11/05/2018

The Fall Happenings of Konocti Unified


November in Konocti

 Kids learning even after the school day


The "littles" learning how to read and to read for understanding


The Vision for our Kiddos = Work in partnership with students to develop: 
+ Content knowledge especially literacy
+ Cognitive skills
+ Capacity in the way of gaining learner strategies  and problem-solving skills 
so as to be ready and well-adjusted folks to succeed in their future endeavors and for the what the future holds.

The Goal = 1+ for all students and staff alike
Konocti lays the groundwork with strong relationships among-st its staff and students.

In an inviting and welcoming environment, staff can, then, embark on several  fundamental practices and ignite that deep learning in students of one year's growth or more. (Knowing people use more than just these four practices) 


Some fundamental action steps to cause this 1+:
1.) Clarity - clear expectations through the learning intention and success criteria
2.) Always knowing one's impact based on student progress
3.) Other high leverage strategies within these two instructional pillars such as formative assessment and feedback.




Teacher Clarity and Student Clarity can double the rate of learning. Here is how we are doing.

October 24 All Day Staff Development Day

 The goal of the day was the following:
** Learn some new high-leverage strategies specific to one's content area
** Time to process and plan with their colleagues
** Long-term outcomes:
          * See the new learnings discussed in collaboration
          * See the enhanced instruction through the growth and well-being of the students

Feedback from a representative teachers and presenters as well as my observations in alignment with the purpose of the day.

     1.)    Some of the feedback was less favorable, mainly for these two reasons
a.)     Differentiate more about the content. (Example - one preferred the presenter show us " how" instead of telling us how).

b.)    The training was challenging and new in the way I am use to teaching. (Example - little notice to prep with little clarity around the expectations, and would have enjoyed learning something from others. Another example: when and how can I organize this new pedagogy?) 
   
     2.)    Most of the feedback was favorable for two reasons:

a.)     Viewed the trainers as professional and viewed as expert in their content area.. (Example - felt as though they were able to focus on what was most important for their department)

b.)    Appreciated the time, the time to process- talk about the new learning with their colleagues in the same content area and to talk vertically with colleagues as the workshops were grades 6 -12. (Example - wanted time to collaborate with peers, time to debrief, unpack everything that was introduced to us)

Response or resolution for the next All Day Staff Development Day
**Return of the presenters that came valued– internally and externally so as to continue with content, with new learning, processing and planning time with colleagues.
**Add more presenters for departments and so as to differentiate the content for folks (example – foundational skills and then close reading…………….Others wanted more about close reads and other reading strategies like guided reading when unpacking complex text with students).
** Ensure time in the workshops for collaborating – talking – planning time with peers and colleagues.

  
Evidence of the importance of school and educators as we see one student, of many enjoying the gift of reading and the pure curiosity of children.


As John Locke shared, "Curiosity in Children ia but an appetite for knowledge".






                       


9/29/2018

Konocti in October



KONOCTI with a Focus on Reading and the Future Endeavors of our Students


 
  Mrs Oranje's class reading their new Scholastic Books. And when they finish this book, they


Grade 1 feeling  empowered by their literacy skills, thinking skills, their confidence to soar their confidence to soar into their future and future endeavors










"Believe with all your heart that how you live your life makes a difference" - Colin Brown


CAASPP Results for the 2017-18 School Year


Konocti Unified continues to climb as 27% of the students can now read at or above grade level. A 7% increase in 2 years.
Grade 3 and Grade 7 and Grade 11 made significant gains in their reading levels as well. The 11th grade increased from 29% to 38% now reading at or above grade level.
Over 50% of the students grades 3 -7, grade 8 and grade 11 showed over one year's growth on the CAASPP Exam.
Over 90% of the students K -2 showed over one year's growth in the local reading assessment, which proves to be a reliable predictor for their performance on the CAASPP exam.

Yes we measure student success using an array of measures in addition to the annual state exam. We teach and assess students in the area of cognitive development and, in the procurement of learner disposition. We teach and assess students in their acquisition of social and civil traits.

We capture growth in these other areas of student development through:
** The responses we record to the three fundamental questions asses these other attributes.
** The focus group interview responses
**Video taping classroom instruction and student learning
** Growth data - using effect size - to see students making one year's gain or more in reading, and in other content areas.

Stay tuned as these different points of evidence are shared, assessed, and responded to.

Collaboration

The first district-wide collaboration

Konocti lays the groundwork with strong relationships among-st its staff and students.
In an inviting and welcoming environment, staff can, then, embark on several  fundamental practices and ignite that deep learning in students of one year's growth or more. (Knowing people use more than just these four practices) 




Konocti's Instructional Goal is to ensure 1+ for our students

Some fundamental action steps to cause this 1+:
1.)  Clarity - clear expectations through the learning intention and success criteria
2.) Always knowing one's impact based on student progress
3.) Other high leverage strategies within these two instructional pillars


One critical support that improves our instructional practices as a professional, and then advances students learning and well-being is collaboration.

The purpose of collaboration is just that = to improve our instructional practice and then directly impact student learning and well-being. 

When collaboration is "done well", we can advance our own instructional practice and that of the students!

The type of collaboration that serves this purpose is one where the conversation is deeply focused around evidence of student learning and the"effective" instructional practices (DuFour, 2004) :
(1.) Evidence: Such a conversation is steeped in evidence of student progress and achievement,
(2.) Analysis: The team members identify and share the instructional strategies that contributed to such progress and achievement - success -  sharing - Eureka!
(3.) Analysis: The team taps into their collective wisdom and makes refinements to current strategies and/or adds new instructional strategies to the repertoire
(4.) Action: The team commits to instructional strategies that are causing substantial learning in some students, and that can cause student learning in even more students.

Such a conversation both affirms and enhances our instructional practices to then implement, continuing the success with students already improving and achieving as well as reaching kids never before reached - the light bulb turns on; the caliber of work surpasses their own expectation; there is a new level of involvement and excitement.




Just as staff collaborate regularly on site and as a whole school district, the principals and I also collaborate two times a month. Once a month our collaborations also strategic in nature. The conversation is steeped in evidence of adult growth and student improvement. The principals and I evaluate our impact based on staff instructional success, and then based on students' academic and social emotional success = 1+ for all of us.

You are welcome to ask me anytime - what am I working on? How am I doing? How do I know my progress and impact?






9/08/2018

September Times in Konocti Unified



Life-long learners - Adults and Students


                






Konocti lays the groundwork with strong relationships amongst its staff and students.

In an inviting and welcoming environment, staff can, then, embark on several  fundamental practices and ignite that deep learning in students of one year's growth or more. (Knowing people use more than just these four practices) 




Konocti's Instructional Goal is to ensure 1+ for our students

Some fundamental action steps to cause this 1+:
1.)  Clarity - clear expectations through the learning intention and success criteria
2.) Always knowing one's impact based on student progress
3.) Other high leverage strategies within these two instructional pillars


One critical support that improves our instructional practices as a professional, and then advances students learning and well-being is collaboration.

The purpose of collaboration is just that = to improve our instructional practice and then directly impact student learning and well-being. 

When collaboration is "done well", we can achieve such an essential outcome.

The type of collaboration that serves this purpose is one where the conversation is deeply focused around evidence of student learning and the"effective" instructional practices (DuFour, 2004) :
(1.) Such a conversation is steeped in evidence of student progress and achievement,
(2.) The team members identify and share the instructional strategies that contributed to such progress and achievement - success -  sharing - Eureka!
(3.) The team taps into their collective wisdom and makes refinements to current strategies and/or adds new instructional strategies to the repertoire

Such a conversation both affirms and enhances our instructional practices to then implement, continuing the success with students already improving and achieving as well as reaching kids never before reached - the light bulb turns on; the caliber of work surpasses their own expectation; there is a new level of involvement and excitement.




Just as staff collaborate regularly on site and as a whole school district, the principals and I also collaborate two times a month. Once a month our collaborations also strategic in nature. The conversation is steeped in evidence of adult growth and student improvement. The principals and I evaluate our impact based on staff instructional success, and then based on students' academic and social emotional success = 1+ for all of us.





8/18/2018

Welcome Back Konocti




The First Days of School; Nervous yet Dancing on the Inside





      
With the the first few days of school, I invite you to tap into that childhood wonder and thrill as we prepare for our first few days of school (by time you read this, school may already be underway)

In the welcome back message, our superintendent, Donna Becnel shared that Konocti is here to ensure one year's growth or more. She shared personal guiding statement on we improve as an entire organization. We do so by implementing systems that yield a sustainable culture of innovation, collaborative community and high achievement through inquiry, impact, and continuous improvement.

I shared my guiding statement with staff at various platforms: P. U.R.P.O.S.E, meaning I look to education people universally, readying people for any opportunity and situation.

We each have our own guiding principle or purpose statements as we look to improve ourselves, our students, and our organization.

Under this light, Konocti Unified created the strategic plan premised on John Hattie's research which is the largest body of research in our field of education to-date.

Konocti lays the groundwork with strong relationships among-st staff and students.
In an inviting and welcoming environment, staff and students can embark on several  fundamental practices and ignite that deep learning. (Knowing people can use more these these four practices) of one year's growth or more.





The first few days back, led by the teacher academy, the welcome back staff collaborations and welcome back message, already set the precedence for our systems of inquiry and impact around the implementation of these fundamental instructional practices. For example, more and more people are connecting their purpose and beliefs to the district direction. We have high caliber people returning and we have high caliber people joining the Konocti family.

Furthermore, as I traveled around, I was thrilled when staff asked me to pop into their classrooms so they could show me some ways they were involving students in the learning journey: a special reading center of the room for students to sit and get lost in their favorite book; a display of writing exemplars for students to assess where they are at and know what they are striving for; a progression wall where students move their marker as they improve their reading score. These are just a few examples of the many sound ideas.

In winding down that day, two teachers shared how they were going to collaborate with each student in setting the weekly academic goals and the daily tasks so students and the teacher could track progress, make adjustments, and celebrate achievement regularly. They closed the conversation by saying, "This year is going to be magical". I couldn't agree more.


As we begin this magical year of quality instruction and deep learning, I want to share my plan so you are aware of how I plan to hold myself accountable to ensure that one year's growth or more, in myself and in others.


         

I look forward to the return of our students on Monday, August 20. I look forward to visiting schools on the first two days to see you and the kids! I also look forward to witnessing and feeling the special connections being initiated and the deep learning being launched by our inspiring and skilled staff. 












4/30/2018

Konocti in the Month of May


















Here are a few video links. Some high school students sharing what strategies support their learning and what strategies they employ to support their own learning. https://youtu.be/iOC3gYTK5Vs
Here are a couple of elementary students describing their learning and progress in math. https://youtu.be/Q2ZLPYQ9d6E












What does this mean? (1.) As we (the adults) make progress in understanding and in articulating what is expected in the key concepts and skills, students too can articulate how they are progressing in their learning. (2.) With the leveled success criteria, all students can demonstrate academic success and progress (based on their journey to the destination). (3.) Classroom teachers and students are demonstrating a balance of surface learning and deep learning.


What can be some next level work within the same action steps and goal? (1.) We can continue to learn and develop in unpacking the standards – the key concepts and skills – by leveling the success criteria. (2.) we can gain in consistency in all the ways we informally and formally assess/evaluate student progress towards the different success criteria. (3.) We can continue to include the students in their knowing what they learning, and how they are learn/are learning?

In conclusion, the work is hard. And as a collective team, we can continue to marshal well-being, civility, and academic achievement! Look all around us. It is happening.






Next level work for myself from April to May 31.
My action
Representative from the target group
My measure
How will I know on or before May 31

Facilitate the bi-monthly instructional coach team, working with each of them as they write a specific plan to enhance staffs craft and then improve student learning











Facilitate the monthly principal collaboration, working with the principals and superintendent as each writes a specific action around enhancing/developing their staffs craft and then improving their students’ academic





One coach from the coach team













One principal and the superintendent from the principal team

The walkthru form: The coach and teacher set outcomes. Then they each gathered evidence of student learning classroom. The teacher and coach asked the students' questions about their learning and debriefed at a later time.




The walkthru form: The principal and I will visit classrooms at her school. Evidence will be gathered by using the walk-thru form, when we ask students the 3 fundamental questions or so about their learning

Interview responses:
 Her interview results from checking in with principals to see if her impact worked
Progress of the tech plan

Based on the established outcomes, the coach will share results - patterns of student learning from the student response (the coach shares this information in confidence with me ie  no teacher names)