PDC Postcard October 2013

Denton ISD: Empowering lifelong learners to be engaged citizens who positively impact their local and global community.

As we look forward to the work of the 2013-14 school year, it is always

smart to reflect on the practices and achievements of the past year. One of the

most significant events from this past year is that all schools in Denton ISD “met

standard” with the new Texas Performance Index Accountability System. This

achievement was not attained by many of our suburban neighbors. The Perfor-

mance Index Framework consists of four separate indices. Below you will see

the P.I. Overview that helps explain how schools and districts are measured using

the indices. Note that all four index standards must be met separately and collec-

tively for a school/district to “meet standard.” Congratulations to all of our

hardworking teachers, staff, school leaders, students and parents that made

EVERY school in Denton a success this past year!

Mike Mattingly

October

2013

Index 1

Student Achievement

Index 2

Student Progress

Index 3

Closing Performance

Gaps

Index 4

Postsecondary

Readiness

Fe

atu

res o

f Ind

ex

STAAR Satisfactory

Performance *All Students Only

*Combined over ALL Subject

Areas

*Credit given for meeting

phase-in Level II Perfor-

mance on:

*STAAR Grades 3-6 Eng and

Span for assessments ad-

ministered in the spring

EOC for assessments admin-

istered in the spring and the

previous fall and summer

*STAAR Grades 3-8 and EOC

Alternate & Modified

*STAAR L (linguistically ac-

commodated) based on the

ATAC ELL Workgroup recom-

mendations

*TAKS Grade 11 results at

Met Standard level (2013

only)

Student Progress to

Satisfactory or Advanced

Performance Levels *Ten Student Groups

Evaluated--

::All Students

::African Am

::Am Indian

::Asian

::Hispanic

::Pacific Islander

:: White

::Two or More Races

::Students with Disabilities

::English Lang Learners

*Reading, Math, and Writing

*Same assessments used in

Index 1 where student pro-

gress measures are available

*Credit based on

*One point for each percent-

age at Met level

* Two point credit given for

each percentage for Exceed-

ed level

Achievement Gaps

Measured for

Satisfactory and

Advanced Levels

*All Eco Dis students and

two lowest performing

Racial/Ethnic groups

based on the Index 1 stu-

dent achievement indica-

tor reported in the prior

year

*By Subject Areas

(Reading/ELA, Mathemat-

ics, Writing, Science, and

Social Studies)

*Same assessments used

in Index 1

*Credit based on

weighted performance:

*One point credit given

for each percentage of

students meeting the

phase-in level II perfor-

mance standard

Measures of

Postsecondary

Readiness Credit based on average

of two postsecondary

indicators:

*high school graduation

rates and diploma plans

High School

Graduation *Four-year Graduation

Rate or Five-year Gradu-

ation Rate

*Ten Student Groups

Evaluated

Percent Recommended

or Distinguished Achieve-

ment(Advanced) High

School Program Plan

(RHSP/DAP) Graduates

*Eight Student Groups

Evaluated, All Students

and Race/Ethnicity


2

Curriculum & Instruction New Staff

Amy Molina Secondary ESL & DLE

Facilitator/Coach at Robert E. Lee

Elementary

Working in the Division of Cur-

riculum and Instruction is giving me

the opportunity to dedicate myself to

the aspects of education that I am

most passionate about, which is ex-tremely exciting for me. However, I

am most intrigued by the fact that my

perspective of our students and profes-

sional community is changing every

day as I become more aware of the

diverse representation of today’s glob-

al community within our district. It’s

amazing!

Sandra Hensley Deaf Education Coordinator

I began my teaching career

here in Denton ISD at McNair Ele-

mentary. I was a deaf education

teacher. I am so excited to be back

where I started. I love new adven-tures and challenges. I am looking

forward to working with great

teachers and awesome students.

I’m excited and intrigued about

getting to know the other side of how

things work. I’ve been at the cam-

pus, but I had not known this side of

it. It’s all new and although I miss the students, I am happy about work-

ing here with all these wonderful

people. My bosses, well, they are so

nice and welcoming that I feel right

at home. I couldn’t have asked for

any place better to be.

Rosie Mireles

Secretary to Expo, Dyslexia and

Data & Assessment Coordinators Rachel Hawkins

Admin Assistant to Vicky Christenson,

Secondary Curriculum

I am here from Communications

and Community Relations, but actually

started out in the Secondary Curricu-

lum department! I am very excited to be

back in Curriculum. This is an extraor-dinary group of people. They genuinely

appreciate your contribution and make

you feel a part of the team.

I needed a change after 13 years

in Insurance and wanted to be able to

learn new things. I am really excited

about being a team player and helping

you all in a different way.

Tammy Beuthien Secretary to Student

Support Services and Testing

I am excited to be part of what is

developing, changing and growing in

the Curriculum and Bilingual Depart-

ment; I want to make a meaningful con-

tribution to that development and

growth.

Teresa Ordonez

Dual Language Coach/

Elementary Academic Translator


3

Elementary Curriculum

Check out the new elementary curriculum website!

With continuing changes to

curriculum and report cards, be

sure to check out our new and im-

proved website.

Not only will you find the

most up-to-date information, but

you will have access to a plethora

of resources designed to both en-

hance and support your teaching

experience.

Standards Based 3rd Grade

Report Card Training What do parachute jumping and flying marshmallows

have to do with Standards Based Grading? Denton

ISD third grade teachers found out the answer during

the August Report Card Training!

Through hands-on examples and interactive discus-

sion, teachers saw first-hand that having a stationary,

reachable target combined with teacher guidance and sup-

port, will better enable their students to reach their goals.


4


5E Instructional Framework

Engage! Explain! Explore! Extend! Evaluate! This framework begins with a hands-on lesson shared

by all students so that the students have a common under-

standing on which to hook the new material they are learn-

ing.

On August 13, all new-to-the-district secondary teach-

ers spent a day experiencing a 5E lesson on measurement

while they learned this instructional framework.

Teachers measure a coffee filter with their measuring tool, a Q-Tip.

Cutting out the picture frame for the cherished “Footograph.”

What did they use for measurement of this frame?

I can’t wait to see the frame they construct

from this order!


5


Direct Vocabulary Instruction

Academic vocabulary is one of the most critical areas in learning new

content. All new-to-the-district secondary teachers attended Direct Vocabu-

lary Instruction sessions on August 14 and learned the research-based 2-

stage/6-step process developed by Robert Marzano for teaching academic

vocabulary.

Teachers decide the correct stage for each

of the activities used in teaching vocabulary.

We’ve finished our notes, so we’ll take time to smile for the camera.

What would that look like nonlinguistically?

Illustrating the meaning of a word in a nonlinguistical

manner is much easier said than done.


6


First Year Teacher Academy

Secondary first-year teach-

ers attended our kick-off session

with Ginger Tucker, author and

creator of The Heart of Teaching

series.

Ginger began the day by

recognizing Vicky Christenson

and the First Year Teacher

Academy team for their in-

credible support for first year

teachers.

Participants enjoyed a day of learning and prepar-

ing for the first days of school.

Vicky Christenson accepts the Induction

Program of the Year Award for her FYTA team.

As Ginger Tucker talks about ensuring that

your students stay with you through the end of

the year, Buddy Dunworth and Eric Hauser

demonstrate all students arriving with you

when you get to your destination.

Participants meet their 2:00 date to discuss the topic at hand.

FYTA team members model professional dress

for the new teachers.


7


Content Area Meetings

New to the district teachers met with the content

coordinators to learn about the district’s curriculum

documents and other information pertinent to teaching

in different content areas.

District Professional Development

Core teachers gathered with colleagues on August

20th to discuss EOC data and different strategies for

teaching their content.


8


Denton HS social studies teacher Kevin Zahner,

along with Secondary Social Studies Coordinator,

Barbara Vrana participated in AP Writing training

this August to develop new writing strategies to use

with students this year.

Marcus Moore, Karen Synnett, and Stacy Archer

listen intently as the use of Reader Response journals

is discussed by their middle school colleagues.

Dr. Carol Wickstrom, UNT, describes the interrelat-

ed features of reading and writing and the necessity of

collaboration between reading and writing teachers.


9


April Harris, First Year Teacher at Bettye Myers Middle School, gets a helping

hand from Chris Slocum, Secondary IST.

Math materials delivered to Bettye Myers Middle School (yes, that’s 6:53 am on the clock)

Grace Anne McKay, secondary

mathematics coordinator, along with

Jeneane Noble, Bettye Myers Middle

School math department chair, and Carrie

Eberhard, Educator’s Outlet representa-

tive, distributed four pallets of math

manipulatives and materials to help Bet-

tye Myers Middle School get off to a

great start.

Secondary Instructional Support

Teachers, Rebecca Jinks (Science),

Chris Slocum (Math), and Katie

Reichel (Reading/ELA) welcomed re-

turning and new teachers to Denton ISD.

In August, a Meet the IST session

for first year teachers provided an oppor-

tunity to explore how ISTs can support

teachers in making their first year in the

classroom an amazing one.


10

Bilingual/ESL — Professional Development

1st Annual Dual Language Enrichment/ ESL Institute

All elementary and early childhood campuses participated in this year’s specialized staff development,

making it possible for these schools to receive the professional learning when Denton ISD Bilingual/ESL

instructional staff returned to school.

The Denton ISD Elementary Bilingual/ESL Department pre-

sented the 2013-2014 1st Annual Dual Language Enrichment/ESL

Institute for Bilingual/DLE/ESL teachers and bilingual

paraprofessionals. The institute was a one day mini – conference.

Thanks to all participants for marking the future with this

phenomenal success!!!


11

Bilingual/ESL

Secondary professional development and classroom instruction

English Language Learners (ELLs) spent a lot of time talking about

the structure of atoms and molecules and trends with the periodic table

during the ESL high school summer school this year.

Dr. W. Justin Youngblood, assistant professor-of chemistry at the

University of North Texas and his team visited the chemistry class taught

by Matthew Carter and provided the machinery and plastic filament

needed for students to print

many of the extra-large 3D

periodic tables.

English Language Learners in

Ms. Daisy Garcia’s class-

room at Ryan High School

use IPads during a physics

lesson.

On August 8, middle school

and high school Project Nexus ad-

ministrators participated in an ELL

Data-Based Decision professional

development.


12

Bilingual/ESL

Bilingual aides participate in Denton ISD 1st DL Institute

Denton ISD met at Ginnings Elementary last August. Bilingual aides

received training in the LPAC procedures and Woodcox Munoz Training so

they can assist with LPAC chairs and be more knowledgeable about the

process.

The Language Proficiency Assessment Committee (LPAC) ensures

that all English Language Learners (ELL) are properly identified, receive

services, are monitored, and receive linguistic accommodations as needed.

Bilingual aides were trained by the Bilingual/ESL compliance coordi-

nator in an effort to empower aides about the law. Aides are in constant

contact with parents and students and if they know what is required, they

will be able assist more efficiently.

This year three Bilingual LPAC aides are at the middle and high

schools accurately and on time. with high ESL population. This initiative

allows LPAC chairs, who often have more than one role, to have a person to

help them with the LPAC process. The goal is to turn in all paperwork re-

quired by the state.

Heidi Robinson, ESL support

teacher with Lupita Cordero, bilin-

gual aide.

Parents trained as LPAC members

Thirty-five parents received training on LPAC procedures and state requirements early September as they prepare to be part of the LPAC committee.

The Language Proficiency Assess-

ment Committee ensures that all English Language Learners are

properly identified, receive services,

are monitored, and receive linguistic accommodations as needed.

Each school must have an

LPAC Committee and each commit-

tee must have one parent representa-tive. Parent representatives are

trained yearly by the Bilingual/ESL

office. The training is offered in Eng-

lish and in Spanish.

Parents who attended the train-

ing expressed enthusiasm and excite-ment about learning more about the

LPAC process and the school system

in general.


13

Bilingual/ESL

Professional Development Academies

WANTED: DLE/BILINGUAL/ESL TEACHERS

The Bilingual/ESL Department is committed to providing re-

search-based and culturally relevant professional development acad-

emies focusing on best teaching practices to ensure college and ca-

reer readiness and community success for ELLs. It is our purpose to

support campuses in meeting cognitive, affective, and linguistic

needs of our students. To accomplish this goal, the Bilingual ESL

Department has developed Professional Development Academies.

The three Professional Development Academies are tailored to

Dual Language/Bilingual, ESL, Sheltered, and Content Area teach-

ers. Each academy is designed for the purpose of building capacity

among our dedicated staff and developing instructional leaders in

the area of second language acquisition.

Academy One: Foundation necessary to understand the

philosophy of programs implemented in Denton ISD and provide

strategies vital to student academic success.

Academy Two: Deeper understanding of second language

acquisition focusing on successful implementation of best practices

to ensure academic success of our English Language Learners.

Academy Three: Instructional leadership opportunities

for teachers to develop into trainer of trainers and coaches to en-

sure success and continuity of the various program models

Dual Language/Bilingual, ESL, Sheltered, and Content Area

teachers are required to attend and complete the academies. For

more information please go to PD Academies Links:

O:\Bilingual and ESL\Academies\AUGUST ELEM PDCata

loge.pdf

O:\Bilingual and ESL\Academies\August 2013 PDA MS.pdf

O:\Bilingual and ESL\Academies\AUGUST 2013 PDA HS.pdf


14

Bilingual/ESL

Elementary teachers — Register on Eduphoria!

October 23 ESL Connections for ESL Support Teachers

October 28 & 29 Gómez and Gómez Dual Language Program PreK-3 Classroom Visits

Nov 5 or Nov19 Assessment Differentiation for ELLs (Required PDA Academy Session)

October 22 BE/ESL Compliance: What You Need to Know (Compliance 101)

(Required PDA Academy Session)

Secondary teachers — Register on Eduphoria!

October 14, 17 & 24: Thinking Maps®: Path to Proficiency for English Language Learners (3-day training)


October 22 & 23: NEXUS 2-Day SIOP Lesson Planning Workshop

Nov 5 or Nov19 Assessment Differentiation for ELLs (Required PDA Academy Session)

October 22 BE/ESL Compliance: What You Need to Know (Compliance 101)


October/November 2013 calendar of professional development & events


15


Celebrations...

Congratulations ! Amy Molina

Texas (TABE) Bilingual Teacher of the Year

2013 Dual Language Excellence Awards

Ginnings: Sendi Blanco, Marlene Blasini,

Nancy Bustos, Nana Cuetlach,

Ingrid Gonzalez & Denise Stodota

Lee: Sandra Marroquin, Maria Pillado

Pecan Creek: Isabel Gachuzo, Maria Luna,

Melissa Pulte and Nicole Rouse

W.S. Ryan: Zulma Mojica

Wilson: Kim Schenck

Ann Windle: Olga Orosco & Yazmin Vasquez

The 1st Annual Dual Language/ ESL Institute recognized Ginnings Elementary as the 2012-2013

“Exemplary” Dual Language Enrichment (DLE) ” school and Principal Missey Chavez.

Ten exemplary dual language teachers

from across the district were also recognized in

the 2013 Dual Language Excellence Awards:


16

Educational Improvement Council

Focus of the future work of the EIC in district improvement planning

Chris Shade, EIC Chairman, explained the work of the 2013-14 EIC would emphasize one keyword/

phrase from the newly adopted mission statement, “Denton ISD: Empowering lifelong learners to be en-

gaged citizens who positively impact their local and global community.”

Using a Poll Everywhere survey, EIC members gave input with three terms garnering the most feedback:

empowering (empower), lifelong learners (lifelong learning), and engaged (engagement).

Principals were subsequently surveyed

via Schoolwires and cast a majority of

input for the word “engaged

(engagement).”

Based upon the feedback provided

from both parties, the district will focus

upon “engaged (engagement)” as its

keyword in 2013-14.

Principals will work to identify en-

gagement practices in its Campus Im-

provement Plans and will address en-

gagement in the CIP presentation to the

school board in October.

During the October EIC meeting,

the committee will discuss curriculum

and instruction and staff development

through the lens of engagement.

School Improvement and Support — EIC

Now what?

We have a mission statement

and a logo

but will it live and breathe

or die?


17

School Improvement and Support

Sep. 23 — Oct. 8

Fall referral time period for secondary gifted and talented (EXPO) students

Oct. 21 — Nov. 8

Fall testing of secondary students

Nov. 1

Last day for fall referrals for elementary gifted and talented (EXPO) students

Oct. 7 — Dec. 6

Fall testing of elementary students

Important dates with EXPO


18

Special Education

Special Education Manager (SEM) System

This year the Special Education Department made a move to a new

software platform to create and track all of our special education paper-

work. While the new software is superior in many ways, this change has

affected everyone who works with special education students in our dis-

trict.

Our thanks go to everyone who participated in the various trainings

for this challenging shift, including the mass training that was done for all

special education teachers on August 21st. Everyone has done a great job

of peer coaching each other as we learn the ins and outs of the new pro-

gram. If instructional staff on campuses have additional questions, they

may continue to rely on their campus special education supervisor/

coordinator. C:\Users\droybal\Documents\2013-2014 Misc. SE\2013-2014 Supervisor-Coordinator Campus

Assignments.xlsx

Commonly asked question …

We are still confused about what to use to write IEPs at the elementary level since we don’t have CLASS

Bridge testing anymore. What do we use?

All K-2 students in the district must have DRA/ELI and Kathy Richardson assessments for reading and

math. You can pull this data from the general education teacher that assesses your student. Remember that stu-

dents don’t have disabilities in science and social studies.

If a student needs an IEP because he or she is receiving modified instruction in science or social studies, it

must be tied to an area of the student’s disability. For written expression, all K-2 students have a rubric that is

completed as part of the ELI. You can use this rubric to assess the areas of need that a student may need goals

in.

Students in grades 3-5 also have an excellent rubric in the Write from the Beginning curriculum that will

give you researched-based assessment data in this area. Of course you can also use STAAR data, and informal

assessment such as teacher made test, text based assessment, and district made assessments.

For assistance please contact Laura Davis (4090) or Darby Ahlfinger (4091).


19

Special Education

Physical restraint documentation FAQs

As the new academic year has begun, there have been several questions from campus personnel regarding the docu-

mentation of physical restraint. Below, please find a sample of the questions and answers.

1. Question: When there is more than one incident in a short period of time or on the same day that results in a stu-

dent being physically re strained, are we required to complete separate “Written Summary of Restraint” forms for

each incident?

Yes, we are required to complete separate documentation for each incident.

2. Question: Where do I find the Documentation of Restraint Form?

The form exists in two places. In the District “O” drive, in the TEA Restraint file you will find the “Written Sum-

mary of Restraint” form or a copy may be found in the new Special Education Manager (SEM) program.

3. Question: Is it true that the new Special Education Manager Program has the Written Summary of Restraint form

but no longer has the “Letter to Parent Regarding Restraint”?

Correct. However, a new “Letter to Parent Regarding Restraint” has been developed and is available to be used by

district personnel. An electronic copy of the letter is available from each campus LSSP.

4. Question: Is the campus LSSP still responsible for inputting each “Written Summary of Restraint” into the Special

Education Manager program?

Yes, therefore, the administrator must make certain that the completed “Written Summary of Restraint” form is very

quickly made available to the LSSP.

5. Question: Can the LSSP be the person to actually complete the” Written Summary of Restraint” form?

The “Written Summary of Restraint” form may be completed by any district employee, so long as the person was

physically present during the incident and participated in the crisis prevention and physical restraint. In the end, the

campus administrator is responsible for the completion of the form and assuring the correct information is provided

on the form. A copy of the form is provided by the campus administrator to the parent.

6. Question: How quickly must the administrator notify the parent?

On the day that the restraint occurs the administrator must may a good faith effort to verbally contact the parent and

inform them of the restraint. Written notification of the use of restraint must be placed in the mail or otherwise pro

vided to the parent within one school day of the use of restraint.

7. Question: Why are nurses being asked to examine a student after a restraint and sign the “Written Summary of Re-

straint Use” form? This is not a procedure we have done in the past. (This question comes from the Director of

Health Services on behalf of school nurses.)

Unless the campus nurse just happens to be one of the trained persons involved in the restraint, there is no reason

the nurse would be involved in responding to the statement at the end of the “Written Summary of Restraint” form:

Observation or student at end of restraint.

For additional information contact Rebecca Hutchinson Julius, at 4097.


20

Special Education

Teacher meeting dates

Crisis Prevention Institute, Expanded Full Course October 7, 2013

8:30-3:30, PDC

Check on Eduphoria! for full course listings. For additional information contact Rebecca Julius at 4097.

Preschool Program for Children with Disabilities (PPCD)

Early Childhood Special Education (ECSE)

October 14, 2013

3:30-4:30, PDC

Elementary Social Adjustment Class (SAC) PLC

October 14, 2013

3:30-4:45, Evers

For more information, contact Darby Ahlfinger at 4091.

Adapted Life Skills (ALS)

October 21st, 2013

3:30-4:30, PDC

For more information about the PPCD or ALS meetings, please contact Laura Davis at 4090.

Special education parent meeting

The first 2013-2014 Special Education Parent Meeting was held at 5:30

p.m. on September 26, 2013. Refreshments were served until the meeting began

at 6:00 p.m., at which time Michael Deguchi, from Texas Life Planning provid-

ed a refresher course on how to access programs that will make a long term im-

pact on children with disabilities.

For additional information please contact Darby Ahlfinger (4091) or Heather Wilkins (0681).

Michael Deguchi