Administrators in the Success Partners network can stay informed of the latest information, events and support using this monthly Admin Advantage Update email. Within a week of receiving this email, you and your entire staff will receive Success Stories newsletter in an email.



When Things Do Not Go as Planned: Now What?     


Dr. Anna Adams at St. Catherine's Catholic School in Sebring had a realization after her staff completed the Module 7 TLE training with Kaethe Perez.  Her misstep was not giving them enough practice time with the new system prior to the parent conference date. Because of this, not all the staff used the Personal Learning Plans (PLP) in their parent conferences. Dr. Adams candidly admitted that she did not think she needed to follow up with her staff after stating her expectations. However, rather than place blame, she added time in the daily schedule explicitly for TLE practice. By doing this, it sent the message that this training is important enough that she does not expect them to practice on their own time.  Taking charge of the situation at hand and creating a training plan of action, has helped this staff move forward successfully with the TLE.  Here is her training action plan:


  • Identify staff members who are comfortable and eager to use the Personal Learning Plan
  • Buddy up confident TLE users with staff members that need support and confidence
  • Build 30 minute buddy time sessions into the daily schedule every day for one week (150 minutes total)
  • Principal makes creative coverage available - this may mean an assistant would cover classes for 30 minutes - read a story, or have students from both classes buddy read

Principals, do you have an AHA moment to share with your colleagues? If so, please contact your OSL coordinator.  



Judy Johnson and Daphne Razon at Walker Memorial Academy in Avon Park facilitated Module 9 with their staff - brainstorming ideas for next year's Parent School Partnership Plan. For the meeting, Daphne opened up a Google Doc Form with the goals entered. The staff can used it to enter their ideas. Each tab in the form is a different goal. The Google Form remains open throughout the month so staff can review what has been thought about, and other ideas can be added later.

Congratulations to Sabina Perera from Okeechobee Christian Academy who won a  gift card by clicking on the drawing link in last month's Admin Advantage email. Look below for this month's link for your chance to be a winner!
click on this link to give feedback to the editor as well as register for a gift card drawing!
One entry per participant.
I have read this far! Register me!



For Administrators

All sessions run from  4-5 p.m.

Preparing to launch the TLE for the 2015-16 school year

all customizations possible for a personalized program


Tuesday, May 5
Thursday, May 7
Tuesday, May 12
Thursday, May 14
Monday, May 18
Tuesday, May 19
Click here to join the webinar:



 Click here for latest TLE release notes and instructions 

Administrators, You asked for the ability to upload school specific standards.  Instructions are included in this release notes link. 



Florida Special Skills Standards are now available for grades K-12 in the TLE.
     Included are Deaf/ Hard of Hearing; Speech/Auditory Training; Therapies; Unique Skills; Visual Impairment

Click here to visit the CPalms.org site for resources to assist you in using these standards.


 Being Poor Affects Kids' Brains, Study Finds

click here for the NBC news link

NBC news has an online article with video and links discussing how children raised in poor households have clear differences in the physical structures of their brains compared to wealthier children.
A new study finds that brain scans of 1,099 children and teenagers in nine major cities shows the poorer kids have less surface area of the brain.
This is important because having more brain surface area is linked with intelligence.

 "Among children from lower income families, small differences in income were associated with relatively large differences in surface area," the researchers wrote.
 "These relationships were most prominent in regions supporting language, reading, executive functions and spatial skills."

 Principal Connection:

Dress Code

 click here for the article 

How many decisions do you make as a school leader without any input from your staff?
Ever wonder if getting that input would ensure a better reception and more eager and willing compliance?
Read about how one school administrator used shared decision making to craft an effective and appropriate teacher dress code policy. Consider changing your decision-making process from
 "Because I said so"
"Got any ideas?"

Book Excerpt: Building a Better Teacher  by Elizabeth Green, 2014

Referring to a study done compar­ing American, German, and Japanese approaches to teaching elementary mathematics, Green summarizes the key differences:

"Japanese math teachers led class with a different pace, structure, and tone than did other countries' teach­ers [Germany and the US]. Instead of a series of problems, the teacher used just one, and instead of leading students through procedures, they let students do much more talking and thinking.... The American and Japa­nese scripts were the most different from each other....some American teachers called their pattern 'I, We, You': after checking homework, teachers announced the day's topic, demonstrating a new procedure: 'Today we're going to talk about dividing a two-digit number by a one-digit number' (I). Then they led the class in trying out a sample problem together: 'Let's try out the steps for 24 divided by 6.' (We). Finally, they let students work through similar problems on their own, usually by silently making their way through a worksheet: 'Keep your eyes on your own paper. If you have a question, raise your hand.' (You)

The Japanese teachers mean­while, turned 'I, We, You' inside out. You might call their version 'You, Y'all, We.' They began with an in­troduction, but a single problem [like Magdalene Lampert] that students spent ten or twenty minutes working through alone: 'Come up with as many solutions as you can.' (You). While the students worked, the teacher wove through the students' desks, studying what they came up with and taking notes to remember who had which idea. Sometimes the teacher then deployed the students to discuss the problem in small groups (Y'all). Next, the teacher brought them back to the whole group, asking students to present their different ideas for how to solve the problem on the chalkboard. Give the answer and the reason for your answer. Finally, the teacher led a discussion, guiding stu­dents to a shared conclusion: 'What did you learn from today's problem, or what new questions do you have, if any?' (We).


Americans asked a lot of simple questions and sought quick answers. '1 - 4: What does it equal?' Japanese teachers, working at the slower pace provided by a single focused problem, used questions not simply to under­stand whether the child had the right answer, but to peek into her mind, discerning what she understood and what she didn't: Who had the same thinking? Anything to add to this way of thinking? Did anybody else use another way?"

April Webinars
Creating a Powerful Personal Learning Plan: Parent Conferences and Summer Learning Plans
All sessions run from 3:30 - 4:30 PM 


     Thursday, April 16
      Tuesday, April 28
      Thursday, April 30
Click here to join the webinar:



Support Article - Avoid the Summer Slide - Click here

FREE iPad APP   Write About This
Write About This is a visual writing prompt & creation platform perfect for classrooms and families! There is a free version and a low cost full version with lots of options to meet classroom and family needs. www.writeaboutapp.com
Jeff, Erica, Meredith, Andrea, Carol, Lauren, Kaethe, Scott

Office of Student Learning Team

Dr. Carol Thomas, Vice President 


 Dr. Scott Beck, Coordinator


Dr. Lauren Barlis, Director


Meredith McKay, Coordinator                         


Kaethe Perez, Director


Erica Peron, Coordinator 


Dr. Andrea Thoermer,  Director


Jeff Barlis, Instructional Technology