Intelligence is the ability to adapt to change
Stephen Hawking passed away this week. He was a remarkable man who taught the rest of us that disability can come along at any time, that resiliency is very important, and that we CAN adapt when change is required.
Hawking was an English theoretical physicist, cosmologist, author, and a Director of Research at the University of Cambridge. His accomplishments in his fields of study were remarkable. And he did his work from a wheelchair using eye gaze to operate a sophisticated computer to speak, read, write, calculate, research. He was quite a remarkable man, admired by many for a variety of reasons. This week, I am moved by a Hawking quote and how it demonstrates the power of our SAIL framework for school improvement.
Intelligence is the ability to adapt to change
I’ve been listening to principals this week, as they describe their schools’ progress through the SAIL process: to identify problems, analyze the root cause, determine target goals, establish adult learning frameworks to build capacity AND analyze the resulting data.
Repeatedly, I am hearing about the revelations that school teams are making as they dig into their practices, change their practices, and analyze the outcomes. When a school uncovers their ‘Ah Ha’ moments, it’s so powerful. Finding that they made growth happen is so rewarding and it took thoughtful work to make calculated change. Or. . . maybe we aren’t thrilled with the outcomes, but we have uncovered something that shifts our theory a bit and we are digging in again to learn from our courageous endeavor and try another layer of change.
The SAIL process works. And we have come a long way in our concerted efforts to make large strides in improving student outcomes by adapting to change. That’s intelligence.
Intelligence is the ability to adapt to change ~ Stephen Hawking
Last week, two of our wonderful Elementary Principals, Jessica Wagner (Meadowbrook) and Rachel Hermann (Lowell) led a session at the 2018 Wisconsin Summit for Data-Informed Leadership in Green Bay. 
Thirteen of our twenty-six schools currently have adult learning frameworks in place. As a high lever in the SAIL process, the benefit of an adult learning framework is to clearly define what "pretty looks like" and its objective is to help create precision in pedagogy for teachers. Research shows that clear expectations is a top predictor of achievement. This isn't just true for students, but it helps anyone see the progression that is needed to be successful with what they are trying to accomplish. I wanted to share with you a few school examples. In the schools that are truly living this work, adults are reflecting upon their own progress in each of their instructional focus areas.