Creating a Cultural Shift by Creating a Cultural Shift by Implementing a Model of Implementing a Model of Instruction that Meets the Instruction that Meets the

Needs of All students.Needs of All students.

Presented by Glenn Maleyko, Principal Salina Intermediate, Presented by Glenn Maleyko, Principal Salina Intermediate, Ph.D Candidate Wayne State UniversityPh.D Candidate Wayne State University

International Center for Leadership in EducationInternational Center for Leadership in EducationHonolulu, Hawaii Honolulu, Hawaii

July 6th-7th, 2009 July 6th-7th, 2009

Salina Intermediate, Dearborn, Salina Intermediate, Dearborn, MichiganMichigan

Salina Intermediate Salina Intermediate - By The Numbers- By The Numbers

Located in Dearborn, MI – A Located in Dearborn, MI – A suburb of Detroitsuburb of Detroit

520 students in grades 4 – 8520 students in grades 4 – 8 100% ethnically diverse (Arabic 100% ethnically diverse (Arabic

primary ethnicity) These students primary ethnicity) These students qualify as Caucasian under federal qualify as Caucasian under federal guidelinesguidelines

23% annual mobility rate23% annual mobility rate 9% students with disabilities9% students with disabilities 60% English Language Learners60% English Language Learners 97.5% Free and reduced lunch97.5% Free and reduced lunch AYP has been met for several AYP has been met for several

consecutive years.consecutive years.

Salina Int. Model School Major Salina Int. Model School Major AchievementsAchievements

Award winner of Several Award winner of Several Technology Grants over the past 8 Technology Grants over the past 8 yearsyears

Ameritech Technology Academy Ameritech Technology Academy Recognition as one of the top 8 Recognition as one of the top 8 schools in Michigan that are schools in Michigan that are integrating technology into the integrating technology into the curriculumcurriculum

Achievements ContinuedAchievements Continued

-We have Provided Training in -We have Provided Training in Technology, Co-teaching, Literacy, Technology, Co-teaching, Literacy, Interventions and Foreign Language to Interventions and Foreign Language to over 1300 educators in Michigan during over 1300 educators in Michigan during the past 7 years.the past 7 years.

Provide Frequent Presentations Provide Frequent Presentations at State and National at State and National

ConferencesConferences ASCD National Conference 2009ASCD National Conference 2009 MACUL State Conference 2001-2009MACUL State Conference 2001-2009 ACTFL National Conference 2008ACTFL National Conference 2008 MABE State Conference 2008MABE State Conference 2008 Arkansas Literacy Conference 2007Arkansas Literacy Conference 2007 Michigan ASCD Middle School Summit Michigan ASCD Middle School Summit

20072007

ATA Academy 2007 and 2008 ATA Academy 2007 and 2008 NMSA National Conference 2005NMSA National Conference 2005 Michigan ASCD Conference 2003Michigan ASCD Conference 2003

AwardsAwards

–2 TAPS Award winners for 2004 2 TAPS Award winners for 2004 MACUL.MACUL.

–2004 COATT Award - Nadra Shami2004 COATT Award - Nadra Shami–2005 WCRESA Middle school 2005 WCRESA Middle school Technology Award - Bob AtteeTechnology Award - Bob Attee

–Nomination for MACUL outstanding Nomination for MACUL outstanding Technology Educator Award -Glenn Technology Educator Award -Glenn MaleykoMaleyko

Salina Intermediate Model:Salina Intermediate Model:

Professional learning communitiesProfessional learning communities Special education co-teachingSpecial education co-teaching Comprehensive interventionsComprehensive interventions Technology integrationTechnology integration Literacy across the curriculumLiteracy across the curriculum Capacity building – Shared leadershipCapacity building – Shared leadership Data-driven instructionData-driven instruction

Strategy 4Strategy 4Technology Integration and Technology Integration and

Critical ThinkingCritical ThinkingRigor and RelevanceRigor and Relevance

10% OF WHAT WE READ

20%OF WHAT WE HEAR

30%OF WHAT WE SEE

50%OF WHAT WE HEAR AND SEE

70%OF WHAT IS DISCUSSED WITH OTHERS

80%OF WHAT WE EXPERIENCE PERSONALLY

95%OF WHAT WE TEACH SOMEONE ELSE

WE LEARN

W. M. Glasser

Student Technology TrainersStudent Technology Trainers

Salina Students Present at the Capitol Salina Students Present at the Capitol Building in Lansing, MIBuilding in Lansing, MI

November 2008 and at the MACUL November 2008 and at the MACUL conference in Detroit, MI, March 2009conference in Detroit, MI, March 2009

Activity 1Activity 1

Poll everywhere surveyPoll everywhere surveyhttp://www.polleverywhere.comhttp://www.polleverywhere.com

All of us can consciously All of us can consciously decide to leave behind a life of decide to leave behind a life of mediocrity and to live a life of mediocrity and to live a life of greatness---at home, at work greatness---at home, at work

and in the community. No and in the community. No matter what our matter what our

circumstances may be, such a circumstances may be, such a decision can be made by decision can be made by

everyone of us. everyone of us. Stephen CoveyStephen Covey

Pg. 29

Whether that greatness is manifest Whether that greatness is manifest by choosing to have a magnificent by choosing to have a magnificent

spirit in facing an incurable disease, spirit in facing an incurable disease, by simply making a difference in the by simply making a difference in the

life of a child, given that child a life of a child, given that child a sense of worth and potential, by sense of worth and potential, by

becoming a change-catalyst inside becoming a change-catalyst inside an organization, or by becoming an an organization, or by becoming an initiator of a great cause in society.initiator of a great cause in society.

We all have the power to We all have the power to decide to live a great life, or decide to live a great life, or

even simpler, to have not only even simpler, to have not only a good day but a great day. No a good day but a great day. No matter how long we’ve walked matter how long we’ve walked life’s pathway to mediocrity, we life’s pathway to mediocrity, we

can always choose to switch can always choose to switch paths. Always. It’s never too paths. Always. It’s never too late. We can find our voice. late. We can find our voice. Pg. 29.

These People just realize that These People just realize that they can’t wait for their boss or they can’t wait for their boss or

the organization to change. the organization to change. They become an island of They become an island of

excellence in a sea of excellence in a sea of mediocrity. And it’s contagious.mediocrity. And it’s contagious.

Activity 2Activity 2

Turn to a partner and discuss the Turn to a partner and discuss the following questions:following questions:–What is your reaction to the What is your reaction to the

quotations from Stephen Covey, quotations from Stephen Covey, Doug Reeves, and/or Howard Doug Reeves, and/or Howard Schultz?Schultz?

–What implications does this have on What implications does this have on your perception of leadership?your perception of leadership?

What is our frame of mind? What is our frame of mind?

Is the Glass half full or half empty?Is the Glass half full or half empty?At Salina Intermediate we always view At Salina Intermediate we always view

the glass half full. An optimistic the glass half full. An optimistic viewpoint. viewpoint.

Effective visions help individuals understand Effective visions help individuals understand that they are part of a larger world and also that they are part of a larger world and also reassure them of their individual importance reassure them of their individual importance to the organization. to the organization.

Reeves, Douglas (2006). The learning Leader. Reeves, Douglas (2006). The learning Leader.

Visionary leaders

““People want to be part of People want to be part of something larger than something larger than

themselves. They want to be themselves. They want to be part of something they’re part of something they’re

really proud of, that really proud of, that they’ll fight for, sacrifice they’ll fight for, sacrifice

for , trust.”for , trust.” — — Howard SchultzHoward Schultz

Salina VisionSalina VisionWe envision an We envision an innovativeinnovative, successful , successful

school where diversity is respected and school where diversity is respected and celebrated, where all students use celebrated, where all students use higher higher

order thinkingorder thinking skills to meet skills to meet high high standardsstandards developed developed collaborativelycollaboratively by a by a

motivated, compassionate, and highly motivated, compassionate, and highly skilled staff, working in skilled staff, working in partnership partnership with with

parents and the community.parents and the community.

Salina Intermediate MissionSalina Intermediate Mission

The mission of Salina Intermediate School is to The mission of Salina Intermediate School is to increase academic achievementincrease academic achievement by implementing by implementing and evaluating a and evaluating a technology integratedtechnology integrated comprehensive curriculum which enables students comprehensive curriculum which enables students to become to become literate problem-solving critical thinkers.literate problem-solving critical thinkers. We have high expectations for all students, and We have high expectations for all students, and provide a safe and nurturing environment provide a safe and nurturing environment collaborativelycollaboratively with parents and community to with parents and community to ensure that all students become responsible, ensure that all students become responsible, productive citizens.productive citizens.

Activity 2Activity 2

Discuss with a partner the following Discuss with a partner the following question:question:– Why is it essential to have clear mission and Why is it essential to have clear mission and

vision statements?vision statements?– What does a mission or vision statement tell us What does a mission or vision statement tell us

about an organization?about an organization?

Salina Intermediate 2008-2009 Salina Intermediate 2008-2009 Mobility DataMobility Data

Salina Intermediate Limited English Salina Intermediate Limited English Proficient PopulationProficient Population

School Demographic

70%

30%

ELL

NonELL

Economically Disadvantaged Economically Disadvantaged StudentsStudents

at Salina Intermediate 2008-09at Salina Intermediate 2008-09Salina Intermediate Economically

Disadvantaged 2008-09

97.5%

2.5%

Free and Reduced Lunch

Non Free and ReducedLunch

Schools Do Make a DifferenceSchools Do Make a Difference

An analysis of research conducted over a An analysis of research conducted over a thirty-five year period demonstrates that thirty-five year period demonstrates that schools that are highly effective produce schools that are highly effective produce results that almost entirely overcome the results that almost entirely overcome the effects of student backgrounds.effects of student backgrounds.

Robert Marzano, What works in schools, 2003.Robert Marzano, What works in schools, 2003.

Dr. Bob Marzano with Salina Dr. Bob Marzano with Salina Staff at the ASCD Conference in Staff at the ASCD Conference in

Orlando, March 2009Orlando, March 2009

We face many barriers at Salina, We face many barriers at Salina, but …but …

We have been effective at improving student We have been effective at improving student achievement levels through the use of achievement levels through the use of technology, literacy, and differentiated technology, literacy, and differentiated instruction under Professional Learning instruction under Professional Learning Communities model!Communities model!

Salina Intermediate ELA AYP Salina Intermediate ELA AYP Proficiency GrowthProficiency Growth

Salina Intermediate ELA AYP Objective Proficiency Index Percent Proficient 2005-2009

75.20%73.80%

63.20%

56.00%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2005-06 2006-07 2007-08 2008-09

AYPpercentproficient

Salina Intermediate ELA AYP Salina Intermediate ELA AYP Proficiency GrowthProficiency Growth

Salina Intermediate Mathematics AYP Proficiency Index 2005-2009

91.70%85.3%

80.8%73.6%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2005-06 2006-07 2007-08 2008-09

AYP percent proficient

Salina AYP proficiency GrowthSalina AYP proficiency GrowthSalina Intermediate Mathematics

MEAP AYP Objective Proficiency Growth 2006 to 2009

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

2006-07

2007-08

2008-09

2006-07 48.80% 77.70% 80.60% 80.80%

2007-08 59.50% 80.00% 84.90% 85.30%

2008-09 77.50% 87.30% 91.40% 91.70%

Special Education

ELL ED All Students

Salina AYP ELA Objective Salina AYP ELA Objective proficiency Growthproficiency Growth

Salina Intermediate ELA MEAP AYP Objective Proficiency

0.00%10.00%20.00%30.00%40.00%

50.00%60.00%70.00%80.00%

subgroup

Percent Proficient

2006-072007-082008-09

2006-07 30.20% 55.10% 63.00% 63.20%

2007-08 45.20% 62.70% 73.20% 73.80%

2008-09 50.00% 64.50% 74.80% 75.20%

Special Education LEP ED All Students

*The 2009 special ed subgroup total is pending an AYP appeal

There must Be a Cultural Shift in There must Be a Cultural Shift in how we do business on a day to how we do business on a day to day basis.day basis.

QuickTime™ and aSorenson Video decompressorare needed to see this picture.

Cultural Shifts Cultural Shifts Becoming a Professional Becoming a Professional

Learning CommunityLearning Community ““To put it as succinctly as possible, if To put it as succinctly as possible, if

you want to change and improve the you want to change and improve the climate and outcomes of schooling both climate and outcomes of schooling both for students and teachers, there are for students and teachers, there are features of the school culture that have features of the school culture that have to be changed, and if they are not to be changed, and if they are not changed your well-intentioned efforts changed your well-intentioned efforts will be defeated”will be defeated”

Seymour Sarason: Taken From Robert Eaker PLC presentation.

Dr. Daggett at the Model Schools Dr. Daggett at the Model Schools Conference in Atlanta, Georgia, June Conference in Atlanta, Georgia, June 2009: He advocates for change with 2009: He advocates for change with

stimulus fundingstimulus funding

Activity 3: SharingActivity 3: Sharing

Please turn to the person next to you and Please turn to the person next to you and discuss what a cultural shift means to you?discuss what a cultural shift means to you?

Strategy I: Strategy I: Professional Learning Professional Learning

Communities Communities at Salina Intermediateat Salina Intermediate

The Power of Professional The Power of Professional Learning CommunitiesLearning Communities

The most promising strategy for sustained, The most promising strategy for sustained, substantive school improvement is building the substantive school improvement is building the capacity of school personnel to function as a capacity of school personnel to function as a professional learning community. The path to professional learning community. The path to change in the classroom lies within and change in the classroom lies within and through professional learning communities. through professional learning communities.

Dufour & Eaker

AAtt Salina Intermediate School, Salina Intermediate School, professional learning communities professional learning communities are embedded in the culture of our are embedded in the culture of our

school. Teamwork and collaboration school. Teamwork and collaboration at Salina is not an option, it is who at Salina is not an option, it is who we are and what we do as a part of we are and what we do as a part of our daily routine. Glenn Maleyko our daily routine. Glenn Maleyko

and Bob Attee (2009)and Bob Attee (2009)

Team CollaborationTeam Collaboration

Effective collaborative teams share Effective collaborative teams share knowledge, define learning standards, knowledge, define learning standards, agree on pacing, build knowledge of best agree on pacing, build knowledge of best practice, and focus on issues that MOST practice, and focus on issues that MOST impact student achievement. impact student achievement.

The Salina Intermediate Learning The Salina Intermediate Learning Community is Characterized byCommunity is Characterized by

1. Shared Mission, Vision, 1. Shared Mission, Vision, and Valuesand Values 2. School Improvement Plan2. School Improvement Plan

The Salina Intermediate Learning The Salina Intermediate Learning Community Cont’dCommunity Cont’d

3. Collaborative Teams 3. Collaborative Teams 4. Structured Time for PLCs4. Structured Time for PLCs 5. Intensive Data Collection and 5. Intensive Data Collection and

AnalysisAnalysis 6. On-going collaborative 6. On-going collaborative

professional developmentprofessional development

Salina Leadership Teams MeetingsSalina Leadership Teams Meetings

Grade level teamsGrade level teamsLiteracy/SIP teamLiteracy/SIP teamSpecial Education teamSpecial Education teamIntervention teams for middle school Intervention teams for middle school

and elementary gradesand elementary gradesSchool Support teamSchool Support teamDFLAP teamDFLAP team

It is critical to develop a PLC cIt is critical to develop a PLC calendar for the buildingalendar for the building

Several Leadership teams meet on a Several Leadership teams meet on a regular basis. regular basis.

Add PLC calendarAdd PLC calendar

A Traditional School Focuses oA Traditional School Focuses on n

Teaching Teaching and a Professional Learning Cand a Professional Learning Community Focuses on ommunity Focuses on

Student Learning. Student Learning.

QuickTime™ and aH.263 decompressor

are needed to see this picture.

Group Movement Activity #3Group Movement Activity #3

North (Leadership Experts)

Strength implementing a Clear Vision and getting people to follow and believe in the Mission.

South (Curriculum and Instruction Experts)

Strength in implementing effective Instructional Strategies including Differentiated instruction

Group Movement Activity #3 Group Movement Activity #3 Cont’dCont’d

East (Relationships)Developing With staff, parents and students.

West (Assessment) Working and Analyzing Data, and

implementing Data Driven Instructional Strategies.

Activity 3Activity 3

Why is it important to implement a Why is it important to implement a Learning Community if we want to Learning Community if we want to implement a model that meets the implement a model that meets the needs of all students?needs of all students?

Why is it important to focus on Why is it important to focus on student learning rather than student learning rather than teaching?teaching?

The most effective collaborative The most effective collaborative teamsteams

Focus on Focus on learninglearning rather than rather than teachingteaching.. If teams do not focus on issues and If teams do not focus on issues and

questions that most impact student questions that most impact student achievement, they become “coachievement, they become “coblabblaboration” oration” teams.teams.

Dufour & Eaker 2002Dufour & Eaker 2002

Salina Team Meeting Salina Team Meeting componentscomponents

Three important components keep the Three important components keep the team focus and help to subdue the team focus and help to subdue the resistors resistors –1. The development of Team Norms1. The development of Team Norms–2. The development of Team Goals2. The development of Team Goals–3. Sustaining Good team leadership 3. Sustaining Good team leadership

(This could be one or two individuals.(This could be one or two individuals.

Team Norms video on D-TubeTeam Norms video on D-Tube

Dearborn Public SchoolsDearborn Public Schools

http://www.dearbornschools.org/http://www.dearbornschools.org/

Activity 4Activity 4

During the Team Norms Video, During the Team Norms Video, there were positive and negative there were positive and negative occurrences. Why do you think it is occurrences. Why do you think it is important to have team norms?important to have team norms?

6th Grade Team Weekly Agenda6th Grade Team Weekly Agenda

Monday-- Co-teaching PlanningMonday-- Co-teaching Planning Tuesday-- Writing AnalysisTuesday-- Writing Analysis Wednesday--Student ConcernsWednesday--Student Concerns Thursday-- Technology IntegrationThursday-- Technology Integration Friday--Co-teaching PlanningFriday--Co-teaching Planning

Strategy 7Strategy 7Data-Driven InstructionData-Driven Instruction

Salina Standard Based Report CardSalina Standard Based Report Card

Marzano found that when you increase Marzano found that when you increase teacher effectiveness with assessment teacher effectiveness with assessment there are statistically significant gains there are statistically significant gains with student achievement as it is with student achievement as it is measured by high stakes assessments. measured by high stakes assessments.

We have seen this in action at our We have seen this in action at our school as we implement multiple forms school as we implement multiple forms of assessmentof assessment

Data-Driven Data-Driven Decisions & InstructionDecisions & Instruction

The implementation of student The implementation of student portfolios that will include writing portfolios that will include writing samples, DRA tests, common samples, DRA tests, common assessments, performance assessments, performance assessment samples and other assessment samples and other pertinent data.pertinent data.

Data-Driven Data-Driven Decisions & Instruction Cont’dDecisions & Instruction Cont’d

An assessment wall is used in all An assessment wall is used in all team rooms for writing prompts and team rooms for writing prompts and DRA results. This wall assists us DRA results. This wall assists us with the identification of children in with the identification of children in need of interventions.need of interventions.

Salina Assessment WallSalina Assessment Wall

Strategy 6Strategy 6Salina IntermediateSalina IntermediateCapacity BuildingCapacity Building

At Salina Intermediate we really At Salina Intermediate we really focus on secret three and four from focus on secret three and four from The Six Secrets of Change, The Six Secrets of Change, Fullan Fullan

(2008)(2008)

Secret One Love your employeesSecret One Love your employees Secret Two Connect peers with purposeSecret Two Connect peers with purpose Secret Three Capacity Building PrevailsSecret Three Capacity Building Prevails Secret Four Learning is the workSecret Four Learning is the work Secret Five TransparencySecret Five Transparency Secret Six Systems LearnSecret Six Systems Learn

Salina Intermediate Capacity Salina Intermediate Capacity BuildingBuilding

Our own faculty develops, Our own faculty develops, implements, and evaluates our own implements, and evaluates our own professional development professional development programs on a regular basisprograms on a regular basis

We spotlight and showcase our We spotlight and showcase our programs at the district, state, and programs at the district, state, and national level.national level.

Salina Intermediate Professional Salina Intermediate Professional Learning and ExpertiseLearning and Expertise

We have established our own We have established our own experts in the school in several experts in the school in several areas including:areas including:

–Technology, literacy, co-teaching, Technology, literacy, co-teaching, differentiated instruction, writing, differentiated instruction, writing, leadership, etc. leadership, etc.

Salina Professional Learning and Salina Professional Learning and Expertise Cont’dExpertise Cont’d

Our faculty supports each other Our faculty supports each other through job- embedded on going through job- embedded on going training and support. training and support.

Faculty support each other through Faculty support each other through the development of our PLCsthe development of our PLCs

We provide our faculty with our own We provide our faculty with our own training during meetings, pd, and training during meetings, pd, and school release time, etc.school release time, etc.

Salina Intermediate Monitoring Salina Intermediate Monitoring and Evaluatingand Evaluating

Classroom Walkthroughs are a Classroom Walkthroughs are a critical component within the School critical component within the School Improvement Process at Salina Improvement Process at Salina Intermediate.Intermediate.

I looked at articles published by I looked at articles published by ASCD. ASCD.

The Three Minute Classroom Walk-The Three Minute Classroom Walk-Through by Carolyn Downey. Through by Carolyn Downey.

SIP goals and team SMART goalsSIP goals and team SMART goals

Salina Intermediate Salina Intermediate Administrative Walkthroughs and Administrative Walkthroughs and team Learning Walks. (based on team Learning Walks. (based on

the Downey Model (2004)the Downey Model (2004) The most important thing is The most important thing is

conversations and building conversations and building relationships with faculty. At relationships with faculty. At Salina Intermediate we complete Salina Intermediate we complete a minimum of one walk through a minimum of one walk through per month with all teams in the per month with all teams in the building. building.

Ray McNulty at the Model Schools Ray McNulty at the Model Schools Conference in Atlanta, Georgia, June 2009: Conference in Atlanta, Georgia, June 2009: He stresses the importance of relationshipsHe stresses the importance of relationships

5 Step Downy Approach5 Step Downy Approach

1.1. Student Orientation to the workStudent Orientation to the work

2.2. Curricular Decision PointsCurricular Decision Points

3.3. Instructional Decision PointsInstructional Decision Points

4.4. Walk the Walls---Curricular and Walk the Walls---Curricular and Instructional Decision PointsInstructional Decision Points

5.5. Safety and Health IssuesSafety and Health Issues

The Implementation of Thinking Maps at Salina Intermediate as an SIP strategy.

Learning Walk Discussion and the Learning Walk Discussion and the Co-Teaching Cultural ShiftCo-Teaching Cultural Shift

“We talk the talk and walk the walk”“We talk the talk and walk the walk”

Marzano, Waters and McNulty Marzano, Waters and McNulty (2005) 1st order change vs. 2(2005) 1st order change vs. 2ndnd order order

changechange

11stst order change is incremental. It order change is incremental. It can be thought of as the next most can be thought of as the next most obvious step to take. obvious step to take.

At Salina Intermediate this is done At Salina Intermediate this is done through our current structurethrough our current structure

22ndnd order change order change 22ndnd order change is anything but order change is anything but

incremental. It involves dramatic incremental. It involves dramatic departures from the expected, both in departures from the expected, both in defining a given problem and in finding defining a given problem and in finding a solution.a solution.

At Salina Intermediate we are change At Salina Intermediate we are change agents and we move on innovative agents and we move on innovative programs that follow research based programs that follow research based best practicesbest practices

Strategy 2 Strategy 2 The Co-teaching ModelThe Co-teaching Model

This could also be This could also be considered as a second considered as a second

order changeorder change

WWee can, whenever we choose, can, whenever we choose, successfully teach all children whose successfully teach all children whose

schooling is of interest to us. We schooling is of interest to us. We already know more than we need to already know more than we need to

do that. Whether or not we do it do that. Whether or not we do it must depend on how we feel about must depend on how we feel about the fact that we haven’t so far. Ron the fact that we haven’t so far. Ron

Edmonds (1982).Edmonds (1982).

Implementation of Implementation of Special Education Co-teachingSpecial Education Co-teaching

Co-teaching in 4Co-teaching in 4thth through 8 through 8thth grade has been implemented in grade has been implemented in language arts and mathematics.language arts and mathematics.

We have followed the research We have followed the research by Dr. Friend along with the work by Dr. Friend along with the work by by Larry Gloeckler at ICLELarry Gloeckler at ICLE

““Gone are the days when I teach my Gone are the days when I teach my

students, you teach your students. Now students, you teach your students. Now

we teach all students and share responsibility we teach all students and share responsibility

no matter what the subject.”no matter what the subject.”

Carolyn McMahon, Teacher

Salina Intermediate co-teaching Salina Intermediate co-teaching modelmodel

Through the PLC Model all of the Through the PLC Model all of the core teachers collaboratecore teachers collaborate

In the Middle School 6In the Middle School 6thth through 8 through 8thth grade the Language Arts and grade the Language Arts and Mathematics teachers co-teachMathematics teachers co-teach

Elementary 4Elementary 4thth & 5 & 5thth Grade teachers Grade teachers co-teach in Mathematics & Language co-teach in Mathematics & Language Arts plus other content areasArts plus other content areas

Relationships, Teaming, and co-Relationships, Teaming, and co-teaching expectations:teaching expectations:

The 6th grade teamThe 6th grade team

Some small but practical Some small but practical Examples of the co-teaching Examples of the co-teaching

cultural shift at Salinacultural shift at Salina Two teacher names on the doorTwo teacher names on the door Two desksTwo desks Both teachers have access to the entire electronic Both teachers have access to the entire electronic

grade book and attendancegrade book and attendance Both teachers present honor roll certificatesBoth teachers present honor roll certificates All teachers in the school take responsibility for all All teachers in the school take responsibility for all

students. students. Teachers must not work in isolation Teachers must not work in isolation Teaming is keyTeaming is key

Salina Intermediate Co-teaching Salina Intermediate Co-teaching and a 3 phase Processand a 3 phase Process

Phase One:Phase One: Pilot the model with the Pilot the model with the trailblazers -This provides insight and trailblazers -This provides insight and information towards full implementationinformation towards full implementation

Phase Two:Phase Two: Talk about how it is Talk about how it is coming, spend a lot of time doing this. coming, spend a lot of time doing this. Start to implement with a few other Start to implement with a few other teachers who have learned through the teachers who have learned through the phase one pilotingphase one piloting

Co-teaching 3 Phase Process Co-teaching 3 Phase Process Cont’dCont’d

Phase Three:Phase Three: Full Implementation, Full Implementation, all teachers will be involved in the all teachers will be involved in the process. Implementation is no-process. Implementation is no-longer optionallonger optional

It took about 3 years in order to get It took about 3 years in order to get to full implementation at Salina Int.to full implementation at Salina Int.

Efficiency and EffectivenessEfficiency and Effectiveness

We have implemented the co-teaching We have implemented the co-teaching model through a reallocation of model through a reallocation of resourcesresources

We do not have Teacher Consultants or We do not have Teacher Consultants or paraprofessionals in Special Educationparaprofessionals in Special Education

Instead we used this budget to buy more Instead we used this budget to buy more teachers.teachers.

Salina Intermediate co-teaching Salina Intermediate co-teaching modelmodel

Through the PLC Model all of the Through the PLC Model all of the core teachers collaboratecore teachers collaborate

In the Middle School 6In the Middle School 6thth through 8 through 8thth grade the Language Arts and grade the Language Arts and Mathematics teachers co-teachMathematics teachers co-teach

Elementary 4Elementary 4thth & 5 & 5thth Grade teachers Grade teachers co-teach in Mathematics & co-teach in Mathematics & Language Arts and other core areasLanguage Arts and other core areas

Co-teaching Affective BenefitsCo-teaching Affective Benefits Students want to be part of the classStudents want to be part of the class They are self-motivatedThey are self-motivated Stigmatism is eliminatedStigmatism is eliminated Teachers feel that their students act in a Teachers feel that their students act in a

more appropriate mannermore appropriate manner Gives students access to the core Gives students access to the core

curriculum and standards ie. High curriculum and standards ie. High expectations for all learners. expectations for all learners.

Salina Teacher Perspectives video go.Salina Teacher Perspectives video go.

Teacher PerspectivesTeacher PerspectivesPrice, Abdelfattah(4th Grade), and Price, Abdelfattah(4th Grade), and

Rockey (8th Grade)Rockey (8th Grade)

Insert Graph on Inclusion Insert Graph on Inclusion statisticsstatistics

Special Education Inclusion Statistics at Salina Intermedate 2008-09

94%

6%

0%10%20%30%40%50%60%70%80%90%

100%

Percentage of students in aninclusion class 100% of the

time

Percentage of students in aninclusion class 85% of the

time

inclusion percentage

Activity 5 : What are some of Activity 5 : What are some of the benefits of co-teaching that the benefits of co-teaching that

you have learned from the you have learned from the presentation and video thus presentation and video thus

far?far?

Co-teaching ApproachesCo-teaching Approaches

Strategies for K-8 StudentsStrategies for K-8 Students and and Strategies for High School StudentsStrategies for High School Students

with Disabilities in the General Education Curriculumwith Disabilities in the General Education Curriculum

Preview at Resource Center or visit http://store.leadered.com

Strategy 3Strategy 3Comprehensive InterventionsComprehensive Interventions

Instructional Dialogues and Instructional Dialogues and Intervention ProcessIntervention Process

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

Team Collaboration and the 3 Team Collaboration and the 3 Essential QuestionsEssential Questions

Question ThreeQuestion Three 3. How will we respond when they 3. How will we respond when they

don’t learndon’t learn??

Middle SchoolMiddle Schooland Elementary Literacy and Elementary Literacy

Intervention ClassIntervention ClassStudents in grades four through Students in grades four through

eight who are two grade levels eight who are two grade levels below the appropriate reading level below the appropriate reading level are flagged for this class. are flagged for this class.

Other data can also be used to flag Other data can also be used to flag these students. these students.

Reading Intervention Cont’dReading Intervention Cont’d

They receive an additional 50 They receive an additional 50 minute period each day in lieu of an minute period each day in lieu of an elective class. elective class.

25 minutes is spent in Guided 25 minutes is spent in Guided Reading plus or Comprehension Reading plus or Comprehension focus groups based on the focus groups based on the Research by Dr. Dorn from the Research by Dr. Dorn from the University of ArkansasUniversity of Arkansas

Reading Intervention Cont’dReading Intervention Cont’d

There are 3-4 teachers and one There are 3-4 teachers and one paraprofessional in this classroom paraprofessional in this classroom for a 1:5 ratio teacher to student.for a 1:5 ratio teacher to student.

Guided reading and computer Guided reading and computer software are the major resources software are the major resources that are used in this class.that are used in this class.

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

year is 2 grade levels.year is 2 grade levels.

D R A G r o w t h T a b l e f o r S a l i n a I n t e r m e d i a t e M i d d l e S c h o o l I n t e r v e n t i o n C l a s s O c t o b e r 2 0 0 8 t o

J a n u a r y 2 0 0 9

2 9 . 4

3 7 . 3 7

0

5

1 0

1 5

2 0

2 5

3 0

3 5

4 0

F a l l 2 0 0 8 J a n - 0 9

D R A m e a n

Paired Samples Test

Paired Differences

95% Confidence Interval of the

Difference

Mean

Std.

Deviation

Std. Error

Mean Lower Upper t df

Sig. (2-

tailed)

Pair 1 SepDRA -

JanDRA

7.98684 5.47599 .62814 6.73552 9.23816 -12.715 75 .000

Paired Samples Correlations

N Correlation Sig.

Pair 1 JanDRA & SepDRA 76 .935 .000

The Reading Intervention The Reading Intervention Treatment produced statistically Treatment produced statistically

significant results. significant results.

ELL Newcomer Literacy CenterELL Newcomer Literacy Center

We have developed a newcomer We have developed a newcomer literacy center that integrates literacy center that integrates reading across the curriculum in reading across the curriculum in grades 4th through 8grades 4th through 8th.th.

All students receive at least five All students receive at least five hours per day of intensive literacy hours per day of intensive literacy instruction throughout the content. instruction throughout the content.

Newcomer Literacy Cont’d Newcomer Literacy Cont’d

They receive two 120 minute They receive two 120 minute blocks per day plus 60 minutes blocks per day plus 60 minutes using ELL software.using ELL software.

ELPA, Common Assessments, ELPA, Common Assessments, and DRA results are used for and DRA results are used for appropriate student placement in appropriate student placement in the newcomer literacy center.the newcomer literacy center.

Team Collaboration and the 3 Team Collaboration and the 3 Essential QuestionsEssential Questions

A new, fourth question is: How will we A new, fourth question is: How will we respond when they have learned?respond when they have learned?

Strategy 7Strategy 7Data-Driven InstructionData-Driven Instruction

AccountabilityAccountability

Writing Across the Curriculum Program.Writing Across the Curriculum Program.Administrative Building Walk-through and Administrative Building Walk-through and

First things First.First things First.Faculty best practices learning walks. Faculty best practices learning walks. Administrative observation and the teacher Administrative observation and the teacher

evaluation system. evaluation system. Administrators/teachers need to put First Administrators/teachers need to put First

Things First and Collect Data and use it in a Things First and Collect Data and use it in a precise manner.precise manner.

FeedbackFeedback

Feedback to teachers enables Feedback to teachers enables them to focus their instruction; them to focus their instruction; feedback to students enables them feedback to students enables them to monitor and improve their to monitor and improve their learning. learning. -Fullan, Hill, & Crevola, 2006-Fullan, Hill, & Crevola, 2006

Goal One: WritingGoal One: Writing

All students will demonstrate improvement All students will demonstrate improvement in writing across all content areas with in writing across all content areas with 78% of the students showing proficiency 78% of the students showing proficiency by meeting the state standards based on by meeting the state standards based on the 2009 English Language Arts AYP the 2009 English Language Arts AYP Proficiency Index. Proficiency Index.

Grade 1 2 3 4 5 6 7 84th 20 60 73 47 9 10 7 05th 9 19 66 18 9 2 3 06th 22 33 49 44 9 5 10 07th 20 56 66 30 11 8 5 08th 8 29 42 26 28 8 16 0total 79 197 296 165 66 33 41 0

percent of students receiving comment 15% 38% 58% 32% 13% 6% 8% 0%Comment Codes:

1 = Lacks focus on one central idea2 = Demonstrates limited control over sentence structure, vocab. and/or conventions3 = Needs details & example to adequately develop the ideas & content4 = Lacks coherent organization &/or connections between ideas5 = Needs richer development of the central idea w/ some additional, relevant details and examples to receive higher score6 = Needs tighter control of organization &/or the connections among the ideas to get a higher score 7 = Needs greater precision and maturity of language use to get a higher score8= Earned the highest score of 6

Building Wide Building Wide Writing Across the CurriculumWriting Across the Curriculum All teachers including elective teachers submit All teachers including elective teachers submit

student writing samples that is reviewed by the student writing samples that is reviewed by the Literacy Team.Literacy Team.

We implement a common writing rubric in the We implement a common writing rubric in the various content areas. various content areas.

The implementation of extensive training on inter-The implementation of extensive training on inter-rater reliability and feedback to students.rater reliability and feedback to students.

The development of appropriate writing prompts that The development of appropriate writing prompts that are aligned with Bloom’s higher order thinking are aligned with Bloom’s higher order thinking process for all content areas.process for all content areas.

Goal Two: ReadingGoal Two: Reading

All students will demonstrate All students will demonstrate improvement in reading comprehension improvement in reading comprehension in all content areas with 78% of the in all content areas with 78% of the students showing proficiency by meeting students showing proficiency by meeting the state standards based on the 2009 the state standards based on the 2009 English Language Arts AYP Proficiency English Language Arts AYP Proficiency Index.Index.

The Need to Stop Doing The Need to Stop Doing Most of us have an every-expanding “to do list, trying to Most of us have an every-expanding “to do list, trying to

build momentum by doing, doing, doing- and going more. build momentum by doing, doing, doing- and going more. And it rarely works. Those who built “good-to-great” And it rarely works. Those who built “good-to-great” organizations, however, made as much use of “stop doing” organizations, however, made as much use of “stop doing” lists as “to do” lists. They had the discipline to stop doing all lists as “to do” lists. They had the discipline to stop doing all the extraneous junk. the extraneous junk.

Jim Collins.Jim Collins.

Case Study: Professional Learning Community

Implementation

Rigor, Relevance and Rigor, Relevance and RelationshipsRelationships

The Background: You have just been appointed to Kaline Middle

School in Honolulu, Hawaii. Kaline Middle School is over 75 years old. This school is in a rural section of the city and is secluded. The former principal of Kaline Middle School was not visible in the hallways and chose to continue the same school improvement strategies that have been tried during the past three years.

Case Study Cont’dCase Study Cont’dBackgroundBackground

Case Study ContinuedCase Study Continued Student Population: In Kaline Middle School, you have a

student population of 312 students. 23% of your student population are recent immigrants to the United States from Asia. Most of your students in Kaline Middle School have little or no English skills as 72% of the students are English Language Learners.

Case Study Student Population Case Study Student Population Cont’dCont’d

97.5% of Kaline Middle School’s student population qualifies for free or reduced lunch rates. Nine percent of the student population qualifies for special education services.

Case Study School Performance Case Study School Performance Cont’dCont’d

School Performance: Your school has been making Adequate Yearly

Progress (AYP) in Mathematics, but not in Language Arts. The special needs population was close to meeting the level needed to make AYP in Language Arts, but fell short by 3%. About 40% of the student population is below their grade level reading level. Students have difficulty with responding to district informational writing prompts.

Case Study Student Case Study Student Performance Cont’dPerformance Cont’d

About 45% of the students are having difficulty with understanding the content in science and social studies. Your special needs students are in resource rooms for all of their classes with a special needs teacher for each grade level.

Case Study Cont’d School Case Study Cont’d School CultureCulture

School Culture: Each teacher at Kaline Middle School

teaches in his or her primary certification level. There are four core teachers and one special needs teacher at each grade level. About 1/3 of the teachers at Kaline Middle School have been teaching for over 12 years. Three of the teachers are new hires.

Case Study School Culture Case Study School Culture Cont’dCont’d

There are three teachers who are considered There are three teachers who are considered resisters who regularly try to sabotage resisters who regularly try to sabotage change efforts by the previous principal. change efforts by the previous principal. Four of the newer staff members consider Four of the newer staff members consider themselves as trailblazers because they themselves as trailblazers because they want to try strategies that they believe will want to try strategies that they believe will help their students.help their students.

Case Study School Culture Case Study School Culture Cont’dCont’d

Overall, the school culture is positive, but several of the staff have become influenced in how they perform based on the resisters. Many of the staff members have specialized expertise in technology integration, literacy methods, or differentiated instruction, but are reluctant to share their expertise with others.

Case Study Cont’dCase Study Cont’d The Initiative: The superintendent has asked all of the schools in

Honolulu to implement the professional learning communities model for the upcoming school year. Each grade level will have team time each day. Schools are expected to make progress in areas in which they are not making AYP. Each grade level will meet as a team for 45 minutes each day.

ProblemProblem In small groups, select your role and describe

how you would respond to the following situations:

As Principal: How would you build a professional learning

community at Kaline Middle School? How would you respond to resisters? How would you help the staff to share their

expertise with each other? What could be done to improve the school AYP

performance?

Case Study Cont’dCase Study Cont’d As Teacher: How would you help the principal to build a

professional learning community at Kaline Middle School?

How would you respond to resisters on your team?

How would you help your teammates to share their expertise with each other?

What could be done to improve the school AYP performance?

Optional: You might want to Optional: You might want to combine the administrator and combine the administrator and

teacher questions if you are teacher questions if you are together in this session as a together in this session as a

school team. school team.

Closing Slide: What we have Closing Slide: What we have discussed todaydiscussed today

Professional learning communitiesProfessional learning communities Special education co-teachingSpecial education co-teaching Comprehensive interventionsComprehensive interventions Technology integrationTechnology integration Literacy across the curriculumLiteracy across the curriculum Capacity building – Shared leadershipCapacity building – Shared leadership Data-driven instructionData-driven instruction

Presentation ReferencesPresentation References Covey, S. (2004). The Covey, S. (2004). The 8th habit: 8th habit:

From effectiveness to greatnessFrom effectiveness to greatness. . New York, NY: Franklin Covey New York, NY: Franklin Covey Co. Co.

Downey, Steffy, English, Frase & Downey, Steffy, English, Frase & Poston (2004). The Three Minute Poston (2004). The Three Minute Classroom Walk-Through.Classroom Walk-Through.

Dufour, R., Dufour, R., Eaker, R. Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). & Many, T. (2006). Learning by Learning by Doing.Doing. Bloomington, IN: Solution Bloomington, IN: Solution Tree. Tree.

Dufour, R., Dufour, R., Eaker, R., Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). & Karhanek. (2004). What ever it What ever it takes: How professional learning takes: How professional learning communities respond when kids communities respond when kids don’t learndon’t learn. Bloomington, Indiana: . Bloomington, Indiana: Solution TreeSolution Tree

Dufour, R., Dufour, R., & Eaker, Dufour, R., Dufour, R., & Eaker, R. (2002). R. (2002). Getting started: Getting started: Reculturing schools to become Reculturing schools to become professional learning professional learning communitiescommunities. Solution Tree: . Solution Tree: Bloomington, Indiana.Bloomington, Indiana.

Dufour, R. & Eaker, R. (1998). Dufour, R. & Eaker, R. (1998). Professional Professional Learning Communities at Work: Best Learning Communities at Work: Best Practices for Enhancing Student Practices for Enhancing Student AchievementAchievement. Bloomington, Indiana: . Bloomington, Indiana: Solution Tree. Solution Tree.

Education Week,, (2002) Technology in Education Week,, (2002) Technology in Education, October 1st, 2003.Education, October 1st, 2003.

Friend, M. (2008). Friend, M. (2008). Co-teach: A handbook Co-teach: A handbook for creating and sustaining effective for creating and sustaining effective classroom partnerships in inclusive classroom partnerships in inclusive schools.schools. Greensboro, NC: Marilyn Friend Greensboro, NC: Marilyn Friend Inc. .Inc. .

Fullan. (2008). The Six Secrets of Change. Fullan. (2008). The Six Secrets of Change. Fullan, Hill, & Crevola. (2006). Fullan, Hill, & Crevola. (2006).

Breakthrough. Prentice-Hall. Breakthrough. Prentice-Hall. Gardner () Gardner () Do Technology Based Lessons Meet Do Technology Based Lessons Meet

the Needs of Student Learning Stylesthe Needs of Student Learning Styles Jackson, Anthony W & Davis, Gayle (2000). Jackson, Anthony W & Davis, Gayle (2000).

Turning Points 2000: Educating Turning Points 2000: Educating Adolescents in the 21st Century.Adolescents in the 21st Century.

Marzano, R. (2006). Classroom Assessment Marzano, R. (2006). Classroom Assessment and Grading that Work. ASCD Publications. and Grading that Work. ASCD Publications.

Presentation ReferencesPresentation References Marzano, R., Waters, T., & McNulty, B. A. Marzano, R., Waters, T., & McNulty, B. A.

(2005). School Leadership that works: From (2005). School Leadership that works: From Research to Results. Research to Results.

National Association of State Boards of Education National Association of State Boards of Education (2002)(2002)

McLaughlin, M., & Talbert, J. (2001). McLaughlin, M., & Talbert, J. (2001). Professional learning communities and the Professional learning communities and the work of high school teaching.work of high school teaching. Chicago: Chicago: University of Chicago Press. University of Chicago Press.

Sarason, S. B. (1996). Sarason, S. B. (1996). Revisiting ‘The culture of Revisiting ‘The culture of the school and the problem of change’. the school and the problem of change’. New New York: Teachers College Press.York: Teachers College Press.

Souden, Mike (2003). Evolution of Standards: Souden, Mike (2003). Evolution of Standards: Enhanced Information opportunities that Enhanced Information opportunities that technology provides. Taken on October 24, technology provides. Taken on October 24, 2003, form 2003, form www.macul.orgwww.macul.org

Stiggins, R. (2004). Student Involved Classroom Stiggins, R. (2004). Student Involved Classroom Assessment: 3Assessment: 3rdrd Edition. Prentice Hall. Edition. Prentice Hall.