"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!!