We submitted the Quality Framework Self- Assessment. Now what?

October 5th, 2012

The short answer is—use the data!

The Quality Framework development committee was collectively adamant that the Quality Framework meet the following guiding principles:

  • The Quality Framework should help schools determine a current level of effectiveness, and be able to track progress over time; and,
  • The Quality Framework should provide useful information for school leaders, as opposed to being “one more thing to do”.

The committee, research team, and TCSA staff has worked hard—and continues to do so—to make sure that those guiding principles remain at the forefront of each addition to the Quality Framework. Each report to which school leaders have access provide both qualitative and quantitative data that schools can use now for comprehensive needs assessments, grant applications, compliance reports, and campus and strategic plans.

A time investment of at least an hour or two up front to complete the Quality Framework Self-Assessment can save countless hours later when it comes time to submit applications and reports or to compile information for strategic and campus planning.

TCSA has designed the Quality Framework so that, instead of being “one more thing I have to do”, the Quality Framework reports become—with just one or two clicks of the mouse—“several fewer things I have to do”.

Below are several screenshots of the types of reports and data available now.

By the way, the focus today will be on Quality Framework reports and. To learn more about the structure of the Quality Framework, read “Quality Framework: Components

Self-Assessment Report – What did we say about our school?
This report provides an easy-to-read format to help schools leaders visually see current Levels of Effectiveness for each level of the Framework. This information may help guide discussions for prioritization of areas needing improvement and to highlight areas of success. The report also tracks changes over time so that school leaders understand how their perceptions about the status of each indicator increase or decrease from year to year—a key guiding principle of the Quality Framework.

Quality Framework Levels of Effectiveness are assigned for each Indicator, Element, and System of the Quality Framework based on school leadership team responses for each Indicator. The Quality Framework Self-Assessment Results Report is a summary of Indicator responses and calculations for Elements and Systems.

Element and Indicator Report – Current Levels of Effectiveness

Year-to-Year Element and Indicator Comparison Report – Changes Over Time

Comparative Reports – What did everybody else say about their schools?
The Quality Framework also organizes up to the top five areas in which the charter is performing at higher levels by comparison as well as areas where the charter is performing at lower levels by comparison.

Schools leaders can then make decisions on how to act on that information. For example, a “Model” school may present at the state and national charter school conferences, while a “Not Evident” school may seek to learn what other schools are doing in order to move from “Not Evident” toward “Model”.

Bar Charts Show Anonymous Benchmark Comparisons in Terms of Levels of Effectiveness

Top High/Low Comparative Reports Highlight Benchmark Areas

TCSA Quality Framework Data Pack – What do state and federal accountability and compliance reports say about our school?
The TCSA Data Pack combines and organizes literally hundreds of statewide charter school data tables to provide school leaders with longitudinal data for at least five years. From enrollment, to demographics, to performance, school leaders have immediate access to data that they previously would have had to search for across several years of reports in many different formats.

School leaders and staff no longer needs to spend time to create charts, graphs, and tables. Now school staff members need only to log in and print or PDF what they need.

Enrollment Graphs Show Change Over Time


Stacked Column Charts Show Demographic Makeup and Change Over Time

Customizable Performance Charts Show Student Performance Over Time by Student Group and State Test

Student Growth Percentile and Similar Students Measure – Members-Only and TCSA Exclusive Data
In the coming weeks, you will hear more about how schools will use SGP and SSM data to understand the impact of educational programs on student academic performance, while eliminating or taking into account other factors. To learn more about these measures, read last week’s blog.

Do I Have Access to Data and Information I Can Use Today?
One of the questions I hear most often is, “Do we have data for our school?”  Take this little quiz to see if you already have data to work with (choose one):
“I submitted my Self-Assessment ___________. Do I have data to see?”

a. years ago as a paper copy or via email.
b. online a few months ago.
c. this morning online.
d. twice—both on paper or via email and online.

Great news! Whichever answer you chose above, you have data available. Regardless of whether you submitted the Quality Framework 2 years ago on paper or via email or at 2 o’clock today via the online portal, you have reports and data to use today.

To access this information and begin working with it immediately, email the Quality Framework team  to request your username and password.

So the answer to the question that titles this section is always, “Yes!—if you have submitted the Quality Framework.” Of course, if you are new to TCSA and the Quality Framework and have not yet submitted a Self-Assessment, email the Quality Framework team for an introduction on how to get started.
Next week, learn about how TCSA provides tools and resources to charter leaders through the Quality Framework portal.

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How Do We Know if Charter School Students are Really Learning and Growing?

September 28th, 2012


“An effective Texas public charter school creates and sustains a high quality, innovative educational system aligned with its mission that advances measurable, increased learning and development for each student served.”

This is the definition of a public charter school developed by the TCSA Quality Framework Committee. But this statement also reinforces a promise that charters have made to provide quality public school options for the students, families, and communities of Texas.

As partners with charter schools, and to help keep that promise, TCSA has made a commitment to help charters find ways to continuously improve, including seeking ways to help determine “increased learning and development for each student served”—above and beyond current state and federal accountability measures.

What we’re talking about are the seemingly elusive measures for individual student growth and similar populations comparison measures. The reasons that these measures are difficult to attain are varied and way more than I can discuss here without a patient psychometrician’s hand-holding. But I can tell you that we often hear from our public charter schools that state and federal accountability systems do not always reflect student performance successes because they do not adequately consider individual student growth or background characteristics.

We also hear that individual student growth and similar students measures may not be enough, if they are not done right. The concerns we hear most often can be combined and summarized as follows:

  • “We serve mostly students who come to us more than 2 years behind grade level and are, more often than not, economically disadvantaged—a research-proven predictor of academic achievement. We need measures that show academic growth in our student population, even if the absolute accountability standards may not be met right away.”
  •  “We take students as early as possible and begin academic interventions immediately, so they may not show growth because they are already performing at high levels by the time they start testing with us. We need measures that show growth in our student population, even though they perform beyond absolute standards.”
  • “Our school is unique because our students are different. We need measures that will compare students with similar academic backgrounds and other factors to determine if they are where they should be, if they are performing better than expected—and more important, if they are not.”

We have heard and we understand. We listened to charter leaders and so we seek to find those measures that will provide charter leaders with the data needed to both highlight undiscovered successes and inform for continuous improvement.

Enter two measures that charter school leaders now have access to through the TCSA Quality Framework:
Similar Students Measure (SSM) – Using data that plots academic performance and takes into account the percentage of economically disadvantaged students at each campus, the Similar Students Measure (SSM) is a metric that provides charter school leaders with data that shows how their schools are doing in comparison to what is expected based on the state average performance of economically and non-economically disadvantaged students. Adapted for Texas from California’s SSM model, this metric shows charter leaders how their schools are performing in comparison to state averages, considering the demographic makeup of their school.

Student Growth Percentile (SGP) – TCSA partnered with the E3 Alliance to analyze statewide public school data for the 4.9 million public school students in Texas, including public charter school students, to help charter leaders understand campus performance in terms of individual student growth. Using 3 years of performance data to create student cohorts (students are grouped together if state test scale scores are exactly the same in each of 3 previous years), the SGP is a growth metric that shows academic performance for students in the 4th year in relation to their peers. Plotted similarly to height percentiles for newborns, SGP growth levels are expressed in terms of below, normal, or above average academic growth. SGP eliminates all other factors and focuses solely on past student performance. This helps charter leaders understand how their students are progressing, regardless of whether students are well below—or above—expected grade level or past state test performance.

State accountability ratings, federal accountability labels, and other state-provided sets of data offer very useful information to help schools understand absolute performance and change over time. But by providing public charter schools with the Similar Students Measure and the Student Growth Percentile measure, the TCSA Quality Framework provides schools with new and different ways to examine whether their educational programs truly provide “measurable, increased learning and development for each student served,” and whether they should stay the course or implement changes to improve their educational programs.

To learn more or to access your school’s data, email the TCSA Quality Framework team.

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TCSA Quality Framework—What’s the Point?

September 21st, 2012

When TCSA launched 4 years ago, addressing quality among charters was listed as one of the top priorities to be addressed based on both internal and external stakeholder feedback. From the policymaker and general public perspective—despite success stories of many charters—the perception that “bad” charters were the norm persisted. From within the charter school sector, leaders were growing weary of the perception that all charters were of poor quality based on the poor performance and bad actions of a few.

Shortly after TCSA’s launch, a committee of charter leaders representing a diverse set of charter schools from across the state gathered over a period of a year and half to develop a common definition of quality and a way for charters to compare school progress against that definition. Most of you already know that the result of those work sessions is TCSA’s password-protected, online Quality Framework portal.

Most of you also already know that the Quality Framework is a three-step continuous improvement process that includes a self-assessment, a review of both qualitative and quantitative data and results, and a way to match prioritized needs to tools and resources.

But now that the Quality Framework has become a continuous improvement tool of choice for a great majority of charter in Texas, we should stop to ask, or rather remind ourselves—what’s the point? Well, the bottom line is that although there is great value in the process itself—the time, the space, and the structure that the Quality Framework provides intangible benefits immediately at the start of the process—the purpose, or the point of it all is simply this: Authentic and robust continuous improvement for the purpose of creating and sustaining highly effective Texas public charter schools.

How does the Quality Framework help charter school leaders get their schools to sustainable and highly effective? First, the Quality Framework provides a way for school leaders to qualitatively assess where their schools are across several key indicators, including anonymous benchmark comparisons with other charters. Second, school leaders are provided with quantitative longitudinal enrollment, performance and demographic data as well as student growth and similar student comparative data.  Finally, charter school leaders are linked to specific tools and resources that are customized to individual schools and are addressed at the statewide level by TCSA based on aggregated statewide data.

The tools, the process, and the resources all serve to help schools comprehensively assess and address areas of need as well as celebrate areas in which they excel. But the Quality Framework also provides school leaders with access to information and targeted resources that they never had before, presented in a way that charter leaders have not had to date.

Over the next several weeks, we will take time to explore the types of data and information that are now available to charter leaders, including data that can only be obtained through the Quality Framework. We will also discuss how TCSA uses that data to provide targeted, member needs-based services and training opportunities. Most important, however, is to show how charter leaders use that data and information to do what they already have to do—compliance reports, needs assessments, and grant reports—but better and more efficiently, and in some cases avoid having to do some of them altogether.

Among the questions we will answer over the next several weeks:

  • How can charter school leaders make the best use of the Quality Framework Self-Assessment process?
  • How can charter school leaders access, view, and use the Results Reports to understand the current levels of effectiveness across key indicators at their schools?
  • How do charter school leaders use the Data Pack to counter or confirm those Results Reports to target improvement efforts and celebrate successes?
  • What is the Student Growth Percentile (SGP)? Can this really be the individual student growth measure we have been waiting for?  (Short answer: Yes, it can.)
  • What is the Similar Students Measure (SSM) and how can charter school leaders use it to understand how our students are doing?
  • How can school leaders access indicator-specific tools and resources online?
  • What other kinds of resources can TCSA help school leaders access?
  • How does TCSA use individual charter and statewide data to address the needs of charter schools in Texas?

Those are the questions we plan to answer. But, as always, we’re flexible. If you have other questions about the Quality Framework that you would like answered, please email the Quality Framework Team. See you next week.

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Back to School

September 13th, 2012

Back to school is a time of year that is full of excitement for public charter school parents, teachers and students. This school year brings with it much promise that our schools will strengthen and grow and our students will thrive and achieve.

For the staff at TCSA, there is an added layer of excitement since we are entering a legislative year. The 83rd legislative session kicks off this coming January; with it brings a new opportunity to work with our lawmakers on legislation that our schools need and deserve. TCSA has been busy this summer working on charter school legislative priorities.

You may have heard that for the first time in Texas history, charter school funding is being considered in the school finance lawsuits. The suits have been raised by traditional school districts and stakeholders to address the adequacy in funding of Texas public schools. TCSA, along with a group of charter school parents, have joined the suit to primarily address the lack of facilities funding provided to charter schools by the state. Click here for additional details.

As we look ahead to this school year there will be many opportunities for Texas charter school advocates to lend their voices to our growing movement. TCSA will look to our parents, teachers, students and friends to be active supporters of the schools they love the most.

There are many ways to affect change. Every school, teacher and parent can lend a hand. Invite your school legislators to your campus, plan a trip to the Capitol with your parent group and simply stay informed on charter schools issues.

TCSA aims to be a resource to you as you work to promote your schools. Visit us at www.texascharterschools.org , like us on Facebook or follow us on Twitter. Email Jennifer Limas, Director of Grassroots Advocacy if you and/or your school need assistance in engaging your community leaders.

We have a lot of work to do this year; but, together, we can move the Texas charter school movement forward, and tell the story of our great schools.

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Back to School

September 13th, 2012

El regreso a clases es una época llena de emoción para los padres, maestros y estudiantes de las escuelas charter. Este año escolar trae consigo promesas de fortalecimiento y crecimiento de nuestras escuelas, así como de triunfo y logros para nuestros alumnos.

Para el equipo de TCSA la emoción es mayor pues estamos entrando en un año legislativo. La 83o legislatura inicia este Enero; con ella llega una nueva oportunidad de trabajar con nuestros congresistas en la legislación que nuestras escuelas necesitan y merecen. TCSA ha estado ocupada este verano trabajando en las prioridades legislativas para las escuelas charter.

Probablemente han escuchado que por primera vez en la historia de Texas, el financiamiento de las escuelas charter está siendo considerado como elemento de demandas para el financiamiento escolar. Las demandas vienen de distritos escolares tradicionales y grupos de interés que buscan el adecuado manejo de fondos para las escuelas públicas. TCSA y un grupo de padres de escuelas charter se han unido a la demanda para cuestionar la escasez de financiamiento estatal para instalaciones en escuelas charter. Haga click aquí para información adicional.

Durante el resto del año habrá muchas oportunidades en las que los defensores de las escuelas charter de Texas podrán prestar sus voces en este creciente movimiento. TCSA anima a  nuestros alumnos, padres, maestros y amigos a que sean partidarios activos de las escuelas que más quieran.

Hay muchas maneras de apoyar el cambio. Cada escuela, maestro y padre puede brindar ayuda. Inviten a los legisladores a su campus, planeen un viaje al Capitolio con su grupo de padres y manténganse informados de los temas sobre las escuelas charter.

TCSA busca ser un recurso para ustedes en la promoción de sus escuelas. Visítenos en www.texascharterschools.org , denos un me gusta en Facebook o síganos en Twitter. Puede escribirnos un correo electrónico a Jennifer Limas, Director of Grassroots Advocacy si usted o su escuela necesitan ayuda para lograr el interés de los líderes en su comunidad.

Tenemos mucho que hacer este año pero juntos, podemos promover el movimiento de las escuelas charter en Texas y contar la historia de nuestras grandiosas escuelas.

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TCSA Testifies at State Board of Education Meeting

July 20th, 2012

Chris Busse, TCSA Vice President of Quality Initiatives, provided public testimony to the SBOE Committee on School Initiatives this past Wednesday.

The State Board of Education (SBOE) met this week in Austin, and Chris Busse, TCSA Vice President of Quality Initiatives, provided public testimony to the SBOE Committee on School Initiatives on Wednesday, July 18, 2012. TCSA felt it was important to let the SBOE know that we appreciate their role, and take every opportunity to comment and work to improve the charter application, award, renewal and regulatory processes. Chris also provided a copy of TCSA’s recent comments to the Commissioner on Chapter 100, Subchapter AA, Commissioner’s Rules Concerning Open-Enrollment Charter Schools. These comments included a reference to and copies of TCSA’s letter to the Commissioner from March 12, 2012, and the April 16, 2012, letter regarding the SBOE Rules Review. These letters included suggested revisions to the rules governing the charter application process and to the rules governing operating charter schools. From our experience with the SBOE, TEA, charter applicants, and operating charter schools, we believe these changes will enhance the charter movement in Texas, resulting in a better charter application process through SBOE, streamlined oversight by TEA, more effective charter schools, and higher achieving charter school students. 

The members of the SBOE Committee on School Initiatives (Ken Mercer, Chair; Charlie Garza, Vice Chair; Mavis B. Knight; Gail Lowe; and Michael Soto) asked many questions after Chris’ short presentation, and we were pleased to have him represent members of TCSA and to have sparked a robust discussion on behalf of charter schools. Chris spoke prior to proposal of amendments to 19 TAC Chapter 100, Charters, Subchapter A, Open-Enrollment Charter Schools, §100.1, Application and Selection Procedures and Criteria, §100.101, Annual Report on Open-Enrollment Charter Governance, and §100.105, Application to Public Senior College or University Charters and Public Junior College Charters.  We will have the opportunity to provide comment on these proposed amendments soon.

TEA also provided an update on Generation 17 charters, announcing that 14 charters were granted interviews in the fall, and TEA also stated that there are 12 charters currently available.  The next SBOE meeting will be in November which means that new charter awards will be delayed several months as will the new Generation 18 application.

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Know the FACTS about charter school MYTHS

March 26th, 2012

As an advocate of charter schools, you have likely found that if you ask 10 people for the facts on charter schools, you will receive 10 different answers…to the same question. You will also many times hear inaccurate information that directly contradicts your own experience in charter schools.

Below are a few of the most common charter schools myths you’ll hear…AND the truth behind those myths.

Myth: Charter schools aren’t required to meet the same standards as traditional public schools.

Truth: Charter schools are held to the same academic accountability ratings and financial requirements as traditional public schools, as established by the Texas Education Agency (TEA).

Myth: All charter schools are college preparatory models.

Truth: In reality, charter schools have diverse missions, 36 percent of all charter schools in Texas have a mission to prepare students for college. A close second to these mission types—approximately 29 percent—focus on a specialized mission, such as math and science, language or the arts. Dropout Recovery schools account for 27 percent of charters in the state, while 8 percent of schools are focused on learning in special environments like residential treatment or juvenile detention center.

Myth: Charter schools are succeeding because they “cream” the best students and the most involved parents.

Truth: Charters accept any student who applies, including those that have fallen behind their peers, previously dropped out of another school and those with special needs. With 56,000 students on waiting lists to enter charter schools across the state, the students who enter charters via a lottery are representative of a diversity of backgrounds. Charter schools serve higher percentages of African-American, Hispanic and economically disadvantaged students than traditional schools and are producing more results.

Myth: Charter schools perform no better than traditional public schools.

Truth: According to the TEA, standard accountability charter schools outperform traditional schools with minority students in state assessment passage.

Myth: There is higher attrition among charter school teachers.

Truth: Across all schools, including charters, teacher attrition is a challenge. For charters, attrition is likely the result of the ease with which teachers can leave or be removed from their positions. The positive result is that charter schools are able to make personnel decisions that are in the best interest of their students.

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Conozca los DATOS acerca de los MITOS de las escuelas charter

March 26th, 2012

Como un defensor de las escuelas charter, sabe mejor que nadie que si le preguntara a 10 personas por la definición de una escuela charter, usted recibiría 10 respuestas diferentes –las cuales en su mayoría serían incorrectas.

Abajo se encuentran los mitos, y las verdades detrás de los mismos, más comunes acerca de las escuelas charter.

Mito: Las escuelas charter no están obligadas a tener los mismo estándares de las escuelas públicas tradicionales.

Dato: Las escuelas charter son responsables de los mismos requisitos académicos, de valoraciones y de financiamiento que las escuelas públicas tradicionales, tal como está establecido por la Agencia de Educacion de Texas (TEA)

Mito: Todas las escuelas charter tienen modelos de preparación para la Universidad.

Dato: En realidad las escuelas charter tienen diferentes misiones, el 36 por ciento de todas las escuelas charter en Texas tienen la misión de preparar a los estudiantes para la Universidad. En segundo lugar–aproximadamente el 29 porciento- tiene una misión especializada como las matemáticas, las ciencias, los idiomas o las artes. Las escuelas para contrarrestar la deserción escolar (Dropout Recovery) son el 27 por ciento de las escuelas charter en el estado, mientras que el 8 por ciento están enfocadas en el aprendizaje en entornos especiales como un centro de detención juvenil o escuelas tipo internado.

Mito: Las escuelas charter están triunfando por que seleccionan a los mejores estudiantes y a los padres más involucrados.  .

Dato: Las escuelas charter aceptan a cualquier alumno que aplica, incluyendo a aquellos que se han retrasado en sus estudios, que han desertado de la escuela y aquellos con necesidades especiales. Con 56,000 alumnos en la lista de espera para entrar a una escuela charter en el estado los alumnos que logran entrar representan diversos ambientes y tienen diferentes bagajes culturales. Las escuelas charter sirven a porcentajes más altos de  alumnos Afroamericanos, Hispanos y con desventajas económicas que las escuelas tradicionales y producen más resultados.

Mito: Las escuelas charter no se desempeñan mejor que las escuelas públicas tradicionales.

Dato: De acuerdo a la TEA, las escuelas charter estándar superan a las escuelas tradicionales con estudiantes de minorías en el pase de evaluaciones estatales.

Mito: Las escuelas charter tienen una mayor rotación de maestros.  

Dato: En todas las escuelas, incluidas las charter, el flujo de maestros es un reto. Para las charter, el flujo es el resultado de la facilidad con la que los maestros pueden dejar o ser removidos de sus posiciones. Lo positivo es que las escuelas charter tienen la posibilidad de tomar las decisiones del personal  que mas beneficien a los alumnos.

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Dallas Court of Appeals decide in favor of Universal Academy Charter School

March 22nd, 2012

On February 28, 2012, the Dallas Court of Appeals found in favor of Universal Academy Charter School in a case filed by the school’s former commercial real estate broker. The broker raised both tort and contract claims against the school, arguing that the school failed to pay required commission under a signed agreement. In Universal Academy v. Palasota Property Company, the Court of Appeals dismissed both claims and decided for the school.   Because of the court’s unprecedented conclusions, this case is instructive for all types of charter school litigation and contracts.

First, the Palasota court reaffirmed its earlier holding in LTTS Charter School Inc. C2 Construction II, that open-enrollment charter schools enjoy government immunity from suit from tort claims. Relying on the reasoning of the Texas Supreme Court’s 2011 decision in LTTS Charter School Inc. C2 Construction I, the court of appeals found that open enrollment charter schools are immune from suit as a matter of common law.  This is a significant finding because the court reached this decision without reliance on section 12.1056 of the Texas Education Code, the statutory provision that expressly affords charter schools immunity from liability.  Consequently, an open-enrollment charter school can use the Palasota holding and its sister case in C2 Construction II, to urge early dismissal from any litigation filed against the school. Since charter schools are immune from suit as a matter of common law – as the Palasota court found – then the school is not required to incur the expense of discovery in any case in which immunity from suit has not been waived.

Next, concerning the broker’s contract claims, the Palasota court also held that the charter school had immunity from suit. In an unprecedented ruling, the court found that open-enrollment charter schools are “local government entities” under Section 271.152 of the Texas Local Government Code. Any “local government entity that enters into a contract subject to Chapter 271 waives immunity from suit for the purpose of adjudicating a claim for breach of contract”. However, for immunity to be waived, the contract must meet the specific statutory definition of a contract:  “a written contract stating the essential terms of the agreement for providing goods or services to the local governmental entity that is properly executed on behalf of the local governmental entity.” The Palasota court found that the broker’s contract did not contain the essential term describing the amount and/or method of calculating the broker’s commission. Because the broker’s contract did not meet the statutory definition stated in Chapter 271, the court concluded that the waiver of immunity did not apply.

TCSA congratulates Universal Academy and Tommy Fuller, their attorney on this case, on this important victory for open-enrollment charter schools.  In light of the new developments in the Palasota case, charter schools should consult their local counsel for advice concerning litigation and contracting.

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La semana de agradecimiento a los maestros

February 28th, 2012

Teacher and student at IDEA charter schoolLa semana de agradecimiento a los maestros será del 7 al 11 de mayo.  Queremos darles un aviso adelantado para que usted y otros padres tengan suficiente tiempo para hacer un plan.

La semana de agradecimiento a los maestros no es solo para decir gracias, sino también es para reconocer todo el trabajo duro que un maestro pone en la educación de su hijo/a.  No importa lo bien que un maestro hace su trabajo, ellos siempre se sienten que pueden hacer mas lo que puede desmotivar.  La semana de agradecimiento a los maestros es sobre la validación del compromiso y la importancia de lo que hacen día tras día. Dígales los que significan para usted y para su hijo/a…y si, enséñenles su agradecimiento.

¿Cómo lo puede demostrar?

  • Preparar un desayuno para todos los maestros una mañana durante la semana.
  • Colocar flores, bocadillos, café, etc. en el salón de maestros.  Para involucrar a los estudiantes, ellos pueden decorar un cartel con mensajes de agradecimiento.
  • Poner regalos chiquitos en los buzones de los maestros –Comprar el libro favorito de cada maestro y hacer que todos sus estudiantes firmen dentro del libro.
  • Escribir poemas, cartas o notas de agradecimiento y dejarlas en los buzones de los maestros. Y leerlas durante la asamblea de la manan o sobre el intercomunicador.
  • Los estudiantes pueden usar arte, videos, o cuentos para hacer notas de agradecimiento.  Los estudiantes podrán representar obras de teatro que retratan lo que sería la vida de ellos sin maestros.
  • Hacer que los estudiantes tomen órdenes del café y postre favorito de cada maestro y que sean entregados por otros alumnos temprano en la mañana.
  • Usar a la comunidad (padres, administradores, o cónyuges de los maestros) y organizar una hora de substitución durante el almuerzo para que puedan disfrutar una comida fuera del salón de clase.
  • Hacer que cada salón de planta decore  una caja de zapatos o un florero que los maestros pueden usar para guardar notas especiales, cartas, regalos, y otros tesoros.
  • Los padres y estudiantes pueden organizar una semana de actos amables (por ejemplo: lavar las ventanas del salón, organizar los estantes, lavar sus caros en el estacionamiento)  Los estudiantes pueden ser extra caballerosos y respetuosos abriendo le la puerta a su maestra, trayéndole una taza de café en la mañana a su maestro, sacando la basura, etc.
  • Capturar las memorias del año tomando fotos creativas de la clase y poniéndolas en cuadros o en un álbum de fotos.
  • Conducir entrevistas de los estudiantes hablando de maestros específicos, y contestando preguntas serias y humorosas.  Estas respuestas pueden ser presentadas en una asamblea, vía video, o una colección de frases en un libro.
  • Lo que sea que usted y otros padres decidan hacer para darles gracias a los maestros, asegúrese involucrar a los estudiantes.  Nada toca el corazón de un maestro más que los agradecimientos sinceros de sus estudiantes.
    Communities United logo

    Notas para los defensores:

    Sigan defendiendo a las escuelas “charter” todo el año

    En una reunión reciente en una escuela en Houston, fui recordada que el movimiento de las escuelas “charters” tienen aliados y socios que cuyo trabajo se base en un concepto similar, una opción educativa.

    Los padres de Houston y los miembros de la comunidad, se reunieron para apoyar la decisión de poder elegir escuelas en cualquier ambiente educativo; sea pública o privada. Los miembros de los distritos escolares del área de Houston hablaron con el publico de los programas de “magnet”, las escuelas privadas hablaron muy bien de sus programas, y los lideres de las escuelas “charter” hablaron de sus misiones y como educan a sus estudiantes.

    Aunque cada escuela, que está trabajando para apoyar la decisión de poder elegir escuelas, sea diferente una a la otra, compartimos el mismo objetivo—proveer una educación de calidad.

    La reunión de apoyar la decisión de poder elegir escuelas en Houston, fue un gran ejemplo de familias celebrando la oportunidad de encontrar la mejor educación para sus hijos.

    Es el esfuerzo de los padres lo que inspira a TCSA para continuar a luchar para el uso de poder escoger escuelas en el movimiento de escuelas “charters”.

    Trabajando con nuestros miembros de apoyo de la comunidad los hace más fuerte. ¡Y este mes les hablamos para que actúen!

    Como hemos dicho antes “nadie puede hacer todo, pero todos podemos hacer algo”.  Trabaje con un grupo de padres para planear un evento que habla muy bien de su escuela para los oficiales de la ciudad y el estado.  Mande correo electrónico a Jennifer Limas para asistencia en planeando un evento.

    ¡Juntos, podemos construir más apoyo para las escuelas “charter” y la calidad de la educación pública que ofrecen!

    Jennifer Limas
    Directora de Grassroots Advocacy
    Texas Charter Schools Association

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