A good teacher can inspire hope, ignite the imagination, and instill a love of learning - Henry Brad
The Konocti plan envelopes two absolute beliefs and values for the organization, all students can learn, and a collective/collaborative approach.
The plan also incorporates other important principles and actions that uplift these critical beliefs. Principles and actions such as:
** Collaborate regularly and routinely
** Monitoring progress regularly and routinely
** Making informed decisions
** Students as agents of their learning
** Provide regular feedback
** Be clear in one's expectations
**Act in a welcoming and appreciative way
How are we doing so far this school year?
LLES - students are teaching to the staff a strategy called R.A.C.E. The demonstrated showed how they internalize this valuable strategy while modeling teacher clarity and progress monitoring.
The student ambassadors increase student and staff involvement around the clarity around deep learning of the essential concepts and skills.
Carle - the students truly embrace the C.A.R..L.E way, Here are some quotes by the students:
“They truly want to see you succeed each and every day at Carle’”“I think the school works with the students and their struggles.”
“Carle’ is known for helping kids improve their education regardless of other situations.”
“The fondest memory from Carle is simply when I would show up each day and all the staff greeted everyone with smiles.”
“As I see it Carle’ is known for helping people graduate and getting us to succeed.”
Burns Valley - most classrooms show students on track to make over one year's growth this school year. Teachers are training fellow teachers around ELD strategies. As a result, the staff are closely monitoring students growth, particularly growth in the EL students.
Furthermore, kids feel welcomes in a civil setting as conveyed through their attendance, their low suspension rate, and student testament statements.
Pomo - staff and principals are currently involved in many venues of training inside of school and outside of school regarding fundamental training particularly in teacher clarity and formative assessment to increase student learning and student engagement. As a result, there is an increase in the frequency of these instructional practices embedded in the classroom, and as a result, more students are able to decide their learning at a deep level.
KEC - 27 students shadow people or intern in the workplace, and 40 students are enrolled in middle college. As a result, the students are living into the professional and literate culture that fosters college and career readiness.
Staff and students provide an alternative measure as well as serve as a consistent presence around campus. As a result, students attendance increased, behavior has improved, and students feel like they belong.
With a heavy focus on teacher clarity and routine formative assessment, more students can articulate a deep understanding of their learning, explain how the knowledge applies to real life situations.
Highlands - each of their 16 students made over 2 year's growth in reading so far this year. Students working closely with staff, principal, and counselor to learn coping skills that lend to a higher degree of social-emotional stability as the students' look to successfully integrate back into their neighborhood school.
East Lake school - over 70% of their students are on track to make over one year's growth in reading this school year. Staff and the principal are diving deep into their instructional practice particularly around teacher clarity at the surface, deep, and transference level. As a result, every room visibly displayed the grade level criteria and 100% of the students interviewed could describe their learning in that particular class/subject.
Lower Lake High School - the principal and staff are working together to closely monitor every student. Every student on the D and F list met with a teacher, counselor, or AIA, As a result, every student with a failing grade is aware and has an action plan to improve.
More students are completing a CTE pathway as another indicator on their belt for being college-career ready.
There were students who placed in the recent state FAA speech contest.
There were four migrant education winners in a recent county speech and debate contest.
Staff and students provide an alternative measure as well as serve as a consistent presence around campus. As a result, students attendance increased, behavior has improved, and students feel like they belong.
With a heavy focus on teacher clarity and routine formative assessment, more students can articulate a deep understanding of their learning, explain how the knowledge applies to real life situations.
Highlands - each of their 16 students made over 2 year's growth in reading so far this year. Students working closely with staff, principal, and counselor to learn coping skills that lend to a higher degree of social-emotional stability as the students' look to successfully integrate back into their neighborhood school.
East Lake school - over 70% of their students are on track to make over one year's growth in reading this school year. Staff and the principal are diving deep into their instructional practice particularly around teacher clarity at the surface, deep, and transference level. As a result, every room visibly displayed the grade level criteria and 100% of the students interviewed could describe their learning in that particular class/subject.
Lower Lake High School - the principal and staff are working together to closely monitor every student. Every student on the D and F list met with a teacher, counselor, or AIA, As a result, every student with a failing grade is aware and has an action plan to improve.
More students are completing a CTE pathway as another indicator on their belt for being college-career ready.
There were students who placed in the recent state FAA speech contest.
There were four migrant education winners in a recent county speech and debate contest.
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