Know Thy Impact

"All still means all, right? Doesn't mean some of them , or the easier ones, or the ones with only great manners. Can't just mean the ones without difficult learning needs or who protest they can't stand our efforts. It means all. That all is so important to our work because once we let that all mean only some, we run the risk of failing students, some whom could be our very own children. We'd never let that be ok. So, how can we let it be ok for the kids with other parents? And, if we let it be ok, how do we decide which ones are worth saving and which are…"

These are the words I wish I had said, as an Assistant Superintendent, as I considered a recent interaction. There were some recent conversations around specific students that were presenting with major defiance and beating us at launching more obstacles than we could appear to meet. But, the words didn’t come to me as eloquently. I reassured the person in my conversation that we were on the right track and we had to hold onto hope. I pointed out small successes in the absence of grand improvements. We agreed that those steps mattered and were in the right direction.

I think, in our work, we sometimes avoid saying what really needs to be said because we don’t want to offend the adults we are working with and for. Let me be clear, adults in schools work hard for kids. Really hard. There is rarely an educator that can’t share a story about their impact and the why that frames their work. But sometimes, teacher and leader attitudes need recalibrating and minds refocused. That can be so hard to do.

Imagine the honor bestowed my way when a former colleague of mine shared her recent reflections around this same topic. Her guest post is below:

Every Student Is Worth It

by Patricia Siano

        This past week, I had something of an educational flashback, if you will, at a time that I needed it most. I returned from a relaxing winter break to face the new year, the second half of the academic quarter, head-on. It required me to acknowledge that I had the most students failing for the interim in a long time, quite possibly in my 29 year career.

         I reflected for a few moments on what content was caught, reviewed the tests and assignments for December and felt that there was nothing unusual. I know that the holidays can be hard for many students, as their home lives are not all Christmas lists and baking cookies. I attributed the high number of failures to factors beyond my control.

          My plan was to make myself available everyday at recess and after school for students to re-take/re-do any assignment or assessment, a research-based instructional practice that I learned from one of my education heroes, Rick Wormeli. Of course, I had students show up everyday. But, sadly, none of the failing students showed. I started to rationalize my failures in my head my telling myself that I was doing everything possible to help them pass and they earned the right to fail with their apathy.

          However, at that moment, I flashed back to October 2012, when I was subjected to the most uncomfortable, and at the time, angering, team meeting. Our brand new middle school principal, Lisa Meade, sat in our team meeting reviewing our team’s failures. We all brought data, samples of student work and were ready to fire back to defend our failures. Were we in for a rude awakening.

          Her questions came at us fast and furiously and we were stunned into silence, and eventually, almost embarrassment. “What interventions have you put in place to help student X? Did you call home? Did you reach out to Guidance, to the teachers who had this student before? Did you mandate that the student stay with you at recess, after school or go to our Lunch Bunch?”

          A few of us stammered to respond, sharing that we “offered” help, stayed after school for anyone, etc., attempting to show that we had done our part. But had we? Had we truly done everything possible?

          Then, the worst question I had ever heard as an educator was fired in our circle of tough love, “Which ones are we giving up on?” She went on to say, “Tell me which ones so I can call their parents and tell them that we have done all we can, we are giving up.”

          OUCH! No educator wants to be accused of giving up on a student. That was a defining moment for our team. As a result, in the months and years ahead, we became a cohesive group of educators who created common strategies for instruction, met weekly to discuss progress, review data and improve teaching and learning. We transformed our middle school grade level team to a Professional Learning Community and quickly saw the results with our students.

          Fast forward 2018: I am looking at a failure list, trying to justify it to myself. Then, I heard that voice in my head, “Which ones are you giving up on, Siano?” Ouch (again)! Of course, the answer was NONE! I was not going to give up on one single student. With a new resolve to reach every one of these students, I met with them, contacted home and required them to come meet with me (no more optional). I sent a few to our Lunch Bunch and Project Success after school program to get support from my colleagues so that I could do 1-1 instruction with others. Lisa Meade is no longer my principal. But, for the rest of my days in a classroom, when a student is failing my class, I will ask myself, “Am I giving up on this student?” NEVER!

          At the end of last week, all but 1 of the students who were failing are now passing and, more importantly to me, had acquired the content and skills that were lacking at the interim progress report. This week's goal is to reach that student!

       

          And, to answer your question all these years later, Lisa Meade, I am not giving up on anyone ever. I am going to continue to work tirelessly to help every student pass. Thank you for reminding me that every student is worth saving.

Give a Little Bit - Goo Goo Dolls

**Note, at the beginning of this first year, we began the week with an all school assembly. THIS was the song that played as staff and students arrived. It was chosen by a teacher on our PBIS team and it always takes me back to CMS and that first official day as Principal.**