Creating a Cultural Shift: Professional Learning Community implementation, Coteaching and Interventi

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

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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
• 9 students with disabilities
• 60 English Language Learners
• 97.5 Free and reduced lunch

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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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W. M. Glasser
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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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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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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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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
The 2009 special ed subgroup total is pending an
AYP appeal
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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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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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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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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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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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Insert Graph on Inclusion statistics
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Benefits of Co-teaching

• Social inclusion
• Curricular Expertise for the Content Area teacher
• Expertise on Differentiation from the special
  educator
• High Standards and Differentiation for all
  students in the classroom
• Student Access to the Core Curriculum

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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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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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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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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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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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Strategy 7Data-Driven Instruction
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The Standards Based Assessment System at Salina
Intermediate is an example of a 2nd order change

• Based on research by Bob Marzano (2006).
  Classroom Assessment and Grading that Work.

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Salina Assessment Wall
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Strategy 5Salina 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 Capacity Building Contd

• We have implemented workshops and conferences for
  over 1,300 educators during the past 7 years in
  the areas of technology integration, co-teaching,
  intervention, and literacy models.

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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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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

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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.

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Presentation References

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