Sometimes research surprises even the researchers.
When we began working with Mr. Knight and the Blumfield Elementary staff, we expected to see improvement. After all, the approach was sound: start with staff voice, design curated solutions, and prioritize implementation support.
But when the final inventory results came back, even we were amazed by the magnitude of change.
The Numbers That Captured Our Attention
The baseline data from the beginning of the year had revealed clear areas for growth:
These weren't concerning numbers, they were honest ones. By January, after completing the curated professional learning series, those numbers had transformed dramatically:
In some areas, confidence in staff members' beliefs related to their ability to support all students in their classrooms had increased by more than 65%.
But Numbers Only Tell Part of the Story
While the quantitative results were remarkable, the qualitative changes were what made Mr. Knight, Blumfield's principal, most proud.
Our collaboration has been better and more focused. Our conversations are healthier even when they’ve been difficult,
This is the kind of change that doesn't show up immediately in data dashboards but transforms the entire culture of a building. Staff members were no longer working in isolation, they were actively seeking each other out, sharing strategies, and approaching challenges as collective opportunities rather than individual problems.
Assistant Principal Melanie Reeves noticed it too. In meetings and conversations, she heard more consistent language and saw an increased desire among staff to collaborate on lesson design and student support.
What the Participants Said
Perhaps the most telling feedback came from the educators themselves:
The time to talk in groups and take the individual lesson time to plan how to embed SPED Strategies was important for the teachers to see how to implement in real life!
This participant's comment captures exactly why the Blumfield approach succeeded where so many professional development initiatives fail. It wasn't about learning theory in isolation, it was about practicing implementation in community.
Instead of the mixed satisfaction ratings from the district's first-year sessions, 94% of Blumfield participants agreed or strongly agreed that the sessions positively impacted their ability to meet the needs of diverse learners.
The Momentum of Authentic Change
One of the most encouraging aspects of the Blumfield results is their sustainability. Mr. Knight reported that staff members continue to seek each other out for collaboration, they are using the shared language they developed during the sessions, and approach new challenges with the strategies they practiced together.
They concluded the year equipped with a renewed sense of purpose and a shared set of strategies for collaborating in service of meeting the needs of all students.
The Broader Impact
Mr. Knight and his staff are planning their next steps, building on the foundation they've created together. But they're not the only ones inspired by these results.
Districts across the country are asking the same question Dr. Harley asked two years ago: “How do we ensure all students, including those with disabilities, can access grade-level instruction?”
The Ralston Public Schools experience, from district-wide challenges to Blumfield's remarkable success, provides a roadmap that other districts can adapt to their own contexts and needs.
While we celebrate the specific success at Blumfield Elementary, we're equally excited about what this model represents for the field.
Too often, educators are expected to attend sessions on topics determined by others, learn strategies, and implement changes in isolation. The Blumfield approach demonstrates that when curated solutions are created to meet the specific needs of a community, transformation isn't just possible, it's measurable and sustainable.
If you're reading this as an educational leader who recognizes your community in this story, know that transformation like Blumfield's is within your reach.
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