties with the Reasoning Mind Community, November 14th at Conrad HS.

The 5th grade RM presentation that Lindsi developed and led is in the Google doc folder. Please remind your 5th grade teachers who participated in the RM training to complete the feedback form sent by Christian Ruiz. Thank you Lindsi, Cameron and Christian for making the training happen!

Delma and Christian will conduct RM observations this week Tuesday - Friday. If you have not already emailed your Reasoning Mind schedule to Eliza, please do so today. The form they will use is in the October 8th Google folder.

Just In Time Training

Please ensure your CICs have signed up for Just In Time Training for the week of October 25th.
-2016 CIC Training Schedule

School Net Registration Links for CIC Training Schedule

Optional Principal Just in Time Literacy Training

During our last feeder meeting, a request was made to hold Principal Just In Time training prior to the CIC's. Dates for the remainder of the 2015 year listed below:

  • October 30th at Quintanilla 2:30PM-4:00PM (room TBD)
  • December 4th at Quintanilla 2:30PM - 4:00PM (room TBD)

Community Newsletter

Please submit your pictures and short blurbs for the Community newsletter by Monday, October 26th to Eliza. Please have the blurbs review to check for spelling and/or grammatical errors.

Early Childhood Training

There is a 2 hour training scheduled for ES Principals on October 21st at the Principals’ Meeting and 30 minutes will focus on the importance of social and emotional preparation

Pre K Literacy Academies

Great opportunity for professional growth in an intense focused time period.

10 session program for teachers to better understand the CLASS framework and how to utilize the framework to best prep pre-K students for kindergarten readiness, first session in November. The training will be scheduled after school and each session is a 2 hours with take away homework that will be followed up with Pre-K specialists. There will only be 200 applications accepted, so please have your teachers submit their applications ASAP. The Pre-K team will provide more information this week at the principal meeting.

Feeder Planning Committee

Angela, Andrea and Sheila will serve as our feeder planners for Principal Feeder Meetings. We will meet to create the monthly agendas to ensure the topics are geared to building your skills, knowledge and expertise. Please let them know if you have an item, you would like placed o the agenda. We will meet approximately 1 - 2 weeks prior to the meeting. In order to ensure the monthly feeder meetings are relevant, I'd like your feedback. If you have not completed the survey, please complete and submit. Thank you for your help!

TEI Tracker

Please review the TEI tracker with spot data. Most schools are in the green, but we have a couple that are red. The expectation is that spots get entered into the tracker. I have not heard from anyone that the system is not allowing spots to be entered, so please get them entered. I will connect with any principal in the red to discuss a plan of action for getting the spots inputted. The latest tracker is in the Google folder. Make this a priority.

Data Meetings-

Data Meetings are scheduled October 21st at Hulcy. Eiza emailed the data templates last week, if you did not receive the template, please let me or Eliza know right away. I will scan the groups into the Google folder tomorrow for your review. A facilitator will review the data meeting protocol and be the time keeper. Principals will not be grouped by feeder pattern, so please refer to the data document in the Google folder. You can also refer to the WAIP memo that went out Friday concerning data meetings for the 2015-2016 school year.

Please address each question in the data template and bring 6 copies of your data presentation to the meeting as well as your lap top. If you find any problems with the data, please let me know right away. Please email Eliza and copy me the completed data presentation by Tuesday at noon. If you make any changes after you send the presentation, please send the final version.

Secondary Principals - Please make sure to have your lead counselor attend the HB5 training at the times below (only 1 counselor per school):

  • Middle School: 1:15-3:00PM @ Hulcy in room 106

  • High School: 3:15-5:00PM @ Hulcy in room 117

CMS-Career Management System Training

We will no longer use 3R, CMS is the new evaluation system for support staff. Information will be disseminated soon regarding training dates. There will be 6 options with a 50 person capacity cap. These sessions will be on a first come first serve basis.

Legal Symposium

HCM and ER will provide a legal symposium at the December or January Principal Meeting. The symposium will cover several important legal topics discussed by legal professionals.

Class Size-Waivers:

A few campuses require a class size waiver since you have a class that exceed 22 students. I've emailed the form to those campuses needing the waiver. Please sign the bottom of the waiver and Christian Ruiz will come by to pick it up tomorrow.

New TEA Guidance

A few memos from TEA providing further guidance and clarity on accountability changes are included in the Google folder.

WAIP - Important action items in WAIP, please make sure you schedule time on your calendar to read:). WAIP cliff notes are in the Google folder.


RTI: Video Dashboard

27 Simple Ways to Check for Understanding

Alternatives to Think-Pair-Share

A few resources suggested from the Math Department that can be used in conjunction with math lessons. are in the Google folder for your review.

Shout Outs

Ms. Welch's class at Gabe Allen reach 99% attendance for 1st 6 weeks

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Article of the Week

What Research Tells Us About Attention Deficit Hyperactivity Disorder

In this Educational Leadership article, Thomas Brown (Yale Clinic for Attention and Related Disorders) summarizes recent findings on ADHD:

• ADHD is “a developmental impairment of the brain’s self-management system,” says Brown, and it involves challenges in these six areas:

  • Activation – Getting motivated, organized, and started on necessary tasks, prioritizing;

  • Focus – Attending to what needs to be done, sustaining attention, and shifting focus when needed;

  • Effort – Regulating alertness, sustaining effort to complete tasks, having enough processing speed, and managing sleep;

  • Emotion – Handling frustration and modulating emotions;

  • Memory – Using short-term working memory and accessing recall;

  • Action – Processing and presenting information efficiently, monitoring actions to fit the setting, and avoiding excessive impulsivity.

    • All of us experience some ADHD characteristics from time to time, says Brown; those with ADHD have more chronic and impairing challenges.

    • Not all people with ADHD have problems with hyperactivity and excessive impulsivity; the majority of those who do outgrow it in early adolescence.

    • A quarter of children with ADHD have a parent who has ADHD and 30 percent have siblings who do, with higher incidence between identical twins;

    • Areas of the brain that are important to self-management tend to mature 3-5 years later in children with ADHD than in the general population;

    • For many but not all children with ADHD, some impairments continue throughout their lives.

    • ADHD symptoms most often emerge in the elementary and middle-school grades, but for some, onset occurs in high school or when they move away from home.

    • There is no correlation between ADHD and intelligence; it occurs across the IQ spectrum.

    • Emotions (conscious and unconscious) play a crucial role in motivation and self-regulation among children with ADHD; many also have chronic difficulty recognizing and managing the expression of emotion.

    • There are many differences in how the various symptoms manifest themselves among children with ADHD, even those of exactly the same age.

    • Children with ADHD are more likely than the general population to have difficulty with learning disabilities, anxiety and mood disorders, sleep, obsessive-compulsive behavior, substance use, and autism spectrum disorders.

    • Eight out of 10 people with ADHD can benefit from carefully managed medication, but meds aren’t a cure; the best analogy is eyeglasses improving vision while they’re worn.

    • One mystery is why children with ADHD can have great difficulty maintaining focus with some activities (school tasks, for example) and yet have no difficulty focusing on a video game or art project for extended periods of time. Motivation and interest appear to be the key factors.

    • Short-term working memory is often a challenge for people with ADHD – keeping one bit of information in mind while thinking about or doing something else – but long-term memory is often excellent. “When I’m reading something that’s not really interesting to me, it’s like I’m licking the words and not chewing them,” said one student with ADHD. “I know what all the words mean as I’m reading them, but they just don’t stick inside my head. I don’t really digest them.”

    • Open-ended writing is the biggest challenge for most children with ADHD because of executive-function challenges with organizing, prioritizing, sequencing, and elaborating free-floating ideas into organized sentences and paragraphs.

    “Educators who are aware of our new understandings about ADHD are better equipped to identify students who may be struggling with this disorder,” says Brown. They can then describe the symptoms to parents who may then work with a physician, psychologist, or other medical specialist who is trained in making a full diagnosis and treatment plan.

“ADHD: From Stereotype to Science” by Thomas Brown in Educational Leadership, October 2015 (Vol. 73, #2, p. 52-56), available for purchase at

Have an awesome learning week!