2/04/2018

The Story of a Steadfast Konocti Student



                                                         A Story of a Steadfast Learner

Allysa and I shared an experience solving a math problem together on January 30th. Let me back up and explain how we met. Allysa entered the KEC after school while I was setting up for the all day staff development day. She was eyeing the bowl of candy. I said go ahead and pick one. She just could not decide between the butterscotch and the snickers. To help her decide, I asked her to define what kind of mood she was in. She said "happy."
"Great, I exclaimed. "Which type of candy best goes with happy?"
'Both," she shared. Allysa won me over with that answer. And yes she got both pieces of candy.

After this brief encounter, we started talking about her learning. She shared she was learning how to add, subtract, multiply and divide fractions. She knew that she was strong in adding and subtracting. She was aware that she was still mastering the process of multiplying and dividing fractions. I asked her how does she improve on this? Allysa communicated that she practices or she reflects on the problem. And if she is still stuck, she will ask her mom, the teacher, or a classmate.

You can see the signs of an independent learner emerging as she knew where she was in her learning and how she is and was doing/going. She also spoke about her own learning strategies.

After the conversation, we moved to the chart paper where we spent over twenty minutes solving an addition problem with fractions (1/4 + 3/7 = ??). I prompted or cued her a few times. Otherwise the solution was all Allysa. She employed at least three different techniques to solve this problem.
7+7+7+7 to understand she needed to multiply the 7 by four to get 28.
She wrote 28 tallies and circles 7 sets of four to understand she needed to multiply the 4 by 7 to get 28.
She remembered her teacher said whatever you do to the denominator, she must do to the numerator to create new equivalent fractions.

Like I said, about twenty minutes later, and about four techniques later, she solved for 19/28. We even drew a model representation to understand why we the denominator remained the same.

I tell you this story for this reason, Allysa demonstrated energy and skills of that independent learner that we look to develop and harness. She employed critical thinking and problem solving skills as well as perseverance and determination. Go Allya!



Reinforcing the Superintendent's Heartfelt Message

What? Konocti looks to ensure students improve 1+ or more for their one year of school. This one year of improvement could be in academics, civility, and/or in well-being.

Why? Perfection and proficiency are too far-fetched and discouraging. Yet everyone - students and adults - can improve academically, socio-emotionally, and/or in civility. Such improvements lead to literate children - literate in reading and in content knowledge.

Why else? Learning also cultivates such skills as communication, problem-solving, and critical thinking so students can succeed in their future endeavors and in the future.

How? Through teacher clarity as one river bank and knowing one's impact as the other river bank. Once we articulate the intended learning and establish what success looks like along the way, we can ferry back and forth, embedding all kinds of other tasks, activities and strategies to teach and develop the students. 
We monitor students' learning every inch of the way as knowing the effectiveness of our instructional practice.



From the superintendent's message and from the district direction, what do I want us to do:

1.) I want us to do whatever it takes particularly with in the banks of river, clear expectations, and know thy impact - monitoring student progress through the effectiveness of our practice
2.) I want us to do whatever it takes particularly within the banks of the river as we nourish that ever-present undercurrent, a place where people feel safe, feel welcomed, feel like they belong.



From the superintendent's message and from the district direction, what do I want us to feel?

1.) The work is unbelievably hard. Yet, I want us to feel that one year's growth or more is attainable for everyone.
2.) Teaching is a noble profession and a tough job. Yet I want us to feel the sense of urgency and shared responsibility to cause significant learning, well-being, and civility in our students.
3.) I want us to feel that the district direction is genuine.
4.) I want us to feel confident in oneself, in each other, in the students, and all of as one entity.


Current Literature

I know there is a healthy inquiry around the research Konocti Unified uses to guide the direction around what works best in education to cause learning at a one year rate or greater. People are welcome to read more about the utilization and implications of meta-analyse studies, why Hattie uses effect size to create his narrative, and how .4 effect size became known as the hinge point. The document also offers some current literature by renown researchers in the field of education, not an exhaustive list, regarding what works best in education. You can find the information  at  https://docs.google.com/document/d/1rtRiy6TQOS7APuONOVhv932WgRMg0FUmpAmoXsgIcqg/edit?usp=sharing

Local Data Point

In addition to current research, Konocti also looks to monitor student improvement through the effectiveness of our instructional practice by gathering multiple local measures. I shared a mid-year academic progress check to the school board in January. I used the results of one local reading standardized assessment  to track our progress and achievement. Below are the two charts showing a slice of our current reality in relation to where we are headed.





Support Beams to Ensure Improvement in both Ourselves, and in the Students

     One important support beam to continue to advance our thinking, knowledge, and skill-set is professional development. Professional development is aligned to the district direction. Professional development topics are designed based want and need determined through teacher feedback, principal feedback, and based on Konocti's academic results.

     In a continued effort to continue to design relevant (current research and  practical application) professional development, please take a few minutes to complete the survey on the January 31 Professional Development at  https://goo.gl/forms/fRP0jG4G2n8JMDni2. We will use this information as we plan professional development for the 2018-19 school year. Thank you









12/27/2017

January 2018 - The goal = Ensure 1+


"Success is all around us in our schools. We need to identify this existing success, celebrate it and replicate it."

 A Sincere Happy New Year to All. I hope this blog finds everyone healthy, happy, and rejuvenated!

I will quickly share a glimmer of my winter break. The dogs and I spent a couple days near the beach as we headed to Southern California to see my parents.  The dogs and I ran up and down the beach making our temporary footprints in the sand until the water washed ashore. The sun reflected off the ocean of blue, and the noise of the crashing waves roared against the cliff side.

     In that time, I was able to both reflect and gear up for the six months. You can read below the blog to see the details of my 2017-18 SMART Goal, some results, my analysis of the results, and my next steps


My Message 
What? Konocti looks to ensure students improve 1+ or more for their one year of school. This one year of improvement could be in academics, civility, and/or in well-being.
Why? Perfection and proficiency are too far-fetched and discouraging. Yet everyone - students and adults - can improve academically, socio-emotionally, and/or in civility. Such improvements lead to literate children - literate in reading and in content knowledge. 
Why else? Learning also cultivates such skills as communication, problem-solving, and critical thinking so students can succeed in their future endeavors and in the future.
How? Through teacher clarity as one river bank and knowing one's impact as the other river bank. Once we articulate the intended learning and establish what success looks like along the way, we can ferry back and forth, embedding all kinds of other tasks, activities and strategies to teach and develop the students. 
We monitor students' learning every inch of the way, ensuring impact and ensuring progress.





Here is what I want to convey:

     I want to convey a collaborative spirit around this common endeavor. The work is hard. The direction is genuine. It will truly take every single one of us to receive the message, continue to gain knowledge, and continue to hone our craft, improving ourselves, to in turn, develop and advance our students.


Here is what I want us to do:
    As we rally behind the endeavor, looking to ensure 1+ for each adult and each student, I want us to believe: believe in oneself, believe in each other, believe in the students.


____________________________________________________________________________

My SMART Goal Setting

Step 1.  Write down your goal in as few words as possible.
My goal is to  “make learning visible” for all students (measured by the growth of students at a .4 effect size or higher).

Step 2.  HOW will you reach this goal?  List at least 3 SPECIFIC action steps you’ll take.

1.      Effective execution of instructional practices (all grounded in teacher clarity) such as checking for understanding, metacognitive, and providing effective feedback

2.      Clearly communicate the instructional vision

3.      Strong presence at the school sites and in PD and at collaboration throughout the school year

4.      Regularly monitor my impact with various data points

Step 3.  Make your goal MEASURABLE.  Add details, measurements, and tracking details.
I will measure/track my progress toward my goal by using the following methods: 
Attendance at the sites, PD and collaboration……..student responses in district walk-thrus…………….teacher and principal responses in the focus –group interviews, and in collaborations, and at PD………….student reading data (growth and achievement)

I will know I have reached my goal when we make incremental growth each trimester in our students reading results, progressing closer toward the end-of-the year academic goal. I will also know as there is a steady increase in the number of kids that can articulate their learning, how they are going in their learning, and where to next?
(Rdg data, cumulative responses to the 3 questions, my calendar, teacher/administrative responses)
I will also know by my follow through to visit school sites regularly, and to regularly attend collaboration and PD


Step 4.  Make your goal ATTAINABLE.  What additional resources do you need for success?
Items I need to achieve this goal: Calendar the collaboration, the school visits, professional development, data analysis.

How I’ll find the time:  schedule walk-thrus each quarter, schedule quarterly professional development, schedule collaboration time to analyze district data, schedule time to provide the feedback, schedule the time to prepare for PD and collaboration, schedule time to aggregate the data.

Things I need to learn more about: Leading and facilitating the strengths and improvement of large organizations around one common vision

People I can talk to for support:  teachers, site administration, superintendent, professional networks, other C&I directors

Step 5:  Make your goal RELEVANT
List some reasons why you want to reach this goal. I am here for the sake of the students.  I want to do everything in my power to ensure our students graduate at grade level reading, writing, and thinking or beyond.


Step 6:  Make your goal TIMELY
I will reach my goal by:  06/05/2018

My halfway measurement will be the walk-thru data and the reading data in January 2018

Additional dates and milestones I’ll aim for: November 2017, and March 2018

MY DATA HALFWAY Through the School Year.

A.) The walk through results as of January:
Teacher Clarity visibly posted
Student Clarity: What are you learning?
Student Clarity: Where are you at in your learning? Or How are you going/doing in your learning?
Student Clarity: Where to next in your learning?
Instruction time devoted to Math and/or Literacy
Depth of Learning
Konocti
78%
70%
66%
24%
73%
56%

B.) The local reading results as of January:
 K -2 at 20%
3rd – 7th at 10%
8th and 11th at 35% and 40%

C.) My calendar:
I visited schools at least every month. I participated at every collaboration and at every professional development.
You can ask to view it more closely. Just ask me.

D.) Some administrative and teacher responses:
You know your impact.
You believe in collaboration.
 You should stay if you believe in this work and in the kids.
I do not think the district direction/initiative is about learning.
I was not on board at first – I had to find my way.
Let’s stick with “this” for a while so we can get good at it.
I appreciate the district has a vision.
There could be something missing from the direction.
I am not sure I believe in John Hattie’s research
Clarity clears up a lot, lowering anxiety for students and for staff.
Clarity is usually at the crux.
I could use some more support in teacher clarity
There are more strategies besides teacher clarity.
I have seen success. It helped with student discipline too.
PD and collaboration allows for adults to understand what is expected

Some Possible Next Steps:

**Continue to stay current on research in our field of education
**Continue to use the structures and people in place to communicate, communicate the direction and vision – the what,
the why, and the how.
**Continue to lead the way by modeling it myself.
**Continue to look for progress over perfection
** Continue to provide support in any way that I can especially in professional development, collaboration, and workshops.
**Continue to visit classroom and schools, talk with teachers and students, and provide feedback
**Continue to develop a culture of respect and trust, confidence and cooperation.

**Share my plan and data with other collaborative teams and ask their input


12/02/2017

Learning made Visible here in Konocti Unified during the Month of December



We look to ensure 1+ years growth, or more, for our ourselves, and for our kiddos, academically, civilly, and social-emotionally.

1.) Teacher clarity (that causes student clarity , depth to their learning, and ownership over their own learning)

2.) Know thy impact (by regularly assessing student progress, formally and informally)

You are welcome to employ other practices in pursuit of ensuring 1+ year's growth in students, academically, civilly, and social-emotionally.
.






As we know, the teacher is one of the most influential factors on student's education. Students learn when the class and school culture is a peaceful and harmonious place. John Hattie calls this the inspirational and passionate teacher pillar (Hattie, 2009).



While we are focusing on high levels of learning, the positive school and class culture is an ever-present necessary and crucial factor. In talking with students, students mostly know they can count on their teacher as that consistent kind human being in their daily lives. Students know they can make a mistake in the process of learning. Students know they are cared for on an emotional and physical level.


Click on the links below to hear students talk about the power of teacher clarity and student clarity:
https://youtu.be/pIIUaIkmrwU
https://youtu.be/TF0Ge9eyKP0


Click on the link below to see an example of a classroom demonstrating visible instruction and visible learning right here in Konocti:
https://youtu.be/0crXnxitPwU and  https://youtu.be/Ns3YDhMcA5I


Here are some highlights regarding visible instruction and visible learning

...................as I continue to travel and visit the school sites as well as talk with students and with staff.


** Majority of the elementary classrooms visiting feel welcoming and inviting. The students demonstrate a high regard for the teacher and for their fellow classmates. Students are talking about their learning, excited about their learning, and knowledgeable in their learning for that particular day. Students gracefully supported each other in their learning.

** While not a must, a majority of elementary classrooms visibly posted the learning intention and success criteria for the day. A relevant step in tranfering the goals and expectations of learning to the students.

** In a majority of the elementary classrooms visited recently, class time was dedicated to grade level reading, talking, and writing, or the class time was devoted to math instruction.


Here are some model student response demonstrating clarity, depth, and ownership of their learning........on the trajectory to make one year's growth or more.


Where are you at in your learning? " Learning about point of view from the narrator perspective."
"The book is from a dog’s point of view."

How are you doing/going?  "I am understanding so far."

What do you do to support your learning?"I check for the evidence in the book. I check my answers with the answers on the board."
What is next? "After identifying the story elements from this story, we will write our own story using these elements."




District response/support
Continue to communicate the vision
Continue to provide professional development
Continue witch collaboration
Continue to give feedback especially around the students' understand of the intended learning, around their understanding about their progress in the intended learning, and to the level of depth to their learning.



November 1st and January 31st Staff Development Day

We got mixed reviews from staff regarding the value and usefulness of their specific professional development session on November 1.

I take that feedback seriously in working with the principals and the consultants to arrange a valuable and useful professional development day on January 31st.


Our core business is teaching and learning. As director of curriculum and instruction, collaboration, and professional development should align with our goals and expectations, as well as support the development of us as professional educators. As change agents and life-long learners ourselves, we, too, play an active role in gaining worthy and necessary knowledge from regular collaboration and professional development. 

My personal and professional mission is to inspire, educate, and empower people - myself, kids, and adults. I see collaboration and professional development as one viable way.






11/03/2017

Making Learning Visible during the month of November






Visible Instruction and Visible Learning throughout Konocti as we look to ensure 1+ years of growth, or more by.......
1.) Teacher clarity (that causes student clarity and depth of learning)
2.) Know thy impact (by regularly assessing student progress, formally and informally).

                                                                                                                         


                                                         
                                                 
As we know, the teacher is one of the most influential factors on student's education. Students learn when the class and school culture is a peaceful and harmonious place. John Hattie calls this the inspirational and passionate teacher pillar (Hattie, 2009).

While we are focusing on high levels of learning, the positive school and class culture is an ever-present necessary and crucial factor. In talking with students, students mostly know they can count on their teacher as that consistent kind human being in their daily lives. Students know they can make a mistake in the process of learning. Students know they are cared for on an emotional and physical level.


Click on the links below to hear students talk about the power of teacher clarity and student clarity:
https://youtu.be/pIIUaIkmrwU
https://youtu.be/TF0Ge9eyKP0

Click on the link below to see an example of a classroom demonstrating visible instruction and visible learning right here in Konocti:  https://youtu.be/0crXnxitPwU

Here are some highlights regarding visible instruction and visible learning as I continue to travel and visit the school sites.

90% of the rooms visited had learning intentions and success criteria visible.
Here is a high school example:
*Define  key vocabulary terms like photosynthesis
*Relate the inputs of photosynthesis
*Relate the outputs of photosynthesis
* Use a model to illustrate how photosynthesis transforms light energy and chemical energy

Here is an elementary example:
* Practice writing numbers in the proper place value
* Learn different ways to multiply two digit numbers
*Solve multiplication problems using method of choice
* Use multiplication to solve a real life problem


In about 50% of the rooms visited so far, students were clear on their learning and what was expected of them in their learning, as evidenced in their responses and in the production of their learning. Here is an example:
What are you learning? Wrote a narrative essay
How are doing/going in your learning? Good. They showed me their rubric and their score on each section of the success criteria.In this discussion, they demonstrated where they were at in the learning and where they were headed next.
Where to next? They are revising the sections that needed fixing on their narrative essay. For example, the student knew she needed to elaborate by further describing the main character and to describe the main character by using all 5 of the character traits.

District response/support: Continue to communicate, to provide professional development, to collaborate, and to give feedback especially around the students clarity in their learning (especially in what, how they are doing, where at, and where to next), and the depth of the students' learning.

District response/support: Continue to gather evidence of success in ourselves, as the adults, and in our students. Continue to gather evidence of progress in teacher clarity and in student clarity around their learning as well as in the dept of the students' learning.

District-wide Collaboration on October 26th

Staff continues to monitor and know one's impact as we routinely bring a piece of evidence around student learning.

Staff share specific high-leverage strategies causing the student academic growth and student achievement.         
* Articulate the success criteria
* Show a model of what success looks like
*Involve the students in setting their reading goals

Staff then communicate the dilemmas - students that seem apathetic.....students that are struggling academically.

Staff, then, share possible high-leverage strategies/ideas to motivate and cause substantial learning.
*Re state the success criteria
* Ensure the class is a very safe place for students to try, make mistakes, get help, talk with a fellow class mate. (get to know the students, their name, an interest,and  a bit about their life outside of school).
*Create that classroom culture where learning is popular by leveraging student progress and achievement
*Work the room to check for understanding more frequently
*Provide very specific feedback to students
 

The above example demonstrates some serious high-impact collaborative conversations that looks to further develop staff and then student well-being and student academic learning! Well done



November 1st All Day Staff Development Day:








9/30/2017

Learning Made Visible in Konocti during the Month of October





Jan Peterson's 2nd grade class says it best with:
Bee Kind
Bee Helpful
Bee Gentle
Bee Loving
Bee Truthful








As we know, the teacher is one of the most influential factors on student's education. Students learn when the class and school culture is a peaceful and harmonious place. John Hattie calls this the inspirational and passionate teacher pillar (Hattie, 2009).

While we are focusing on high levels of learning, the positive school and class culture is an ever-present necessary and crucial factor. In talking with students, students mostly know they can count on their teacher as that consistent kind human being in their daily lives. Students know they can make a mistake in the process of learning. Students know they are cared for on an emotional and physical level. Students are becoming more clear in their learning. One student said, "I do good in my learning because I have a good teacher".
:

With the foundation laid (and still nurtured), ensuring one year's academic growth through some high-leverage strategies such as teacher clarity, checks for understanding, and providing effective feedback can take root.

I have had the pleasure to visit all the schools (and many classrooms) this past month and a half.

First let me set the stage by restating our district strategic plan:
The goal: to ensure 1+ year's growth
The actions:
1.) Teacher clarity = the learning intentions and success criteria with checks for understanding and feedback that deepen the students' clarity and that deepen their learning.
2.) Know thy impact = through the regular monitoring (formally and informally) of student growth and achievement

Why is teacher clarity and knowing one's impact so important? Let's first explore teacher clarity is a high leverage strategy that can double the rate of learning with a .72 effect size. Furthermore, teacher clarity is the springboard for all other high-leverage strategies to work well. Let's take a closer look:

Questioning and discussions is a strategy that can yield a .62 effect size. (.4 ES is the hinge point representing 1 year's growth for one year of school). This strategy greatly impacts learning but only when the discussions and questions are tied to the intended learning and the criterion for success.
Formative assessment: Another high leverage strategy. It greatly impacts learning but only after staff and students can appropriately assess progress with comes in knowing the intended learning and knowing the expected learning outcomes (success criteria).
Effective feedbackAnother high leverage strategy. It greatly impacts learning but only after staff and students learned give specific feedback/comments in relation to the intended learning and in relation to the expected learning (success criteria). 

Now let's examine "know thy impact". We cannot only adopt current research regarding what works best in education and hope then for the best during the school year. Even with a viable strategic plan built around the most current literature, we must also regularly and routinely gather our own evidence/data to really know the effects of instructional practices and instructional programs. 

Based on our effect/impact, that is seen through the progress of student learning and thinking, we can respond to the evidence, and take the necessary action. I will further explain how we can respond and plan for action through collaboration after I stop here to highlight the learning and the instruction witnessed this past month as I visited various schools and classrooms.


Many classroom walls screamed the intended learning and the success criteria for success as seen on the left.

In addition, I spoke with students about their clarity and about the depth of their learning


Here is a high school sample conversation:

What are you learning? "I am learning to solve and graph linear equations".
How are you going/doing?" I am doing good".
How do you know? "I can check the accuracy of my line graph using the calculator".
Where to next? He was mot sure as most students are not sure just yet.

I further pursued the student's depth of understanding around linear equations. He was able to identify the slope and the y-intercept. He was able to convert the equation into the y = mx+b standard. He was able to find coordinates to graph in the line in more than one way. He was able to self-assess his progress using the math tools provided.





Here is an elementary conversation:

What are you learning? "I am leaning the letter O and the short sound O makes".
Can you read these words with the letter O and the short sound? She proceeded to read a row of words, and read them accurately.
How are you doing? " I am doing good".
How do you know? "I was able to write the words correctly and I was able to read the words correctly".
Where to next? "We will read a story and find more words with the letter O and the short sound O".

In pursing the student's depth of learning, I continued to watch her and a few other students point to words in the story with this letter and sound. I continued to listen to the students accurately read these words in their story - "the fox and the dog".
The student and I also used  her list of words with the letter O and the short sound O to create a story.
Bob found a dog. The day was hot. Then came a fox. The dog chased the fox.

And a few highlights around the growth of our language learners:
1. Cristo Almonte spoke no English 2 years ago and he just got 100% on his spelling assessment that includes blends, digraphs, and long vowel patterns!

2. Gerardo Cardenas spoke no English 2 years ago and he just said the very complete and funny sentence, "My favorite animal is a dolphin because sometimes they give you free rides."

Above are just a few examples of the clarity around student learning; the depth in their learning; and the emphasis on math literacy and literacy. I understand there are many more celebrations of visible learning and visible instruction daily! Continue to recognize the student successes caused by your knowledge, your attitude, your instruction.


      Here is some culminating information regarding class visits:
Number and percent of classrooms in which students knew what they were learning

Number and percent of classrooms in which students knew how they were doing in their learning?
Number and percent of classrooms in which students knew what or where next?
Number and percent of classrooms in which the instructional time was literacy based = reading, writing, talking at grade level
Number and percent of classrooms in which clarity, checks for understanding and feedback/comments was adding depth to the learning

15/21  or 71%

13/21 or 62%

5/21 or 22%

15/21 or 71%

5/21 or 22%





As Michael Fullan explains, the attainment of an organization's goal requires growth and improvement from everybody in the whole system (Fullan, 2010).

"Instead of focus on: what students cant do, what teacher won't do, and what administrators didn't do, let's focus on what we can accomplish together" (@lisa_westman, 2017).

Let me transition to the administrators and our high leverage focus area to ensure one year's growth for students, staff, and for ourselves. Some leadership practices that can cause substantial student learning (that are over the .4-hinge point) are:
  * Visible with class observations and feedback
  * Set clear, high academic/learning goals and expectations 
 *  Know thy impact- interpret data with staff/monitor progress regularly – formally and informally –      short intervals and longer more cumulative intervals 
 *  Participate and lead professional development which includes collaboration 
 *  Focus on learning – focus on students

While you will recognize your administrator entrenched in many of this high impact practices, we also collectively chose to focus on being visible in the classroom, purposefully observing classrooms looking for teacher clarity, and then giving effective feedback and appropriate support. Each month we bring evidence to the table and collaborate around the impact of teacher clarity on student learning, as well as discover/deepen our own understanding around teacher clarity and the depth of student learning. In analyzing the data, we then look to respond accordingly. Usually the next steps involve a way to support the growth of us as instructional leaders and a way to support the growth of the staff. For example, in developing staff, a next step was to provide a workshop during site collaboration around writing learning intentions and success criteria. In developing ourselves as observers and as instructional leaders, a next step was to read more on teacher clarity.

I said I would return to collaboration as a way to analyze our impact and plan for action in response to the data.  First let me start by saying, collaboration is a high-leverage strategy that can have a substantial impact on student learning. Collaboration is also a vehicle of support in further developing our craft as professionals. High impact collaboration means people are focused on student learning and quality instruction, using one's own action research and current research as the center of analyzing impact and planning viable next steps.

On 9-28-2017 from 1:30 - 3:00,  Konocti staff, K -12 talked student learning and high leverage instructional strategies with our own action research (and knowledge of current research) as the center. Staff identified strategies that were causing learning and well-being. For example, students responded to the error analysis strategy in both their desire to want to and their skill to be able to solve future math problems. Students responded to the modeled example for success in knowing what to do and how to complete the task. As a result, students wrote the a quality short answer response that was rich in content and understanding. Students set their own goals around reading. In this goal setting, self -monitoring, students showed over one year's growth in reading. What a great feeling for everyone.

In conjunction with these academic successes, staff realized they also faced many of the same dilemmas around ways to best support some of struggling students. During collaboration, staff could take advantage of the collective expertise in brainstorming a list of high-leverage strategies as possible next steps. The rich conversation allowed staff to stop and recognize their visible instruction based on the visible learning by students. The rich collaborative conversation also allowed staff to remember or gain new ideas that might just work to reach some of the struggling students.

DuFour compares a well-led school or district with a first-rate symphony orchestra. The conductor wants each violinist to improve, but developing those skills will not result in a great orchestra. The conductor also has to get each section of the orchestra working together as a section – and help each musician and each section to hear the music in the same way and have a shared sense of what they are trying to accomplish with each piece of music they play (DuFour).

Konocti sees each student growing 1+ in their academics, particularly in their reading. Konocti works together regularly to analyze data, and make next steps in supporting the growth of our own craft as well as in supporting the academic success in all students.