Power of "WE"

September 26-30, 2016

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Dallas ISD Student Achievement Goals

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Principal's Message

We are ending our last week of the first six weeks! How does it feel, Cochran? Let me tell you it looks good! We have many things going on from lesson planning, to RTi to Academic night but we will enter it wholeheartedly because the results are worth having. Know that we are here to support you every step of the way because you are supporting our future, our students.


Know that Ms. Esquivel, Ms. Owens and myself will support you in all initiatives. Ms. Owens and Ms. Esquivel will make sure that you have help and guidance as we go through the RTi process.

Know that there is a difference between a counseling referral and a discipline referral. Refer to the student code of conduct and the level of offenses as to what constitutes a discipline referral. Our students need counseling and guidance but they also need consequences for their actions.

Know that the end goal is to have all students in the classroom to learn. Let's get to know our students so we can get them the appropriate help. The purpose of an educator is to develop, facilitate, and instill student learning through the most powerful weapon you have: a relationship. They will listen and work for you if they know you like them and show them love. You might be the only smile they see in a day.


At Cochran we irrigate the desert, not cut down jungles. -C.S. Lewis. You have the power in the classroom. Build a relationship with your students because some of them are in a desert and you are their hope.

Esquivel

Owens

Team Colts!


Our first week of Student Support Team (SST) was very successful. As we move forward with Response to Intervention (RtI) keep in mind the SST examples of supporting documents for success. Please note that the following artifacts are a work in progress and the SST Intervention Team will support and guide you with developing and gathering these documents.


Tier 1 Tier II Interventions include:

  • progress monitoring and results

  • Clear reason for referral which matches interventions tried

  • Evidence of intensive instruction in area of concern

  • Classroom observation

  • Classroom assessments data and Common assessments data

  • Evidence of parent participation

  • Evidence and/or copies of previous evaluations

Educational Records

  • State assessments

  • District assessments

Behavior Logs/Discipline Referrals

  • Evidence of positive behavioral supports

  • Evidence of 504 BIP including target behaviors & successes

Student Social Emotional and Physical Support Team

  • Counselor referrals including target behaviors and success

  • Medical information (if applicable)

  • Speech communication skills checklist

  • Outside evaluation

  • Hearing and vision test

  • Attendance for Credit if applicable

Parent Involvement

  • Parent documentation log/letters showcasing contact of interventions and progress

  • Copy of parent request letter if applicable

Reminders:

Please ensure all open task are followed thru with weekly progress-monitoring. These current tasks are available on your dashboard from the tasks this week. Be prepared to enter student’s score and the date on which progress was checked.


Save the date

Monday, October 10, 2016 SST/RtI training


SST Sample Timeline


September/October



· Students retained

· Hearing/Vision Concerns

· Tier III Performance on Universal Screeners

· Parent requests

· Speech concerns

· Prior Attendance for Credit and or 3 or more unexcused absences

· Unsatisfactory performance on STAAR Reading or Math


October/November

· 3 or more Level I and II disciplinary infractions

· Below 70 on six weeks report card in Math, RLA, 4th grade Writing and 5th grade Science

· Social/Health/Emotional Concerns

· Consecutive Tier III performance on ISIP



The SST Committee’s Purpose

To support, analyze and or resolve perceived issues by identifying students who may be subject to physical, social, and/or emotional factors that may negatively impact their academic success.

Cochran Key Action #1

Establish students’ social emotional well-being through a safe and secure campus culture

Cochran Key Action #2

Establish a positive and consistent family and community engagement partnership

Coaches Corner

Brown

MSTA/ESTAR

The What, Why, and How of MSTAR/ESTAR Universal Screener


WHAT IS MSTAR UNIVERSAL SCREENER?

· A formative, TEKS-aligned math assessment administered online OR paper/pencil used to tier students based on their algebra-readiness*

· See short video here: http://tinyurl.com/j6emtha

WHY ARE WE DOING IT?

· Help teachers identify at-risk students so they have data to inform their interventions

· District mandated

HOW/WHEN WILL WE DO IT?

· Using computer labs from 10/7/16- 10/13016


To assign a diagnostic test to students:

· Go to http://mstar.epsilen.com

· Click “Forgot/Reset your Password”

· Type in your username (provided by McCoy), click “Reset Password”, and look for an email with your password

· Log back in and assign the diagnostic assessment.

o For specific details on this, see pages 15—30 in your MSTAR Packet

R.M. City

Let's Go Colts!



Reasoning Minds is back in session, by now we should have completed the Pre-Test. Let's continue to work towards meeting our weekly 2 hr mandate. Thursday our RM City Rep will be on campus half day and after-school to provide us with a session on small group interventions.

Think Through

4th and 5th Grade Think Through Math is here! The goal for this school year is that all student pass approximately 30 lessons. Information to obtain these goals is forth coming.

Lott-Woods

Istation Tiered Interventions

ELAR/SLAR Teachers, please remember that once the BOY assessment is completed you are to use the data results to provide that students with additional time on the Istation system for RTI time. The picture describes the minimum amount of suggested times.

Achieve3000 Weekly Goals

In order to see the highest Lexile gain, students should complete two Activities per week with an first-try Activity score of 75% or higher. Students can use this graph to track qualitative (≥75%) and quantitative (40/80 Activities) progress on Activity completion.

$Paid Trainings @DISD

Teaching and Learning will be holding 6 PAID Saturday Literacy trainings for K, 3rd and6th grade Reading teachers. This is first come, first serve so I am telling you first!

  • 9am-12pm plus two hours of classroom prep/work time = $100 a day plus tons of extra Reading / Literacy supplies (almost $1,000 worth of teaching materials)
  • Teachers need to register for all six sessions since supplies are involved. Yes! Our new or returning teachers are encouraged to attend these training.


This is first come, first serve only 135 open spots per grade level!

They can sign up for any cohort and sessions will fill up quickly!

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Monday Staff Meeting

Monday, Sep. 26th, 3:15pm

6000 Keeneland Parkway

Dallas, TX

Bring the following to the meeting:

RSVPs are enabled for this event.

Counselors Corner

Brooks

Tacky Box ( A Step by step Approach)

Step one is complete. On Monday we will complete steps 2-4

Step One: Counselors distribute classroom books to teachers who read the story with students prior to the assembly.

Step Two: Tacky Box is brought to life in a fun, memorable way through an assembly featuring live professional theater. The performance engages the child’s senses and helps them understand how unkind words and actions make others feel. They are taught how to use the Tacky Box and they make a personal choice to focus on kindness.(1st and 2nd grade @9:30, Kinder and 3rd grade @10:30)

Step Three: Once students have made the “magnificent choice” to be kind, much to their excitement, they are presented with their very own Tacky Box with notepad for classroom use.

Step Four: Back in the classroom, students decorate their Tacky Box (or journal) to instill a sense of ownership and pride.


Step Five: (Beginning Tuesday 9/27) Daily Tacky Box Time is implemented during morning announcements. Students practice their choice by taking a few moments to reflect on their day and write down or journal about tacky words or actions they might have demonstrated or experienced from others. The act of locking the pages in the box removes the behavior from the heart and mind.

Step Six: Counselors reinforce the message during Guidance Lessons focused on bullying and other behavioral traits.

Students use the Tacky Box every day through elementary school. Teachers integrate the tool into the academic curriculum through language arts, reading, music, and art.

Espinoza

"You can't teach children to behave better by making them feel worse. When children feel better, they behave better." -Pam Leo


INTERVENTION CENTRAL

How To: Calm The agitated Student: Tools for Effective Behavior Management


  • Tool 1 -Create a 'safe' setting. An educator attempting to calm an agitated student cannot always select the setting in which that interaction plays out. When a student outburst occurs in the classroom, however, the educator should attempt to engage the student in a semi-private conversation (e.g., off to the side of the room) rather than having an exchange in front of classmates. As part of the protocol for conducting a de-escalation conference, adults should also ensure that they are never left alone with agitated students.

  • Tool 2 - Limit the number of adults involved. Having too many educators (e.g., teacher and a teaching assistant) participating in a de-escalation conference can be counter-productive because of possible confusion and communication of mixed messages to the agitated student. If more than one adult is available in the instructional setting, select the one with the most experience with de-escalation techniques to engage the student one-to-one, while the additional educator(s) continue to support the instruction or behavior management of other students.

  • Tool 3 - Provide adequate personal space. Stand at least 2 arm's length of distance away from the agitated student. If the student tells you to 'back off' or 'get away', provide the student with additional space.

  • Tool 4 - Do not block escape routes. When individuals are agitated, they are more likely to experience a 'fight-or-flight' response that can express itself in the need to have escape routes available. When engaging a student in a de-escalation conference, do not position yourself between the student and the door. If the student says, "Get out of my way", step back to give that student additional personal space and reposition yourself out of his or her potential escape path.

  • Tool 5 - Show open, accepting body language. Convey through stance and body language that you are calm and accepting of the student--and will treat that student respectfully and maintain his or her safety. Stand at an angle rather than facing the student directly in a 'confrontational' pose. Keep hands open and visible to the student. Stand comfortably, with knees slightly bent. Avoid 'clenched' body language such as crossing arms or balling hands into fists.

  • Tool 6 - Keep verbal interactions respectful. It is natural for educators to experience feelings of defensiveness, embarrassment, anxiety, or irritation when attempting to talk down a student from an emotional outburst. However, you should strive to appear calm and to treat the student respectfully at all times. Avoid use of teasing, reprimands, or other negative comments and abstain as well from sarcasm or an angry tone of voice.

Library Corner: Miller

Changes! Changes!

As a result of several new initiatives in the library, we will be going to Flexible Scheduling. This system encourages teachers to sign-up for a library time that suits your schedule and needs. When we get rolling, you will need to sign up a week in advance and let me know if your focus will be checkout or a literacy lesson. We want our patrons checking out books they enjoy and still have time for learning skills. We'll explore this issue in more depth in the coming week. 'Til then, keep reading!!

Parent Liaison: Herrera

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Art Work by Volunteer

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PTA Friday Food Sales

PTA will be selling food on Fridays in Portable 13.


This Friday, September 30 PTA will be selling plates for $7. It will have a guiso, rice and a drink with it.

Needing Volunteers

Teachers if you need a volunteer please let me know.

This Week at Cochran

  • Monday: Tacky Box Assemblies, Staff PD, Teaching Trust Classroom Observations
  • Tuesday: Leadership Meeting
  • Wednesday: ATC Lab, Calendar Meeting
  • Thursday: ATC Lab , Super 90 (computer labs will be used for Super 90), Academic Night 5-7
  • Friday: Jeans with a college or Cochran shirt
This Month is: HISPANIC HERITAGE MONTH

Cochran Birthdays!!

  • August 30th: Beatriz Zavala
  • September 17: Megan Webb
  • September 19: Vernell Boson
  • September 24: Linda Grant

Expectations

  • Arrive on time
  • Instruction begins at 8:00am
  • LO/DOL quadrant updated daily
  • Active monitoring at RECESS and all times, it is only 20 after lunch
  • Time class bathroom breaks
  • Bus students get picked up at 2:45
  • Clutter free classrooms (small group tables should be clear and ready for students)
  • Enforce and monitor HALLS in hallways

Instructional Expectations

  • Instruction begins at 8:00 am
  • Continue to be prepared and provide high expectations for our scholars. Remember,consistency is key and will set up our scholars for success.
  • MODEL your expectation, MODEL everything
  • Greet scholars with a smile and consistent firmness- practice hand grip and eye contact with them.
  • Use positive tone to address scholars
  • During transitions remember- HALL
  • Engage scholars throughout your lessons. It will support the increase in student academic achievement and reduce disruptions
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