Happy Teacher and Staff Appreciation Week!

Every day our student's lives are changed because someone chooses to listen, smile, engage, challenge, hug, teach, advocate, care.  It could be the crossing guard, grounds crew, custodian, social worker, teacher, paraeducator, nurse, secretary....it could be me, it could be you!  Sometimes we know, sometimes we don't.  It doesn't really matter I guess.  What does matter, is that we approach every student, every day, with the recognition and understanding of the opportunities and power we have to make a difference!

Think about your own story.  Who made a difference in your life? What do you remember about that person?

If you have never heard Rita Pierson's Ted Talk, it's worth 8 minutes of your time. If you have already viewed it, watch it again.  Listen to the stories, her message, and her charge to all of us.  I know you are the champions of our students every day and for that, I thank you!  The students thank you! 

There is a challenge sponsored by Learning Forward to share on twitter and facebook how you inspire students and each other on this educational journey.  I encourage you to participate and inspire others through your stories.  To make things a little more exciting, they are giving away a brand new ipad to the person who gets the most shares or retweets on Facebook and/or Twitter. The social post/tweet must include #InspiredByTeachers, and only posts/tweets within the Teacher Appreciation Week will be considered (May 7-11). Please include #wearegips with your story.

This is my opportunity to personally send a shout out to all GIPS Teachers and Staff! I know this time of the year it becomes a challenge to keep students engaged, don't give up!  Our students are blessed to have you in their care, in our clean and safe schools, supported by our district team, Dr. Grover and the Board of Education! It takes all of us!  We are #bettertogether.

  "Every Student, Every Day, A Success!  We Teach Hearts, as Well as Minds!"

What Do We Know About Our Students?

"Kids", Second-order change", "Urgency", "Enthusiastic", "Momentum", "Bravo", "Thank you", "Amazing", "Little things make a difference".  These are the words from our Board of Education members at the end of our two-day retreat last Friday and Saturday.  The articles in the paper captured a summary of a few presentations, however, the reflection, processing, and learning that took place went well beyond the newspaper stories.

I have to admit, I had an emotional response when Dr. Grover displayed the following numbers: 381, 772,743, 12, 18, 30.8%, 272, 1402, 70%.  By themselves, they don't mean a lot to us.  However, here is little context: 381 preschool students attend ELC (we have over 700 kindergarten students), 772,743 FREE meals served so far this year, 12 students are considered "couch surfers" as they go from place to place for shelter, 18 pregnant teens, 30.8% of 272 homeless students are proficient on state tests, 1402 students are transported by bus, 70% of our students are considered eligible for free and reduced lunch.  A few demographics important to understanding who our students are as we consider the "how" to provide the best opportunities and education so they can "thrive in an ever-changing world".

Our board president Bonnie Hinkle then presented a session on "leading and learning through the lens of poverty".  She shared stories and case studies of districts with fewer resources, higher poverty, and other risk factors, yet overcame the barriers and are recognized as some of the highest achieving schools in the nation. The common thread: know and understand who your students are, build relationships, understand the needs and break down the barriers, maintain high expectations, provide opportunities. She shared a student documentary, "After the Bell Rings" highlighting the stories of her peers.  I encourage you to watch and think about the connection to your students.  How well do you know them?  How do you engage with students throughout the day? How is a community built during your time with them in class? 


Related to this topic, I recently read a tweet challenging educators to learn something new about their students.  I'm challenging myself to do this as well.  How does what you learn inspire you? Motivate you? Impact your planning, Give you purpose? Consider taking part as we close out the 2017-18 school year. Everyday Matters!

It is clear how proud the GIPS Board of Education members are of the work that has been accomplished this year and of all of you for making it happen!  The message I heard, "Keep the momentum going, "Every Student Every Day, A Success. We Teach Hearts as Well as Minds".  It is an expectation for our students to graduate prepared to "thrive in an ever-changing world" and the BOE is fully supportive of our plan to accomplish this through Empowering educators to be instructional leaders, Personalizing learning for students, Using data to design decisions and Partnering with our community. 

After the two days, I was inspired, reenergized, yet still feeling a sense of urgency to do more.  I believe we are not alone on this journey and ultimately "Better Together"! Our students deserve the best from all of us. Thank you for being a part of this work and committed to RISING GI! 

What's Up with Wednesday Walks?

Wednesdays are by far, my favorite day of the week! Not only do I get to engage with students in their learning and observe the talents and skills of our amazing educators, but also have the opportunity to process continuous school improvement progress with principals.  As a result of the walks,  I am more aware of campus goals and what supports might be needed to help achieve those goals.  Please know how much I appreciate the welcoming environments and continued focus on "Every Student, Every Day, a Success"!

As we enter into our final round of walks, I thought I would remind you of our process (see link Wednesday Walk Protocol ) and share with you the data collected throughout the year as we reflect on how standards-based planning is reflected in classroom observations as a system.

Round One Focus: Learning Targets visible in the classroom-making the focus of instruction visible and accessible to students. 85% of 120 total classroom visits had visible targets.








Round 2 Focus: Learning Targets visible (93%) and when asked, students were able to describe the target 78.8%.

                                                               





Round 3: Learning target data was banked as we saw systematic visibility across 93% of our classroom observations. The data collected in this round focused on target/task alignment and when asked, students were able to describe the learning target.

86.2%

81.7%

Round 4: The focus remained the same as we wanted to get to 90% target/task alignment and student articulation of the learning target before adding another data point.   We did notice a slight increase in target/task alignment (82.4%), but a decrease in students able to describe the learning target (77%).  It's exciting to see the changes in how students engage in the learning when they are aware of the targets and what they need to do to get there. It is evident in many classrooms that there is a shift in how teachers are planning and leveraging the PLC questions, "what do we want students to know and do?" and "how will we know when they got it?" as we are seeing changes in the way targets are written (directly aligned to the standard at the appropriate taxonomy or higher) and the way students are able to connect it to their learning.  I have full confidence that we will continue to observe implementation systematically across the district as we stay the course for round 5.

If you are wondering what might be the next data point, it would be looking for students working in groups.  This is an important step to transferring the ownership of learning to the students and is easily observed.  Two specific elements, "processing new content" and "organizing students in groups" provide great references and a resource when planning a lesson that is more student-centered. 

Thank you for demonstrating the commitment to professional growth, willingness to be vulnerable at times, and desiring the feedback to continue to improve instructional leadership in the classroom.  Keep the momentum going and empower each other to finish the year strong!  Every minute counts and YOU Make A Difference! 

Discipline or Punishment and Powerful Mindsets

"The greatest weapon against stress is our ability to choose one thought over another." ~William Jame

It's that time of the year.  Assessment season, spring fever, the thought of what still needs to be accomplished in a short amount of time, increase in spring activities, graduations, etc...  Life is happening and can be a whirlwind!  Managing it all can result in stress, which does impact choices and focus. 

This week, several questions about ways to respond to stress were posed to our Teacher Leader Coalition members.  They had great ideas such as: exercise, eat healthy, engage in mindfulness activities, provide brain breaks for students, cover a recess/class for a colleague, among many others.  I was impressed with the number of ideas that they came up with in a short amount of time! I felt better just from participating in this brainstorming session, so might be an idea for staff/team meeting kickoff!

Relating to this topic, I recently came across an article from Edutopia that provided additional ideas for turning stress into a positive force.  Here is the link if you are interested: 4 Powerful Mindsets for Turning Stress into a Positive Force.  This is what caught my eye from the article: If stress is the norm, is burnout inevitable?  The good news is, the answer is no. The latest research on resilience suggests that you can think about stress in ways that help prevent burnout and enhance well-being.  Check out the article for 4 powerful mindsets!

Another wonderful resource available to all staff is our Employee Assistance Program (EAP.)   They offer counseling, massage therapy, classes on mindfulness, among many other options to meet individual needs.  GIPS employees and eligible family members can participate in up to 6 free sessions!  They are also willing to come to the buildings and provide information to staff.  We all want to be our best for our students and families everyday, so a great support for anyone!  It's definitely worth investigating!

On another, and somewhat related topic, understanding how stress impacts the student brain is so important to the actions we take to address undesired behaviors that distract from the classroom learning environment.  This article from Edutopia provides some clarity around the difference between discipline and punishment to accomplish the goal "Every Student, Every Day a Success":  Aiming for Discipline Instead of Punishment.  I appreciate the examples of consequences that teach, restore and repair relationships and focus on our desired outcomes for all students. It's a short, informative read based on recent research. Strategies to consider to "RISE UP" for our students!

In closing, take care of yourself, be caring and thoughtful about others, and see the upside to how stress can positively impact your life!  Wishing you all a blessed and enjoyable upcoming Easter Weekend! 

The Value of our Substitute Teachers

 "We want to feel like part of the team, so appreciate it when the principal and other teachers welcome us and check to see how the day is going."  "GIPS teachers are leaving us with great lesson plans." "We want to continue instruction for students so they don't lose any learning time."

These are just a few quotes from a recent meeting with substitute teachers, and former long-term retired GIPS teachers.  This was a great opportunity to gain valuable insight about what is going well and what can be improved on our campuses to support our substitute teachers.

Although our desire is to have teachers and staff in attendance everyday due to the relationships, knowledge of students, content expertise, routines, and consistency, however, reality is that there are unavoidable circumstances, illnesses, and professional responsibilities that happen.  It is then that we call upon and rely on our substitute teachers!

This year, we are averaging approximately 60 substitute teachers per day across the district (the numbers are much higher on Mondays and Fridays).  Fortunately, we are also averaging a 95% fill rate which means we have a large pool of substitutes willing teach in your absence.

The role of the substitute is not just about coverage, it's about continuing to maximize learning time with students.  As you can imagine, this is not an easy job as substitutes have not had the time to build the relationships with students, analyze recent assessments to adjust to student performance, or have knowledge of the little tricks, strategies to support students that need additional academic and behavioral supports.

So how do we keep our high quality substitutes coming back when we need them? Here are a few tips beyond the typical sub binder information that evolved from our recent meeting as well as some suggestions from other resources:

• Identify someone to welcome substitutes and assist with getting to their classroom, making sure they have what they need.  The principal and/or colleagues plan to check in to see how the day is going.
• Train students to take on roles/responsibilities during your absence:  assign managers, directors, jobs that students can easily take ownership.  Leave pictures with names.
• Share learning targets, success criteria and outcomes expected during your absence to prep students ahead of time.
• Work with colleagues/principal to make sure everything is covered (plans for students that need additional support academically, behaviorally).  Clearly communicate any triggers and what strategies work with specific students and if there is a plan to follow.
• Include special schedules for in-class, pull-out supports and expectations of paraprofessionals when in the room.
• Clearly communicate brain break routines-resources and identify students to lead
• Use technology to inform the substitute ahead of time if appropriate: website, video of you providing instruction or directions, google classroom with materials to reference.
• Provide plan b options that engage students in quality work time (still follow routines)
• Leave contact information/extension numbers, identify key people to call if needing support
• Include a thank you note or comments of appreciation 

These ideas represent just a few ways to prepare and improve the experience for our substitutes, and as a result, the day of learning for our students. Please feel free to respond and share additional suggestions! Thank you for making an effort to make substitutes feel part of the team!  It takes all of us to RISE GI!

Dr. Seuss and the Study of Hope

Dr. Seuss and Hope

                 

Did you feel a lift inside when you read those words? Did you feel empowered, even if just for a second? This Friday, March 2nd, is Dr. Seuss’s birthday. Of course, the name Dr. Seuss conjures up images of Horton, the Lorax, and the Cat in the Hat. Seuss left us many beloved characters and tales, but one of his most enduring legacies is his message of hope, and the importance of our belief in a brighter future.

Dr. Seuss was an expert at creating hope with his words. But what is hope, really? Scientific studies have narrowed it down to two beliefs: 1) that the future will be better than the present and 2) that you have the power to make it so. Hope is about expectation, and involves a plan or a pathway to desired outcomes. Hope can change the chemistry of the brain, releasing endorphins and other pain-blocking chemicals. It can be a key element in physical healing, and can lessen the effects of stress, anxiety, and depression. Studies of hope show that hopeful students have better outcomes in life, whether that be in school, relationships, or their future careers. Hopeful kids try harder, persist longer, and achieve more.

Unfortunately, hope can be hard to come by for our students from backgrounds of poverty, simply because their lives are often filled with challenging circumstances. They do not have the experiences, connections, and support systems that help instill others with hope. It is hard for them to imagine what a successful future might look like. The opposite of hope is learned helplessness, which is an adaptive response that occurs when a person feels like they have no control over their situation. We see that in many of our students. They feel like no matter what they do, failure is imminent and trying is futile.

The good news is that hope can be taught!  Here are some ways to help instill hope in your students:

• Tell hopeful stories and show hopeful videos 
• Teach students how to set goals
• Maintain high expectations - treat all students as capable of high achievement
• Use daily affirmations to help students maintain a positive mindset
• Talk to your students about their hopes and dreams, and reaffirm them
• Teach your students about grit and a growth mindset  “I can do this. I won’t give up.”
• Make connections with students, and help them learn to connect with one another

Remember, this is not a pie-in-the-sky pep talk. The message is that students have dreams, and by working hard, planning, and persisting, they can accomplish them!

Today's blog is brought to you by Kate Crowe, Title I Coordinator. Thank you for this inspiring and informative message. Wishing you all a wonderful, well-deserved spring break! Looking forward to a STRONG finish, where together we will RISE GI!

Success in the midst of the Whirlwind?

Do you ever go home at the end of the day and wonder, "what did I accomplish today?"  The numerous decisions, thoughtful responses, intentional planning, collaboration with others, problem solving, managing of self and others, and unexpected distractions consume the day to day.  The daily whirlwind seems to describe it best!

Most days, we are all just trying to survive the whirlwind, and whether we admit or not, how we respond to it impacts our well-being, socially, emotionally and physically. It's most obvious that the whirlwind isn't going away, it's just life the way we know it!  So what can we do ensure that we maintain our well-being and continue to progress towards our goals in the midst of the whirlwind? In today's blog, I thought I would share some suggestions on how to move forward on the important goals while the whirlwind happens.

I recently read "The Four Disciplines of Execution" by Chris McChesney, Sean Covey, and Jim Huling and made some connections between the four disciplines and our four Strategic Plan Pillars.  I'll try to be brief but want to describe a few strategies that can keep the focus on the important in the midst of the whirlwind and impact our overall well-being in the end. 

1. Focus on the Wildly Important Goal (WIG)--(Personalize)this could be District Level Goals, School Level-School Improvement Goals, PLC-grade level or content specific goals.  This also relates to personal goals around saving money, losing weight, balance in life, etc...The idea behind this discipline is to focus on LESS so you can do MORE! 
2. Act on Lead Measures (Empower) (Personalize)--they must be predictive and be influenced by the team.  At the district level, our three priority goals (PLC's, Standards Based Planning, and Designing instruction using data) are the actions that we believe will move the needle.  As a result of this focus, we have been intentional with professional learning.  At the building level, school improvement plan strategies such as PLC's, standards based planning and using data may be lead measures. In the classroom, standards based instruction -learning targets and success criteria aligned to the standards, specific actions around establishing conditions for learning. formative assessment results on specific standards, student goals, ELOs may be lead measures.
3. Keep a compelling scorecard (DESIGN)--at the district level-Wednesday walks and student achievement results are a way to keep a compelling scorecard.  At the school level many schools are keeping actions boards, have data rooms, regularly reflect on action plans in school improvement plan, and surveys regarding implementation.  At the classroom level-formative assessment, student data dashboards, pre-test/post test data, office referrals (positive/negative) may be included in the scorecard.  
4. Create a cadence of accountability (Partner)-Data Rounds are one way to create a cadence of accountability-meeting two times a year with principals to have process continuous school improvement progress and needs for support.  At the school level, PLC members holding each other accountable, school improvement teams driving next steps along with observations and coaching all provide ways to be accountable to make progress toward goals.  At the classroom level, students goal setting and regular monitoring and feedback may be the accountability measure.

The authors refer to research, when team members are involved in creating the commitments of themselves and to each other, ownership increases. The team can then focus energy on the wildly important goal(s) without getting blocked by the shifting whirlwind of change that happens day to day.  Feeling success drives motivation and engagement as well as improves overall well-being.  

I'm sure you can all make connections to what you are already doing that aligns to these four disciplines and describe other ways that you are successfully achieving goals in the midst of the whirlwind!  After reading this book, I continue to reflect on how I can improve and grow in the four areas of discipline to improve my leadership.  My goal is to not allow the whirlwind to take me away from the important- achieving the vision for our students!