CHARGE!

BRING IT ON

As we reflect on our impact this trimester we need to focus on the growth we've made at Wilson.  After a quick analysis of independent reading pass rates and casual observation of the number of students at celebration yesterday; I've surmised that we have reached nearly 70% pass rate!  This represents a 20% improvement over last year.  Our behavior/referral data is on track for a 80% decrease in the number of incidents since 2011.  Our administrative team shared this data with our school board last night.  I assure you they were impressed!  CONGRATULATIONS TEAM!

We can't stop here, however.  Our efforts need to continue as we capitalize on our success.  Fullan advocates that the change process is inclusive of all stakeholders.  He states, "effective change concerns the involvement of everyone in an effort of meaningful pursuits."  Transparency means being open about results and practices.  Our goal is to collectively identify issues regarding behavior, achievement or climate and respond immediately to them.  It is my job to be forthcoming about data and support you in an effort to make this school more efficient and successful.  WE can not accomplish this alone or in a vacuum.  Through the learning team process, our curriculum and use of formative assessment we intentionally prepare to change the 'bottom line'.  Our response and daily core instruction transforms our profile into that of high implementation/high impact.  It is our duty to continue the charge toward April and the high stakes tests.  Our resolve to improve will sustain us through out the year.  Our trust and relationships in/with one another will support our efforts day to day.  

There is an Irish Blessing that states:

"When I count my blessings; I count you twice."  

This saying is so meaningful and relevant to the work you do each day at Wilson.  There are many students saying this about you also!

What excitement awaits us in the second trimester.  We will reach greater heights then those we've accomplish to date.  What a wonderful reason to be thankful.

Enjoy your much-deserved five day break! 

A Picture is Worth a Thousand Words

 

Picture Created by Nick Davis

A picture is worth a thousand words" refers to the notion that a complex idea can be conveyed with just a single still image. It also aptly characterizes one of the main goals of visualization, namely making it possible to absorb large amounts of data quickly. (Wikipedia).

Learning teams are indeed complicated and require so many variations and interpretations.  The main outcome, however, is higher student achievement.  Our goal is to create a collaborative culture that your teams works interdependently to achieve the common goal of learning for all.  There are many examples of momentum building at Wilson.  Consider the 7th grade language arts team who have developed a common set of criteria around their I can statements.  Their structure is clear and targets specific area of proficiency and areas that may present an issue for common misconception.

	Advanced	Proficient	Basic	Below Basic
Analysis of Text (thinking) I can analysis implicitly and explicitly. I can inference when I read text	evidence is synthesized and relevant to claim or analysis identifying the how  and why the author used specific technique to create meaning can communicate the reading strategies used based on the author’s craft to develop deeper meaning	evidence is relevant to claim or analysis determine essential details and facts and the relationship to author’s purpose identifying how  the author used specific technique to create meaning shows evidence of using reading strategies for deeper meaning	irrelevant or random evidence may or may not use a strategy to support thinking lists facts or details but doesn’t support author’s purpose	Evidence is not applicable to claim or analysis. Little to no evidence of using a reading strategy to support thinking. Random facts or details.
Cite Evidence I can cite evidence implicitly and explicitly.	evidence specific or inferred evidence based on analysis evidence is woven or synthesized implicit notation (majority)	makes inferences using textual evidence evidence connects to the analysis and is relevant implicit and explicit notation i.e. pg etc	unclear inference made with or without evidence explicit notation i.e. pg etc	pull any quote or detail with the character’s name cite page no written text
write a response	synthesized or woven structure throughout that includes summary, theme, evidence and thinking/application	structure includes summary, theme, evidence and thinking/application	omits elements of summary, theme, evidence, thinking (2 of 4)	omits elements of summary, theme, evidence, thinking (0 -1 of 4)

This collaborative effort created a fundamental building block forming the basis of their backward plan for their unit.  Teachers will have clear targets to determine what proficiency "looks like" as well as goals areas for flexible grouping.

You need to ask yourself "What is the impact of your work?"  Will students have success as a result of your teaching?  Look for evidence of your efforts in student work and prepare for high impact!

Feedback is Our Life

Click on the link and view Bill Gates take on Feedback.

Feedback through Common Formative Assessment created by Learning Teams

"One of the most powerful, high-leverage strategies for improving student learning available to schools is the creation of frequent, common, high-quality formative assessments by teachers who are working collaboratively to help a group of students develop agree-upon knowledge and skills (Fullan, Hargreaves & Fink)  We can no wait for District assessment results or IAS results to develop a plan of action to change the outcome of achievement.  This can only be accomplished through a structured look at student achievement through student work and assessments.  These assessment serve the purpose that others can not.  They measure learning and help to create targets for you.  You will have the direction to identify which students have learned the skill or strategy (GLE) and which have not.  You will them be able to create an action plan that creates intentional direction toward intervention.  These team assessments when combined with your daily checks create a "powerful synergy for learning."  Dufour states in Learning by Doing  "Common, team-developed formative assessments are such a powerful tool in school improvement that, once again, no team of teachers should be allowed to opt out of creating them."  What do you assessments look like?  Do they directly measure an I can statement targeting specific skills or strategies like those created by  6th and 7th grade mathematics teams? or Do have you created a common formative assessment measure a variety of GLE (I can) statements like those developed by 6-8 language arts teams.  Consider either option and report to your team weekly the results you gather.  Most importantly ask yourself what are you doing with the results.  Measuring student achievement is not enough you must develop an international plan of action that will change the outcome at the next assessment event.  Common assessments facilitate a systematic, collective response to student who are experience difficulty.  If you have developed a common understanding of proficiency and misconception you have created a road map to guide students with support and toward achieving proficiency.

Don't hesitate or underestimate the power of feedback in your instructional plan!