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PLC’s and PRtI
                 Next Exit




Implementing 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 School

Demographic 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
NHS History – Student Semester
Course Failures
                                         First Semester
                                         Second Semester
 350
           295             319
 300

 250             283
                                           221
                                  192
 200

 150                                                155

 100

 50

  0
       2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
Second Semester Data for
2010-11

 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 in
2011-12
           Level II Carry-over students Grade II Carry-
                                            Level
                       Distribution         over students
                                                Grade…
      86
100
 80
 60
 40
                      11
 20        24    15
                            4
  0
                                  Level II Carry-over students…
      A's B's
                C's   D's   E's
Students with one or more
MP Failing Grades
350                Failing Grades
                   319
      295
300         283

250
                                221
200                      192
                                      155
150

100
                                            71
50

 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
Sometimes we need to find
our direction!
USS Montana
Why MUST we investigate the
structure and processes in place to
facilitate learning within our schools?

We MUST find our direction!

Do you know these numbers
for your building? If no, can
you get that information?
What does your picture look
like?
BUILDING THE
FOUNDATION:
PROFESSIONAL
LEARNING COMMUNITIES
Organizations that Endorse PLC’s
The North Central Association Commission on
Accreditation and School Improvement – NCA
The National Staff Development Council
The National Association of Secondary School Principals
(NASSP)
The National Association of Elementary School Principals
(NAESP)
The National Middle School Association (NMSA)
American Federation of Teachers
The 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 Learning
1. 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 on
learning 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 Professional
Learning Communities

       Collaborate on the
       Right
       Issues
       To
       Impact
       Child &
       Adult
       Learning
Collaboration/School Improvement
Calendar
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 Communities
Focus on Results in Two Ways
1. 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 to
gather the data?

Questions about PLC’s and implementation methods at NHS?

Take 3 minutes to write down where you are with these three
components!
Pyramid Response to
Intervention (PRTI)
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
Pyramid Response to Intervention - NHS
Pyramid video
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 – Math
and 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
PRTI Form – First Run
New PRTI Form
“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 can
prompt, push, pull, but we do
know that if all else fails –

      cheering works!
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/Assist
Room
• 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?
Student Support Initiatives
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!
Pulling it all together!
PLC and RTI Connection


When comparing the essential characteristics of being a
PLC and the fundamental elements of PRTI, one can see
that these two powerful processes are not merely
similar, but perfectly aligned to support the same
outcomes.
Rank/Focus/Prioritize
3 minutes to Process: where do you want to go from here?
What roadblocks or aspects of PLC’s and PRTI do you want
to question?

Where are you with PRTI?

Where are you with PLC’s?

Develop your thoughts and questions!
Q & A – Closing Connections
Bringing it all back together!


Questions – Please!

                Contact Information:
                Jim French, Principal
           Portage Northern High School
              jfrench@portageps.org
                   269-323-5461
           Mike Huber, Assistant Principal
           Portage Northern High School
              mhuber@portageps.org
                   269-323-5457

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PRtI and PLC Presentation for AdvancEd

  • 1. PLC’s and PRtI Next Exit Implementing a Pyramid Response to Intervention and the Professional Learning Community Philosophy Portage Northern High School Jim French and Mike Huber
  • 2. 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
  • 3. Portage Northern High School Demographic 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)
  • 4. 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
  • 5. NHS History – Student Semester Course Failures First Semester Second Semester 350 295 319 300 250 283 221 192 200 150 155 100 50 0 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
  • 6. Second Semester Data for 2010-11 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-)
  • 7. 2010-11 Level II students grades in 2011-12 Level II Carry-over students Grade II Carry- Level Distribution over students Grade… 86 100 80 60 40 11 20 24 15 4 0 Level II Carry-over students… A's B's C's D's E's
  • 8. Students with one or more MP Failing Grades 350 Failing Grades 319 295 300 283 250 221 200 192 155 150 100 71 50 0 05-06 06-07 07-08 08-09 09-10 10-11 11-12 1st MP
  • 9. 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
  • 10. Sometimes we need to find our direction!
  • 12. Why MUST we investigate the structure and processes in place to facilitate learning within our schools? We MUST find our direction! Do you know these numbers for your building? If no, can you get that information? What does your picture look like?
  • 14. Organizations that Endorse PLC’s The North Central Association Commission on Accreditation and School Improvement – NCA The National Staff Development Council The National Association of Secondary School Principals (NASSP) The National Association of Elementary School Principals (NAESP) The National Middle School Association (NMSA) American Federation of Teachers The National Education Association (NEA) The National Council of Mathematics (NCTM, English (NCTE), and Science (NSTA)
  • 15. 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!
  • 16. 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.
  • 17. Critical Questions of Learning 1. 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?
  • 18. What does a focus on learning look like? • Are WE willing to change what we do to meet student needs? – Alter Instruction? – Review Policies and Procedures? – Review Grading?
  • 19. 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.
  • 20. 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)
  • 21. 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!
  • 22. Teams in Professional Learning Communities Collaborate on the Right Issues To Impact Child & Adult Learning
  • 24. 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.
  • 25. Professional Learning Communities Focus on Results in Two Ways 1. 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.
  • 26. 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 to gather the data? Questions about PLC’s and implementation methods at NHS? Take 3 minutes to write down where you are with these three components!
  • 28. 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
  • 29. Pyramid Response to Intervention - NHS
  • 31. 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”
  • 32. Universal Screening – Math and Reading History and Now… o Transition data review from MS for student placement o MAZE Assessment o Performance Series Testing for all 9th graders
  • 33. 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
  • 34. PRTI Form – First Run
  • 36. “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…
  • 37. Sometimes we can prompt, push, pull, but we do know that if all else fails – cheering works!
  • 39. 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
  • 40. 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
  • 41. Directed Learning Room/Assist Room • 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
  • 42. 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
  • 43. 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?
  • 45. 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!
  • 46. Pulling it all together!
  • 47. PLC and RTI Connection When comparing the essential characteristics of being a PLC and the fundamental elements of PRTI, one can see that these two powerful processes are not merely similar, but perfectly aligned to support the same outcomes.
  • 48. Rank/Focus/Prioritize 3 minutes to Process: where do you want to go from here? What roadblocks or aspects of PLC’s and PRTI do you want to question? Where are you with PRTI? Where are you with PLC’s? Develop your thoughts and questions!
  • 49. Q & A – Closing Connections Bringing it all back together! Questions – Please! Contact Information: Jim French, Principal Portage Northern High School jfrench@portageps.org 269-323-5461 Mike Huber, Assistant Principal Portage Northern High School mhuber@portageps.org 269-323-5457