Creating a Cultural Shift: Professional Learning Community implementation, Co-teaching and Interventions at Salina Inter

1. Creating a Cultural Shift: Professional Learning Community implementation, Co-teaching and Interventions at Salina Intermediate and DuVall Elementary Presented by Glenn Maleyko, Former Principal Salina Intermediate, Current Principal DuVall Elementary, Dearborn Public Schools Ph.D Candidate WSU and Bob Attee, Science teacher and Administrative Intern Presented at the Wayne County RESA redesign sharing Session Intoductions GlennIntoductions Glenn

2. Salina Intermediate - By The Numbers Located in Dearborn, MI � A suburb of Detroit 520 students in grades 4 � 8 100% ethnically diverse (Arabic primary ethnicity) These students qualify as Caucasian under federal guidelines

3. 23% annual mobility rate 9% students with disabilities 60% English Language Learners 97.5% Free and reduced lunch

4. Salina Intermediate Model: Professional learning communities Special education co-teaching Comprehensive interventions Technology integration Literacy across the curriculum Capacity building � Shared leadership Data-driven instruction

6. GlennGlenn

7. Strategy 4Technology Integration and Critical Thinking Rigor and Relevance

10. Salina Intermediate 2008-2009 Mobility Data

11. Salina Intermediate Limited English Proficient Population

12. Economically Disadvantaged Studentsat Salina Intermediate 2008-09

13. We face many barriers at Salina, but � We have been effective at improving student achievement levels through the use of technology, literacy, and differentiated instruction under Professional Learning Communities model! Bob Last oneBob Last one

14. Schools Do Make a Difference An analysis of research conducted over a thirty-five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds. Robert Marzano, What works in schools, 2003. Glass half full. Glass half full.

15. Salina Intermediate ELA AYP Proficiency Growth Glenn AYP proficiency data. Glenn AYP proficiency data.

16. Salina Intermediate ELA AYP Proficiency Growth GlennGlenn

17. Salina AYP proficiency Growth

18. Salina AYP ELA Objective proficiency Growth

19. At Salina Intermediate School, professional learning communities are embedded in the culture of our school. Teamwork and collaboration at Salina is not an option, it is who we are and what we do as a part of our daily routine. Glenn Maleyko and Bob Attee (2009)

20. Strategy 2 The Co-teaching Model This could also be considered as a second order change GlennGlenn

21. Implementation of Special Education Co-teaching Co-teaching in 4th through 8th grade has been implemented in language arts and mathematics. We have followed the research by Dr. Friend along with the work by Larry Gloeckler at ICLE GlennGlenn

22. Salina Intermediate co-teaching model Through the PLC Model all of the core teachers collaborate In the Middle School 6th through 8th grade the Language Arts and Mathematics teachers co-teach Elementary 4th & 5th Grade teachers co-teach in Mathematics & Language Arts plus other content areas GlendaGlenda

23. Marzano, Waters and McNulty (2005) 1st order change vs. 2nd order change 1st order change is incremental. It can be thought of as the next most obvious step to take. At Salina Intermediate this is done through our current structure

24. 2nd order change 2nd order change is anything but incremental. It involves dramatic departures from the expected, both in defining a given problem and in finding a solution. At Salina Intermediate we are change agents and we move on innovative programs that follow research based best practices

25. Salina Intermediate Co-teaching and a 3 phase Process Phase One: Pilot the model with the trailblazers -This provides insight and information towards full implementation Phase Two: Talk about how it is coming, spend a lot of time doing this. Start to implement with a few other teachers who have learned through the phase one piloting

26. Co-teaching 3 Phase Process Cont�d Phase Three: Full Implementation, all teachers will be involved in the process. Implementation is no-longer optional It took about 3 years in order to get to full implementation at Salina Int.

27. Efficiency and Effectiveness We have implemented the co-teaching model through a reallocation of resources We do not have Teacher Consultants or paraprofessionals in Special Education Instead we used this budget to buy more teachers. GlennGlenn

28. Insert Graph on Inclusion statistics GlennGlenn

29. Benefits of Co-teaching Social inclusion Curricular Expertise for the Content Area teacher Expertise on Differentiation from the special educator High Standards and Differentiation for all students in the classroom Student Access to the Core Curriculum GlennGlenn

30. Strategy 3Comprehensive Interventions GlennGlenn

31. Instructional Dialogues and Intervention Process Teachers meet in teams with the intervention team and the principal to discuss struggling students. It is mandated at least three times per year. They must bring DRA data, writing data and other data to the meeting. Pending the outcome, we then decide on an intervention. BobBob

32. Team Collaboration and the 3 Essential Questions Question Three 3. How will we respond when they don�t learn?

34. Middle Schooland Elementary Literacy Intervention Class Students in grades four through eight who are two grade levels below the appropriate reading level are flagged for this class. Other data can also be used to flag these students.

35. Reading Intervention Cont�d They receive an additional 50 minute period each day in lieu of an elective class. 25 minutes is spent in Guided Reading plus or Comprehension focus groups based on the Research by Dr. Dorn from the University of Arkansas

36. Reading Intervention Cont�d There are 3-4 teachers and one paraprofessional in this classroom for a 1:5 ratio teacher to student. Guided reading and computer software are the major resources that are used in this class.

37. Salina Intermediate mid-year DRA growth the mean was approximately 1 grade level. The projection by the end of the year is 2 grade levels.

38. The Reading Intervention Treatment produced statistically significant results.

39. ELL Newcomer Literacy Center We have developed a newcomer literacy center that integrates reading across the curriculum in grades 4th through 8th. All students receive at least five hours per day of intensive literacy instruction throughout the content. GlennGlenn

40. Newcomer Literacy Cont�d They receive two 120 minute blocks per day plus 60 minutes using ELL software. ELPA, Common Assessments, and DRA results are used for appropriate student placement in the newcomer literacy center.

41. Team Collaboration and the 3 Essential Questions A new, fourth question is: How will we respond when they have learned? Bob Bob

43. Salina Leadership Teams Meetings Grade level teams Literacy/SIP team Special Education team Intervention teams for middle school and elementary grades School Support team DFLAP team Bob and interchange on this. Glenn on Literacy /SIP teamBob and interchange on this. Glenn on Literacy /SIP team

44. It is critical to develop a PLC calendar for the building Bob and Glenn piggy back. Administrator setting everything in the calendar. Covey Quadrant II items Outlook calendarBob and Glenn piggy back. Administrator setting everything in the calendar. Covey Quadrant II items Outlook calendar

45. Several Leadership teams meet on a regular basis. Add PLC calendar

46. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning.  Glenn Dr. Stein video on teaching. You need to exit the PowerPoint because the hyperlink does not work. Glenn Dr. Stein video on teaching. You need to exit the PowerPoint because the hyperlink does not work.

47. Salina Team Meeting components Three important components keep the team focus and help to subdue the resistors 1. The development of Team Norms 2. The development of Team Goals 3. Sustaining Good team leadership (This could be one or two individuals. Glenn and BobGlenn and Bob

48. BobBob

49. 6th Grade Team Weekly Agenda Monday-- Co-teaching Planning Tuesday-- Writing Analysis Wednesday--Student Concerns Thursday-- Technology Integration Friday--Co-teaching Planning

50. Strategy 7Data-Driven Instruction

51. The Standards Based Assessment System at Salina Intermediate is an example of a 2nd order change Based on research by Bob Marzano (2006). Classroom Assessment and Grading that Work. to the 83rd percentile there is a 16% improvement in student achievement on star 99% and the growth is over 28% percentile. to the 83rd percentile there is a 16% improvement in student achievement on star 99% and the growth is over 28% percentile.

52. Salina Assessment Wall Bob, Assessment wall Bob, Assessment wall

54. Strategy 5Salina IntermediateCapacity Building GlennGlenn

55. At Salina Intermediate we really focus on secret three and four from The Six Secrets of Change, Fullan (2008) Secret One Love your employees Secret Two Connect peers with purpose Secret Three Capacity Building Prevails Secret Four Learning is the work Secret Five Transparency Secret Six Systems Learn

56. Salina Intermediate Capacity Building Our own faculty develops, implements, and evaluates our own professional development programs on a regular basis We spotlight and showcase our programs at the district, state, and national level.

57. Salina Capacity Building Cont�d We have implemented workshops and conferences for over 1,300 educators during the past 7 years in the areas of technology integration, co-teaching, intervention, and literacy models.

58. Salina Intermediate Professional Learning and Expertise We have established our own experts in the school in several areas including: Technology, literacy, co-teaching, differentiated instruction, writing, leadership, etc.

59. Closing Slide: What we have discussed today Professional learning communities Special education co-teaching Comprehensive interventions Technology integration Literacy across the curriculum Capacity building � Shared leadership Data-driven instruction

60. Presentation References Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York, NY: Franklin Covey Co. Downey, Steffy, English, Frase & Poston (2004). The Three Minute Classroom Walk-Through. Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). Learning by Doing. Bloomington, IN: Solution Tree. Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). What ever it takes: How professional learning communities respond when kids don�t learn. Bloomington, Indiana: Solution Tree Dufour, R., Dufour, R., & Eaker, R. (2002). Getting started: Reculturing schools to become professional learning communities. Solution Tree: Bloomington, Indiana. Dufour, R. & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, Indiana: Solution Tree. Education Week,, (2002) Technology in Education, October 1st, 2003. Friend, M. (2008). Co-teach: A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend Inc. . Fullan. (2008). The Six Secrets of Change. Fullan, Hill, & Crevola. (2006). Breakthrough. Prentice-Hall. Gardner () Do Technology Based Lessons Meet the Needs of Student Learning Styles Jackson, Anthony W & Davis, Gayle (2000). Turning Points 2000: Educating Adolescents in the 21st Century. Marzano, R. (2006). Classroom Assessment and Grading that Work. ASCD Publications.

61. Presentation References Marzano, R., Waters, T., & McNulty, B. A. (2005). School Leadership that works: From Research to Results. National Association of State Boards of Education (2002) McLaughlin, M., & Talbert, J. (2001). Professional learning communities and the work of high school teaching. Chicago: University of Chicago Press. Sarason, S. B. (1996). Revisiting �The culture of the school and the problem of change�. New York: Teachers College Press. Souden, Mike (2003). Evolution of Standards: Enhanced Information opportunities that technology provides. Taken on October 24, 2003, form www.macul.org Stiggins, R. (2004). Student Involved Classroom Assessment: 3rd Edition. Prentice Hall.