Creating a Cultural Shift: Creating a Cultural Shift: Professional Learning Professional Learning

Community implementation at Community implementation at Salina IntermediateSalina Intermediate

Session #33 (75 Minutes)Session #33 (75 Minutes)Presented by Glenn Maleyko, Principal Salina Intermediate, Presented by Glenn Maleyko, Principal Salina Intermediate,

Ph.D Candidate WSU Ph.D Candidate WSU and Bob Attee, Science teacher and Administrative Internand Bob Attee, Science teacher and Administrative Intern

International Center for Leadership in EducationInternational Center for Leadership in EducationModel Schools ConferenceModel Schools Conference

Atlanta, Georgia Atlanta, Georgia June 29th and 30th, 2009 June 29th and 30th, 2009

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

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

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

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

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.

““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 1Activity 1

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

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!

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.

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.

Strategy I: Strategy I: Professional Learning Professional Learning

Communities Communities at Salina Intermediateat Salina Intermediate

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

We can achieve our fundamental purpose We can achieve our fundamental purpose of high levels of learning for all students of high levels of learning for all students

only if we work together. We cultivate this only if we work together. We cultivate this collaborative culture through the collaborative culture through the

development of high performing teams.development of high performing teams.

Dufour & Eaker

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.

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.

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

The Standards Based Assessment The Standards Based Assessment System at Salina Intermediate is an System at Salina Intermediate is an

example of a 2nd order changeexample of a 2nd order change

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

Salina Assessment WallSalina Assessment Wall

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

Dearborn Public SchoolsDearborn Public Schools

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

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

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

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

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 departures from the expected, both in defining a given problem and in in defining a given problem and in finding a solution.finding a solution.

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

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.

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

Benefits of Co-teachingBenefits of Co-teaching

Social inclusionSocial inclusion Curricular Expertise for the Content Curricular Expertise for the Content

Area teacherArea teacher Expertise on Differentiation from the Expertise on Differentiation from the

special educatorspecial educator High Standards and Differentiation for High Standards and Differentiation for

all students in the classroomall students in the classroom Student Access to the Core CurriculumStudent Access to the Core Curriculum

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.

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

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”

Co-teaching BrainstormCo-teaching Brainstorm

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

Strategy 5Strategy 5Salina 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 Capacity Building Cont’dSalina Capacity Building Cont’d

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

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.

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?

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)

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