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!