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Parent Teacher Request Information
Equitable Classroom Design Protocol
Cavazos' Deeper Why...
All parents want the best for their children , but a key goal of public education is to create citizens with a vision of a common good. We recognize that parents are understandably anxious about the futures of their children in an increasingly competitive global economy. Even more so, Cavazos is committed to the Equitable Classroom Design Protocol so that ALL of our students have a well balanced classroom where the richness of diversity is evident.
At Cavazos we design classroom rosters with a protocol grounded on research, equity, and social justice. We design classroom rosters that we all would like to have our own children in.
The Equitable Classroom Design Protocol is used to interrupt "opportunity hoarding" that is seen in low performing schools with high number of children that live in poverty, large number of English Learners, Migrant students, Latino and/or African American students.
With this in mind, we hold strong equity convictions to not create or perpetuate the scrutiny of teachers and principals, which can diminish educators’ authority to transform under-performing schools.
When school administrators and/or teachers secure some children's admission to a specific classroom or specific program this in return undermines the school's vision/mission to serve all public students fairly. This holds true more for historically underserved communities where the opportunity gaps widens.
Democratic processes are essential in public school districts, and as a result, Cavazos is committed to find ways to listen to parents’ concerns and resolve matters quickly and decisively.
We invite parents to think about what matters in the long run and reflect on whether their actions might be contributing to greater inequality gap in Cavazos Elementary and consequently in Ector County ISD.
We understand that parents bring powerful contributions to the school community. Cavazos invites parents to partner with us to model thoughtful civic engagement that considers collective, rather than simply individual, benefits.
Equitable Classroom Design Protocol
Synthesis of Research:
Grouping and tracking do not increase overall achievements in schools, but they do promote inequity, research suggests. To reduce inequality, we should decrease the use of both practices, and, where ability grouping is retained, improve its use.
Decisions about grouping are preliminary but teacher input, expertise, and knowledge of students MUST drive equitable classroom groupings. What matters most comes next:
____1) Is the class list heterogeneous?
____2) Diverse students with diverse needs = equitable distribution
____3) curricular tracking & ability grouping ARE NOT AN ACCEPTABLE criteria for grouping
____4) Unequal behavior & attitudes among students MUST be highly considered
____5) grouping must have equitable amount of:
a. English Learners
b. Spanish Learners
c. Gender
d. SPED – IEP students
e. Behavior/personality
f. Classroom dynamics
g. RTI Tier 2/3 target students (in literacy &/or mathematics)
h. SES balance (Social Economic Status)
i. At grade-level or above grade level students
j. Racial/Ethnic/Cultural
k. Data roster has been reviewed and considered when placing students
(Istation, Imagine Math, MAP ELAR/SLAR/Math, running records)
l. Special Pops are equitably distributed in all classrooms. (foster, homeless, military, SPED, ELs)
m. absenteeism
Our continued commitment...
Ever since the summer of 2022 school year, parent teacher requests ceased to exist.
For the 2024-2025 academic school year, Cavazos ES will continue with this practice grounded on equity.
Some considerations to exceptions of the Equitable Classroom Design Protocol:
1. historically documented conflicts with feuding families
2. court orders that deemed advisable to not house specific children together
3. documented long-term feuds with specific students
4. case-by-case scenarios deemed in the best interest of the child's academic and SEL well being
*first two weeks of school, class rosters stay as is, potential changes will take place based on teacher, counselor, and admin observations.
Does your child have specific learning needs?
Does your child need a specific type of teacher traits?
What the effective teacher does: Teaching traits.
All of the developmental psychologists agree that effective teachers encourage. Through consistent use of positive words, actions and facial expressions teachers provide students the hope to keep striving to learn and grow. They also agree effective teachers ask probing questions to challenge accuracy and completeness of thinking in a way that moves students towards their ultimate goal.
- Provides a well-planned, organized classroom environment conducive to students’ spontaneous learning.
- Uses Socratic “Why?” questions--students go beyond just giving their opinions as teachers probe for the whys.
- Models respect by speaking the language of respect in interactions with students, and by taking students’ thoughts and feelings seriously.
- Builds rapport with students that makes it easier for them to talk about problems, be receptive to moral guidance, and care about what their teachers think.
- Uses rules as the starting point for effective instruction and learning—not the end point. Starts the year with rules for things like homework practicing them repetitively so they can master them.
- Serves as an ethical mentor, providing guidance through discussion, storytelling, personal encouragement and feedback.
How does Cavazos ES ensure the above is happening:
1. Teachers develop goals aligned to the T-TESS, Texas Teacher Evaluation & Support System.
2. Regular walk-throughs and coaching is provided to all teachers
3. Quarterly instructional rounds
4. Daily Professional Learning Communities
5. Quarterly review of attendance and failing grade report
Academic Needs?
We recognize that all children learn differently and respond differently when learning. Because we know that differentiation is key to the academic and social success of your scholar, Cavazos ES offers a multi-tiered system of support.
Parents and teachers can submit a COST-SST referral do address the all or some of the following:
1. attendance needs
2. academic needs
3. behavior needs
4. socio-emotional needs
In this meeting, parent, teacher, counselor, family specialist, and administration will discuss and develop an plan designed specifically for your child. This plan requires the partnership and buy-in of all stakeholders involved and will be revisited every 4-6 weeks.
Cavazos Leadership & Administrative Teams 23/24 SY
Beatrice Martinez, Principal
Lalonnie King, Assistant Principal
Shannakay McLemore, Counselor
Leslie Esparza, Community in Schools Coordinator
Opportunity Culture Team
Sylvia Ponce, MCL I 2nd Grade
Daisy Zamarripa, MCL II 3rd Grade
Vanessa Martinez, MCL II 4th Grade
Adriana Renteria, MCL II 5th Grade
Anna Garcia, MTRT
Windy Quilodran, MTRT
Grade Level Leads
PK/K: Graciela Lozano
1st: Windy Quilodran
2nd: Christy Nickels
3rd: Shelby Drainer
4th: Patsy Olivas
Office Staff
Irene Baiza, Admin Secretary
Gina Alvarez, PEIMS Clerk
Mariela Zubia: Records Clerk
Jessica Martinez, Nurse
9301 W 16th St.
Odessa, TX 79763
Office: 432-456-1309
Website: Cavazos Elementary / Homepage (ectorcountyisd.org)
Twitter: @CavazosES; #CavazosCares; #CavazosLeadbyExample
BRIEF BIO
Beatrice Martinez is the principal at Cavazos Elementary. She successfully led Anthon Elementary school in Uvalde CISD. Prior, she was an Elementary ELD Coordinator and principal mentor; she joined the WCCUSD Multilingual & Multicultural Services Department from the Oakland Unified School District where she worked as a Dual Language Elementary Principal and mentor for new principals. Beatrice has worked at elementary and secondary schools in California and Texas, including in two-way bilingual immersion, newcomer programs, and Transitional Bilingual Education programs, secondary Sheltered Instruction teacher and as an English Learner Coordinator. She received her teacher credential and B.A. in bilingual education and interdisciplinary studies from Sul Ross State University and received her M.A. in school administration and urban school leadership from the University of California, Berkeley.
Beatrice Martinez is passionate about creating and sustaining effective high quality programs for all students through strong teacher partnerships. In her free time she enjoys hiking, taking long walks, and cuddling up with a great book. Her hopes and dreams for Cavazos & ECISD young scholars are that all students, particularly English learners & children in poverty have the necessary opportunities to succeed academically, and to grow into healthy, productive global citizens and community leaders.
“Our job is to teach the students we have.
Not the ones we would like to have.
Not the ones we used to have.
Those we have right now.
All of them.
-Dr. Kevin Maxwell