Demonstration Schools for Rigor? What's Going on?

Last summer, three of our schools, Walnut Middle School, Starr, and Jefferson Elementaries embarked on a journey to become Demonstration Schools for Rigor(the only ones in the state of Nebraska)!  This commitment has required, and continues to require, additional professional learning, coaching, and a shift in pedagogy.  Yes, there are challenges, productive struggles, and new learning.  However, staff at all three campuses have embraced this opportunity and now with a semester of learning and implementation, are ready to share what they have learned and show you the impact on students.  Throughout this semester, I will have the pleasure to host guest blogs from our Demonstration Schools to keep you updated and informed of their progress along the way.

Our first guest blog is a spotlight on Walnut Middle School with videos of students and testimonials from staff.  Teachers and administrators have created a slideshow to give you glimpse inside their classrooms as well as provide testimonials from teachers about the transformation. Click here to view   the powerpoint.

What a great opportunity to hear about the successes and celebrations of this work, how instructional practices are changing, and observe the impact on students.  This success would not be evident without the instructional leadership of our teachers and school leaders and continuous focus on student learning.

In the future, our Demonstration Schools will become learning laboratories that will be open for instructional rounds to all GIPS schools.  This will provide opportunities to learn from each other and continue to chart the course for achieving student centered instruction with rigor in all GIPS classrooms.

We are fortunate that the professional learning with Learning Sciences International has also provided our district team the opportunity to learn alongside the staff in our Demonstration Schools for Rigor.  As a result, we are able to better support all of our GIPS campuses in their efforts to professionally grow in practice in ways that meet all students needs.

I would like to personally thank our guest bloggers from Walnut Middle school today, and invite you to join in celebrating their progress as well as provide support as our Demonstration Schools continue this exciting journey.  Rising up to ensure our students THRIVE in an ever changing world!

We Teach Hearts As Well as Minds

"Students prepared to make positive contributions and thrive in an ever-changing world."  This is the GIPS vision.

What does this really mean?  How do we accomplish this?   Obviously, there is no one action, program, or curriculum to make this happen. We can, however, be very intentional about the systems that we put in place to support teaching and learning that aligns with our vision.

This week, Dr. Dexter, Mrs. Engel, and I had the pleasure of meeting with members of our District Climate Team to continue our study on our current practices that impact positive school climate within our Grand Island Public Schools. As all effective teams do, we defined our purpose, reviewed our value and belief statements, clearly defined our targets, and established team norms.  This set the foundation for our morning work. 

The pictures show team members digging into the strategic plan objectives 2.1.1 & 2.1.3 / 2.1.2 / 2.1.4 / 2.4, by identifying key vocabulary, asking questions, describing current practices, and making connections. These objectives and initiatives all connect back to the conditions for learning as defined in the Marzano Instructional Model. It's so important to address the needs of the whole child; social emotional learning skills, behavioral supports and interventions, professional learning and supportive partnerships.


After processing this activity, there was in depth discussion about how we can build on our current practices and establish clarity around the systems that may improve consistency and effectiveness of implementation.  There is data to collect and research to be conducted to further understand what systems we need in place district wide to address this objectives. 

In addition to addressing our objectives and initiatives, districts also have the responsibility to incorporate a non-academic indicator into our school accountability system as a requirement of the reauthorization of the Every Student Succeeds Act (ESSA).  This team will ensure that we develop measures that align with the federal and state recommendations and our GIPS needs.

GET TO KNOW THE TEAM:
This team is comprised of advocates for all of you and our students representing all levels, including certified and classified staff.  They are passionate and invested in establishing positive climate and culture.  I encourage you to reach out to them for more information about the purpose of this team and provide feedback, suggestions, and support with this work.

District Climate Team Members:                                               

Angela Runquist-Skills Academy
Calvin Hubbard-Walnut
Erlinda Amen-Shoemaker
Greg Morrow-GISH
Dr. Gregg Bieber-GISH/OMB/Success
Jennifer Shafer-Ehlers-Engleman
Julie Brunning-Walnut
Kahsi Lawson-West Lawn
Kara Coble-Wasmer
Kelly Kastens-Gates
Michael Persampieri-Starr

Nate Balcom-Starr
Patrick Harder-GISH
Paula Gonzalez-Dodge
Renee Engel-CNSSP
Dr. Robin Dexter-Student Services
Dr. Toni Palmer-Leadership and Development
Sally Smith-ELC/Lincoln
Sara Koehler-Westridge
Sarah Haahr-Howard/Knickrehm/Seedling Mile
Shanna Gannon-Professional Learning
Thompson Koch-Lincoln/Westridge
Tina Godfrey-Wasmer
Josh Redman-GISH
Kelly Klanecky-Knickrehm
Rebecca Wilhelmi-Jefferson


"Can our school be so welcoming, so inviting, and so comfortable that every person who walks through our doors believes they are about to have an amazing experience?"

1st Semester Success

 Instructional transformation is being noticed throughout the district!  As you know, Wednesday Walks provide central office staff the opportunity to personally interact with students, teachers, and administrators about the impact of instruction on student learning. During our walks we also notice how welcoming and safe our buildings are, as well as how individuals interact with each other and with students.  We notice how students respond to greetings, interact with each other and engage as a result of established routines, procedures, and practices. We notice what the walls say about beliefs and expectations.  We talk about how proud we are of all the amazing opportunities available to our students because of all of you! 

Although we didn't take visible data on those important components, we did collect data on specific instructional practices that align with our district priorities, specifically around the implementation of standards based planning and professional learning communities.  Throughout the 1st semester, the focus was on the visibility of learning targets in every classroom and  if students were able to describe the learning target. The professional growth is inspiring and motivating! It is obvious that teacher collaboration is contributing to the improvement of how targets and tasks align to the grade level standards. 
Here is what we noticed first semester:

                

           

Obviously, this data alone does not inform us of the "impact" on student learning, however, it does communicate the systematic implementation of practices that can directly impact student learning.  There are noticeable difference in how students engage in learning when they are aware of their end goal and have the opportunity to process, talk about it, and actively engage in tasks that are directly aligned.   Keep the momentum going!  

This semester, data will continue to be collected on if students are able to describe the learning target as well as if the target and task are aligned.  I'll keep you posted on the data and the amazing happenings observed during our next round of Wednesday Walks.  

Teaching is one of hardest jobs in the world! Thank you for all you do, making a difference and impacting the future for our students!