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1 | IMPACT Fall 2014 | Irving Independent School District

IRVING INDEPENDENT SCHOOL DISTRICT FALL 2014

What Irving ISD Means to You

Coming Spring

2015A new look,

a New Experience,

KEEPING YOU CONNECTEDIrving ISD Launches New Communication Tool

And Redesigns Website to Improve Engagement

Notable LivingTree Features:Private and Secure

Instant translation to 40+ languages

Conversation: two-way sharing of messages, photos, files

and links!

Shared calendar – including RSVP, reminders and notices!

Volunteer management – sign ups, reminders and more!

Web + native mobile apps (iPhone, Android)

Instant alerts and push notifications

Private direct messaging

Network directory

LivingTree calendar subscription – Outlook, iCal, Google,

Webcal

Connect. Engage. Share.

Notable FeaturesNew lookEasier navigationTranslationsMobile friendly and tablet friendlyConsistent design for all school sitesOrganized for parentsE-AlertsCalendarQuick linksand more!

Early Adopter Schools:Clifton Early Childhood School

Kinkeade Early Childhood School

Pierce Early Childhood School

Brown Elementary School

Farine Elementary School

Johnston Elementary School

Austin Middle School

Bowie Middle School

de Zavala Middle School

Houston Middle School

Travis Middle School

Irving High School

Singley Academy

A new websitewww.irvingisd.net


FEATURED STORIES

WRITING & EDITING STAFFMichael Crotty, Contributing WriterAdministrative Attendance Manager

Erika PedrozaCommunications & Marketing Coordinator

Valerie Reyes-BraunCommunications & Marketing Coordinator

Lesley WeaverDirector of Communications

IMPACT is published by the Irving ISD Office of CommunicationsShare your feedback at www.irvingisd.net/IMPACT/Opinion¿Necesitas en Español? Lealo: IrvingISD.net/IMPACTThe Irving Independent School District is an equal opportunity employer and does not discriminate on the basis of age, national origin, race, sex, color, religion, disability or against any other legally protected group.

Campus2Careers

DESIGNJulie Offield-Baur

Graphics and Website Coordinator

VIDEO INTERVIEWSDennis Palacios

Video Production Specialist

ADVERTISING OPPORTUNITIESValerie Reyes-Braun

[email protected]

NewcomerAcademy

INOVA Process:Individualized Learning

Attendance Success Initiative

SPOTLIGHTSMessage from the Superintendent

Students Making an IMPACT

Teachers of the Year

We are Irving

Irving Independent School District | IMPACT Fall 2014 | 3


The Power Of TEAM IRVINGDear Friends and Neighbors,

It is an exciting time to be in Irving! As a school system, we continue our journey to create numerous opportunities for our students to succeed. Those of you who are joining me on this mission are all a part of TEAM IRVING.

In the 10 months that I have been in Irving, I have witnessed renewed excitement and a transformation of beliefs throughout our school district. Perhaps more now than ever, our staff members demonstrate belief in their kids, belief in themselves, and belief in each other. That’s the power of a team and the impact we’re having as TEAM IRVING.

As you’ll read in these pages of IMPACT magazine, Irving ISD has developed specific programs and processes to help students reach their maximum potential and achieve their dreams. From our individualized instructional tools to our attendance initiative and career programs, we are intentionally focusing everything we do on meeting the specific needs and interests of every child.

At the high school level, we have expanded our Signature Studies programs that offer career and job-ready skills and have opened a Newcomer Academy for students new to the country. At the elementary and middle schools, we have sharpened the curriculum to ensure students have the academic foundation needed to successfully move into the next level of their education. And at all levels, we are recruiting adults to mentor students one-on-one. Through mentoring, students build confidence, communication skills and usually perform higher academically. I invite you to join TEAM IRVING and consider making a difference in the community by mentoring a student in Irving ISD.

There are benefits to being a large school district with more than 35,000 students. We have the resources we need to provide students with opportunities for hands-on learning and the funding to retain a talented faculty. But we know that all 35,000-plus students have a name, have individual needs and have a unique story. That’s where our focus lies: seeing each individual student as an individual with specific needs and interests. That’s the heart of TEAM IRVING.

I’m proud to serve the students of Irving ISD and the greater Irving community, and I thank you for your support. When you advocate for our public schools, you contribute positively to our entire community and future workforce. You make us stronger.

Enjoying the journey, I am

Jose L. Parra, Ed.D.Superintendent of Schools

Prekindergarten students Nathali Romero (left) and Mya Hortelana Elias (right) talk with Superintendent Parra prior to the October 22 ribbon cutting of the Outdoor Learning Classroom at Pierce Early Childhood School.

Superintendent Parra compliments Angel Garcia, a junior in the hospitality program at Singley Academy. Garcia and his peers from the culinary program used their skills learned in the classroom to cater a luncheon for community leaders.

During a recent visit to Lively Elementary School, Superintendent Parra stops for a photo with Juan Zavala, a first grade teacher. Supportive of Zavala’s shirt, Parra exhibits Superman’s classic “up, up and away” pose.


Jonnalys SotoJonnalys Soto, a seventh grader at Lady Bird Johnson Middle School, has gone above and beyond this school year. Soto organized a campaign to add a seventh-grade soccer team. She researched expenses, uniforms and community assistance and compiled the information into a Prezi

presentation, which was shown to her principal, the district’s associate superintendent and superintendent. Soto has also been recognized in the Principal’s 100 for exemplifying good character outside of the classroom and is a Champion Referral for her campus for positive behavior in class. Jonnalys also tried out for football this year. She is working to become a leader on her campus.

Kris TerryKris Terry cares about people and his community. One look at his resume proves it. The MacArthur High School sophomore is heavily involved in his school as a class officer (senator), member of the student council, District Improvement Committee

and Campus Improvement Committee. He is involved in the community as a volunteer at his church and as a Boy Scout. He plans to earn his Eagle Scout rank by next summer. He is also a member of the current events academic team and he serves on the tech crew for theater productions. An honors student, Terry plans to graduate on the distinguished plan.

Students Making

an ImpactBy Erika Pedroza and Valerie Reyes-Braun

Madison GarciaFifth grader Madison Garcia is a mighty Timber Wolf making a name for herself at Townsell Elementary School. She is the president of the Townsell chapter of the National Elementary Honor Society (NEHS),

a member of Safety Patrol, and a Destination Imagination participant. She is also in the school’s photojournalism club and has been on the school’s broadcast team. She hopes to one day work with animals as she is a huge animal lover who’s responsible for cats, dogs and hermit crabs at her home. With her eye on the prize to succeed, she knows school and grades come first.

Stipes StallionsThis group of young ladies from Stipes Elementary is making a difference for some local veterans in support of the Wounded Warrior Project. The group

conducted a change drive and collected $250 for the Wounded Warrior Project. Along with the money drive, they asked the student body to create cards to deliver to the Dallas Veteran Affairs Medical Center. During their visit to the VA Medical Center, they found out there was a great need for hygiene items for the vets so the group organized another drive which resulted in a large donation. Members of the group include (left to right): Brookelynn Huckaba, Holly Kinman, Olivia Boyd, Ava Inman, and Cammy (Cameron) Jackson.


Teachers of the Year By Valerie Reyes-Braun

The teachers selected as Irving ISD’s 2014 Elementary and Secondary Teachers of the Year have ignited imaginations, planted seeds of knowledge and encouraged the love of learning. They are the foundation of what we do in Irving ISD and are at the heart of student success and accomplishment.

Christine ScovillElementary Teacher of the Year

& Region 10 Teacher of the Year Finalist

nonprofit business with students in her classroom where the students offer goods for sale they make from recyclable materials and donate the profits to local charitable endeavors. Her expertise is in her ability to deliver content in a way that meets her students’ needs. This means learning to integrate new technologies, teach in different ways, and try new methodologies. She is a true leader who puts the needs of her students first and continues to impact the lives of students for many years after they have first stepped foot in her class.

father figure, he makes sure they are taking care of themselves. He has seen some of his students struggle, and he doesn’t just look at what has happened but why it happened. He has been able to identify needed resources or just be a shoulder to lean on. And because of this, his influence will live on in the students he has served.

Aaly MeheraliSecondary Teacher of the Year

Secondary Teacher of the Year Aaly Meherali (left) and Elementary Teacher of the Year Christine Scovill (right) are honored by Superintendent Dr. Parra at the Teacher of the Year Ceremony.

Christine Scovill works with fifth graders Felix Rodriguez Bruzeta and Ramon Ivan Vazquez Fernandez on measurements at T. Haley Elementary.

The district Teachers of the Year were awarded loaner cars for one year by Don Herring of Don Herring Mitsubishi.

Aaly Meherali makes learning fun with lab experiments at Singley Academy.

Christine Scovill is a fifth grade, gifted and talented bilingual teacher at T. Haley Elementary School. She began her journey as a bilingual teacher after 10 years of teaching and started taking conversational Spanish classes in order to better communicate with her students’ parents. She has mentored new teachers, written curriculum for the districts she has served, contributed her time and energy to serving on a number of school and district committees, and vested hours in tutoring students. But if that weren’t enough, Scovill created a small

Aaly Meherali is in his fifth year teaching chemistry at Singley Academy. Prior to his teaching career, Meherali worked as a research associate in the genomics lab at UT Arlington. He made the conscious decision to enter the teaching ranks and challenge the minds of young learners with the fascinating world of chemical science. What makes Meherali beloved by all of his students is his ability to connect with them on a personal level. Many of the relationships started with a simple hello that has built up to him asking questions. Like a

PRESS PLAY at ISTV.irvingisd.net to see our Teacher of the Year video

tributes.6 | IMPACT Fall 2014 | Irving Independent School District


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Irving ISD students will plan for high school and graduate with more defined career goals, thanks in part to a newly implemented online portfolio and career exploration tool. Led by the Career and Technical Education (CTE) department, the district introduced Campus2Careers (C2C) for all secondary students this fall. “We want our students to have a vision for tomorrow,” says CTE Coordinator Gary Schepf. “They need to have a knowledge of the careers that are out there, the salaries that are out there and the education that’s required for those. Irving is focused on workplace readiness, making sure our students are where they need to be and prepared for those jobs. Campus2Careers allows us to assess the students and get them into the right program of study.”

HOW IT WORKS Ideally, students will be exposed to Campus2Careers beginning in middle school. This October, all middle school students set up their profiles. Eighth-graders continued the process by completing an interest inventory. Based on their answers, the program will suggest clusters of study the students match. “So many of our kids, they may not know what they want to be in four years,” says Schepf. “Based upon real world data assessments, this is what it looks like they’ll be interested in.” School counselors can use the data to match students with an

endorsement (as required by House Bill 5), and map their four-year plan for high school accordingly. “It’s going further than House Bill 5,” Schepf says. “We’ve always been at the cutting edge of envisioning the future. But with House Bill 5, this now has a more palatable meaning district-wide. It matches what we’re doing and gives our students more tools … We want our students to have that program of study so that they can focus four years in high school so that when they get through with high school they’re ready for either college or career.” Students will take the assessments again in high school to verify they are “where they need to be,” Schepf added.

Expedited experience Because the program was implemented just this year, many high school students may not experience the full scope of the program – but they certainly haven’t been shorted. Many seniors have explored alternative career options as a result of the information provided by Campus2Careers.

Campus2CareersProgram helps students plan for high school, career paths

By Erika Pedroza

“Having insight on different aspects of other jobs is really important so we always have an idea of what else is there. There are so many different opportunities that we don’t know.”

– Merlin Abraham, senior, MacArthur High School

Campus2Careers helped define the post-graduation plans of MacArthur High School senior Merlin Abraham, who plans to study medicine and business.

Omar Abdi, MacArthur High School senior, says creating a portfolio on C2C was “easy and simple.”



During the middle of the first six weeks, high school students were asked to complete a six-phase profile, which included personal information, activities (in and out of school), skills (languages, technical, etc.), standout (awards won), attachments (resume, profile pictures) and experiences (jobs). “I certainly tried to match it to me as much as possible, all of my skills, and incorporate as much personalization as possible so I can definitely get the most out of the program,” says MacArthur High School senior Brattzo Banich. Once students clicked the submit button, the system generated a list of potential career matches, based on the information they provided. Along with name of the job, the program also gives students a detailed description which includes information on median salary, needed skills and required education. There is a map that shows the job market, and a video demonstrates that occupation in action. “It didn’t just give us the title of it,” he says. “That’s what I liked. That’s what helped me … I’ve used it to open my mind to new opportunities available to me using my skills. I saw a whole bunch of careers and new opportunities I’d never considered before.” Like her classmate, MacArthur High School senior Merlin Abraham knew she always wanted to be a doctor. But it wasn’t until she completed the online profile and reviewed her results that she considered a different field. “It showed me business manager,” she says. “I never thought I could actually be compatible for that. It showed me everything about it – the median salary that you would receive, the minimum education that you would need. Every single thing that I would like to know about it was right there. And there was a little video that showed us a detailed

summary on the job itself. That was kind of cool.” Now she’s planning on majoring in biology and minoring in business/marketing, just in case medicine is “not enough” for her. “As seniors not everyone knows what they want to be when they grow up,” Abraham said. “A lot of us kind of have an idea, but I feel like eventually it will change. But having insight on different aspects of other jobs is really important so we always have an idea of what else is there. We really don’t know what all is out there because we’re so naïve to what we have and what we’re used to seeing. There are so

many different opportunities that we don’t know. That’s interesting to see.” “This is in the best interest of students,” says Schepf. “Everything is aimed at them. That’s why we’re here, preparing the future.”

“We’ve always been at the cutting edge of envisioning the future. But with House Bill 5, Campus2Careers now has a more palatable meaning district-wide. It matches what we’re doing and gives our students more tools.”

– Gary Schepf, CTE Coordinator

PRESS PLAY at ISTV.irvingisd.net for a video of our students in action.

Other components of Campus2CareersIn addition to the features for students, there are C2C benefits for everyone else involved in the success of a student.

• Counselors can help a student plan for high school. • Teachers can reference the students’ C2C portfolio if they’re

writing letters of recommendation or to track students after they’ve graduated.

• Parents will also have access to their child’s portfolio.• Business partners can create an account and use C2C to offer jobs,

mentorship, volunteer opportunities, field trips, guest speakers and project assistance to students. Multiple people can access the same business account. C2C offers a badging program, and business partners can offer students rewards for recognition such as perfect attendance, the obtaining of a certification, etc.

“Campus2Careers is a wonderful resource for our students, our staff and our community because it helps us to piece together all of the entities that bring their experience and resources together for the betterment of our students,” says Kelley Watson, CTE teacher at MacArthur High School.


Wilmer Zavala cups a pair of die in his hand. With the quick side-to-side motion of his wrist, he releases the cubes onto his desk. “Four! Six! Four in a row,” the 18 year old exclaims, as he picks up his pencil to mark a dot, just above three others, on a sheet of graph paper. Although learning how to plot coordinates is important, there are greater lessons that Wilmer, who moved to the United States from Honduras six months ago, and his classmates at the Newcomer Academy are garnering. In fact, his math teacher, Tahira Hassan, might be more proud of his confidence and pronunciation. “We try to make this an environment where they feel comfortable speaking English,

where they’re not worried if they say it wrong,” she says. “Yes, building their math and English/language arts skills is important. But we want to help immerse them.” The innovative program was implemented in September as a way to address an influx in high school students who have been in the country less than a year-and-a-half and have gaps in their education.

Filling Gaps, Building Confidence

Intensive program supports, Acclimates students new to the U.S.

By Erika Pedroza

“Last year we had around 100 students with limited education enroll at the high school level alone,” says Kristina Kintz Feldner, secondary world languages coordinator. “These students were enrolled in the same classes as their native English speaking counterparts and, in many cases, struggled to keep up. “Some of the students haven’t been to school since sixth grade; some may have never been to school,” she says. In the inaugural year, 97 students were identified for the program through the district’s language testing center. They are transported by bus from their home campus to the Newcomer Academy, housed at the district’s administrative annex, for a

half day. They return to their home campus for social studies, sciences and electives. At the academy, the students are taught math and English/language arts by highly-trained English as a Second Language instructors. The program is capped at 120 to ensure a 15-to-1 ratio. “We wanted to make sure they were

getting intense instruction so that we could focus in on the language acquisition,” says Linda Torres-Rangel, director of language and parent services. The small size also helps teachers balance the various levels of aptitude among the students. “They do a lot of small group instruction, but basically you have different levels in the classroom so the teachers are differentiating for them,” says Enid Sierra, Newcomer Academy coordinator. “That’s why we keep the classes smaller. Teachers are able to spend as much time as possible in trying to meet the needs of each individual student.” The curriculum of each student is based on their last formal year of schooling they received. However, the focus of the program,

for all students, is developing an understanding of the English language. To aid in that, the teachers speak to the students in English. “We want them to be bilingual and biliterate, but we also want them to gain a foundation in English,” Feldner said. “Teachers are using lots of visuals and research-based strategies to help them acquire

This program is about helping them feel confident and to give them the skills they need to be able to succeed.

– Enid Sierra, Newcomer Academy Coordinator



PRESS PLAY at ISTV.irvingisd.net for a newcomer

video.

the language and proficiency.” But regardless of the language they are speaking, the teachers make it a point to create a “safe haven” for their development, academically and culturally. “The goal of the Newcomer Academy is to help them acquire enough English to be successful; not just on the STAAR exam, but in life,” says Feldner. “We want to prepare our students as best as possible to give them opportunities to succeed at the future they want.” Students can stay in the program for a semester or up to two years. It all depends on how quickly they acquire the language. And the key to that is building their confidence. “The kids are emerging in their understanding of academic

language,” says Sierra. “Here, they learn about the community, the culture. They learn how the city of Irving functions. They learn the basic social language to help them be successful – Good morning. How are you today? – and then they build onto that and also build confidence. That’s what they need most. This program is about helping them feel confident and to give them the skills they need to be able to succeed.” Students like Jimmy Rivera, 16, who emigrated from Honduras seven months ago, feel that they have garnered those skills. “They teach you more, they explain more,” he says, mostly in English, sometimes in Spanish when he can’t yet find the right words to express himself. “They don’t leave you to look at a board, where you

don’t understand what has been written. But it is also ultimately up to us as individual students, to embrace that. You have to pay attention. You have to ask for help. The teachers here understand.” Teachers understand more than the students may realize. “I can relate to them,” says Hassan, who is in her 11th year in education. “I came here when I was 14 years old, and I was as lost as they were. But I didn’t have anything like this. This program is greatly beneficial.”

Thirty-seven students from MacArthur and Irving High Schools comprise the afternoon group of the Newcomer Academy. The immersion-based program was implemented in September.

Newcomer Academy instructor Will Smyth explains positive and negative integers to a group of students.

Jimmy Rivera and Wilmer Zavala, both from Honduras, complete a math lesson on their tablets.

There are 60 students, from Nimitz and Irving High Schools, in the morning group of the Newcomer Academy. The program serves students new to the country.



Imagine if teachers had a way to run a diagnostic test on students to determine their educational learning needs. In the medical field, this may look like an MRI or an x-ray. In the automotive industry, this may be an engine diagnostics test. Visualize a system like this for education. This system could see deeper and help teachers write a prescription to help a child grow academically and socially. For Irving ISD educators, this tool is the INOVA process. Implemented throughout the school district this summer, the INOVA process is helping Irving teachers see beyond a student’s surface. It is helping teachers track trends, confirm instincts and develop individual success plans for each child. The prescription for one student may not be the same for another. The INOVA process allows

for complete personalization based on a student’s unique situation and needs. As Jose L. Parra, Ed.D., superintendent of schools, explains, “The INOVA process gives us two different dimensions to look at with each student: an academic dimension and a psychosocial dimension.” He says the academic dimension is what students are capable of doing while the psychosocial dimension is what students will do based on what their motivation is, what their interests are and which supports they’re getting. “When we’re looking at what we can do for students, we look at how we can affect the entire child,” says Parra. “When we think about the entire child, we have to be thinking in multiple ways. But we also have to be thinking in terms of what we can provide to teachers, principals and other staff members. They have to be able to have the most impact

on every child, every day.” Parra says he believes the INOVA process provides that for Irving teachers. The INOVA process is a data-driven analysis that connects test results with instructional interventions. The INOVA process evaluates information at the individual student level and looks at value added to the educational experience over a period of time. Adam Grinage Ed.D., associate superintendent of academic services, describes the INOVA process as “a way to help us improve student success based on student growth.” Since the process looks at prior student performance on a number of assessments, Grinage says this process assists teachers and schools in recognizing the level of progress that students should make on upcoming state assessments. “But it’s not just about test scores. It’s important that we are

Whole Child ApproachNew System Implemented for Improved Academic

Performance, Psychosocial Support By Lesley Weaver

What works best for children? What must we all - educators, families, policymakers, and community members - do to ensure their success? Answering those questions pushes us to redefine what a successful learner is and how we measure success. A child who enters school healthy and feels safe is ready to learn. A student who feels connected to school is more likely to stay in school. All students who have access to challenging

and engaging academic programs are better prepared for further education, work and civic life. These components must work together, not in isolation. That is the goal of whole child education.”

- Excerpt from ASCD’s “The 21st Century Imperative” of Making the Case for Educating the Whole Child


helping kids reach their maximum potential and that we can track if we’re adding value each year,” he says. “For example, the INOVA process may show that test scores are improving at a campus, but the students may still be losing value,” Grinage explains. “That’s not acceptable. While we want to see test scores improve, what we want more is to know that students are growing academically from year to year and that they will have the tools needed to succeed in college and the workforce.” With the INOVA process now in place, Irving teachers and administrators can plan for specific interventions that will positively change the course a student is projected to follow. Administrators explain that the INOVA process is different because it changes the

focus from a “pass/fail” mindset to more of a student growth measure. “We want to know how our students are improving, how students are reaching their learning goals and how our teachers are meeting their instructional objectives,” Grinage says. The INOVA process software tracks a student’s past state test scores along with the student’s projected score, resulting in a data set for expectation and a data set for result. Based on that information, INOVA produces a profile on each individual student that includes the data and a comprehensive, yet concise, interpretation of that data. “The reports are comprehensive and help us determine interventions as well as help us identify when kids need an extra pat on the back,” says Parra. “Even students who are high

performing often times can benefit from a pat on the back and checking in once in a while to keep them performing at those high levels. Similarly, students who are not performing quite as high can also benefit from adult mentorship and from someone touching base with them on a one-on-one level,” he says. “That’s really what the psychosocial element is about.” Irving ISD is actively recruiting adults to serve as mentors who can help students develop psychosocially. According to our data, about six percent of Irving ISD students could benefit from one-on-one or small group mentoring. With a student population of 35,000 students, that’s approximately 2,200 students. To begin mentoring or to learn more about mentoring opportunities in Irving ISD, visit www.irvingisd.net/mentoring.

Johnston Elementary School Counselor Rochelle Duke guides students through an activity designed to prompt students to share ideas for coping. One way the INOVA process assists schools is by identifying students who would benefit from individual or small group sessions with a trained counselor.

Crockett Middle School Teacher Corrie Zabela uses the INOVA process to determine which students in her gifted and talented English class need interventions to achieve their maximum potential. Whether it’s time for remediation or additional rigor, teachers have data at their fingertips that can help them direct personalized instruction and can steer students toward higher academic achievement.

Mike Esstman mentors Alejandro Leon Mendoza, a fourth grader at Britain Elementary School. One-on-one mentoring is one way community members can help students be successful at school.

Could it have been our words or was it our presence? Maybe she really did sense that we believe in her and do care. We did, after all, come to see her at her home. With an element of intentionality not usual for most 17 year olds, she stood up and carefully slid back the wooden chair to its place at the kitchen table of her household’s sparsely furnished apartment. Without looking away, she smiled warmly and simply announced, “Alright! Excuse me while I get ready for school.” I am one of Irving ISD’s 11 newly instituted Administrative Attendance Managers. We are not a program. We are people, “seasoned administrators,” our boss likes to say, who tend to the un-attending. Some of us have been campus administrators, and some have come from central administration. That we are administrators is the first indication of an attendance initiative different from any other. We seek out, call, monitor, conference, track down and home visit those students

who are attending school 60 to 89 percent of the time or, like the one described above, those students whose life choices and circumstances are attending to them. Grades PreK through 12 we are on a mission! You could call it mission: possible! Ours is the mission of making school possible for those students who are finding school somewhat “impossible.” Utilizing our administrative skill-set, our knowledge of how schools work, our understanding when they don’t

work and our urgency for them to work, we help remove any barriers, obstacles or challenges keeping kids from school and keeping schools from kids. We address marching orders that include: verifying and assisting students living in varying degrees of homelessness (Project PASS), recovering kids in danger of dropping out (reducing the current dropout rate) and re-engaging those struggling to engage and attend school consistently (improving the graduation rate). No matter the order, the mission is always the same: bring kids having trouble attending school back to a school that is worth attending! Also unique to our attendance initiative is the secret

MISSION: POSSIBLEIrving ISD Attendance Success Initiative

By Michael Crotty

weapon that is neither a weapon nor a secret but is powerfully simple: the home visit. Home is where the heart is, regardless of where the home is. When you allow us into your home, you allow us, to a degree, into your heart. You trust enough as do we. In that moment of “please come in” we bring with us the resources, the knowledge, the connections and the heart of the Irving Independent School District. You see us, and you see the eyes and ears of the district. We see you

and see what many teachers are not usually privy to — we see the place, the culture and the climate that is your home. In this connection, in this relationship with you we connect home with school. What effect can this connection really have? Just last week, a student who I visited due to eight unexcused absences, brushed by me in a Cardwell Career Preparatory Center hallway with a contagious smile beaming across her face and confidently quipped, “One day closer to graduation!” That’s mission: possible!

After receiving a home visit from Mr. Crotty, Cardwell Career Preparatory Center senior Wendy Caballero is one step closer to graduation. She meets with him every day to ensure she is on the right path of reaching her graduation goal.


Ours is the mission of making school possible for those students who are finding school somewhat “impossible.”

- Michael Crotty, Administrative Attendance Manager


Initial Success This school year Irving ISD began an unprecedented district-led program designed to improve student attendance and student achievement. With a student attendance goal of 97 percent throughout the district, Irving ISD identified a team of experienced administrators who work directly with parents, students and campus staff to develop individualized support and mentorship for students facing attendance challenges. The Administrative Attendance Managers are experienced in mediating, collaborating and communicating with counselors, principals, teachers, parents and students. “Whether it is in the classroom, or on the playing field, or in the workforce, students must be present in order to be successful,” says Associate Superintendent of Academic Services Adam Grinage, Ed.D. This is not your typical attendance program where only a few days or a week at the beginning of the school year is dedicated to drive student attendance with incentives or contests. This is a year-long initiative where dedicated staff make daily wake-up calls, home visits and conduct tardy roundups to ensure the 97 percent goal is met. In the four short weeks, we have seen the following gains in attendance in Irving ISD:

• Goal of 97 percent attendance rate was met throughout the district.• There has been a 74 percent increase in attendance for 854 students specifically identified for the Attendance Success Initiative.• $800,000 saved in transportation costs as the Project PASS program was redirected toward much needed student services.

“Whether it be in the classroom, or on the playing field, or in the workforce, students must be present in order to be successful.”

- Adam Grinage, Ed.D., Associate Superintendent of Academic Services

Irving ISD’s Administrative Attendance Managers focus their efforts on student attendance so every child can succeed.

Irving ISD recognizes the importance daily school attendance has on a young child’s educational development. Perfect attendance ceremonies help celebrate and motivate students to attend school regularly.

More than 800 students have been identified for the Attendance Success Initiative. One of those students is MacArthur High School sophomore Raymond Tate who meets with Administrative Attendance Manager Tania Oliva on a regular basis to set academic goals.

What to know(Attendance Works report Absences Add Up: How School Attendance Influences Student Success)

• Poor attendance in the first month of school can predict chronic absence for the entire year.• Absenteeism in kindergarten can affect whether a child develops the grit and perseverance needed to succeed in school.• Absenteeism in preschool and kindergarten can influence whether a child will be held back in third grade.• Absenteeism in middle and high school can predict dropout rates.• Absenteeism influences not just chances for graduating but also for completing college.• Improving attendance is an essential strategy for reducing achievement gaps.

PRESS PLAY at ISTV.irvingisd.net

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WE ARE IRVINGIrving High School JROTC presents colors during the school’s pep rally on October 3.

Britain Elementary School students sample peaches during lunchtime for the monthly “Sample Something New” campaign.

Superintendent Parra and Pierce Principal Lisa Hill cut the ribbon to celebrate the opening of the Outdoor Learning Center at Pierce Early Childhood School.

The 33rd Annual Irving Schools Band Festival showcased talent from all Irving ISD middle and high schools. Approximately 1,500 students performed at the Irving Schools Stadium before a crowd of more than 3,000 fans.

Lady Bird Johnson Middle School received a grant from Nissan to purchase iPads for classroom learning activities.

what irving isd means to you · 2015-06-09 · look at his resume proves it. the macarthur high...

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