T-TESS: WHAT CISD IS PROPOSING FOR TEACHERS NEXT YEAR

T-TESS is set to make sure everyone has an area to grow.  So even if you are top teacher, you will have stuff to complete.  Don't forget that failure to complete it can cause you to be written up.  But also know that principals have to follow policy or you can file a grievance.	The district wanted to make sure they can let you go easily because they lost the power from PDAS.  While they will tell you they want to help you grow, it's a lie.  Technicalities will get you.  Make sure you read the fine print and get with your organization to know exactly what they will do.  Know that third party information can be used against you and so far they don't have to tell you like PDAS.  So watch out and be alert.  Document everything, conversations, etc.  Use email to communicate so that it's on record.  Crowley hates email.. not us.. we will use it.. Don't use district cloud services.. they monitor them and will use that against you to retaliate.  be careful.. use your own drive to save all of your information.  Big brother watching.
Certified Appraisers	·      Superintendent ·      Principals ·      Assistant Principals ·      Central Office staff who can serve as second appraisers if needed
Teacher Training	·      Fall 2016 - Principal led teacher training during August PD days ·      New Staff Orientation in subsequent years ·      Online training developed for late hires
Goal Setting Meetings	·      Notify teachers of windows available for goal setting meetings ·      Teachers schedule goal setting meetings within window ·      All meeting complete by end of XXXX week of school ·      Discuss Parts I and I of Goal Setting Form – housed in Eduphoria o   Appraiser probes for rationale and offers suggestions for improvement o   Discuss and answer questions about timeline or professional learning suggestions
Goal Setting Form	Reinforcement (Glow) and Refinement (Grow) Goals set during post observation conferences Part I:  Data Analysis and Goal Setting within the first three weeks of school Part II:  Professional Goals:  Complete by (same date as above) Part III:  Progress, Reinforcement, and Refinement:  Completed throughout the year to make note of progress being made toward established goal, as well as the reinforcement and refinement goals set with appraiser during observation post-conference. Part IV:  Goal Reflection:  Complete prior to End-of-Year Conference during the 5th six weeks
Formal Observations	Probationary Teachers:  Two Formal Observations: ·      One scheduled within a two week window ·      One unannounced observation ·      All teachers appraised annually	Term Teachers:  One Formal Observation: ·      One scheduled within a two-week window determined by the appraiser ·      All teachers appraised annually
Pre-Conferences	·      Pre-Conference prior to formal observation required ·      Pre-Conference prior to end of year formative review recommended ·      Guiding Questions for Pre-Conference maintained in Eduphoria o   Guiding Questions should: §  Clarify lesson design and expectations §  Address pertinent background information about unit and lesson, as well as student issues in the class §  Prompt teacher to reflect on the rubric and how the lesson may be rated as it is designed
Post-Conferences	Post-Conference conducted within XXX days of formal observation Record Post-Conference Plan in Eduphoria Follow Post-Conference Cycle (Greeting, General Impression Question, Reinforcement Dimension Question, Refinement Dimension Question, Evidence, Recommendations, Review Ratings Reinforcement and Refinement Goals set after observation(s)
Informal Observations/Walkthroughs	Five (5) 10 minute walkthroughs required annually.  Completed throughout the year to make note of progress being made toward established goal. o   Required walkthroughs completed prior to the end of January for all Zero Year Teachers and teachers new to the district. o   Required walkthroughs completed for all staff prior to Spring Break. o   Additional walkthroughs may be conducted at the discretion of the appraiser. Documented on form housed in Eduphoria Follow-up conversation focusing on progress, reinforcement, and refinement toward established goal(s).
End-of-Year Conference	Review Goal Reflection for current year and determine goal for coming school year
Professional Practices and Responsibilities Domain	Scoring for this domain based upon goal setting process, formative reviews, and end-of-year conference
Rubric Rollout	·      Formal training of the T-TESS rubric should take place during staff orientation ·      Recommended that principals revisit the rubric domains and dimensions during faculty meetings, PLCs & trainings
Collecting and Maintaining Evidence	·      Appraiser may collect scripted evidence according to personal style (by hand or electronically) ·      Evidence will be categorized on observation form within Eduphoria. ·      Option to script within Eduphoria, attach scripted evidence to files to appraise, or keep hand-written scripted evidence in secure physical file for up to three years.
Refinement Areas/Professional Development Plans	Teachers can be grouped based on similarity of goals, refinement areas, Opportunities for collaborative and self-directed learning Provide electronic portfolio option for teachers to collect evidence to facilitate end-of-year conversations and self-reflection
Who to Appraise	Appraise every teacher, dyslexia specialists and any other individual who designs and delivers instruction
Rubric Scoring	16 Individual Dimension Scores
On-going Instructional Leadership Development	LEAP You Lead Principal Prof Dev Instructional Coaches PLC Meetings
Administrator Evaluations	·      Implement T-PESS w/Principals in 2016-17. Use current evaluation instrument for Asst. Principals ·      Implement T-PESS for Asst. Principals in 2017-18

THE CISD INSPIRE ACADEMY: FAILURE FROM THE START AND THE LIES

So this academy is the brainchild of Rene Treat, part of the cult, who is talked about badly behind her back by her own peers but revered by the top admin.

So she decided to create this academy, not asking for anyones opinion and then have everybody else clean up her mess.

First it was to start at CMS because there was room.  The issue came with recruiting, logistics and how would kids get selected.  The excitement has never been there because kids basically are labeled as being behind with nothing extra added other than they have to take an elective they may not want.

The setup is for blocked classes, about a 20:1 teacher-student ratio and lots of support.  Not sure where support comes from because technically students initially would not have access to more than just going to classes and playing sports.  So everyone scrambled to try and set it up and there was no major interest in it.  Kids did not want to leave their school and then be labeled as kids who are behind.

So then it was decided to move inspire into all middle schools, not hire new teachers but use the ones on the campus, setup a different schedule to block their content classes and then students can participate in extra curricular.  So about 80 kids will be put there.

What they are not telling you is that even though you teach 80 kids, you still have some periods where you will have to teach the rest of the students because they are not hiring anyone extra, using what you have.  You get a stipend, about 1000 at least and you have to attend the extra training.  So spending time outside of your regular day.  But you get the honor of being trained by the creator of inspire, maybe worth it?  Anyhow, you become a demonstration teacher where you get filmed to show everyone else how to do something specific, etc.  For them to say you only teach bubble kids with little to no behavior is false.  Students are there because they are two years behind and they filtered through students behavior record.  So if inspire is to help students who need it, then why are you not investing in those highly at risk?  They want to have their cake and eat it too- choose who you help to make it look good for Treat because she couldn't help at risk kids as principal and now she wants a redo.
So unless they are going back on their promise to help students 2 years behind and go with kids who just a need a little bump to pass the test then they are outright lying.
Teachers- decide at your own risk because right now they are trying to clean up their mess.  There is no true PD-, C&I is a joke.

As we were writing- it seems the program has been changed- sources say it is only helping students who are close to passing and not the ones that really need it.  Taxpayers have been duped.  How inspired are you now?  Notice one to two years behind- those are not bubble kids, those are students who really need help.

CISD PRINCIPALS VIOLATING THE LAW: ON PURPOSE

So it seems that some principals want to do what they want and push their agendas on teachers.  Some of you already have principals like at Oakmont who have had many complaints sent to UEA about taking teacher conference time away.  There are other schools that some of you know and well, remember that you have the right to the time by law.

We hear that some schools will make teachers meet two to three times a week for PLC and it doesn't matter what UEA or any other organization says.  So now central administration is going to support violation of the law, isn't this unethical?  We forget that only their buddies get protected!

Well teachers when you return from break, we will remind you about your rights.  Make sure you join a teacher organization and let them know what your school is doing to keep you from your conference time guaranteed by law.

The bullies will be ready to push on you from day one.  Let us know how we can support and get the word out.

email us at ciafwisd@gmail.com- all confidential  nothing is ever shared because we know we need to protect you.  We are teachers that want to make sure you are respected as well.  You can always comment as a guest and that way you keep your personal information off of here.

CROWLEY ISD FAILING STUDENTS IN DUAL LANGUAGE PROGRAMS

This year the dual language programs got a boost of publicity and caring from administration with he roll out of the choice schools.  It needed a boost because it has been virtually non-existent nor a major contributing factor to the overall academic improvement of the district.

Let's see.. you have the two programs at two opposite ends of the district where the leaders are not versed in how to run it and did not show much care to support it.  Suddenly attention and marketing is taking place to save it from extinction.  Issues are low classes because of lack of recruiting for years, no fidelity to the model used by many districts and no instructional support nor resources.

For the most part I believe a lot of the public does not even know what they are... the less you know the better for the administration to say things are ok.. remember they like to keep things quiet...

The worse part of this is that students at these two schools, Deer Creek and Oakmont, are not being serviced in the language that they dominate the most or speak.  We have spanish speaking students who are autistic, dyslexic and/or need additional services and the district turns a blind eye because of the cost related to providing services.  Several problems here, the district does not have a spanish speaking diagnostician, any spanish speaking support staff for reading, etc.  So students are put through the process for getting support and the district drags its feet on services until the end of the year and then they let it go for the summer.  This is a complete violation of the law and unethical to deny services for students who need support.  You wonder why tests scores are low?  Well because students are not receiving what they need.
Same issues at other schools for students who are 504 and because the district does not enforce it's procedures, students are getting lost and not receiving services.  One way to solve it for people to be held accountable for maintaining the information in student folders and passing it along but because most of the people are good with the top administrators they just sit and don't even look inside the folders to see what students need.

Parents, ask your school to see what services are being provided if your child has been identified as 504, SPED, LEP, etc.  Ask the schools to show you documentation of when meetings were held because you have to be present or at least be invited.  We can tell you just like at Oakmont, those meetings did not happen.  Ask to see your childs folder and know that your child cannot fail because of the indifference of the district.  You have the right to grieve or get an attorney and file suit.  Let's just say the district cares more about giving jobs to their buddies than helping your child.  If you don't believe us.. stop by your school and requests documentation.

FAILURE IS AN OPTION AT CROWLEY ISD---thank your superintendent, deputy and academic officer for the failures... they like their paycheck and so why fix what is broken.. they don't have children in the district.

CROWLEY NOT UP TO PAR ACADEMICALLY

It is a known fact that many good families and/or students have left the district because of the reputation it has garnered over the years.  One can only assume that because of its relative small size in comparison to districts around it, that administration would take it seriously and truly invest to support strong academic growth and support.  After all, the taxpayers are footing the bill for what has become doing the same thing year after year with no major results.

The school choice programs can offer some relief but that is not going to be the solution for the existing concerns at the campuses.  One of the biggest issues is spending versus academic growth.  It is a fact that the district has struggled with reading for at least 4-5 years, while some schools score met standard, that is not the tell all of the story.  You have to dig deep into data to truly find out what is going on but that is something the district does not share with you.  They advertise the pretty things or at least dress them up to look good and hide the rest.

We found this website supported by former Comptroller Combs, a conservative, who funds it to compare districts spending versus what you get in academic gains.  Administration knows that Dr. Powell is not willing to make big changes nor take risks to do something different so they stay in their bunker and watch the district fall.

Here is what we have thus far and it is pretty telling that we are in trouble big time.. but don't worry folks the top people will tell you everything is ok go about your business.