PDC Postcard October 2013

October
2013

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 Performance 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 collectively 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
Index 1
Student Achievement
STAAR Satisfactory
Performance

Features of Index

*All Students Only
*Combined over ALL Subject
Areas
*Credit given for meeting
phase-in Level II Performance on:
*STAAR Grades 3-6 Eng and
Span for assessments administered in the spring
EOC for assessments administered in the spring and the
previous fall and summer
*STAAR Grades 3-8 and EOC
Alternate & Modified
*STAAR L (linguistically accommodated) based on the
ATAC ELL Workgroup recommendations
*TAKS Grade 11 results at
Met Standard level (2013
only)

Index 2
Student Progress
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 progress measures are available
*Credit based on
*One point for each percentage at Met level
* Two point credit given for
each percentage for Exceeded level

Index 3
Closing Performance
Gaps
Achievement Gaps
Measured for
Satisfactory and
Advanced Levels

*All Eco Dis students and
two lowest performing
Racial/Ethnic groups
based on the Index 1 student achievement indicator reported in the prior
year
*By Subject Areas
(Reading/ELA, Mathematics, 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 performance standard

Index 4
Postsecondary
Readiness
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 Graduation Rate
*Ten Student Groups
Evaluated
Percent Recommended
or Distinguished Achievement(Advanced) High
School Program Plan
(RHSP/DAP) Graduates
*Eight Student Groups
Evaluated, All Students
and Race/Ethnicity

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

Curriculum & Instruction New Staff

Amy Molina

Secondary ESL & DLE
Facilitator/Coach at Robert E. Lee
Elementary
Working in the Division of Curriculum and Instruction is giving me
the opportunity to dedicate myself to
the aspects of education that I am
most passionate about, which is extremely exciting for me. However, I
am most intrigued by the fact that my
perspective of our students and professional community is changing every
day as I become more aware of the
diverse representation of today’s global community within our district. It’s
amazing!

Teresa Ordonez
Dual Language Coach/
Elementary Academic Translator
I am excited to be part of what is
developing, changing and growing in
the Curriculum and Bilingual Department; I want to make a meaningful contribution to that development and
growth.

Sandra Hensley

Deaf Education Coordinator
I began my teaching career
here in Denton ISD at McNair Elementary. I was a deaf education
teacher. I am so excited to be back
where I started. I love new adventures and challenges. I am looking
forward to working with great
teachers and awesome students.

Rosie Mireles
Secretary to Expo, Dyslexia and
Data & Assessment Coordinators

Tammy Beuthien
Secretary to Student
Support Services and Testing
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.

I’m excited and intrigued about
getting to know the other side of how
things work. I’ve been at the campus, but I had not known this side of
it. It’s all new and although I miss
the students, I am happy about working 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.

Rachel Hawkins
Admin Assistant to Vicky Christenson,
Secondary Curriculum
I am here from Communications
and Community Relations, but actually
started out in the Secondary Curriculum department! I am very excited to be
back in Curriculum. This is an extraordinary group of people. They genuinely
appreciate your contribution and make
you feel a part of the team.

2

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 improved 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 enhance 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 discussion, teachers saw first-hand that having a stationary,
reachable target combined with teacher guidance and support, will better enable their students to reach their goals.
3


5E Instructional Framework

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

Engage! Explain! Explore! Extend! Evaluate!
This framework begins with a hands-on lesson shared
by all students so that the students have a common understanding on which to hook the new material they are learning.

What did they use for measurement of this frame?

On August 13, all new-to-the-district secondary teachers spent a day experiencing a 5E lesson on measurement
while they learned this instructional framework.

I can’t wait to see the frame they construct
from this order!

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

4

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 Vocabulary Instruction sessions on August 14 and learned the research-based 2stage/6-step process developed by Robert Marzano for teaching academic
vocabulary.

Illustrating the meaning of a word in a nonlinguistical
manner is much easier said than done.

Teachers decide the correct stage for each
of the activities used in teaching vocabulary.

What would that look like nonlinguistically?

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

5


First Year Teacher Academy
Secondary first-year teachers attended our kick-off session
with Ginger Tucker, author and
creator of The Heart of Teaching
series.
Vicky Christenson accepts the Induction
Program of the Year Award for her FYTA team.

Ginger began the day by
recognizing Vicky Christenson
and the First Year Teacher
Academy team for their incredible support for first year
teachers.
Participants enjoyed a day of learning and preparing for the first days of school.

FYTA team members model professional dress
for the new teachers.

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.
6


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
20 to discuss EOC data and different strategies for
teaching their content.
th

7


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 interrelated features of reading and writing and the necessity of
collaboration between reading and writing teachers.
8

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 representative, distributed four pallets of math
manipulatives and materials to help Bettye 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 returning and new teachers to Denton ISD.
In August, a Meet the IST session
for first year teachers provided an opportunity to explore how ISTs can support
teachers in making their first year in the
classroom an amazing one.

April Harris, First Year Teacher at Bettye Myers Middle School, gets a helping
hand from Chris Slocum, Secondary IST.

9

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 presented 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!!!

10

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 classroom at Ryan High School
use IPads during a physics
lesson.

On August 8, middle school
and high school Project Nexus administrators participated in an ELL
Data-Based Decision professional
development.

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Bilingual/ESL
Bilingual aides participate in Denton ISD 1st DL Institute

Heidi Robinson, ESL support
teacher with Lupita Cordero, bilingual aide.

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 coordinator 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 required by the state.

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 Assessment 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 committee must have one parent representative. Parent representatives are
trained yearly by the Bilingual/ESL
office.
The training is offered in English and in Spanish.
Parents who attended the training expressed enthusiasm and excitement about learning more about the
LPAC process and the school system
in general.

12

Bilingual/ESL
Professional Development Academies
WANTED: DLE/BILINGUAL/ESL TEACHERS
The Bilingual/ESL Department is committed to providing research-based and culturally relevant professional development academies focusing on best teaching practices to ensure college and career 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 teachers. 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 ensure 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 ESLAcademiesAUGUST ELEM PDCata
loge.pdf
O:Bilingual and ESLAcademiesAugust 2013 PDA MS.pdf
O:Bilingual and ESLAcademiesAUGUST 2013 PDA HS.pdf

13

Bilingual/ESL
October/November 2013 calendar of professional development & events

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)

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Celebrations...
Congratulations !
Amy Molina
Texas (TABE) Bilingual
Teacher of the Year

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:
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

2013 Dual Language Excellence Awards
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School Improvement and Support — EIC
Educational Improvement Council
We have a mission statement
and a logo

Now what?

but will it live and breathe
or die?

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 engaged 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 engagement practices in its Campus Improvement Plans and will address engagement 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.
16

School Improvement and Support
Important dates with EXPO
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

17

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 paperwork. While the new software is superior in many ways, this change has
affected everyone who works with special education students in our district.
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 program. If instructional staff on campuses have additional questions, they
may continue to rely on their campus special education supervisor/
coordinator. C:UsersdroybalDocuments2013-2014 Misc. SE2013-2014 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 students 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).

18

Special Education

Physical restraint documentation FAQs
As the new academic year has begun, there have been several questions from campus personnel regarding the documentation 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 student 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 Summary 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 Restraint 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.

19

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 provided a refresher course on how to access programs that will make a long term impact on children with disabilities.

Michael Deguchi

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

20

PDC Postcard October 2013

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