3/31/2018

Konocti in April


We entered the world of education to "make a difference". In making that difference, we look not only to teach literacy and content knowledge, we also look to develop critical attributes in our students so they can thrive in their future and in their future endeavors.













                                                     Collaboration

Konocti designs it collaboration structure after the DuFour's inquiry model. The model has withstood the test of time. There are many inquiry approaches today. High functioning teams that embed inquiry cycles ensure student improvement by garnering a collaborative spirit, and by focusing on evidence of learning.
The collaborative conversation is grounded in evidence emphasizing student learning caused by identifying "quality" instructional strategies. The four questions also address what students did not learn and what "quality" instructional strategies the team can refine or add. Such a vulnerable yet rich conversation takes high relational trust and great confidence in one another.


You can watch a collaborative team using the inquiry model by viewing this video at this link https://www.youtube.com/watch?v=RrPI-q6w72Y or this video at
https://www.youtube.com/watch?v=gr7aUrra27w

You can read more about the attributes of effective collaborative teams at http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx



Local Reading Results for K -7 as of March 2018


Over 50% of our students are on the trajectory to make over one year's growth this school year.  And with that we look to see at least a 5% increase in the % of students at or above grade level.









March Walk thru Results for the Whole of Konocti Unified

Nearly 40% of our classrooms displayed leveled success criteria. As a result, nearly 100% of our students could describe their learning and their progress. About 75% of the classrooms visited taught both the surface and deep levels of learning. In almost 100% of the classrooms, students were interacting with grade level work.


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

BasBased on their 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)










The evidence of student learning from talking with students during the walk-thru. (using the walk-thru form).

Evidence of sharing the student learning and high-leverage instruction with the school and teaching staff.

Evidence of progress on the tech plan
Evidence from her principals’ responses from her interviews.ed 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 i


















3/04/2018

February Happenings on the Learning and Teaching Front in Konocti Unified


Knocking on Konocti's Doorstep are the 4Cs  and 1H: Clarity, Challenge, Climate,  Civility and Hope

What is the ripple effect we want to leave on students and adults in our school buildings? 

        

The Banks of the River at Konocti Unified School District in 2017-18:

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 can be 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 other high-leverage tasks, activities and strategies to teach and develop the students. 
As far as the other river bank, knowing one's impact, we monitor students' learning every inch of the way as knowing the effectiveness of our instructional practice.

How else? Every student and every adult enters the world innately “good”. Students deserve and want at least one go-to adult during their academic career. Educators and educational leaders also merit having at least one advocate/champion during their career in education. As Manny Scott preaches, “even on your worst day, you can still be a student’s (and colleague’s) best hope.” What can this mean and look like? The subtle steps you are already taking and we can continue to take intentionally and cohesively. Having at least one specific student you champion. Having one fellow colleague you check in with, and they, in turn, check in on you. Showing up everyday, being that safe haven and consistent adult for students. Believing in the student when he or she might not yet believe in his or herself by recognizing their strengths, and then leveling up from that point. 


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 to represent one year's growth. 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=sharin
 

Local Reading Data Points 

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.







My discoveries and response to this one reading progress and achievement data point.
I analyzed the data point with the principals.
I listened to and read the notes of teachers interpreting and responding to the data point.
I continue to visit classrooms looking for clarity around the expected learning, depth to the learning, and instructional tasks/activities that involve reading, writing, talking.
 I video tape classrooms and transcribe the clips to use as demonstration clips for teacher trainings.
I look to provide specific feedback to teachers and principals in line with the success criteria connected to the action steps and goals of the district-wide strategic plan.
Occasionally, I step into a classroom where I can practice the instruction of reading and writing or math.
I plan and participate in site and district collaboration, with a deliberate focus on student learning and quality instructional practices.