TTTimes November 2013

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JPPSS Distr ict Turnaround Network

I N S I D E T H I SI S S U E

The Number Line 2

TAP Tips 3

Literacy and theCCSS

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Special EducationUpdate

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Celebration! 7

TURNAROUNDTEAM T IMES November2013

Volume 2, Issue 3

As we enter the month of November and the time of giving thanks, I wouldlike to thank each and every one of you who works in our TurnaroundSchools. Please know that your hard work and extra effort to improve stu-dent achievement does not go unnoticed. WE ARE MAKING A DIFFER-ENCE! This year many of our schools had tremendous growth (please readmore about this in this newsletter). Of course, we still have a lot of work todo, and I know you will continue to give 100% to ensuring that each andevery child is on target for a successful future.

As you know, we have a set of very explicit Turnaround Team Standardsfor our Network Schools. We have found that the schools that have beenmost successful have taken these standards seriously and fully implementedthem 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.While this list is certainly not all encompassing, these are som of th thingsthat 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 allpolicies in writing). There is consistency in enforcing these at all times.

There are regular opportunities for parents to visit and be involved inthe school, including opportunities to serve on school teams where deci-sions are made about their children.

There is consistent and up to date communication including, but not ex-clusive of: the school website, weekly memos to staff, monthly newslet-ters, and school marquees.

All communication and interactions with stakeholders strives to encour-

age them to help, support, and be involved in the school.

Where does your school stand in fully implementing this standard? Pleaselet us know if we can assist you as you strive to ensure that our childrenhave 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

Dear Turnaround Team Administrators and Teachers,

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


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Elementary math classesshould have the problemsolving strategy posters upon the walls. Refer to themas you and students workthrough problems. If youdont have the posters theyare on the DTN web page.

Remember to refer to thedeconstructed standards orthe Unpacking Documentfrom North Carolina when

planning lessons and choos-ing assessment items.

The practice tests are in theToolbox on the LDOE website. These tests can befound under SomethingNew. The ReferenceSheets that will be use onLEAP and iLEAP are at theend of the tests.

Strategy CornerStrategy 3: Create a languagerich classroom.

Like all languages, mathe-matics must be encounteredorally and in writing.

Like all vocabulary, mathe-matical terms must beused again and again in

context and linked to morefamiliar words until they be-come internalized.

To help implement this strat-egy I have purchased vo-cabulary cards for grades 2-5.

During the next severalweeks I will be at each ele-

mentary school doing a PD onMath Word Walls. I will giveout the cards then.

ANet ProfessionalDevelopment Days

Breakfast Club: 8:00-10:00December 12, 2013January 9, 2014

February 13, 2014March 1, 2014May 1, 2014

Network Meetings withdata teamNovember 6, 2013 8:00-12:00April 30, 2014 All Day

Also, the Math ReferenceSheets I talked about are in-cluded in the LEAP andiLEAP Practice tests. Thesecan be found in the Louisi-ana Believes TeacherToolBox by clicking on"Something New".

Page 2

THE NUMBERL INE JOA N A L B R E C H T

Volume 2, Issue 3


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Turnaround Team Times Page 3

TA P T I P S JE N N I F E R CA M P B E L L

LOOK
http://www.smartclassroommanagement.com/2010/08/21/a-forbidden-classroom-management-strategy/http://www.smartclassroommanagement.com/2011/11/05/effective-classroom-management-strategy/http://www.smartclassroommanagement.com/2011/04/16/improve-classroom-management-by-talking-less/http://www.smartclassroommanagement.com/2011/04/16/improve-classroom-management-by-talking-less/


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Page 4 Volume 2 , Issue 3

L I TERACY AND THE CCSS SA N D R A DIPA S C A L

Researcher estimate 85% of

achievement test scores are

based on the vocabulary of the

standards. Students from pov-

erty, ELL students, and other at-

risk students are particularly in

need of learning these words in

ways that meet their specific

learning needs. Below are the

high frequency words of the

CCSS and wordspresent in theexemplars provided in Appendix B.

Critical Verbs:Analyze

Articulate

Cite

Compare

Comprehend

Contrast

Delineate

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

The Critical Words Your Students Must Know for the Common Core State Standards(Marilee Sprenger)

This month a couple of resources will be put into the spotlight: Critical Words List by MarileeSprenger, 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!

Literacy Cookbook by Sarah Tantillowww.literacycookbook.comLook in the Download Zone.Under the tab of Standards, S.Tantillo has the TrajectoryAnalysis Charts for ELA CCSS.These charts will show the pro-gression of the ELA CCSS fromkindergarten to high school.This information will assist youin but not limit to: planningyour weekly lessons, reteach-ing for ANET, and interven-tions.
http://www.literacycookbook.com/http://www.literacycookbook.com/http://www.literacycookbook.com/


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Page 5 Volume 2 , Issue 3

L I TERACY AND THE CCSS SA N D R A DIPA S C A L

Sarah TantilloandNancy Guzmancontinueworking with ournetwork to buildteacherinstructionalcapacity. Beready for theirnext visitget all of yourquestionsanswered andbe ready towatch thestudents SOAR

Vocabulary Self AwarenessFrom our own state Department of Education site, this document stresses

the importance of vocabulary in achievement.

RationaleBecause 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 involvingtext (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 compre-

hend the reading (Goodman, 2001).

Teaching Process1. Provide students a list of important words at the beginning of the reading or unit and have stu-

dents 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 ac-cording 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 theword is brand new to them.

3. Also ask students to try to supply a definition and example for each word. For words with checkmarks 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 chartsto 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. Becausestudents continually revisit their vocabulary charts to revise their entries, they have multiple oppor-

tunities to practice and extend their growing understanding of the words.Example of a Vocabulary Self-Awareness Chart in Science

SourcesFisher, D., Brozo, W.G., Frey, N.,

& Ivey, G. (2006). 50

content area strate-

gies for adolescentliteracy. 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 teach-

ing vocabulary in

grades K-12. Fresno,

CA: San Joaquin Valley

Writing Project.

Word + - Example Definitiondensity

mass

volume

weight


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Turnaround Team Times Page 6

SP E C I A L ED UCATION UPDATE CAROL HARVEYAND ER INHARD IN

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 allof 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

on August 19th?

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 gen-

eral education teachers? I have had the general education teachers sign a JP27 form todocument 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 thisyear?

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?" JudyWeekley, JPPSS' IEP Specialist, will lead this 2 hour session reviewing interesting Su-preme Court cases! This session will focus on general education teacher complianceissues for both 504 and Special Education accommodations. Join us on

Tuesday, November 19, 2013

4:30 pm

501 Manhattan Boulevard

Checklistsmake theworld go'round!

*

*

Check outthis

checklist!


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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 [email protected]

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-support-

toolbox/teacher-support-toolbox

JP PS S

Page 6Education for a Brighter Future

CELEBRATION!LEAP tests are more difficult that ever

new standards mean we have to learn HOW to teach all over againthe teacher evaluation system is unfamiliar

Oh, my!

While all of these things are going on, teachers in the District Turna-round Network just got to the business of helping kids learn. It was-

nt 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 Montes-sori 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 Trumanraised student scores significantly.

Five DTN schools were named TOP GAINS schools. These schools

attained school performance score gains that met or exceeded prede-termined growth targets. Top Gains schools are eligible for monetary

awards that can be used for any educational purpose within theschool. Well take that any day! Network Top Gains Schools areClancy/Maggiore, Johnson Gretna Park, McDonogh 26, Miller Wall,

and Washington Montessori.

We are so proud of the students, teachers, administrators, and staffmembers 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 goingand plan for continued success. Every time astudent reaches out, reaches a goal, reaches

higher; we all win. The skys the limit! Time to

get back and Do Our Job!
https://www.sites.google.com/site/jppssdtn/https://www.sites.google.com/site/jppssdtn/https://www.sites.google.com/site/jppssdtn/http://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolboxhttp://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolboxhttp://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolboxhttp://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolboxhttp://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolboxhttp://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolboxhttp://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolboxhttp://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolboxhttp://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolboxhttps://www.sites.google.com/site/jppssdtn/https://www.sites.google.com/site/jppssdtn/

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