December

Goal: One year of growth, or more, for one year of schooling

District direction: Use the research of John Hattie to guide us in the top yielding instructional strategies to focus on.

District focus area: Support 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.

Each school also has a focus area and ways to monitor growth:
Teacher clarity
Developing a visible learner
Providing effective feedback
Know thy impact through quality formative assessment

Action Steps:
Continued site and district collaboration.

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

The district also has a strong focus in the content area of literacy; using the above top instructional strategies in providing reading, writing, listening and speaking instruction throughout the day for students, as is providing some reading workshops.

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

*Increased teacher clarity and student clarity in walk-thrus

*Use of Fall CAASPP data, STAR and SRI Data, SBAC block interim data as feedback

*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.

Response to Recent Feedback and Next Steps

Professional Development was created around the most current and comprehensive research in the field of education. Professional development was also created from Konocti's own feedback, progress, evidence, and direction.
The professional development was/is intended to enhance adult performance and accelerate student learning.  As Teresa Amabile explains, in The Progress Principle, when people experience progress, including incremental progress, all other variables such as behavior, attitude, attendance, fall into place.


Goal: One year of growth, or more, for one year of schooling












Feedback. I am reading your feedback.  Here are some common themes:
 

Application into classroom	Informative	Unproductive	Recommendations
Scaffolding different types of questioning in the classroom Revise the levels of  my assessment questions Write clear learning intentions Write different success criteria Provide more appropriate feedback to students – constructive and specific Implement “better” rubrics	Informative. Amazing. Finally have a grip on this whole visible learning thing. I learned something new. I have a clear picture of what a visible learner is Learning the positive power of feedback on adults. It was very good. Any training is helpful	The solo taxonomy was too big of a new concept for now. The solo taxonomy – I don’t know how to use it to help kids. We were going to get time to apply this work, and never did. Poor instructional delivery by the solo taxonomy consultant	More time to collaborate. More time to implement. If we are to implement, we need time to collaborate and create (assessments, feedback or learning intentions and success criteria)

The superintendent, principals and I will review the common messages from the feedback at a November management meeting. We will respond by providing clarity to some of the statements as well as take steps to implement some of the recommendations. Stay tuned.

Here are a few immediate responses:.
* Similar to Bloom's taxonomy, the solo taxonomy allows teachers to write different levels of questions; write different levels of success criteria (both for the classroom, and for assessments).
* The district is not looking to rewrite all the unit assessments.
* Schools each have a focus area  - providing effective feedback, or developing a visible learner, particulate learning intentions and success criteria, developing formative assessments - with reasonable next steps for implementation and improvement.
*The district is looking to support the school's focus areas, with a strong foundation in teacher clarity - articulate learning intentions and success criteria.
* Yes this work demands time and collaborative time to plan, create, and successfully implement.
* Having clear learning intentions and success criteria(s) for the day, allows students to achieve and progress at their level. When student feel that immediate and daily academic success, motivation and  self-efficacy trail.

November Post

Curriculum and Instruction

 

October 20 district collaboration: Below is a brief description based on some observations around the progress in Konocti's collaborative practice. The elevated discussions around student written work; the sharing of instructional practices; the analysis of student results; are all authentic examples of collective teacher efficacy; cooperative conversations that can have a direct and high-yielding impact on student learning. Teaching is one of the most taking professions. Looking at our recent state data can be tough to digest. Today's meaningful collaborative conversations is a testament to the will, the intentionality, and the perseverance of Konocti staff to do "whatever it takes" to ignite student learning and student efficacy!

Thank you for your insights, feedback, quality conversations and important next steps.


How October 31 is taking shape. There are four workshops based on school's goals and next steps.
*Effective Feedback
*Creating Assessment (and solo taxonomy)
*Developing a Visible Learner
*Calculating effect size, and analyzing data

Based on the school's focus areas and next steps, principals assigned their whole school to one workshop, or assigned half the school and half the school to a total of two workshops. A Corwin consultant will facilitate each workshop. The morning portion of the training should include a blend  of instruction and interaction around the new knowledge. The afternoon portion of the training should include collaborative work time to implement/apply the new learning into one's units or lessons and assessments.

Data from walkthrus: From visiting classrooms in August, September, and October. Below are some findings around teacher clarity and developing a visible learner. To obtain this information,  I asked the teacher or observed the class. I asked students or observed students working. I looked for evidence of the  learning intention (learning target) and I looked for evidence of the outcome or success criteria. When appropriate, these were the questions I asked: "What are you learning today? How will you know when you learned this?"

                   August
Clarity around learning intentions 63% (of the students asked)
Clarity around success criteria or outcomes 0% ( of the student asked)
                 September:
Clarity around learning intentions 87% (of the student asked)
Clarity around success criteria or outcomes 50% (of the students asked)
                 October:
Clarity around learning intentions 88% (of the students asked)
Clarity around success criteria or outcomes 64% (of the students asked)

When asked, here stand some student responses around success criteria or outcomes:
"The teacher and class will go over the correct answers at the end of class." "I don't know." I know I learned it "when I finish the worksheet."
The students referenced the criteria listed on their rubric, justified their current mark and articulated the steps to improve or move from a 2 to a 3. ie. "add more content to my paper. " "Remain focused".
"I will do well on the quiz."
"I will check my answers to what the problem asks."
" I can use a calculator to check my answers."
" I can ask my table group."

Thank you for open door to visit classrooms. Our positive intentions and collective efforts; our focus on data analysis and  effective instruction; our perseverance and determination, will surely spring student achievement forward.

October - Clarity on the District Focus and Direction

Theory of Action Statement:  If educators and leaders effectively implement top-yielding strategies/practices, then students can make one-year of growth (or more) for one year of school.

Know thy Impact

* District capacity assessment baseline data (and 2 schools – KEC and Pomo - capacity assessment baseline data)

* Regular site data analysis

* Monthly District walk thru or focus group data

* Interpret growth or effect size data this year at two district collaborations (December and February)

Dimensions of the Inspired and passionate teacher profile:

*Seek and provide effective feedback

*Teacher Clarity: Teacher demonstrate/articulate the learning intention for the day (per subject). Teacher demonstrate/articulate the success criteria for the day (per subject).

* Classroom management; are highly relational; safe environment; trusting and safe.

* Provide a balance of learning (surface, deep and extended)

* Have high expectations and believe in the students

* Engage students in dialogue

* Use a wide range of strategies (and interventions) so all students can learn

* Are active in supporting learning and interacting with students.

            Focus Area:

Teacher Clarity: Teacher demonstrate/articulate the learning intention for the day (per subject). Teacher demonstrate/articulate the success criteria for the day (per subject).

Evidence: Teacher clarity (student clarity) in 80% of the classrooms by January, into February – May. Measured through monthly walkthrus and/or teacher and teacher focus groups. Evident through teacher and through student articulation.

Monitored monthly

Results shared at management. Site principals share findings with school staff.

            Actions to reach goal:

* Define teacher clarity and push out to all staff to build collective and common understanding and expectation.

* In district workshops, professional development, staff development days, and/or collaboration include the definition (“the what”), the purpose (the why) and training on ways to (the “how to”) effectively implement teacher clarity. Ie. PIP-STP workshops……New Teacher Academy………. district collaboration

*Provide an inside series all day training around Teacher Clarity on October 31.

The dimensions of a Visible Learner Profile: An assessment capable learner can articulate the following:

* Knows how to give and respond to feedback

* Knows how they are learning
*Knows what they are learning

* Knows when they reached their learning for the day

* Knows how they are going in their learning

* Knows why they are learning

* Knows where to next in their learning

* Utilizes self-regulation strategies (Ie sets goals, asks questions, seeks and uses feedback, likes challenge. Can self-assess, thinks critically).

Focus Area:

Visible Learner: The student can articulate what he/she is learning for the day (that class period). The student can explain when and how he/she has successfully learned/achieved “that” (learning) for the day.

Evidence: Student clarity responding to those two questions in 80% of the classrooms by January, into February, and through May. Measured through monthly walkthrus and/or through teacher/student focus groups.

Monitored monthly

Results shared at management. Site principals share findings with school staff.

Actions to reach goal:

* Define this dimension of a visible learner and push out to all staff to build collective and common understanding and expectation. (blog, management, coaches, district leadership, principals to staff)

* In district workshops, professional development, staff development, and/or collaboration include the definition (“the what”), the purpose (the why) and training on ways to (the “how to”) effectively implement. Ie. PIP-STP workshops……New Teacher Academy………. district collaboration

*Provide an inside series all day training around the dimensions of a visible learner on October 31.  (probably other specific all day training topics based on school focus areas.

Mid September Post

   
                                                      It is critical for people to make reflect. The result: clarity, ability, empathy, and action at a higher level of performance.

Observations from walk thru/class visits at two different schools this past week:
In the strand of inspirational and passionate teachers, I continued to watch for:
* A balance between teacher talk, student talk
* Effective classroom management due to strong relationships and do to a safe, trusting environment
* Actively participating or engaged students
*Clarity around the learning for the day (and possibly also clarity around the outcome of the day)

In the strand of visible learner, if there was an opportunity to talk to kids, I may inquire about their learning be visible with such questions as:
*What are you learning for the day?
*How do you know when you reached or achieve "that" for the day?
*What do you do as a student, when you get stuck?
*How do you learn?
*What do you next (when you are done)?

In the few classrooms and in the snap, I continue to see:
* An appropriate balance between teacher talk and student talk/time
*Strong class management with strong connections both between the students and between the students and teacher.
*Clarity around the learning for the day.
* In a majority of the classrooms, students were actively engaged in their learning. If students were not actively engaged, 90% of them were on task.
In the few classrooms that I could ask questions of the students,
* All students articulated their learning for the day.
* Most students (very very few responded "I do not know") answered with such responses as "we will correct the work at the end". I can check with my table group." How well I do on the test. My teacher is good."
* Most students replied  with such answers as, "I can check with my table group". I can ask the teacher".
N/A this time as I did not ask that question to any student.

I continue to gather such evidence when visiting classrooms. I will bring the data (the classrooms remain autonomous) to the September 26th professional development when management analyzes, interprets, and plans next steps from a variety of district data points and school data points with the guidance of a visible learning consultant.

I also send the immediate observations statements to the classroom teacher via email, and offer more feedback in person. Each teacher can use the descriptive statements as they see fit.

The student's welcoming responses to Konocti's collective increased knowledge; collective drive and inquiry; collective improvement (already), demonstrate our mutual investment to student well-being and student academic success!

September Calendar

Monday	Tuesday	Wednesday	Thursday	Friday	Sat/Sun
September Celdt testing
19 Adm. SRI Adm. Star	20 Pip/STP workshop 4:30 – 6:30 in McClung Room Coaches Mtg. 10 -12:00	21 Management School board meeting	22 District collab day Collections  6th&7th PD At 3:45 pm in McClung	23
26 All day staff develop (EIA part II for management, coaches, teacher leaders)  *Teachers get foundation day visible learning training	27 . Ed-Tech Committee 3:45-5:00 pm at DO	28 Newcomer/EL collaboration at 3:45 at the Do	29	30 Initial CELDT testing completed SRI and Star completed

Piloted materials Professional Development Feedback and next steps:
My response to the feedback received (informally) from the a random selection of staff that attended the pilot materials professional developments this week:
* Make sure I clearly communicate the PD by the publishing trainers around how to navigate the instructional materials is purely optional, based on each teacher's desire and need.
*Try to work with the publishing trainer in advance about the structure of the training: ie. periodic needs assessment (take questions every 30 minutes) to tailor the training to the necessities of the audience; couple audience practice time with direct instruction; do a time check every hour with the audience to tailor the end time based on the desire of the audience.

References:
Rock, Dave (2006) Quite Leadership and A Brain Based Approach to Leadership. Harper Collins Publisher.: New York.

Kee, Kathy, 2010) Konotic USD Coach Leader 2016: Austin, Texa: Results Coaching Global, LLC. p. 25 (print)

September Post

At the start of  the school year, we take the time to fit the pieces together; building relationships and making connections; establishing routines and norms; organizing the curriculum; unpacking the big ideas into daily learning intentions (learning goals) and success criteria (outcomes); and so on.



Preliminary findings by the Visible Learning consult around the district-wide capability needs assessment. Below are some celebrations from the focus group questions and responses on August 30:

Visible Learner: Most, if not all students, could describe what they were learning - skill or content for that block of time.While some students defined a "learner"  on a behavioral, compliant level, many also defined a good learner  on an academic level (ie. Someone who is curious and asks questions)

Know thy impact: Most students felt the results of and comments on the assessments was some sort of positive feedback about them as a learner.

Inspirational and passionate teacher:  All students felt they had quality teachers; teachers that cared for them...teachers that would stay after school with them....teachers that made them feel safe.....teachers that were there for them.

Effective feedback: While many were not sure what feedback was, students did feel their teachers do help them in their learning by, teaching the material in a different way; asking if they understood, showing examples, etc.

These celebrations were very similar to the evidence the visible learning consults gathered in the student and teacher focus groups around the whole district the day before.

The strengths validate how well the pieces are fitting together. And the focus on data analysis and progress monitoring this school year allows Konocti to collectively and systematically solve the puzzle, by embracing research -informed next steps for that profound impact on student learning!

"Start by doing what is necessary: then do what's possible; and suddenly you are doing the impossible." Francis of Assisi

Important calendar events in the month of September

September

Monday	Tuesday	Wednesday	Thursday	Friday	Sat/Sun
September			1 Renaissance PD all day	2
5 Labor Day	6 Celdt testing starts ELS Williams Visit Coaches Mtg 10 -12:00	7 Management LLES Williams Visit	8 Site collaboration day	9  LLHS Williams Visit
12 Pomo Williams Visit	13 MyPerspectives PD for high school pilot folks at 3:45 in McClung Room Wonders PD for K -2grade at  LLES	14 Journeys, 3rd -5th grade PD at 3:45 in McClung Room	15 MyMath, K -5 PD at 3:45 in McClung Room Collections, GoMath 6th&7th grade PD at 3:45 at LLES Library	16
19 Adm. SRI Adm. Star	20 Pip/STP workshop 4:30 – 6:30 in McClung Room Coaches Mtg. 10 -12:00	21 Management	22 District collab day	23
26 All day staff develop (EIA part II) while teachers get foundation day training	27	28	29  Ed-Tech Committee 3:45-5:00 pm at DO	30 Initial CELDT testing completed CELDT continues	Finish administration of SRI Finish administration of  Star Renaissance

Your site administrators continue to gather evidence in the strand, "know thy impact" and evidence in
one additional strand:
* Visible learner
* Inspirational and passionate teacher
* Effective Feedback

On September 26th, a visible learning consultant, using a set of professional norms, will guide the district leadership team (comprised of site and central administration, designated teacher-leaders and instructional coaches) through a comprehensive data analysis of the schools and the district. The team will use a variety of  protocols (like "here's what, so what, and now what") to analyze the data and make next steps. The findings and next steps will be shared with staff back at sites.