KONOCTI with a Focus on Reading and the Future Endeavors of our Students
Mrs Oranje's class reading their new Scholastic Books. And when they finish this book, they
Grade 1 feeling empowered by their literacy skills, thinking skills, their confidence to soar their confidence to soar into their future and future endeavors"Believe with all your heart that how you live your life makes a difference" - Colin Brown
CAASPP Results for the 2017-18 School Year
Konocti Unified continues to climb as 27% of the students can now read at or above grade level. A 7% increase in 2 years.
Grade 3 and Grade 7 and Grade 11 made significant gains in their reading levels as well. The 11th grade increased from 29% to 38% now reading at or above grade level.
Over 50% of the students grades 3 -7, grade 8 and grade 11 showed over one year's growth on the CAASPP Exam.
Over 90% of the students K -2 showed over one year's growth in the local reading assessment, which proves to be a reliable predictor for their performance on the CAASPP exam.
Yes we measure student success using an array of measures in addition to the annual state exam. We teach and assess students in the area of cognitive development and, in the procurement of learner disposition. We teach and assess students in their acquisition of social and civil traits.
We capture growth in these other areas of student development through:
** The responses we record to the three fundamental questions asses these other attributes.
** The focus group interview responses
**Video taping classroom instruction and student learning
** Growth data - using effect size - to see students making one year's gain or more in reading, and in other content areas.
Stay tuned as these different points of evidence are shared, assessed, and responded to.
Collaboration
The first district-wide collaboration
Konocti lays the groundwork with strong relationships among-st its staff and students.
In an inviting and welcoming environment, staff can, then, embark on several fundamental practices and ignite that deep learning in students of one year's growth or more. (Knowing people use more than just these four practices)
3.) Other high leverage strategies within these two instructional pillars
One critical support that improves our instructional practices as a professional, and then advances students learning and well-being is collaboration.
The purpose of collaboration is just that = to improve our instructional practice and then directly impact student learning and well-being.
When collaboration is "done well", we can advance our own instructional practice and that of the students!
The type of collaboration that serves this purpose is one where the conversation is deeply focused around evidence of student learning and the"effective" instructional practices (DuFour, 2004) :
(1.) Evidence: Such a conversation is steeped in evidence of student progress and achievement,
(2.) Analysis: The team members identify and share the instructional strategies that contributed to such progress and achievement - success - sharing - Eureka!
(3.) Analysis: The team taps into their collective wisdom and makes refinements to current strategies and/or adds new instructional strategies to the repertoire
(4.) Action: The team commits to instructional strategies that are causing substantial learning in some students, and that can cause student learning in even more students.
Such a conversation both affirms and enhances our instructional practices to then implement, continuing the success with students already improving and achieving as well as reaching kids never before reached - the light bulb turns on; the caliber of work surpasses their own expectation; there is a new level of involvement and excitement.
Just as staff collaborate regularly on site and as a whole school district, the principals and I also collaborate two times a month. Once a month our collaborations also strategic in nature. The conversation is steeped in evidence of adult growth and student improvement. The principals and I evaluate our impact based on staff instructional success, and then based on students' academic and social emotional success = 1+ for all of us.
You are welcome to ask me anytime - what am I working on? How am I doing? How do I know my progress and impact?
Konocti lays the groundwork with strong relationships among-st its staff and students.
In an inviting and welcoming environment, staff can, then, embark on several fundamental practices and ignite that deep learning in students of one year's growth or more. (Knowing people use more than just these four practices)
Konocti's Instructional Goal is to ensure 1+ for our students
Some fundamental action steps to cause this 1+:
1.) Clarity - clear expectations through the learning intention and success criteria
2.) Always knowing one's impact based on student progress1.) Clarity - clear expectations through the learning intention and success criteria
3.) Other high leverage strategies within these two instructional pillars
One critical support that improves our instructional practices as a professional, and then advances students learning and well-being is collaboration.
The purpose of collaboration is just that = to improve our instructional practice and then directly impact student learning and well-being.
When collaboration is "done well", we can advance our own instructional practice and that of the students!
The type of collaboration that serves this purpose is one where the conversation is deeply focused around evidence of student learning and the"effective" instructional practices (DuFour, 2004) :
(1.) Evidence: Such a conversation is steeped in evidence of student progress and achievement,
(2.) Analysis: The team members identify and share the instructional strategies that contributed to such progress and achievement - success - sharing - Eureka!
(3.) Analysis: The team taps into their collective wisdom and makes refinements to current strategies and/or adds new instructional strategies to the repertoire
(4.) Action: The team commits to instructional strategies that are causing substantial learning in some students, and that can cause student learning in even more students.
Such a conversation both affirms and enhances our instructional practices to then implement, continuing the success with students already improving and achieving as well as reaching kids never before reached - the light bulb turns on; the caliber of work surpasses their own expectation; there is a new level of involvement and excitement.Just as staff collaborate regularly on site and as a whole school district, the principals and I also collaborate two times a month. Once a month our collaborations also strategic in nature. The conversation is steeped in evidence of adult growth and student improvement. The principals and I evaluate our impact based on staff instructional success, and then based on students' academic and social emotional success = 1+ for all of us.
You are welcome to ask me anytime - what am I working on? How am I doing? How do I know my progress and impact?
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