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.


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

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

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