3/22/2017

The month of April in Konocti


Image result for inspirational education quotes

District direction: Striving for one year of growth for one year of school. We are looking to effectively implement some of the top yielding instructional strategies. Some such strategies might be, but are not limited to: effective feedback, modeled examples of excellence, quick formative assessments (checks for understanding), discussion and questioning, modeling, active engagement of students(synonymous to kids being visible learners). All these strategies build upon teacher clarity. John Hattie's research being the guide as to what strategies work best in education.




District focus area is around teacher clarity and student clarity. This clarity around learning can be measured by asking students during class visits, and/or by asking teachers. ("What are you learning ? How are you going in your learning? Where to next?"). The ultimate goal is develop visible learners through this clarity - students that can own their own learning, and are actively involved in their learning. Such ownership can quadruple their own learning.

Professional development is one main vehicle to develop the necessary knowledge and skills for effective collaboration and for effective executive of the high leverage strategies. High functioning collaboration and high-leverage instruction can yield substantial gains in student growth and achievement.

The other district focus is "know thy impact": Regular monitoring of our impact through various data points to both affirm our direction and to guide our continued instruction.





Along with a focus around these high-leverage instructional practices, Konocti is looking to adopt a language arts textbook K-12 for next fall.  Konocti is possibly also looking to adopt a math textbook, K -7. These are viable resources to support teachers in their quality instructional delivery.  



                                                              


April
Monday
Tuesday
Wednesday
Thursday
Friday
Sat/Sun
3

Spring Break
4
5
6
7
8
10
CAASPP State Testing
11

Instructional coach mtg
12
Elementary Principal Mtg

Management mtg
13
K -5 ELA pilot mtg at McClung at 3:30
14
15/16
17

18
19
6th – 12th ELA pilot mtg
At McClung at 3:30
20
21
22/23




24
25
Instructional coach mtg

PIP-STP at LLHS Library at 4:30
26
27
District collaboration
Student learning and high-leverage instructional practices
28
29/30


















May
Monday
1
Tuesday
2
K -5 Math pilot mtg at McClung at 3:30

Wednesday
3

Thursday
4
6 -7  Math pilot mtg at McClung at 3:30
Friday
5
District-wide capability assessment by Corwin
Sat/Sun
6/7
8
9

Instructional coach meeting
10
11
Site Collaboration
12

13/14
15
`6
17
Secondary principal mtg
Management mtg

Results Coaching for some folks
18

ResultsCoaching II
(for teachers, adm., coaches who completed level I)
19
End of CAASPP testing
ResultsCoaching II
(for teachers, adm., coaches who completed level I)
20/21
22
23

Instructional coach meeting
24
25
26
27/28
29
Holiday
30
31










June
Monday
Tuesday
Wednesday
Thursday
1
Friday
2
Last day of school for the kids
Sat/Sun
3/4
5
  K -5 grade work days
(scope  and sequence…identify trimester success criteria)

6-12 work days
(scope and sequence
Identify success criteria per qrtly or trimester and qrtly
common assessments for HS level)
6








7








8








9
Summer school training
10/11

12
Summer school training
13
First day of summer school
14

15
16
17



2/25/2017

March


District direction: Striving for one year of growth for one year of school. We are looking to effectively implement some of the top yielding instructional strategies. Some such strategies might be: teacher clarity, effective feedback (checking for understanding), formative assessment, discussion and questioning, active engagement (synonymous to kids being visible learners). John Hattie's research being the guide as to what strategies work best in education.





District focus area:  Teacher and student clarity around what one is learning for the day and how one knows it is learned for the day. This clarity around learning can be measured by asking students during class visits, and/or by asking teachers. ("What are you learning ? How are you going in your learning? Where to next?")





I have two recent special events to share. One I had the opportunity to share Konocti's mid-year progress at the February school board meeting. It is always a pleasure to share our successes and next steps with our school board.
Second, I had the special privilege to represent Konocti at the Seattle one day Visible Learning Institute. Ten of us attended as participants. In a 15 minute presentation, I shared what and who Konocti is (we are on the map) all about, I share why we Konocti chose to partner with Corwin and Visible Learning this school year. I shared how we are going/doing so far on our journey. My main take away message to the audience = Konocti is a testament that John Hattie's research can be successfully and feasibly implemented into "your" own schools and districts.

Listening to the research again particularly about some key strategies around developing a visible learner, providing effective feedback, and know thy impact, I reflected on how far Konocti truly has progressed. Here are some examples:
**Kindergartners writing quality and coherent paragraphs containing 3 sentences.
**A grade level creating a targeted re-teach (rti) rotation after analyzing student writing and seeing improvement on the written assessment writing after the rotation.
**an entire school posting the learning intention and success criteria on their white boards.
**High school students self-assessing their learning in relation to the example math problems and the success criteria.
**High school students self-assessing their learning in relation to the model paper and in relation to the success criteria (the rubric).
**Elementary ambassadors greeting visitors and sharing the learning intention for the day.
**An entire school spending 30 minutes a day around targeted reading instruction.
** Parents are noticing their kids reading more at home.

And so many more exciting stories around student learning and quality instruction!



1/28/2017

February






District direction: Striving for one year of growth for one year of school. We are looking to effectively implement some of the top yielding instructional strategies. Some such strategies might be: teacher clarity, effective feedback (checking for understanding), formative assessment, discussion and questioning, active engagement (synonymous to kids being visible learners). John Hattie's research being the guide as to what strategies work best in education.

 District focus area:  Teacher and student clarity around what one is learning for the day and how one knows it is learned for the day. This clarity around learning can be measured by asking students during class visits, and/or by asking teachers. ("What are you learning ? How are you going in your learning? Where to next?")

Each school also has a focus area and ways to monitor growth:
Teacher clarity (including student clarity)
Developing a visible learner 
Providing effective feedback
Know thy impact whether through quality formative assessments; through summative assessments; through regular and frequent informal checks for understanding.

Action Steps:
Continued site and district collaboration around our instructional impact based on student progress.

Provide any desired professional development especially in the above focus area(s).

Provide any desired professional development in district in providing reading, writing, and talking instruction.

Use of instructional coaches to support planning, model instruction, observe and debrief.

Provide monthly PIP/STP and new teacher workshops around the above.










We set the bar high in striving for one year of growth (.4 ES) or more for one year of school. Teachers and students are rising to the occasion. And we look to continue to collectively progress toward our goal.

Another mid-year growth data checkpoint was the student responses from the January walk-throughs.
100% of the students asked could respond to "What are you learning?" 
Some sample student responses: 
"I am learning the word "Go"."
"I am solving two step equations." 
"I am working on how to write an argumentative paper.“

24% of the students asked could response to "How are you going in your learning?" 
Some sample student responses:
"Good." "I am checking my steps and answer to the 2 step equations to the steps and solution on the board."
"Good." "I am reading this speech, writing my claim and supporting it my finding evidence.

"Good." "I am researching and taking notes on each thing (she pointed to her graphic organizer) about the missions".

A few students could respond to "Where to next?" 
Some sample student responses:
"I am self-assessing my paper and then making corrections - adding content and adding evidence."
"I am then presenting the word "go" in front of the class. And then finding sentences in my library book with the word 'go" in it."
"I am going to keep practicing these 2-step equations and checking my work and answer, with the examples on the board."

Students are clear on their learning for the day. We continue to take strides in developing the success criteria or learning expectations for students.

We recently held some trainings specific to writing learning intentions and success criteria into our daily and weekly lesson plans. I look forward to seeing the implementation progress and impact in the classrooms.

1/01/2017

Happy New Year - January 2017



"If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate."  Chinese Proverb


"What sculpture is to a block of marble, education is to the human soul."           Joseph Addison  






Striving for one year of growth for one year of school.
District direction: Use the current research of John Hattie to guide us in effective implementation around some of the top yielding instructional strategies: those strategies such as teacher clarity, effective feedback (checking for understanding), discussion, questioning, active engagement (synonymous to kids being good/visible learners)

District focus area: Teacher and student clarity around what one is learning for the day and how one knows it is learned for the day. Assessed by asking students during class visits, and/or by asking teachers. (What are you learning? How do you know it was learned? Where to next?)

Each school also has a focus area and ways to monitor growth:
Teacher clarity (including student clarity)
Developing a visible learner 
Providing effective feedback
Know thy impact through quality formative assessments; through summative assessments; through regular and frequent informal checks for understanding.

Action Steps:
Continued site and district collaboration.

Provide any desired professional development especially in the above focus areas.

Provide any desired professional development in reading, writing, listening and speaking instruction.

Use of instructional coaches to support planning, model instruction, observe and debrief.

Provide monthly PIP/STP and new teacher workshops around the above.

Sites send staff to various conferences especially around the above.


Here are some of my professional goals to support the district vision and evaluate my impact.

*Communicate a clear vision, direction, and expectations, to all of Konocti Unified members
Actions:
*Communicate the Konocti SMARTER Goal to staff via the website
*Share the vision with principals to share with staff
*Walk-thrus at schools and in classrooms 1x to 2x a month and provide critical feedback around vision, direction and expectations
*Report out the direction and progress to the school board at least every other month
*Allow time at each principal meeting to discuss the direction, expectation, progress, next steps, best practices.

Evidence of impact:
*Ask a teacher focus group about their understanding of the direction, why this direction, and what the expectations are
*Increased teacher and student clarity from the 2x a month walk-thrus (see a 5% -10% increase from the baseline data)
*Increased reading scores by 5-10% in December and again in March; adequate number of students showing hinge effect in December subject area assessments and again in March
*Increase by 5% to 10% of students proficient/advanced on the SBAC interim block reading assessment in January/February

*Based on research and the needs of the district, provide meaningful and relevant professional development to drive the direction of the district.
Actions:
*All day staff development on what works best in education
*All day staff development on each school site’s focus area, revolving around what works best in education
*Principal meetings devoted to instruction and learning; with evidence to monitor our progress and impact
*Collaboration time devoted to instruction and learning; with more regular data analysis around student progress and adult impact
*PIP/STP workshops on classroom management and teacher clarity (content area is literacy)
*Professional development workshop on close reading per site
*After school deliberate weekly and lesson planning; identifying the LI and SC and then aligning the resources and activities
*Offer additional pertinent PD  in reading instruction or in writing/articulating success criteria
Evidence of Impact:
*The minutes from collaboration
*Student’s growth on this December growth data per subject area and grade level
*Students reading growth on the SRI and Reading in December by 5% -10% and again in March  *Adequate number of students showing hinge effect in December subject area assessments and again in March
*Increase by 5% to 10% of students proficient/advanced on the SBAC interim block reading assessment in Janaury/February
*Increased evidence of teacher clarity and student clarity in the classroom via walk-thrus

*Seek regular feedback from administration and staff around professional development and collaboration; respond timely and accordingly
Actions:
*Sought feedback via google forms after September 26 – synthesized and reported out to Konocti and to the school board
*Adjusted October 31 SDD based on the feedback
*Adjusted collaboration agenda topics based on the feedback
*Sound feedback after October 31 – synthesized and reported out to Konocti, to principals and to the school board
*Respond by allowing more time to plan at collaboration
*Continue to respond accordingly to the district data
*Develop addtional PD based on request
*Provide individual feedback after each class visit
*Continue to gather feedback at district collaboration
Evidence of Impact:
*Gained clarity as evidenced from the teacher-focus group responses (increase from fall to spring responses by rubric score/colors)
*Increased teacher clarity and student clarity in walk-thrus (increase 5% -10% from the baseline data)
*Use of Fall CAASPP data, STAR and SRI Data, SBAC block interim data as feedback (to guide continued and next steps)
*Minutes and responses from the adults about the student reading levels, about the December results, about the SBAC interim assessment results
*Minutes from the December and March district collaboration regarding instructional next steps based on the growth data


*Provide administration and staff with student data to regularly monitor, analyze, and respond to
Actions:
*Provided Caaspp results in the fall for principals to analyze (and then principals used similar data to analyze with their staff in the fall)
*Provided structure for school sites to analyze the baseline reading data – STAR or SRI; and SBAC interim assessment results on a regular basis
*Develop quarterly time in principal meetings to analyze student academic data, walkthrough data, teacher focus group data, feedback information
*Use of Star and SRI and CAASPP and Aeries as viable data management systems

Evidence of Impact:
*Principals used similar data in the fall to analyze with their staff
*Minutes and responses from the adults about the student reading levels, in September, again with December results
*Minutes and responses from staff about their SBAC results in December and again in January/February
* 5% -10% increase in reading scores in December and again in March; adequate number of students showing hinge effect in December subject area assessments and again in March.
*Increase by 5% to 10% of students proficient/advanced on the SBAC interim block reading assessment in January/February
*Minutes from the December and March district collaboration regarding instructional next steps based on the growth data



Remember Teresa Amabile, in her book, The Progress Principle, proclaims the power of progress, stating that well-being and motivation, attitude and behavior, all improve with the increase of progress.