Thank You for Giving Every day!!

I was reminded this week at our Teacher Leader Coalition meeting how the holiday break brings mixed emotions as we look forward to some much needed time with family but also worry about many of our students and what they might experience without the safety, routine, and care of school. 

Unfortunately we don't have direct control of the circumstances that our students endure, however, we do have a sphere of influence in the day to day interactions that occur during the school day.

Recently I came across this blog video from a teacher, Trevor Muir, with a message about the impact teachers have on their students and thanking them for what they do everyday-making a difference for students in ways they may never know.   If you have a moment, watch his video and know that no matter what position you hold,  your daily interactions with students can change a life, inspire hope, and be someone that they will look forward to seeing again soon.

So, as students leave your schools Friday, the best gift you can give them is letting them know they will be missed and that you look forward to seeing them after the break.  When you leave school Friday afternoon, focus on taking care of you.  Be present with your families, friends and do something that fills your bucket.  When students return on the 6th, they will need you to be your best.  You can only do this if you are mindful and responsive to your own social emotional health.

As we end the 2019 school year, take time to reflect, recognize your accomplishments, and define your vision for 2020.  Thank you and Many Blessings to you!

Thursday Walk Reflections

This is year three of conducting weekly visits to schools to observe the systemic implementation of our strategic plan priorities through observations, interactions with students, and staff and 1:1 time with principals.  Although I know not everyone shares my enthusiasm, I happen to LOVE Thursday walks! Because of our walks, I get to interact with students around their learning, observe the implementation of professional learning/transformation to student-centered instruction, and  I have gained insight as to how I can support each principal in their leadership. I truly value and appreciate this opportunity as well as the commitment and dedication of our teachers and support staff! 

Based on feedback from administrators last year, we changed things up a little and instead of sharing with principals what we want to see, we asked principals to share with us-what they want us to see!  We know that all our buildings have aligned continuous school improvement goals and actions to the district strategic plan goals and success measures, so this is a way to value the focus of each campus and provide feedback and support around growth and next leadership actions to keep the momentum going.

Our first semester is quickly coming to an end, so I thought I would share some of the data and pictures from our visits.

67 Classrooms (24 School visits)

In observed classrooms, between 80-90% of Look-Fors identified by the principal were observed. 

• The themes of the look-fors included: students using standards-based learning targets and success criteria, an aligned task to a standards-based learning target, teaming, positive relationships, positive interaction ratios, routines/procedures, and verification of learning.

What do we talk about in the debrief?

• In our debrief, we talk about highlights and progress towards continuous improvement goals and actions, student's response to the instruction based on observations, attendance data/efforts to address chronic students, leadership actions, and district supports.  We close with a summary of high leverage actions/strategies to continue progressing and to keep the momentum going.  

Although we are not in each building as much as last year, we are spending more time in classrooms and debriefing.  

We have begun our second series of campus visits and we are SEEING the evidence of transformation continuing. Students are doing more of the thinking and owning of the work, there are more tasks at the comprehension and analysis level observed, and students comment about the benefits of clarity of the learning targets and success criteria. In addition, more content alike classrooms have similar standards-based targets, success criteria, and verification of learning allowing equity and access to the curriculum.

This is hard work!  Work that requires everyone's investment, intentional planning, collaboration, and support.  And it's much more than just teaching academics.  I know you also build a culture where students feel safe, you let the trauma of their everyday lives rest on your shoulders, you keep granola bars in your desk drawers and give up your plan time to help resolve an issue.  You are much more than a teacher, you are a difference-maker!

 Because of you...I believe that we will achieve our mission: "Every Student, Every Day, A Success" but we must stay the course!  There will be challenges but if we focus on the positives and build on what is getting the desired results, we will accomplish outcomes that will ensure our students will "thrive in an ever-changing world".

During this holiday season, remember to take the time to breathe and care of yourself and identify daily blessings and celebrations! Reflect on your students' progress and where you want them to be at the end of the year.  Plan to try new strategies and/or deepen your expertise with a few. Let L4L know through Let's Talk or the Curriculum Guide Feedback forms what will help improve the resources and our support!

Thank you for all that you do every day for our students!

May the spirit of Christmas bring you and your family hope, happiness and love.  

Important People Behind the Scenes

This quote is so true!! I am so thankful for our secretaries and what they bring to our team every day!  Our L4L secretaries not only support our team but also provide support to all GIPS campuses!  They are vital to achieving our district vision and mission. 

We do have some new names and faces on our team, so I thought this would be a great time to introduce and describe roles/responsibilities for your reference.   

Toni Santee is the first one you see when you come into our department and most likely the initial contact with any L4L questions.  She joined our team this past summer has quickly transitioned into the role of supporting professional learning, travel, communications, and so many other L4L responsibilities. Her attention to detail ensures sure we are responsive, accurate, and timely! If you are not sure who to contact in our department you can start with Toni!

This is Crystal Henson.  She manages and monitors our Resource Management System and ensures that you have the resources you need to support instruction.  She also processes purchase orders and works closely with vendors and our curriculum coordinators to make sure we are getting the best return on our investment with our orders.  Let's Talk is a great way to request resources-however, she is also available by phone or email with other questions.  Be sure to work through your building process prior to making a request.

Most of you are familiar in some way with Kim Amick.  She is a wiz at managing and supporting your needs with online resources and student assessment!  Kim has been a member of the L4L department for approximately 12 years so she knows the scoop! Let's Talk is also a great way to request support from Kim. She works diligently to problem solve any issues so teachers have what they need for teaching and student learning!

If you call the Special Education Department, you will most likely talk to Michelle Anderson. She can assist you with any questions related to special education transportation, special education para subs, resources, and/or connect you to the right person in the department to answer any of your questions.  Michelle is a team leader always willing to assist and support!

Pat Cummings is the first person you see when you enter the Federal Program Department door.  She is the connection and support to all things EL, Title I, Title III, Migrant, Immigrant, interpreters, and more!  She is always willing to assist with any requests or questions and/or connect you to the right person in the department!


All of our secretaries believe in great customer service and answering the phone with a smile!  We are fortunate to have them on our team, working behind the scenes for all our staff and students!  If you are in the Kneale Administration Building, please stop by and say hello!! 

Every Student, Every Day, a Success!

Thank You Veterans

Thank you to all of our GIPS Veterans for serving our country!  

My heart is filled with gratitude for your sacrifices!

My Students Lack Motivation, What do I do?

Student motivation is often expressed as a concern and a barrier to student engagement and academic achievement.  Recently, I came across this blog Motivation is a symptom, not a cause and I immediately made connections to our vision, "preparing all students to make positive contributions and thrive in an ever-changing world", and our professional learning designed to transform instruction from teacher-centered to student-centered with academic teaming.

Research referenced in the blog highlights the importance of "creating environments and experiences that allow students to feel that they belong in academic communities, that their ability and competence grow with their effort, that they can succeed, and that school has value for them".
I made a connection to this research when reading Michael Toth's book, "The Power of Student Teams".  In the book, the author presents the Academic Teaming Instruction model (left), look familiar?  I can now see how student motivation can change given the right teacher inputs and student processes.  Looking at what we are doing in Grand Island, we are on the right track!

Transformation is not easy and requires us all to be supportive and learners together.  The shift is evident already in so many classrooms and I hear stories about how student engagement is changing because of the implementation of the model above.  It does take time to master this work so we need to stay the course and maximize the opportunities to collaborate, reflect on impact, support, and grow.  Every Student, Every Day, A Success!

"Moving Beyond Labels"

I recently learned about Katie Martin's blog and as I read it, I couldn't help but make connections with how we are preparing our students to thrive through our mission, "Every Student, Every Day, A Succes"!

I encourage you to read this week's blog (it's short but inspiring). The essence of her message is to get to know your students' story.  She describes four key actions to consider:  1) check your assumptions, 2) ask questions, 3) believe in them and 4) meet them where they are. Although the blog focuses on students, I believe this also applies to how we interact with each other.  


I made a connection to Katie's blog as I was reflecting on our Data Rounds that Dr. Grover, Dr. Doll and I conducted with principals the past couple of weeks.   Themes about the intentional effort to get to know our students, beyond their achievement scores, emerged. We heard so many stories of how teachers, social workers, paraprofessionals, counselors, instructional coaches, SECL coaches, specialists, custodians, food service staff, secretaries, the FIT team, (and community partners) are making a difference for students!  Increased attendance, improved behaviors, after school connections, celebrations of growth, and engaged parents!

The research states that our teachers are the number 1 factor in impacting student achievement-but they can't do it alone! It takes all of us! Stay true to your instructional vision as it is the foundation for equity and access in the classroom and monitored across your school.  This is a big lever.

Principals were honest and clear in Data Rounds about what supports are needed to accomplish the instructional vision established in their buildings.  This is so appreciated. We know we can't do it all, but we can be strategic and prioritize, consider innovative options and problem-solve to get to the intended outcomes.  Continue to engage in solution-focused conversations and know you have permission to be creative and innovative. We need to continue to team up and support each other in this effort!

In closing, I thank you for your diligent and relentless actions to our mission and encourage you to keep on, keeping on for our students!  "Seeing is Believing!!" Tweet out about our student successes, their stories, and your impact! 

What factors make up an AQuESTT Classification? I Know you are Wondering!!

Last week the Nebraska Department of Education released district and school accountability results on the Nebraska Education Profile (NEP) website. The results are now public and you can dig in and access all kinds of information as well as comparisons with like districts and schools.  It is important though to be good consumers of the site and read the small print so you know how and when the data was collected. 

In my blog today, I thought I would share with you an overview of what makes up the AQuESTT Classification. Why is this important to know?  Because it provides insight into how our students are doing and a roadmap for continuous school improvement.

So, overall the district received a "Good" classification. You can see the six tenants outlined in the left and if they impacted (or could impact) our classification score. This is a simple view.  I will try to summarize more information below.

"Status" is based on the percentage of eligible students who scored  On Track or higher on the 2019 math and ELA assessments.
Tenants and impact:

• Positive Partnerships, Relationships, and Student Success Adjustment- not included at this time
• Transitions Adjustment-adjust classification based on cut scores <80 = -1 (less than 80% graduation rate can move a school/district down a classification)
• 4-year Graduation and extended Graduation can impact results
• Educational Opportunities and Access Adjustment- may impact only with a +1 based on cut scores (combined ELL and Chronic Absenteeism-any student absent 10% or more))
• College and Career Ready Adjustment-Not included at this time
• Assessment Adjustment (cut scores: -1 if <-1, +1 if >1, HS 1.2, District .8) the results are weighted:
• Improvement(40%)-trend in ELA and Math assessment scores for the last 3 years.
• Growth(30%)-increase compared to the same individuals score in the previous year.
• Non-proficiency (15%)-trend in percentage of ELA and Math assessments scoring at a proficient level the last 3 years.
• Science proficiency (5%) percentage of assessments scored at prof or above
• Science Improvement (10%) trend in assessment scores for the last three years.
• Educator Effectiveness Adjustment-Not included at this time

Additional information:

Status is based on a percentage of eligible students who scored on track or higher in the current year’s Math and ELA Assessments

EBA-maximum score of 120 points for each school/district.  For a school to receive an EBA adjustment, its total response score must be in the top percentiles amongst other schools that share its raw classification.

The formulas are complex, but the state provides a more detailed explanation and definitions in their Business Rules on the AQuestt website if you are interested in learning more.

In addition to classifications, schools can also receive a CSI, TSI, and/or ATSI designation for support. 

This designation highlights subgroups that are in need of additional support based on the state testing results.

Our results are not just about being accountable to meet ESSA and AQuESTT expectations, it is in our Mission that we will be accountable to all of our students, "Every Student, Every Day, A Success".  

We are making progress and need to stay the course "collectively"! Constantly asking the question "What do our students need from me to be successful?" and using the four questions to guide our work will help keep the focus on our goals:
What do students need to know and be able to do?
How will we know if each student has learned it? 
How will we respond when some student do not learn it?
How can we extend and enrich the learning for students who have demonstrated the learning?


We can do this! We already are SEEING the impact in many of our classrooms! Let's continue to support each other in this journey!! It's soooo worth it!

Retirement Celebration

Barb Hardwick is retiring this week.  Although many of you may have not met her personally, she has in some way served you in some way over the past 3 1/2 years.

She launched our new resource management system saving thousands of dollars over time.

She has worked 1:1 with our school Tech Assistants on the barcoding process so we can be better consumers of our resources.

She has worked with vendors to ensure timely deliveries at the best cost.

She has ensured the accuracy of our budget.

She helped organize, prepare, and plan for professional learning

and

So much more! 

Please reach out and wish Barb congratulations on her retirement!  


We are planning on a smooth transition as Crystal Henson has joined the team and will be your contact for resources and L4L orders. Please welcome Crystal and email her at chenson@gips.org with any requests. 

October is National Principal's Month

"Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school." ~Wallace Foundation

Our principals are so valuable to the success of our teachers and impact on student achievement.  This is why we have invested in their professional development and emphasize instructional leadership by challenging them to spend at least 50% of the time in classrooms, observing instruction, coaching and providing feedback that supports professional growth.  Balancing this along with the other responsibilities of a building administrator can be a challenge, which is why building capacity within teams and developing schoolwide systems are so important. 

Our principals come to us with different experiences and expertise, but they all have one thing in common-a desire to make a difference! This means being responsive and proactive every day and balancing the organizational, operational, and instructional responsibilities. 

If you are not aware, there are national professional standards that have been identified for effective leaders (the standards are directly linked in our school leadership framework).  The standards are what administrators strive to achieve and support the moral imperative to achieve the results of our students being prepared to thrive in an ever-changing world!  How can you argue with that!

Although we should celebrate often, life tends to get in the way so I will take this opportunity to say how much I appreciate our campus leaders and their commitment, dedication, and investment in this work. They are warriors for public education and advocates for all students. 

If your staff and students are looking for ways to celebrate your principals, check out this link for ideas!  Have some fun celebrating throughout the month!!

How to save time and provide Effective Feedback

Where do you go to grow professionally?  What resources, professional books, research do you access? Providing effective feedback can be an action to support many of the elements in our instructional framework so when I came across this in one of my searches,  I wanted to share!

Edutopia this week includes several videos and articles that focus on providing student feedback that moves students towards mastery of standards.

I would love to hear about the sources you are accessing for professional learning as well!  Feel free to add links in the comments. 

Have a great day!!

I Love Thursday Walks!

The favorite part of my day is when I get to spend time in buildings, interacting with students and staff, and SEEING the impact of the implementation of professional learning and continuous school improvement actions!

So far, Dr. Grover and the Cabinet have had the pleasure of visiting 12 of our buildings so far during Thursday walks!  What a great opportunity for us to learn more about the schoolwide intentional goals, strategies, and actions that directly align with the district priorities as well as hear from principals about the celebrations and challenges occurring this year.

Just in case you are wondering, I'm going to share a summary of some common themes and unique happenings that we are "SEEING" on our visits.

In many of the buildings, we are "Seeing" schoolwide expectations visible in the halls, classrooms, and common areas and hearing staff refer to them as they interact with students.  Common and clearly defined expectations provide a predictable and consistent environment for students. When the conditions for learning are strong, the opportunities to focus on core instruction increase. 

In addition to strong conditions for learning, there has also been an evident focus on professional growth.  Standards-based targets, success criteria, and students working in groups have been observed in the majority of classrooms so far.  Transforming instruction from teacher-centered to student-centered instruction is how we will achieve the GIPS vision and ensure our students meet our graduate profile.  Thank you to our teachers and instructional coaches for everyday efforts to deepen understanding and improve effectiveness with these instructional strategies!
.  

A focus on growth and improvement!  PLC's are the conduit to ensuring this happens for all students!  As a Cabinet, we have not participated in PLC's yet, however, principals have described how the intentional focus on standards-based planning, goal setting, and developing common assessments to align with what students need to know and be able to do is improving guaranteed and viable curriculum.    Here is a link to our PLC progression as a reference for your teams as you engage in this important work!

Relationships and solution-focused approach!  Staff is visible and intentional in developing relationships with students and parents and it's paying off!  When issues arise, the focus is on finding solutions. Our support staff and special programs are making a difference, ensuring all students have the opportunity and access to high-quality education.
Students are being celebrated with "Cougar Paws", "Bulldog Paws", "Wildcat Way recognition" among so many other examples.  Celebrations of success can occur in many different ways-be sure celebrations of both staff and students is part of your day!

Every Student, Every Day, A Success!  We are "SEEING" first hand how our teachers are teaching hearts as well as minds!

Keep the momentum going and know that we will be back to see and celebrate continued progress!  Thank you for your commitment and dedication to our students!

Thursday Walks? What are they? And Why Does Dr. Palmer take So Many Pictures?

At the welcome back, we did a little skit about Thursday Walks and I'm sure many of you are wondering: What are they? What is the purpose? How often do they happen? My blog today will share the scoop and why our walks are so valuable.

What is the Purpose?

To provide an opportunity for GIPS Executive Cabinet and/or central office members the means to conduct weekly campus visits that allow for the following: 

• Become familiar with campuses
• Observe systems implementation of school and district priorities
• Make connections and build relationships with students, staff, and principals
• Identify possible supports
• Inform principal leadership actions
• Celebrate learning

How do Walks work?

Each week, two campuses/sites are scheduled for visits.  All campuses rotate through before beginning the next round. Visits to special programs such as OMB, Workforce Development Academy, and the Welcome Center are also built into this calendar.  The schedule is posted and published on the district calendar prior to the beginning of the school year. Campus principals receive a reminder about the visits at least 2 days prior.

Once we arrive on campus, the principal shares what he/she would like the cabinet members to look for relative to current continuous improvement focus areas and the district priorities (Equity, SEL, Attendance) during observations. To ensure we align with what you are already doing, the look-fors also connect to the Marzano Conditions for Learning which encompass SEL and Equity elements within the Framework.

Following walks, we meet with the principal to learn about celebrations, discuss topics of his/her interest, share observations based on identified look fors and discuss leadership actions that will continue to move the school improvement plan forward. We want to be a support and a resource for continued growth towards goals.

How are classroom visits determined?

Classroom visits are randomly selected. We select at least two or three classrooms within a 15-20 minute window. We know that we only catch a short snapshot of instruction and keep this in mind in our debriefing.

Why do they take so many pictures?
Pictures capture the great things you are doing in your classrooms and at your campus and we want to tweet it out! The pictures are also helpful in the debrief when we describe examples of the principal look-fors. AND of course, the students are our WHY! As a GIPS Cabinet, we love the opportunity to participate in school visits and appreciate all you do to ensure Every Student, Every Day, a Success!

"Seeing is Believing"!

Seeing Is Believing in Leadership and Learning

Welcome to the launch of the 2019-20 school year! It's been a great start with the Welcome Back, New Teacher Trainings,  Professional Learning, and the Grand Island Senior High Academies-setting the stage for what is to be an amazing year in Grand Island Public Schools!  I can't help but keep thinking about this student and how he represents our moral imperative to ensure "Every Student, Every Day, a Success!"   This will take a collective effort from all of us and I'm excited about the chance to join you all and make a difference.

As you know, there is a ton of work and planning that goes into preparing for the new school year.  Data is analyzed, priorities established, professional learning takes place, and teams are meeting throughout the summer to support continuous school/district improvement and progress towards our strategic plan Key Results!  I want to share some quick blurbs to summarize key work that occurred over the summer.

May 31 Academic Summit: Campus Leaders and School Improvement Team members from each campus analyzed the 2018-19 continuous school improvement goals, data, and actions and designed the next steps for the 2019-20 school year. It was a great opportunity to dig into the data and begin to transition to the new year.

June 4th & 5th campus leaders engaged in leadership development throughout a 2-day Leadership Institute. According to research and studies by John Hattie, "instructional leadership not only matters: it is second only to teaching among school-related factors in its impact on student learning".  Throughout our two days, we studied the "Opportunity Myth", engaged in role-play, reflected on the impact of leadership actions, and dove into effective leadership practices.  Our principals are committed to setting the instructional vision and developing others through a system of support, professional learning, feedback, and coaching.  This year, you will notice your principal intentionally planning and protecting more time to conduct low-key observations and provide coaching/feedback to improve student learning-- the goal is to dedicate 50% of their time to this work. This may take some redesign of the organizational structures and systems of support through distributed leadership and maximizing the strengths of all staff.  It might feel a little "clunky" at first, so I encourage open conversations, reflection, and problem-solving together. Finding ways to balance operational management and instructional leadership responsibilities will take teamwork!  The ultimate mission is "Every Student, Every Day, A Success"!

July 22nd-23rd district and school leaders engaged in a book study, "The Culture Code" by Daniel Coyle during our two-day retreat. This book refers to some of the most successful organizations and highlights what makes them tick.  In the introduction, Coyle describes culture as a "set of living relationships working toward a shared goal. It's not something you are, It's something you do".  The three skills he defines as the roadmap to building a culture where expectations are exceeded include: build safety, be vulnerable, and establish a purpose. You may have picked up on how this book study is impacting the beginning of the year meetings.  Creating a feeling of belonging in your building and classrooms is clearly one of the most important factors of a positive culture.  Key actions include: overcommunicate your listening, be open about weaknesses, embrace the messenger, consider future connections, overdo thank yous, create collision-rich spaces, ensure all have a voice, model, provide specific feedback and of course, have fun.  These actions also have a direct connection to the classroom culture as you establish routines, expectations, and focus on pre-teaching and practicing skills with students.  More to come regarding skills 2 and 3 in future blogs!

During the months of June and July, a combined 302 teachers and instructional coaches spent approximately 4,212 hours engaged in curriculum writing.  The purpose of this work is to design curriculum and assessment guides for each course and grade level.  The work this summer encompassed revising assessments, research, review, the recommendation of resources and guidance for instructional pacing as well as professional learning for curriculum implementation.  The commitment and dedication to the work are extremely valuable and the teams are great resources and support at the building level. Thank you to all of our Task Force Members!  You make a difference!!


There were other happenings beyond this with building-level professional development, school leadership team meetings, etc...  Oh, I can't forget the Summer Institute (wow!  great response from the feedback)!  Thank you to L4L team for coordinating, organizing and leading the day!  We had amazing presenters-many of our own GIPS staff and over 350 attendees!

Whew!  I'm so thankful for the many opportunities that we have to grow professionally and I look forward to "Seeing" your learning implemented in the classroom-impacting our students and bringing joy to your teaching and their learning.  #GIPSSeeingisbelieving

Have an amazing 2019-20 school year!

2018-19 Top 10 List

It's been a GRAND year in Grand Island Public Schools and this is the week where there are all kinds of celebrations and reflections are occurring in classrooms and in your end of the year meetings.

In my own reflection, I came up with my Top 10 highlights of the 2018-19 school year and thought I would share them with you! Please note that they are not necessarily in the order of importance.






#10  The first day of school! Oh, how I love the excitement of the beginning of a new year!

#9 Our amazing administrators growing professionally, collaborating and networking around data, professional learning communities, and standards-based planning.  I'm so blessed to have the opportunity to serve, support, and EMPOWER our campus leaders.

#8 Our Fine Arts-I attended the musical, several performances, and was able to see the work of our talented artists and musicians!  Our students are being recognized beyond the state lines of Nebraska! So much to be proud of!


#7 So proud of our Teachers and their growth in transforming to student-centered instruction -Our Thursday walk data and overall trend walk data reveals how professional learning was implemented throughout the district.

               



#6 The Launch of our Freshman Academy

#5  Opportunities for professional learning-Side by Side Coaching, 3 district days focusing on transforming instruction to student-centered with rigor and of course our partnership with LSI-Demonstration Schools for Rigor.



                           
#4 I'm so appreciative of our School Board and their support of our strategic plan implementation and constant advocacy student-focused decisions!

                                             
#3  Dr. Grover, Cabinet, and the Kneale team for ensuring that our
strategic plan is moving forward and the collaboration and support of all departments along the way! This includes our food service and building and grounds teams as well!

#2 The L4L Team's dedication and commitment to building the capacity of educators and providing technical and adaptive support.

#1 Our Students! Their achievements academically, athletically, and within the community!

I have been empowered to be a better leader this year, observed personalized approaches to meet student needs, increased understanding of how to use data to drive decisions and expanded partnership to grow and expand opportunities for our students. I'm looking forward to 2019-20 with the launching of our Academies and year three progress on our Strategic Plan Goals!! Thank you for making this such a GRAND year and have a relaxing and enjoyable summer!