"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"!