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
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
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!
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
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
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…
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!
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