Collaborative Strategic Decision-Making Developing Effective Learning Communities 25 Industrial Park Road, Middletown, CT · (860) Connecticut State Department of Education · Division of Educational Programs and Services

2 The Layout of Professional Development for EIP Day 1 -Collaborative Strategic Decision- Making Developing a process and framework Day 2 -Assessment and Reflective Practice Examining the use of assessment Identifying how reflective practice works Day 3 -Instructional Repertoire Building new ways to develop strategies focused on improved student outcomes

3 Training vs. Technical Assistance Training Provide direct instruction on EIP components Build a foundation of skills Dialogue about the implementation of EIP from both a school and district perspective Technical Assistance Provide guided practice with EIP components Apply skills within the context of your school and district Provide direct assistance in building the capacity to expand EIP school-wide and district-wide

4 Central Themes Building a Collaborative Learning Community Using Strategic Decision-Making Building Capacity to Develop, Implement and Sustain an Effective Process

5 Objectives for Today To define an overall climate of collaboration among staff, families, and students that will lead to improved student success; and To develop a strategic decision-making process that will drive high quality instructional practices focused on outcomes for ALL students.

Where To Begin? Initiating EIP within Your School and District

7 Are You a Leader of Change? "Only by changing how we think can we change deeply embedded policies and practices. Only by changing how we interact can shared visions, shared understandings and new capacities for coordinated action be established.“ Peter Senge

8 The Leadership Team The responsibilities of the leadership team are: Identifying the need, rationale and purpose for implementing EIP How will EIP enhance the current practice and organizational structures in order to improve the instruction for ALL students?

9 The Leadership Team The responsibilities of the leadership team are: Advocate for the development of the process and seek a buy-in period from others through Open communication Seeking input Marketing actions as a “pilot” that is able to be adjusted

10 The Leadership Team The responsibilities of the leadership team are: Create a professional development plan that will teach all school and district personnel: The content of EIP components The process of how EIP will be implemented

11 Newmann, King, & Young (2000) School Capacity School Capacity - The collective power of the full staff to improve student achievement school-wide. “…Student achievement is affected most directly by the quality of instruction. Instruction in turn is affected by school policy or programs on a variety of issues.”

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14 Let’s Dialogue… How might your school develop collective responsibility for increasing the achievement of all students?

15 Let’s Dialogue… What does the term early intervention mean to you?

16 (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001) Intensive 1-7% (Specialized/Individual Support System) Intervention 5-15% (At-Risk System, Supplemental, Small Groups) Universal 80-90% (District, School-Wide, & Classroom Systems) School-Wide Individual Support All Students in School Continuum of Support

17 Let’s Reflect… Does this look like your school? Why or why not?

18 Components of EIP Leadership Collegial Support & Family Partnerships Strategic Decision-Making Assessment & Reflective Practice Instructional Repertoire Accountability & Documentation

19 Components of EIP Leadership Collegial Support & Family Partnerships Strategic Decision-Making Assessment & Reflective Practice Instructional Repertoire Accountability & Documentation

Collegial Support & Family Partnerships Our Learning Community Culture Collaboration Consultation

21 Lessons Learned Early intervention is a philosophy focused on collective responsibility that should be part of a whole school culture, not particular to a core team. Families are an integral part of the whole school culture.

22 “Collaboration is the essential element of effective instructional support.” (Kovaleski, Tucker, & Stevens, 1996)

23 Definition of Collaboration “Collaboration an interactive process that enables people with diverse expertise to generate creative solutions to mutually defined problems.” (Idol, Nevin, Paolucci-Whitcomb, 1994)

24 What Does it Look Like? Elements of Collaboration: Examine student(s) needs, including consideration of cultural and linguistic background; Facilitate decision-making in the school setting; Promote classroom alternatives as first interventions for all students; Provide support for classroom teachers; Assist in designing and implementing instructional change; and Share skills, resources, ideas, and materials with colleagues. (Adapted from Dettmer, Dyck, & Thurston, 1996)

25 Continuum Collaboration Consultation Coaching MentoringCrisis Support Co-teaching Peer Coaching Specific Expertise Grade Level Teams Parent-Teacher Communication Parent Expertise of Child S. Gerber

26 Stuart Gerber Information Delivery, Learning Styles Collaboration, Communication/Listening Coordinating & Co-planning Instruction (with colleague or team) Co-teaching Peer Coaching Mentoring Consulting: Prescriptive (team or individual) Consulting: Focus (individual) Consulting: Objectivity Enhancement (individual) Crisis Support Building a Staff Support Structure Collaboration Consultation

27 Collegial Support All Students in School Reflective Practice Collective Responsibility Co-teaching Mentoring/Modeling Specialized Support “Expert” Assistance Shared Leadership Parity Peer-Coaching Communication Skills Collegial Climate Collaboration Consultation (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

28 Portraits of Early Intervention School-wide options can include… Core Team Grade Level Teams Primary & Intermediate Core Teams Cross Grade Level Core Teams Case Partner and Classroom Teacher Ad Hoc Teams (based on student needs) Family Partnerships

29 Parental Involvement Definition Participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities ensuring– That parents play an integral role in assisting their child’s learning; That parents are encouraged to be actively involved in their child’s education at school; That parents are full partners in their child’s education and are included, as appropriate, in decision making and on advisory committees to assist in the education of their child

30 (Horner, 1998) Family Partnerships All Students in School Collective Responsibility Parent to Parent Support Specialized Support Specialized Assistance Volunteer Programs Shared Decision-Making Parent to Parent Partnerships Community Partnerships Communication & Information Sharing Partnerships Specific Assistance

31 Current Practice Dialogue with your team… What team structures do you currently use and how well are they working? To what degree are families actively involved within the school community?

Strategic Decision- Making Our Framework for Operation Universal Practices Specialized Strategies

33 Strategic Decision-Making… Utilizing a systematic, purposeful process to make evidence-based decisions that focus on student achievement and take into account the full context of the school setting: Curriculum Environment Instruction Student(s)

34 Decision Making vs. Problem Solving Problem Solving Past Decision Making Future Present C. Torres & D. Fairbanks,The ASTD Trainer’s Sourcebook ProactiveReactivePreventative

35 Data to Verify From To Perception of an Issue Action What Makes it Strategic? Data Driven Action Action Based on SWIS Perception of an Issue

36 A Paradigm Shift Reactive Proactive

37 Strategic Decision-Making All Students in School Data-Driven Monitoring of Student Progress School-Climate & Behavior Instructional Practice In-Depth Analysis Interventions & Monitoring Intensive Interventions & Monitoring Implementation Integrity Universal Practices Specialized Strategies (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001)

38 Strategic Decision-Making Strategic decision-making is the framework for providing positive outcomes for ALL students. Strategic decision-making drives changes in instruction in order to effectively meet students’ needs. There are various kinds of strategic decision- making steps/processes/protocols.

39 Indicators of Strategic Decision-Making Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan

40 Example 1. Clarify values 2. Envision desired state 3. Anticipate challenges 4. Identify and test various approaches 5. Decide outcome criteria, timeline and monitoring process 6. Implement and monitor the plan 7. Evaluate the plan Adapted from Garmston and Wellman

41 Example Problem identification Defining the concern Baseline data-Current level of performance Problem validation-Is this a real problem or a perception of a problem? Problem analysis-Why is the problem occurring? Plan implementation Goal setting Selection of strategy and writing the plan Determine benchmarks of accomplishment Program evaluation Monitoring the implementation integrity of the plan Monitoring and evaluating student progress Decision-making of next steps Adapted from Heartland Area Education Agency

42 Example Problem identification and analysis Goal setting Intervention planning Intervention implementation Resolution/termination Rosenfield & Gravois

43 Example 1. Identify the issues of concern (These are symptoms) 2. Prioritize the symptoms (What you would like to change?) 3. Gather information about the problem situation 4. Identify the real problem 5. Record baseline data 6. Set objectives for problem solving 7. Develop an intervention plan to meet the objectives 8. Monitor the implementation of the plan with observations and data recording. Modify the plan as necessary. 9. Evaluate the effectiveness of the intervention by comparing baseline and outcome data. S. Gerber, SCSU

44 Example Develop an awareness of change and/or a need for change Establish new and/or redefine exiting goals Identify and define problems and change contexts Select and analyze a priority problem and its change context Derive performance requirements for problem resolution Select and/or generate alternative solution methods and strategies Test and verify feasibility and practically of solution methods and strategies Select and implement priority solution method and strategy Evaluate performance effectiveness of solution method and strategy T. Sergiovanni & F. Carver

45 Example Gather information, identify focused concern and collect data Determine objective(s) Generate strategies/solutions Develop and implement plan Monitor progress and evaluate

46 Making a Selection Which decision-making process do you currently use or would like to use? Select one in order to do the following work.

47 Worksheet for Developing a Strategic Decision-Making Process IndicatorSteps Identify the focus area for improvement 1. Gather information and frame a question 2. Analyze data and develop a hypothesis

48 Indicators of a Strategic Decision-Making Process Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan

49 Identify the Focus Area for Improvement What is happening? Frame a question in terms of the impact on student learning Examine the context by collecting and analyzing data Develop a hypothesis to define a central area of focus

50 Frame a Question Frame a question in terms of the impact on student learning Frames our thinking in terms of inquiry vs. judging Aligns our thinking to student learning

51 Framing a Question Why do we see a need to change? What are the student outcomes that are/will be impacted by this? What do we already know about the focus area or concern? What is the question about the student learning that needs to be answered?

52 Examine the Context Examine the context by collecting and analyzing data Determine when, where, how long, with whom, and under what conditions Develop a rationale for the occurrence using data Use evidence to explain what we see as reason for performance gaps

53 The Context Context of learning What we teach Outcomes of Learning How we teach S tudent I nstruction E nvironment C urriculum

54 Is it Really a Problem? Perceptions are made from inferences based on our prior experiences, not evidence. Perceptions can be misleading. Problems need to be defined with objective, specific, and concrete evidence. Problems need to be defined in context. e.g., compared to peers, age-appropriate e.g., how we influence, escalate, or create the problem

55 Lesson Learned Problem “admiration” tends to be the focus rather than strategic decision-making. If it is only about the “kid”, then we miss a larger understanding of the learning process. Curriculum Environment Instruction Student(s)

56 Develop a Hypothesis Develop a hypothesis to define a central focus Examines the relationship among the context variables Determines why this is

57 Symptoms vs. Causes Symptoms Observable Details A list of separate concerns Causes Inferred from behaviors Underlying reason/function Determined by grouping and analyzing objective, observable evidence

58 Making a Statement About the Focus Area of Improvement When {condition or trigger} occurs, {the student, class, school, etc.} does {focus area}, in order to {perceived function}. When there is an indoor recess, the students in grade 4 talk loudly and get out of their seats during lunch, in order to release energy.

59 Let’s Refine Our Process Given the various aspects of our discussion, which step(s) focus on identifying a focus area for improvement? What revisions, if any, would you make? Why? Create your step(s) on your worksheet.

60 Indicators of Strategic Decision-Making Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for feasibility Develop a plan of action that includes a monitoring system Implement & monitor student progress & the plan Evaluate student progress & the plan

61 Determine the Desired Outcome What do we want to happen? Define the desired level of performance in terms of student learning Establish baseline of current level of performance Determine the specific gap between current and desired performance Set a target for expected outcome and timeframe for accomplishment Write the desired outcome in measurable terms

62 Define the Desired Performance Define the desired level of performance in terms of student learning Dialogue about the ideal performance Discuss what we want for all students Determine the relationship between the desired outcome and the conditions we need to put into place

63 Content Standards vs. Performance Standards Content standards What gets taught, the subject matter, the skills and knowledge, and the applications Set the broad curriculum goals Performance standards Set the levels of mastery that must be met in various subject matter Translate content into specific knowledge and skills that are expected to be demonstrated Defined at specific grade levels or benchmark years

64 One Slice of Curriculum Pie KU-CRL What is the essential content that all people need to know? What content should most people know? What content could some people know?

65 What Does This Mean? Essential or Critical Content “Big ideas” Needed to sustain life in the adult world Core Content “Power Standards” Support achievement on CMT/CAPT Extended Content “Nice to Knows” Enriches learning beyond core content University of Kansas Center for Research on Learning Center for Performance Assessment

66 Establish Baseline Establish baseline of current level of performance Determine what the student currently knows and is able to do Determine a starting point before anything is implemented

67 Baseline Data Baseline data needs to align with the focus area for improvement. Clearly define the focus Observable (can be seen) Measurable (can be counted) Specific (clear terms, no room for a judgment call) Quantifiable/numbers

68 Determine the Gap Determine the specific gap between current and desired performance Determine what needs to specifically change Establish what the student needs to learn Establish what conditions are needed to accelerate student learning

69 Demands/ Skills Years in School The Achievement Gaps  Strategies, Skills, Concepts  Accommodations &/or Modifications KU-CRL

70 What Needs to Be Learned? Strategies Problem-solving and decision-making Study skills Coping Compensation Self-awareness Self-management Skills Able to do Specific applications Concepts Need to know Abstract ideas

71 Set a Target Set a target for expected outcome and timeframe for accomplishment Determine the grade level performance standard Determine the rate of learning for most students in this area Use the gap analysis to determine a reasonable target and a specific timeframe for this target to be achieved

72 Writing a Desired Outcome Clearly define the outcome Observable (can be seen) Measurable (can be counted) Specific (clear terms, no room for a judgment call) May sometimes require smaller benchmarks When {condition} occurs, {the student} will {desired outcome} from {baseline} to {target} by {timeline}.

73 Let’s Refine Our Process Given the various aspects of our discussion, which step(s) focus on defining a desired outcome? What revisions, if any, would you make? Why? Create your step(s) on your worksheet.

74 Indicators of a Strategic Decision-Making Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan

75 Generate Alternative Strategies What can we do? Generate all possible strategies Address the focus area and accelerate learning Determine which strategies are different from strategies used in the past or currently being used

76 Generating Alternative Strategies Brainstorming Works well to develop creative and innovative ideas Tends to focus on ideas that already exist Becomes a “brain dump” Generating Alternative Strategies Focuses on strategies that are different from what is currently being used Requires new expertise Structures the process on strategically developed ideas

77 Determine Different Strategies Determine which strategies are different from strategies used in the past or currently being used Focus on what needs to change

78 What is Change? Incremental Change Limited in scope Aim to improve the efficiency and effectiveness of an existing structure Basic structure is sound, but in need of improvement Deep Change Requires new ways of thinking and behaving Aim to transform and permanently alter the structure Basic structure is “flawed” in need of a complete “overhaul” Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass. Cuban, L. (1996). Myths about changing schools and the case of special education. Remedial & Special Education (17) (2) 75-82, 128.

79 What Do We Change? Context of learning What we teach Outcomes of Learning How we teach S tudent(s) I nstruction E nvironment C urriculum Adapted from Heartland Area Education Agency

80 Let’s Refine Our Process Given the various aspects of our discussion, which step(s) focus on generating alternative strategies? What revisions, if any, would you make? Why? Create your step(s) on your worksheet.

81 Indicators of a Strategic Decision-Making Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan

82 Examine Strategies for Impact and Feasibility What will work best? Determine which strategies have the greatest potential for impact on student learning Determine the feasibility of selected strategies Select the strategy or strategies with the highest impact and feasibility

83 Examining Impact Low Impact on Learning No Access Fosters Dependence High Impact on Learning High Access to General Curriculum Fosters Independence

84 Read math word problems aloud to a student, who reads two grade levels below Low Impact on Learning No Access Fosters Dependence High Impact on Learning High Access to General Curriculum Fosters Independence

85 Determine Feasibility Determine the feasibility of selected strategies Determine which strategies have research to support their success Determine which strategies can easily be implemented with quality Determine which strategies can be incorporated into the classroom routine and instruction

86 High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Difficult to Use Resources Examining the Implementer(s) What changes in the current system/practice would move the selected strategies into the “ green zone ” ?

87 High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Difficult to Use Resources What changes in the current system/practice would move the selected strategies into the “ green zone ” ? Read math word problems aloud to a student, who reads two grade levels below

88 Stuart Gerber Information Delivery, Learning Styles Collaboration, Communication/Listening Coordinating & Co-planning Instruction (with colleague or team) Co-teaching Peer Coaching Mentoring Consulting: Prescriptive (team or individual) Consulting: Focus (individual) Consulting: Objectivity Enhancement (individual) Crisis Support Building a Staff Support Structure Collaboration Consultation

89 Most Like Peers Enriches Other’s Learning Easy to Put in the Routine Least Like Peers Deters Other’s Learning Difficult to Put in the Routine Examining the Integration with Universal Practice What changes in the current system/practice would move the selected strategies into the “ green zone ” ?

90 Most Like Peers Enriches Other’s Learning Easy to Put in the Routine Least Like Peers Deters Other’s Learning Difficult to Put in the Routine What changes in the current system/practice would move the selected strategies into the “ green zone ” ? Read math word problems aloud to a student, who reads two grade levels below

91 Select Strategies Select the strategy or strategies with the highest impact and feasibility Determine which strategy or strategies to use Based on analysis of impact and feasibility Based on a comprehensive approach Prevent Teach Respond

92 Three Components to Consider… Prevent Environment Instruction & Curriculum Social/ Interpersonal Teach Strategies Skills Concepts Respond Reinforcement Cueing & Feedback Management Adapted from Ayers

93 Let’s Refine Our Process Given the various aspects of our discussion, which step(s) focus on examining impact and feasibility? What revisions, if any, would you make? Why? Create your step(s) on your worksheet.

94 Indicators of a Strategic Decision-Making Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan

95 Develop a Plan of Action that includes a Monitoring System What will we do? Determine what the student(s) need(s) to learn Develop a monitoring system that aligns with the baseline data and a criterion for measuring the progress Align each selected strategy with a primary implementer, location, frequency and duration of implementation, and a description of how it will be done

96 Determine What Needs to be Learned Determine what the student(s) will learn Determine what strategies does the student(s) need to learn Determine what skills does the student(s) need to learn

97 Three Components to Consider… Prevent Environment Instruction & Curriculum Social/ Interpersonal Teach Strategies Skills Concepts Respond Reinforcement Cueing & Feedback Management Adapted from Ayers

98 Three Components to Consider… Prevent Environment Instruction & Curriculum Social/ Interpersonal Teach Strategies Skills Concepts Respond Reinforcement Cueing & Feedback Management Adapted from Ayers

99 Develop a Monitoring System Develop a monitoring system that aligns with the baseline data and a criterion for measuring the progress Use the baseline to set the starting point Establish a target goal Project the rate and progression of expected growth Determine how to know if the goal is likely to be met

100 How Will We Monitor? Determine who will monitor the progress Determine the assessment process to use and connect it to the baseline Predetermine intervals for monitoring Determine a timeline for evaluation Daily Weekly

101 Monitoring vs. Evaluating Monitoring On-going and frequent Part of the implementation process Provide information for adjustments in plan Evaluating A specific point in time A review of the implementation process Provide information for decisions on next steps

102 Demands/ Skills Time The Goal Line Expectations for All Students  Baseline/Current Level of Performance  Goal Student’s Projected Growth

103 Develop a Plan of Action Align each selected strategy with a primary implementer, location, frequency and duration of implementation, and a description of how it will be done

104 Writing an Action Plan Effective action plans are clear and concise. What will be done? When will it be done? (Frequency and Duration) Where will it be done? Who will do it? How will it be done?

105 Action Plan Progress Timeline How Will it be done WhenWho will do it What will be done Student:Grade: Desired Outcome: Baseline Assessment:

106 Let’s Refine Your Process Given the various aspects of our discussion, which step(s) focus on developing an action plan? What revisions, if any, would you make? Why? Create your step(s) on your worksheet.

107 Indicators of a Strategic Decision-Making Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan

108 Implement the Plan and Monitor Student Progress How are we doing? Monitor the implementation of the plan and provide the supports needed Monitor the level and rate of progress of student learning

109 Monitor the Plan Monitor the implementation of the plan and provide the supports needed Determine what was actually implemented Determine contributing factors as to the quality of implementation

110 Words & Numbers, 2000

111 Group Reflection Questions: What does this chart tell us about the integrity of problem solving? Why do you think the trend line reflects this direction? Would other professions accept the trend line for implementation?

112 Monitor the Progress Monitor the level and rate of progress of student learning Monitor on a frequent basis (daily or weekly) Student progress Implementation Integrity Check for rate of progress as it relates to the target goal line

113 Demands/ Skills Time Charting Progress Expectations for All Students  Baseline/Current Level of Performance  Goal Student’s Actual Progress Student’s Projected Growth

114 Demands/ Skills Time Charting Progress Expectations for All Students  Baseline/Current Level of Performance  Goal

115 Demands/ Skills Time Charting Progress Expectations for All Students  Baseline/Current Level of Performance  Goal

116 Demands/ Skills Time Charting Progress Expectations for All Students  Baseline/Current Level of Performance  Goal

117 Let’s Refine Our Process Given the various aspects of our discussion, which step(s) focus on implementing a plan and monitoring student progress? What revisions, if any, would you make? Why? Create your step(s) on your worksheet.

118 Indicators of a Strategic Decision-Making Identify the focus area for improvement Determine the desired outcome Generate alternative strategies Examine strategies for impact & feasibility Develop a plan of action that includes a monitoring system Implement the plan & monitor student progress Evaluate student progress & the plan

119 Evaluate Student Progress and the Plan What changes occurred? Evaluate and analyze the overall progress by comparing the baseline data to the outcome data Examine the degree of implementation integrity of the plan Determine what changes occurred Use a decision guide to make adjustments and/or revisions to the plan

120 Evaluate the Overall Progress Evaluate and analyze the overall progress by comparing the baseline data to the outcome data Determine the amount of growth Determine the rate of growth

121 Demands/ Skills Time Charting Progress Expectations for All Students  Baseline/Current Level of Performance  Goal Student’s Actual Progress Student’s Projected Growth

122 Evaluate the Implementation Integrity Did we do what we said we would do? Examine what was done through reflective practice Quality Frequency Addressing focus area Examine reasons for non-completion or non-compliance

123 Reasons for Non-completion or Non-compliance Focus area was either not clearly defined or directly addressed Plan was too narrow or too broad Plan did not address changes in action Plan was not analyzed for impact or feasibility Implementers did not have the right skills or resources

124 Determine Changes in Our Practice Determine what changes occurred Determine which factors actually changed Determine if they are incremental or deep change Determine the relationship between the outcome and these changes

125 What Did We Change? Context of learning What we teach Outcomes of Learning How we teach S tudent(s) I nstruction E nvironment C urriculum Adapted from Heartland Area Education Agency

126 Decide Next Steps Use a decision guide to make adjustments and/or revisions to the plan Determine the next set of actions Determine how the plan can be further enhanced Determine what was learned from the experience

127 Decision-Making Process

128 Decision-Making Process

129 Let’s Refine Our Process Given the various aspects of our discussion, which step(s) focus on evaluating student progress and the plan? What revisions, if any, would you make? Why? Create your step(s) on your worksheet.

130 So Let’s Take a Look Examine your work today How does this compare to what you currently do? What new learning do you have?

131 With Your Technical Assistant Read and dialogue about the article: Dufour, R. (2004). What is a “professional learning community?” Educational Leadership, 61, 8. Examine the continuum of collegial support and family partnerships within your school and district What currently exists What needs to change

132 On Your Own 1. Revise the wording and flow of the process you developed today Bring in key stakeholders to help you make the revisions Share and seek input from the entire school and/or selected district level representation

133 On Your Own 2. Select a “case” to use for the next session Single student e.g., a gifted student A specific group of students e.g., ELL A classroom or grade level e.g., improving math instruction A whole school e.g., lunchroom behavior A whole district e.g., increasing time with non- disabled peers or a new science curriculum

134 Bring with You Next Time Curriculum guides and example lesson plans related to the focus area General observations and anecdotal records Student work samples and curriculum- based assessments General background information Any strategies or plans already tried