TESTIMONIALS
MONTEREY PARK, CA

“Over the last two years working with Paul, he has been an integral part of our phenomenal growth both in student achievement and staff efficacy. Our API has grown 42 points and our Data Teams have come together as true teams working with a common purpose, student achievement. He is very adaptable to our site’s specific needs and what I want to see as a principal and is able to tailor a plan that addresses these needs and my vision.”

- Sterling Schubert, Principal
Jack F. Macy Intermediate School, Monterey Park, CA

WATSONVILLE, CA

“I have spent the last 14 years teaching at a consistently low-performing school. Over the years, I have been required to attend all sorts of professional development. The vast majority have been unhelpful. So, when I heard that we were being pulled out of the classroom for yet another meeting, I was skeptical and not altogether pleased. My skepticism disappeared within five minutes of meeting Paul Bloomberg. The six hours or so that my grade level team has spent working with him have been, hands down, the most productive time we've spent. Instead of just talking at us, he actually listened to us and worked with us to create a simpler and more streamlined and integrated school day for our students. He helped us begin to understand what the Common Core Standards are all about, and guided us through creating a yearlong instructional plan that is far more rigorous, cohesive and standards based than what we have had in the past. We are actually excited about our next meeting with him in January when we will get to begin talking about data and students. It is proving invaluable to us to have Paul available as a resource this year. He has come in to our school with a fresh set of eyes and different perspective that has allowed us to make some dramatic changes for the better in a very short period of time.”

- Alice Miller, Classroom Teacher

Pajaro Valley Unified School District, Watsonville, CA

“As a program improvement school, our teachers have had many consultants come and go, but none have come even close to having the impact Paul Bloomberg had. He brings enthusiasm and a positive energy that is infectious.”

- Todd Westfall, Principal
Calabasas Elementary School, Watsonville, CA

 

“We at MacQuiddy Elementary School have had the remarkable opportunity to have Dr. Paul Bloomberg consult with our site around deepening our Data Team practice by emphasizing common formative assessments and monitoring steps as well as supporting us to become more familiar with CA Common Core Standards. Dr. Bloomberg has met twice this year with each of our grade-­‐level teams for an hour and a half. In that short amount of time, he has worked us through the process of unpacking Power Standards, developing authentic rubrics and assessments aligned directly to the standard, determining common strategies, and how to use ongoing formative assessment to monitor student progress in collaborative teams. He has also supported the administrative team with tools to monitor and coach the collaborative process and the alignment of instructional strategies to the standards being taught. What Paul Bloomberg has brought to our site is a way to integrate and hone all of the (what seem to be crazy-making) pieces that are being expected of teachers, with the very clear end result being to deepen student learning.”

- Monica Cesarello, Coordinator of Site Academics and Instruction
MacQuiddy Elementary School, Watsonville, CA

 
 
LIMON, CO
"At East Central BOCES we rely on Dr. Paul Bloomberg's wealth of knowledge and practical resources support us as we guide and support Impact Teams. Many of the districts in our region have unique structures and Dr. Bloomberg has given us strategies that enable teachers in any situation to be successful. We have seen a shift from teaching curriculum page by page, to guiding students through the learning process. With Paul's support, teachers understand the importance of creating clear learning goals aligned to standards so the self and peer assessment is central to learning. Students in the East Central BOCES region are becoming self-directed, empowered learners!"
- Jodi Church, Staff Development Coordinator
East Central BOCES, Limon, CO

"The East Central BOCES started implementing Impact Teams with 4 out of 20 school districts three years ago. Over the course of those three years we have improved every part of our educational system. We pay  attention to how our students learn best. We pay attention to adult learning. We monitor and adjust every step of the way. We have experienced tremendous growth in our test scores and in non-tested areas. Starting in the 2016-2017 school year, we have 19 out of 20 districts implementing Impact Teams!"

- Sharon Daxton-Vorce, Staff Development Coordinator and Impact Teams Coach
East Central BOCES, Limon, CO

 

LA GRANGE, IL

“My PLC has struggled with balancing the work load of what the district is asking us to do vs. what PLCs are actually supposed to do. With my time working with the Bloomberg team, I have realized that we should be analyzing student learning, discussing success criteria, looking at where our students struggle and why, and using this information to inform our instruction.”

- Bridget McGuire, Math Teacher 
Lyons Township High School, IL

 

“This Evidence-Analysis-Action Protocol gives us a process to look at student work, analyze and take action on how we will go about helping our students achieve the skill or target of our focus. So often our PLCs are given a directive for what to accomplish and the ultimate goal has always been to get to analyzing student work but the HOW we do that has been missing. The Evidence-Analysis-Action Protocol provides that plan and structure so that real progress and teaching can take place.”

- Virginia Condon, English Teacher 
Lyons Township High School, IL

“Every successful initiative that I have been a part of during my 13 years as a school leader has involved a methodical and gradual approach to implementation. In approximately six months, we have evolved from the beginning stages of learning the Impact Team model (and associated protocols) with Dr. Bloomberg, to now having 15 LTHS faculty members from a variety of content areas who can effectively facilitate the Evidence-Analysis-Action protocol. Utilizing a gradual release approach, we will be able to have 8 self-sustaining Impact Teams during the 2016–17 school year, which will continue to build capacity with the model and protocols as we move forward at LTHS.”

- Dr. Brian Waterman, Principal
Lyons Township High School, IL

 

REEDS SPRING, MO

“Watching the increasingly deep and clear understanding of the standards as a result of the Impact Team process has been eye-opening for everyone. We thought we held common understandings of the standards but we learned we sometimes had very different interpretations of the learning expectations! The focus this process brings is unparalleled. We are seeing immediate gains in student learning as teachers and students are now clear about learning intentions and success criteria. Additionally, the teachers are very targeted in their efforts to move students to the next level of learning.”

- Dr. Chris Templeton, Assistant Superintendent
Reeds Spring School District, MO

 

“I can remember when we first started the Impact Team training. At that point I was just hoping for something to help make our grade level meetings more effective and something to help put the focus on data-driven instruction. This process has provided so much more. Putting the focus on student learning, targeting instruction to improve results, creating success criteria, and increasing the amounts of student self-assessment has been extremely beneficial and resulted in increased student achievement as well as teacher clarity around grade level standards and learning processes.”

- Laura Weber, Elementary School Principal
Reeds Spring School District, MO

“Being part of the Impact Team process influenced my team of teachers and me greatly. It became very clear to us the importance of developing teacher clarity around our priority standards and proficiency scales. We soon discovered that we would need to have tough conversations around these standards and become consistent with our expectations before we could even begin to give the students the necessary feedback to become successful learners. It has changed the way we do business at Reeds Spring Intermediate and has given us the vision for the next steps that have to be implemented to truly make a difference for our students.”

 

Jodi Gronvold, Intermediate School Principal
Reeds Spring School District, MO

 

“Learning to build success criteria for a performance skill in my English Language Arts classroom has been the most meaningful and useful classroom tool I’ve come across in a long time. I feel more in control with the success criteria in hand. The Impact Team meeting can flow easily because we can clearly discuss breakdowns in a group of students’ processes and get right to the brainstorming of possible solutions and lesson ideas to keep the students moving along in a positive trajectory.”

 

Normagene Reid, Sixth-Grade ELA Teacher
Reeds Spring School District, MO

 

“Impact Teams have broadened the focus to teacher action on a much deeper level. These meetings have created real dialogue about what we are doing and not doing as teachers. We have been able to develop better proficiency scales, success criteria, and a deeper understanding of how teacher clarity plays a huge role in helping students understand how they are progressing as learners and become successful.”

 

- Tonya Baker, Intermediate School Instruction Coach
Reeds Spring School District, MO

 

PFLUGERVILLE, TX

“In Pflugerville Independent School District, our goal is that our curriculum is developed with the new teacher in mind. With a comprehensive curriculum, our new teachers have the same opportunity to provide purposeful input and engage in planning with the most veteran of teachers. Our goal is for our curriculum to be designed so thoroughly that through the Impact Team collaborative process every teacher can provide every student with targeted instruction to meet his or her discreet needs.”

-Dr. Annette Villerot, Assistant Superintendent of Curriculum & Instruction
Pflugerville Independent School District, Pflugerville, TX

 

STATEN ISLAND, NY

"As a PreK–2 school with only two to three classes on a grade level, consistency and vertical alignment was crucial. As a school, we began to brainstorm a system and common language that would make sense for students of all ages. The staff agreed to try out the stoplight system: Green—I got this; Yellow—I tried, but need some help; and Red—I need help. We began using this system across all structures of the school day including basic things such as line up, clean up, playtime, and so on. What we found was so surprising: Students, as young as 4 years old, were being really honest about their needs. The teachers quickly shifted the language into instruction by asking students to use the visual stoplight we created to self-assess themselves after a mini lesson and during independent work time, and again, students were reflective and truthful. Early on students began to realize that is was not only acceptable to need help, but also encouraged to express yourself when you do not understand something. Developing this trust with students set the tone for peer assessment.

 

As teachers gained greater understanding of the standards, they began to create rubrics and checklists using standards-based success criteria, which provided both the teachers and the students with clear expectations for their learning. We created a school-wide template for success criteria with the language of the stoplight system built into to the document to provide students with a familiar structure, format, and language across grade levels. We slowly began to model self-assessment with success criteria and exemplar pieces of work and invited students to do the same. Our language was simple: 'What did you do well?' and 'What are your next steps are?' We were amazed at how quickly students were able to identify their needs and saw a dramatic improvement in their work immediately. Admittedly, we went success criteria crazy!

Currently, our focus is on peer-assessment. Using success criteria and flexible partnerships, students work together to provide one another with a 'Glow' and a 'Grow.' A glow is a statement of positive feedback, and a grow is a next step. Teachers co-constructed language stems to use when providing glows and grows. Peer assessment has made a profound change in student work products. Our biggest discovery is that student work is remarkably improved when they know their peers are giving them feedback.

 

My journey with self- and peer assessment began just about a year ago. This work has transformed the way my teachers plan for instruction and their approach to feedback. There is a level of trust amongst students and teachers that has inspired us to keep moving on this journey."

 

- Deanna Marco, Founding Principal
PS 9, Staten Island, NY

 
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The Core Collaborative

Tel: 619-432-CORE (2673)