PLC’s and PRtI Next ExitImplementing a Pyramid Response to Intervention and the Professional Learning Community Philosophy Portage Northern High School Jim French and Mike Huber
PLC’s and PRTI at NHS • Introductions and Baseline Information • Professional Learning Communities • Pyramid Response to Intervention • Student Success Team (SST) • Structural Supports • Question and Answer - Closing
Portage Northern High SchoolDemographic data and information• Located in SW Michigan• Local Industry – Pfizer and Stryker• Approximately 1330 Students • 10% African American • 85% Caucasian• Foundation Allowance - Base Foundation• ACT - College Readiness 28.5% (2009-10); 34.5% in 2010-11• Free/Reduced Lunch Population 22.6% (Doubled past 5 years)
Shift in Funding = Opportunity• Drop in staffing – reduction of 11 staff or a 16% cut in staff!• Made a change in our schedule where teachers taught 6 of 7 hours instead of 5 with a student seminar.• Increased class size calculation from 26 to 27.5 for calculating staffing numbers.• Honest Assessment of Needs• What do we want to prioritize?• How do we make this happen?• Explain the shift and priorities
Second Semester Data for2010-11 This data is compared to the second semester of the 2009-10 school year 15% reduction in students that failed a course 31% reduction in failed courses 34% reduction in students that failed multiple courses 7% reduction in marginal grades by all students (marginal grades defined as: E, D+, D, D-)
2010-11 Level II students grades in2011-12 Level II Carry-over students Grade II Carry- Level Distribution over students Grade… 86100 80 60 40 11 20 24 15 4 0 Level II Carry-over students… As Bs Cs Ds Es
Students with one or moreMP Failing Grades350 Failing Grades 319 295300 283250 221200 192 155150100 7150 0 05-06 06-07 07-08 08-09 09-10 10-11 11-12 1st MP
Absolute Musts from today! • We want you to leave feeling like this is possible and you CAN implement a model that will reduce student failures and increase student learning. • Through this presentation share our process for implementation to fit NHS! What will that look like for you? What are your roadblocks and opportunities along with your current reality? • Understand “Will” vs. “Skill” students
Why MUST we investigate thestructure and processes in place tofacilitate learning within our schools?We MUST find our direction!Do you know these numbersfor your building? If no, canyou get that information?What does your picture looklike?
BUILDING THEFOUNDATION:PROFESSIONALLEARNING COMMUNITIES
Organizations that Endorse PLC’sThe North Central Association Commission onAccreditation and School Improvement – NCAThe National Staff Development CouncilThe National Association of Secondary School Principals(NASSP)The National Association of Elementary School Principals(NAESP)The National Middle School Association (NMSA)American Federation of TeachersThe National Education Association (NEA)The National Council of Mathematics (NCTM, English(NCTE), and Science (NSTA)
The Power of Professional Learning Communities - it’s a way of operating that enables us to handle the one and only one thing that is consistent in education today, CHANGE!
The Big Idea #1 of a PLC• We accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.
Critical Questions of Learning1. What is it we expect students to learn?2. How will we know when they have learned it?3. How will we respond when they don’t learn or if they already know it?
What does a focus onlearning look like?• Are WE willing to change what we do to meet student needs? – Alter Instruction? – Review Policies and Procedures? – Review Grading?
The Big Idea #2 of a PLC• We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through development of high- performing teams.
What is Collaboration?A systematic process in which we work together, interdependently, t o analyze and impact professional practice in order to improve our individual and collective results. DuFour, DuFour, & Eaker (2002)
Collaboration!• MYTH - Cookie cutter teaching, lack of creativity!• We need to discuss instructional methods that were effective in increasing student learning! Share our gifts, don’t keep them to ourselves!• Results of common formative and summative assessments are key to setting the stage to have these discussions.• Through collaboration we review assessments!
Teams in ProfessionalLearning Communities Collaborate on the Right Issues To Impact Child & Adult Learning
The BIG IDEA #3 of a PLC• We assess our effectiveness on the basis of results rather than intentions. We must seek relevant data to support continuous improvement.
Professional Learning CommunitiesFocus on Results in Two Ways1. To identify students who need more time and support for learning • How can we do that effectively if we haven’t developed our common formative assessments?2. To identify strategies to improve upon both our individual and collective ability to teach each essential skill and concept.
Activity!Record and prepare to share at Q & A at the end of the presentation:What is your current reality/roadblocks as it relates to PLC’s?What does your data look like ? Do you know or have the ability togather the data?Questions about PLC’s and implementation methods at NHS?Take 3 minutes to write down where you are with these threecomponents!
PRTI – How did we get there?• Developed over the 2009-10 school year• 14 teachers and administrators• Looked at other examples or models that already existed to find possible interventions that fit or ideas!• Asked the question, “What can we commit to for our students at NHS?”• Rolled out by teachers to staff in March 2010• Trial run for last quarter of 09-10 school year
Foundational Level History and Now…• Asked ourselves what do we already provide all students?• What do all students currently have access to as a student at Northern High School?• Broke those into 4 categories: School Structures, Parental Involvement, Curriculum/Instruction/As sessment, and Dedicated Staff• Mattos refers to this as, “implementing a core program”
Universal Screening – Mathand Reading History and Now… o Transition data review from MS for student placement o MAZE Assessment o Performance Series Testing for all 9th graders
Level 1 Interventions History and Now…• The Pyramid team developed this list of interventions for tier 1• We handed out this list at the beginning of the year• It is what we document on the PRTI forms as interventions take place• Parent contact from all teachers, counselors, and administrators is the key to this tier in our pyramid
“Will” versus “Skill” Students“Will Students”: “Skill Students”:• Generally are reluctant in • Generally are giving the the pursuit of their appropriate amount of education. effort, they just struggle• Will avoid putting forward with pre-requisite effort. For a large number knowledge and current of reasons. comprehension. • They are willing to put in the time and teachers will make progress with these students. • Will avoid putting forth the effort in certain situations. This is a continuum…
Sometimes we canprompt, push, pull, but we doknow that if all else fails – cheering works!
Academic Support Teacher (AST) Cheerleader!• When we began the scheduling process last winter, we recognized the need for a progress monitor• An AST (Progress Monitor) was needed to ensure fidelity of the Pyramid process, run data on a weekly basis, and be a liaison between students and teachers• Candidate had worked previously in the DLR, had success working with students previously in a capacity similar to this• Still teaching at least one course• Also needed one person who supervises the DLR—someone who is also good at working with data, and with students
Student Support Team (SST)• Diagnose learning issues and prescribe methods to provide support• Directly support students – DIRECTLY!• Communicate with teachers and administrative staff in order to ensure learning• Meet weekly to make decisions on best ways to provide support through existing support systems, or to create new pathways for individual situations
Directed Learning Room/AssistRoom• DLR is open each day for every class period• Students are not sent to the DLR, they are invited or directed by the SST as students enter the pyramid• AST and Para-pro communicate with teachers to secure work and directions to pass along to students• Students are provided more DIRECT, one-on-one support• Environment is quiet, supportive, and task-focused• Equipped with computers so students can be online for research, type papers, check grades, etc• ASSIST Room, same programming, available after school for 2 hours, Monday through Thursday
Communication• SST Meetings take place each Friday morning• Student data is pulled and sorted by counselor• Marginal grades are focused at the classroom level• Students with E’s become the focus for the week, communication with those students, teachers, and parents is now the priority• When interventions or DLR/ASSIST supports are not working, team meetings are planned/held--- teachers, parents, psychologist, and AP’s
Where do we go if. . . Team Meetings are scheduled as needed Student, parents, teachers, counselor , AP, and AST is included Student is provided more direct supports as needed Could be tested for Special Education? 504 put in place? Alternative Educational Setting?
Activity!Please record and prepare to share at the Q & A portion of the presentation:• What is your current reality/roadblocks as it relates to Interventions and PRTI?• Take 3 minutes to write down where you are with these components! We will share as a group!
PLC and RTI ConnectionWhen comparing the essential characteristics of being aPLC and the fundamental elements of PRTI, one can seethat these two powerful processes are not merelysimilar, but perfectly aligned to support the sameoutcomes.
Rank/Focus/Prioritize3 minutes to Process: where do you want to go from here?What roadblocks or aspects of PLC’s and PRTI do you wantto question?Where are you with PRTI?Where are you with PLC’s?Develop your thoughts and questions!
Q & A – Closing ConnectionsBringing it all back together!Questions – Please! Contact Information: Jim French, Principal Portage Northern High School firstname.lastname@example.org 269-323-5461 Mike Huber, Assistant Principal Portage Northern High School email@example.com 269-323-5457