Anda di halaman 1dari 7

J P P S S D i s t r i c t T u r n a r o un d N e t wo r k

V o lum e 2 , I s su e 3

T U R NA RO U N D T E A M T I M E S
Dear Turnaround Team Administrators and Teachers,

N ove m b e r 2 0 13

INSIDE THIS ISSUE: The Number Line TAP Tips Literacy and the CCSS Special Education Update
2

As we enter the month of November and the time of giving thanks, I would like to thank each and every one of you who works in our Turnaround Schools. Please know that your hard work and extra effort to improve student achievement does not go unnoticed. WE ARE MAKING A DIFFERENCE! This year many of our schools had tremendous growth (please read more about this in this newsletter). Of course, we still have a lot of work to do, and I know you will continue to give 100% to ensuring that each and every child is on target for a successful future. As you know, we have a set of very explicit Turnaround Team Standards for our Network Schools. We have found that the schools that have been most successful have taken these standards seriously and fully implemented them in their schools. What do these look like in your school or classroom? This month, I would like to expand on this standard: Positive relationships with all stakeholders that includes internal and external communication to keep all stakeholders informed and involved.

4-5

Celebration!

While this list is certainly not all encompassing, these are some of the things that indicate that this standard is in place in a school. Staff interactions with visitors and on the phone are professional at all times. The principal greets the students daily with a positive message and teachers greet and interact with students as they enter the classrooms. Teacher/student interactions demonstrate caring and respect for one another. Policies and procedures are in place so that expectations are clear and available for review (ex.-faculty and parent handbooks that spell out all policies in writing). There is consistency in enforcing these at all times. There are regular opportunities for parents to visit and be involved in the school, including opportunities to serve on school teams where decisions are made about their children. There is consistent and up to date communication including, but not exclusive of: the school website, weekly memos to staff, monthly newsletters, and school marquees. All communication and interactions with stakeholders strives to encourage them to help, support, and be involved in the school.

Network Team Members Karen Bucher Network Executive Director Leslie Dubroc Administrative Assistant Joan Albrecht S3Math Jennifer Campbell TAP EMT Sandra DiPascal S3ELA Erin Hardin S3SpEd Carol Harvey S3SpEd Elizabeth Towe S3Generalist

Where does your school stand in fully implementing this standard? Please let us know if we can assist you as you strive to ensure that our children have the best possible educational opportunities provided to them each day. I wish all of you and your families a very Happy Thanksgiving! With great respect for what you do, Karen Bucher

P age 2

V o l um e 2 , I s s ue 3

THE NUMBER LINE

J OAN A L BRE CHT


mentary school doing a PD on Math Word Walls. I will give out the cards then.

Elementary math classes should have the problem solving strategy posters up on the walls. Refer to them as you and students work through problems. If you dont have the posters they are on the DTN web page. Remember to refer to the deconstructed standards or the Unpacking Document from North Carolina when planning lessons and choosing assessment items. The practice tests are in the Toolbox on the LDOE web site. These tests can be found under Something New. The Reference Sheets that will be use on LEAP and iLEAP are at the end of the tests.

ANet Professional Development Days


Breakfast Club: 8:0010:00 December 12, 2013 January 9, 2014 February 13, 2014 March 1, 2014 May 1, 2014 Network Meetings with data team November 6, 2013 8:0012:00 April 30, 2014 All Day Also, the Math Reference Sheets I talked about are included in the LEAP and iLEAP Practice tests. These can be found in the Louisiana Believes Teacher ToolBox by clicking on "Something New".

Strategy Corner Strategy 3: Create a language rich classroom. Like all languages, mathematics must be encountered orally and in writing. Like all vocabulary, mathematical terms must be used again and again in context and linked to more familiar words until they become internalized. To help implement this strategy I have purchased vocabulary cards for grades 25. During the next several weeks I will be at each ele-

T ur na r o u n d T e a m T i m e s

P age 3

TA P T I P S

JENNIFER CAMPBELL

LO O

K!

Page 4

V o l u m e 2 , I ss u e 3

L I T E R AC Y

AND THE

CCSS

SANDRA DIPASCAL

This month a couple of resources will be put into the spotlight: Critical Words List by Marilee Sprenger, Trajectory Analysis charts for CCSS ELA, and Literacy Cookbook by Sarah Tantillo, and Vocabulary Self awareness charts. Keep these handy as you plan for success!

The Critical Words Your Students Must Know for the Common Core State Standards!
(Marilee Sprenger) Researcher estimate 85% of achievement test scores are based on the vocabulary of the standards. Students from poverty, ELL students, and other atrisk students are particularly in need of learning these words in ways that meet their specific learning needs. Below are the
Demonstrate Describe Determine Develop Distinguish Draw Evaluate Explain Identify Infer Integrate Interpret Locate Organize Paraphrase Refer Retell Suggest Support Summarize Synthesize Trace Critical Nouns: Alliteration Analogy Argument Central Idea Conclusions Connections Connotative Language Details Evidence Figurative Language Illustrations Interactions Metaphor Mood Point of View Rhetoric Simile Stanza Structures Theme Tone

high frequency words of the CCSS and words present in the


exemplars provided in Appendix B. Critical Verbs: Analyze Articulate Cite Compare Comprehend Contrast Delineate

Literacy Cookbook by Sarah Tantillo


www.literacycookbook.com Look in the Download Zone. Under the tab of Standards, S. Tantillo has the Trajectory Analysis Charts for ELA CCSS. These charts will show the progression of the ELA CCSS from kindergarten to high school. This information will assist you in but not limit to: planning your weekly lessons, reteaching for ANET, and interventions.

Page 5

V o l u m e 2 , I ss u e 3

L I T E R AC Y

AND THE

CCSS

SANDRA DIPASCAL

Vocabulary Self-Awareness
From our own state Department of Education site, this document stresses the importance of vocabulary in achievement.
Rationale Because students bring a range of word understandings to the learning of new topics in the content areas, it is important to assess students vocabulary knowledge before reading or other tasks involving text (Fisher, Brozo, Frey, & Ivey, 2006). This awareness is valuable for students because it highlights their understanding of what they know, as well as what they still need to learn in order to fully comprehend the reading (Goodman, 2001). Teaching Process

1.
Sarah Tantillo and Nancy Guzman continue working with our network to build teacher instructional capacity. Be ready for their next visit get all of your questions answered and be ready to watch the students SOAR!

Provide students a list of important words at the beginning of the reading or unit and have students write them in a vocabulary self-assessment chart (See example below). 2. Ask students to complete the chart before the lesson begins by rating each vocabulary word according to their level of familiarity and understanding. A plus sign (+) indicates a high degree of comfort and knowledge, a check mark () indicates uncertainty, and a minus sign ( --) indicates the word is brand new to them. 3. Also ask students to try to supply a definition and example for each word. For words with check marks or minus signs, students may have to make guesses about definitions and examples. 4. Over the course of the reading or unit, allow time for students to revisit their self-awareness charts to add new information and update their growing knowledge about key vocabulary. The goal is to bring all students to a comfortable level with the units important content terminology. Because students continually revisit their vocabulary charts to revise their entries, they have multiple opportunities to practice and extend their growing understanding of the words. Example of a Vocabulary Self-Awareness Chart in Science Word density mass volume weight + Example Definition

Sources
Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2006). 50 content area strategies for adolescent literacy. Upper Saddle River, NJ: Merrill/ Prentice Hall. Goodman, L. (2001). A tool for learning: Vocabulary self-awareness. In C. Blanchfield (Ed.), Creative vocabulary: Strategies for teaching vocabulary in grades K-12. Fresno, CA: San Joaquin Valley Writing Project.

T u r n ar o u n d T ea m T i m e s

Page 6

S P E C I A L E D U C A T I O N U P DA T E

CAROL HARVEY AND ERIN HARDIN

SPECIAL EDUCATION CHECKLIST- 1st Nine Weeks


Let's face it! Checklists make the world go 'round! Spend a few fun minutes reviewing our very own DTN's Special Education Teachers' Checklist. Nothing feels better than having all of the boxes checked.

I have given the Brigance test to all students on my caseload this year. I have completed the Special Education Student Data Tracker that was emailed to me I have double-checked that all of my caseload students' schedules reflect their IEP's? I have distributed copies of my caseload students' IEP accommodations/modifications
page to their general education teachers? (Yes, even P.E.) In addition, I have provided a copy of inclusion students' academic goals to their general education teachers? I have had the general education teachers sign a JP27 form to document the receipt of these copies? I have organized a system to track my students' progress on their IEP goals? I have read all of my students' IEP's AND evaluations? (just making sure...LOL) I have verified that all new out-of-state or out-of-parish special education students are coded in SER as Jefferson. Parish Students? If they are not, I have contacted Lisa Millet (Eastbank) or Robin Mire (Westbank) to ask them to obtain jurisdiction in SER? I have reviewed all of my caseload students' assessment scores from Spring 2013 and have identified students who are eligible for LAA1 and LAA2 testing? I have updated, signed, and sent home IEP Progress Reports for the first nine weeks marking period? I realize the incredible significance of my teaching position, the ability I have to change my students' lives, and how grateful my S3's are to be working with me this year? on August 19th?

Checklists make the world go 'round! * * Check out this checklist!

Please reach out to us with any comments, questions, or ideas!!

A PD OPPORTUNITY FOR GENERAL AND SPECIAL EDUCATION TEACHERS:

""What Is My Legal Liability with Section 504 and Special Education?" Judy
Weekley, JPPSS' IEP Specialist, will lead this 2 hour session reviewing interesting Supreme Court cases! This session will focus on general education teacher compliance issues for both 504 and Special Education accommodations. Join us on Tuesday, November 19, 2013 4:30 pm 501 Manhattan Boulevard

Education for a Brighter Future

Page 6

J P P SS

CELEBRATION!
LEAP tests are more difficult that ever new standards mean we have to learn HOW to teach all over again the teacher evaluation system is unfamiliar Oh, my! While all of these things are going on, teachers in the District Turnaround Network just got to the business of helping kids learn. It wasnt easy; there were tears and ulcers AND there was success! Four DTN schools grew one entire letter grade in the 2012-2013 school year. Johnson Gretna Park, Miller Wall, Washington Montessori and Stella Worley saw their students grow tremendously in a year. Three DTN schools grew TWO letter grades in the 2012-2013 school year! Cherbonnier/Rillieux, Clancy/Maggiore, and Harry Truman raised student scores significantly. Five DTN schools were named TOP GAINS schools. These schools attained school performance score gains that met or exceeded predetermined growth targets. Top Gains schools are eligible for monetary awards that can be used for any educational purpose within the school. Well take that any day! Network Top Gains Schools are Clancy/Maggiore, Johnson Gretna Park, McDonogh 26, Miller Wall, and Washington Montessori. We are so proud of the students, teachers, administrators, and staff members of our schools! When the going gets tough, the tough TURN THINGS AROUND! Congratulations on a job well done! Now, the mission is to keep the momentum going and plan for continued success. Every time a student reaches out, reaches a goal, reaches higher; we all win. The skys the limit! Time to get back and Do Our Job!

District Turnaround Network Jefferson Parish Public School System 501 Manhattan Boulevard Harvey, LA 70058 Phone: (504) 349-7785 Fax: (504) 349-8573

Questions? Comments? Contact Leslie Dubroc in the District Turnaround Office


Leslie.dubroc@jppss.k12.la.us

ADDITIONAL INSTRUCTIONAL SUPPORT AVAILABLE on our TURNAROUND NETWORK WEBSITE https://www.sites.google.com/ site/jppssdtn/ And on the Louisiana Teachers Toolbox at http:// www.louisianabelieves.com/ resources/classroom-supporttoolbox/teacher-support-toolbox