Creating a Cultural Shift: Professional Learning Community Implementation and Differentiated Instruc

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Creating a Cultural Shift Professional Learning
Community Implementation and Differentiated
Instruction at Salina Intermediate
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• Presented by Glenn Maleyko, Former Principal at
  Salina Intermediate,
• Ph.D Candidate Wayne State University
• Robert Attee, Science Teacher
• Mohammed Abdelfattah, Bilingual Teacher
• MI-ASCD Conference, August 13, 2009

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Salina Intermediate, Dearborn, Michigan
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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

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• 23 annual mobility rate
• Less than 9 students with disabilities
• 60 English Language Learners
• 97.5 Free and reduced lunch

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Salina Int. Model School Major Achievements

• Award winner of Several Technology Grants over
  the past 8 years
• Ameritech Technology Academy Recognition as one
  of the top 8 schools in Michigan that are
  integrating technology into the curriculum

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Achievements Continued

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

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Provide Frequent Presentations at State and
National Conferences

• ICLE Model Schools Conference 2009
• ICLE Hawaii Symposium 2009
• ASCD National Conference 2009
• MACUL State Conference 2001-2009
• ACTFL National Conference 2008
• MABE State Conference 2008
• Arkansas Literacy Conference 2007

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• Michigan ASCD Middle School Summit 2007
• ATA Academy 2007 and 2008
• NMSA National Conference 2005
• Michigan ASCD Conference 2003

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Awards

• 2 TAPS Award winners for 2004 MACUL.
• 2004 COATT Award - Nadra Shami
• 2005 WCRESA Middle school Technology Award - Bob
  Attee
• Nomination for MACUL outstanding Technology
  Educator Award -Glenn Maleyko
• MI-Champions Grant -Mohammed Abdelfattah

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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

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Strategy 4Technology Integration and Critical
Thinking

• Rigor and Relevance

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Original Terms New Terms

• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge

• Creating
• Evaluating
• Analysing
• Applying
• Understanding
• Remembering

(Based on Pohl, 2000, Learning to Think, Thinking
to Learn, p. 8)
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W. M. Glasser
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Student Technology Trainers
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Salina Students Present at the Capitol Building
in Lansing, MINovember 2008 and at the MACUL
conference in Detroit, MI, March 2009
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Student Work Samples

• Survival Skills
• Animals by Kahten
• Organisms PowerPoint
• Podcasts

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Activity 1Poll everywhere surveyhttp//www.pol
leverywhere.com
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All of us can consciously decide to leave behind
a life of mediocrity and to live a life of
greatness---at home, at work and in the
community. No matter what our circumstances may
be, such a decision can be made by everyone of
us. Stephen Covey
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Pg. 29
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Visionary leaders

• Effective visions help individuals understand
  that they are part of a larger world and also
  reassure them of their individual importance to
  the organization.
• Reeves, Douglas (2006). The learning Leader.

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People want to be part of something larger than
themselves. They want to be part of something
theyre really proud of, that theyll fight for,
sacrifice for , trust. Howard Schultz
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Activity 2

• Turn to a partner and discuss the following
  questions
• What is your reaction to the quotations from
  Stephen Covey, Doug Reeves, and/or Howard
  Schultz?
• What implications does this have on your
  perception of leadership?

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What is our frame of mind?

• Is the Glass half full or half empty?
• At Salina Intermediate we always view the glass
  half full. An optimistic viewpoint.

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Salina VisionWe envision an innovative,
successful school where diversity is respected
and celebrated, where all students use higher
order thinking skills to meet high standards
developed collaboratively by a motivated,
compassionate, and highly skilled staff, working
in partnership with parents and the community.
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Salina Intermediate Mission

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

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Activity 3

• Discuss with a partner the following question
• Why is it essential to have clear mission and
  vision statements?
• What does a mission or vision statement tell us
  about an organization?

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Salina Intermediate 2008-2009 Mobility Data
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Salina Intermediate Limited English Proficient
Population
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Economically Disadvantaged Studentsat Salina
Intermediate 2008-09
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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.

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Dr. Bob Marzano with Salina Staff at the ASCD
Conference in Orlando, March 2009
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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!

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Salina Intermediate ELA AYP Proficiency Growth
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Salina Intermediate ELA AYP Proficiency Growth
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Salina AYP proficiency Growth
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Salina AYP ELA Objective proficiency Growth
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There must Be a Cultural Shift in how we do
business on a day to day basis.
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Cultural Shifts Becoming a Professional Learning
Community
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• To put it as succinctly as possible, if you want
  to change and improve the climate and outcomes of
  schooling both for students and teachers, there
  are features of the school culture that have to
  be changed, and if they are not changed your
  well-intentioned efforts will be defeated

Seymour Sarason Taken From Robert Eaker PLC
presentation.
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Dr. Daggett at the Model Schools Conference in
Atlanta, Georgia, June 2009 He advocates for
change with stimulus funding
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Activity 4 Word Splash Sharing

• We will gather in assigned groups for this
  activity.

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Strategy I Professional Learning Communities
at Salina Intermediate
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The Power of Professional Learning Communities

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

Dufour Eaker
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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)
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Team Collaboration

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

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The Salina Intermediate Learning Community is
Characterized by

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

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The Salina Intermediate Learning Community Contd

• 3. Collaborative Teams
• 4. Structured Time for PLCs
• 5. Intensive Data Collection and Analysis
• 6. On-going collaborative professional development

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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

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It is critical to develop a PLC calendar for the
building
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Several Leadership teams meet on a regular basis.
Add PLC calendar
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A Traditional School Focuses on Teaching and a
Professional Learning Community Focuses on
Student Learning.
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Group Movement Activity 6

• 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

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Group Movement Activity 3 Contd

• East (Relationships)
• Developing With staff, parents and students.
• West (Assessment)
• Working and Analyzing Data, and implementing
  Data Driven Instructional Strategies.

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Activity 6 Contd

• Why is it important to implement a Learning
  Community if we want to implement a
  differentiated instructional model that meets the
  needs of all students?
• Why is it important to focus on student learning
  rather than teaching?

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The most effective collaborative teams

• Focus on learning rather than teaching.
• If teams do not focus on issues and questions
  that most impact student achievement, they become
  coblaboration teams.
• Dufour Eaker 2002

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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.

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Team Norms video on D-Tube

• Dearborn Public Schools
• http//www.dearbornschools.org/

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6th Grade Team Weekly Agenda

• Monday-- Co-teaching Planning
• Tuesday-- Writing Analysis
• Wednesday--Student Concerns
• Thursday-- Technology Integration
• Friday--Co-teaching Planning

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Activity 7

• Based on this example why is it important to have
  team norms and goals?

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Strategy 7Data-Driven Instruction
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Salina Standard Based Report Card

• Marzano found that when you increase teacher
  effectiveness with assessment there are
  statistically significant gains with student
  achievement as it is measured by high stakes
  assessments.
• We have seen this in action at our school as we
  implement multiple forms of assessment

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Data-Driven Decisions Instruction

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

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Data-Driven Decisions Instruction Contd

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

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Salina Assessment Wall
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Strategy 6Salina IntermediateCapacity Building
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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

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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.

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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.

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Salina Professional Learning and Expertise Contd

• Our faculty supports each other through job-
  embedded on going training and support.
• Faculty support each other through the
  development of our PLCs
• We provide our faculty with our own training
  during meetings, pd, and school release time,
  etc.

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Salina Intermediate Monitoring and Evaluating

• Classroom Walkthroughs are a critical component
  within the School Improvement Process at Salina
  Intermediate.
• I looked at articles published by ASCD.
• The Three Minute Classroom Walk-Through by
  Carolyn Downey.
• SIP goals and team SMART goals

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Salina Intermediate Administrative Walkthroughs
and team Learning Walks. (based on the Downey
Model (2004)

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

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Ray McNulty at the Model Schools Conference in
Atlanta, Georgia, June 2009 He stresses the
importance of relationships
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• 5 Step Downy Approach
• 1. Student Orientation to the work
• 2. Curricular Decision Points
• 3. Instructional Decision Points
• 4. Walk the Walls---Curricular and
• Instructional Decision Points
• 5. Safety and Health Issues

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

• Habitat Comparison Matrix

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Learning Walk Discussion and the Co-Teaching
Cultural ShiftWe talk the talk and walk the
walk
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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

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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

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Strategy 2 The Co-teaching Model

• This could also be considered as a second order
  change

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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

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• Gone are the days when I teach my
• students, you teach your students. Now
• we teach all students and share responsibility
• no matter what the subject.

Carolyn McMahon, Teacher
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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

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Some small but practical Examples of the
co-teaching cultural shift at Salina

• Two teacher names on the door
• Two desks or no desks
• Both teachers have access to the entire
  electronic grade book and attendance
• Both teachers present honor roll certificates
• All teachers in the school take responsibility
  for all students.
• Teachers must not work in isolation
• Teaming is key

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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

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Co-teaching 3 Phase Process Contd

• 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.

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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.
  

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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 and other core areas

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Co-teaching Affective Benefits

• Students want to be part of the class
• They are self-motivated
• Stigmatism is eliminated
• Teachers feel that their students act in a more
  appropriate manner
• Gives students access to the core curriculum and
  standards ie. High expectations for all learners.
  
• Salina Teacher Perspectives video go.

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Teacher PerspectivesPrice, Abdelfattah(4th
Grade), and Rockey (8th Grade)
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Insert Graph on Inclusion statistics
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• Activity 8 What are some of the benefits of
  co-teaching that you have learned from the
  presentation and video thus far?

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Co-teaching Approaches
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Co-teaching Approachesfrom Friend, M.,
Bursuck, W. D. (2006)
Stations?Frequent Parallel ?Frequent Teaming,
Alternative, One teach, one observe
? Occasional One teach, One assist ?Seldom
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Co-teaching Approaches

• One TeachingOne Observing- (5-10)
• One TeachingOne Drifting- (less than 20)
• Station Teaching- (30-40)
• Parallel Teaching- (30-40)
• Alternative Teaching- (20-30)
• Team Teaching- (20-30)

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Station Teaching

• Each professional has separate responsibility for
  delivering instruction
• Lower teacher/student ratio
• Students with disabilities can be more easily
  integrated into small groups

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Parallel Teaching

• Lower teacher/student ratio
• Heterogeneous grouping
• Allows for more creativity in lesson delivery
• Teachers must both be comfortable in content and
  confident in teaching the content
• Should not be used for initial instruction

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Alternative Teaching

• Helps with attention problem students
• Allows for re-teaching, tutoring, or enrichment
• Can be stigmatizing to group who is alternatively
  taught
• Special Ed teacher can be viewed as an assistant
  if he/she is always in alternative teaching role

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Strategies for K-8 Students and Strategies for
High School Students with Disabilities in the
General Education Curriculum
Preview at Resource Center or visit
http//store.leadered.com
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Strategy 3Comprehensive Interventions
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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.

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Team Collaboration and the 3 Essential Questions

• Question Three
• 3. How will we respond when they dont learn?

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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.

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Reading Intervention Contd

• 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

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Reading Intervention Contd

• There are 3-4 teachers and one paraprofessional
  in this classroom for a 15 ratio teacher to
  student.
• Guided reading and computer software are the
  major resources that are used in this class.

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Readers Workshop

• Read Aloud Above grade level
• Shared Reading At or above grade level
• Guided Reading Instructional Level
• Independent Reading Independent level
• Literature Discussion Groups
• Literature Circles

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Literacy Centers

• Siop T.H.I.E.V.E.S
• Text Mapping
• Squeepers(SQP2RS)
• Art Center
• Writing across the content Area
• Websites that allow for practice of literacy
  specific skills.
• I-Learn
• I-Blog

• Video
• Listening
• Technology such as thinking maps via inspiration,
  PowerPoint, podcasting, creating video clips,
  Comparison matrix, content based websites used to
  enhance information literacy

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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.
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The Reading Intervention Treatment produced
statistically significant results.
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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.

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Newcomer Literacy Contd

• 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.

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Team Collaboration and the 3 Essential Questions

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

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Strategy 7Data-Driven Instruction
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Accountability

• Writing Across the Curriculum Program.
• Administrative Building Walk-through and First
  things First.
• Faculty best practices learning walks.
• Administrative observation and the teacher
  evaluation system.
• Administrators/teachers need to put First Things
  First and Collect Data and use it in a precise
  manner.

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Feedback

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

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Goal One Writing

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

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Comment Codes 1 Lacks focus on one central
idea 2 Demonstrates limited control over
sentence structure, vocab. and/or conventions 3
Needs details example to adequately develop the
ideas content 4 Lacks coherent organization
/or connections between ideas 5 Needs richer
development of the central idea w/ some
additional, relevant details and examples to
receive higher score 6 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 score 8 Earned the highest score of 6
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Building Wide Writing Across the Curriculum

• All teachers including elective teachers submit
  student writing samples that is reviewed by the
  Literacy Team.
• We implement a common writing rubric in the
  various content areas.
• The implementation of extensive training on
  inter-rater reliability and feedback to students.
• The development of appropriate writing prompts
  that are aligned with Blooms higher order
  thinking process for all content areas.

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Goal Two Reading

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

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The Need to Stop Doing
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• Most of us have an every-expanding to do list,
  trying to build momentum by doing, doing, doing-
  and going more. And it rarely works. Those who
  built good-to-great organizations, however,
  made as much use of stop doing lists as to do
  lists. They had the discipline to stop doing all
  the extraneous junk.
• Jim Collins.

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Case Study Professional Learning Community
Implementation

• Rigor, Relevance and Relationships

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Case Study ContdBackground

• 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.

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Case 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.

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Case Study Student Population Contd

• 97.5 of Kaline Middle Schools student
  population qualifies for free or reduced lunch
  rates. Nine percent of the student population
  qualifies for special education services.

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Case Study School Performance Contd

• 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.

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Case Study Student Performance Contd

• 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.

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Case Study Contd School Culture

• 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.

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Case Study School Culture Contd

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

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Case Study School Culture Contd

• 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.

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Case Study Contd

• 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.

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Problem

• 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?

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Case Study Contd

• 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?

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Optional You might want to combine the
administrator and teacher questions if you are
together in this session as a school team.
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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

140
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 dont
  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.

141
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).
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