Don't Ever Stop! LLC

Educational consulting

What if every student could say…

“This is OUR school and my learning belongs to me.”

Don’t Ever Stop! Helps schools create learner-centered cultures where students have voice, understand what they are learning, set meaningful goals, make choices, use feedback, and take greater ownership of their success.

Engage Learners, Empowered Educators, Stronger School Cultures.

Are Your Students Truly Engaged in Their Learning?

Every educator wants learners who walk into school believing:

I belong here.

My voice matters.

I understand what I am learning and why.

I can make choices about my learning.

I know what to do when I haven’t learned something–yet.

I am responsible for my growth.

But too often, students experience school as something that happens to them rather than something they help create.

Teachers work harder.

Engagement declines.

Students become passive.

Engagement declines.

Behavior can become more challenging.

And despite everyone’s best efforts, achievement may not improve as much as we hope.

We believe there is another way.

From Compliance to Ownership

Imagine walking into classrooms where students can tell you:

What am I learning?

What do I already know?

What do I still need to learn?

How will I learn it?

How can I show that I’ve learn it?

What feedback will help me improve?

What happens if I haven’t learned it yet?

These questions represent a fundamental shift:

Student become partners in their education.

That is the work Don’t Ever Stop!

Who we help

How Don’t Ever Stop! LLC Helps Schools Change

We don’t believe schools need another program that disappears when the next initiative arrives.

We help educators build practical learner-centered tools, processes and habits into the everyday life of the school.

Shared Vision: Students, educators, families and leaders develop a meaningful picture of the school they want to create together.

Codes of Collaboration: Students help define what respect, responsibility, teamwork, and successful collaboration actually look like.

Standard Operating Procedures: Students understand routines and expectation and teke greater responsibility for making classrooms work.

Student Voice and Choice: Learners have meaningful opportunities to influence how they learn and demonstrate what they know.

Goals and Personalized Learning: Students understand where they are , where they need to go, and the steps they can take to get there.

Feedback and Proficiency: Learning doesn’t end with a grade, Students use feedback , rubrics exemplars and additional opportunities to reach proficiency.

Continuous Improvement: Students and educators learn to ask : What’s working? What’s not working? What should we do differently?

Together these processes can create something much bigger than a collections of educational tools.

They can create a culture of ownership.

Meet Malia

What if students could see what learner-centered education looks like through the eyes of another student?

This is OUR School! Esta s Nuestra Escuaela!

Malia enters a new school and begins asking questions.

Where are the Shared Visions?

Where are the Codes of Collaboration?

Can students give feedback?

Can we have choices in how we learn?

Her questions begin something bigger.

They challenge students and adults to rethink an important ideas:

Who owns the school?

And perhaps more importantly
:

Who owns the learning?

Malia’s journey demonstrates what can happen when students move from being recipients of education to active participants in creating it.

Cornerstones

A clear vision, lived values, and practical services—working together to create empowered, proficient, and engaged learners.

Vision

Every school in America has empowered, proficient, and engaged learners ready to change the world.

Values

• Personalized Mastery
• Research-based
• Relationship-driven
• Transparency
• Capacity building for continuous improvement and sustainability

Services

Building local capacity in leadership, teachers, community, and learners through quality tools and processes in:
• Facilitating Shared Vision and Common Moral Purpose
• Preparing Staff for Change
• Building Trust in Learning Environments
• Developing Collective Efficacy in Staff and Learners
• Constructing data-driven mechanisms for continuous improvement (goal-setting and key performance indicators)
• Embedding professional development in collaborative teams to improve learner motivation and learning

What partners say

When taken to heart, the recommendations made in Reawakening the Learner will drastically and permanently change the business of schooling in this country.

— Robert J. Marzano, PhD, Marzano Research

Today’s leaders grappling with challenging the status quo will appreciate this book as a roadmap for common sense solutions as it outlines strategies that will, without a doubt, make learning more engaging and meaningful for the student and teacher alike.

— Roberta Selleck, Superintendent, Adams 50 School District

Reawakening the Learner is a rousing text that will be invaluable for any teacher, administrator or parent … because it alone can be used as a step-by-step guide for making the dramatic changes necessary to shift to a true twenty-first century educational system. The insight provided by stories from students, parents, teachers and administrators who have implemented this transformation provides real-world examples of successes and failures that are priceless.

— Nik Namba, Chief Academic Officer, Ingenium Charter School

Bringing change smartly and effectively is no small feat. Dr Stoll has made that possible. Copper’s expertise and work ethic were a powerful driver in introducing Personalized Mastery Learning to our school in Moscow. She was invaluable in both optimizing managerial practices and restructuring the classroom experience through practical tools and processes which lead to better results and better learning in our school. Working with Dr. Stoll has undoubtedly been one of the brightest highlights in my career.

— Juan Cardenas, Deputy Director, Horoshkola, Moscow, Russia

Stoll and Giddings make a convincing argument for change from an antiquated educational system designed for proficiency for some to a system designed for proficiency for all. We can no longer allow learners to be passive bystanders in their education. This book provides a comprehensive process to bring about the necessary change in public education.

— Alison Mund, Elementary Teacher, Adams 50, Colorado

Just wanted to share with you a few things I saw in classes today. You would be proud! I also heard teachers talking about Affinity Diagrams and making their own classroom Shared Vision. It’s catching on! Good Work!

— Literacy Coach, Illinois District

YOU COPPER AND GENE ARE AMAZING!!! I have had the best week. We have our SOP for decision-making ad groundwork for our Vision, our Code of Collaboration and rubric…OMG!! This is magic… You are both my heroes!!!

— Elem Principal, Illinois District

Don’t Ever Stop has helped to instill a sense of urgency and empowerment through their monthly consulting visits. Stoll and Giddings got to know who we were as professionals and the bond that was created was collegial as well as human. Their honest and timely feedback was critical in the development of our corrective action plans. Their ability and willingness to work after hours through phone conferences and via email helped make our planning more efficient, reflective and effective. The close professional relationship established between Don’t Ever Stop and our school leadership has been a refreshing and encouraging reminder that goals can be reached through communication, collaboration, and diligence. And we are not finished yet.

— Instructional Coach, Illinois District

I really didn’t expect to write you, but I just can’t help but be SUPER excited after today. My plan was to do a Shared Vision with my students and I almost abandoned it this morning because I was scared of what would happen. Despite my reservations I continued on and it has been just fabulous. The students have been very receptive and they’ve come up with some great stuff. I am just so pleased and energized!

— HS ELA Teacher, Illinois District

Don’t Ever Stop was instrumental in changing the culture and achievement levels in our schools. As a result of implementation of DES tools and processes including Shared Vision, Codes of Collaboration, Standard Operating Procedures, and increased student engagement in learning, our discipline referrals have been reduced and our growth data on the state assessments have dramatically improved. DES’s role in working with grade level teachers and our Instructional Leadership Team to refine our curriculum has brought us to a laser-like focus on student learning. Thanks to our partners, Copper and Gene (DES) for helping us with our success.

— Elementary Principal, Durango District

Copper and Gene’s work for Cambridge Education is always exemplary. They have been trained by our professionals to improve learning and teaching, leadership and management, through district and school improvement and have successfully supported our focus on improving student learning from a systemic perspective.

— Project Director, Cambridge Education

Copper Stoll and Gene Giddings (both Don’t Ever Stop! LLC) offer a compelling argument for today’s struggling schools. Working from a learner-centric, standards-driven platform, they walk the reader through the problems with today’s schools, noting the need to align seven critical systems: learner, classroom, school, central office, district Board of Education, State Legislature, and State of Education. With “proficiency for all” as their guiding light, Stoll and Giddings provide the steps for and discuss the challenges of creating a culture of continuous improvement from planning to implementation.

— Choice Magazine

How Learner-Centered Is Your School?

Consider these questions:

Do students help shape the culture of your school?

Can students explain what they are learning and why?

Do they know what they have already mastered and what they still need to learn?

Do students regularly set and monitor meaningful learning goals?

Do they receive feedback they can actually use?

Do students have meaningful choices in how they learn or demonstrate proficiency?

Do students see mistakes as apart of learning?

Do teachers feel that students share responsibility for learning ?’

Do students believe their voices matter?

If several of those questions mad you stop and think, there may be an opportunity

to creat something different.

Next step what they are learning what they are learning and why?s

Let’s talk about your goals

Whether you’re starting a transformation or strengthening what’s already working, we’ll help you build the capacity to sustain results.

Request a Consultation

donteverstopllc@gmail.com

Copper’s cell 303-941-9599
Gene’s cell 970-903-2580

196 Hermosa Dr.
Durango, Colorado 81301