1. Principal Professional Learning Team February 2011

2. The mission of the Parkway School District is to ensure all students are capable, curious and confident learners who understand and respond to the challenges of an ever-changing world. Welcome

3.  Listen to understand  Mission focused  Well-planned agenda  Active and respectful participation Norms for Working Together

4. Mission Accomplished - Parkway 2016 “How do we get from here to there?” Essential Question

5.  Welcome (Bonnie and Desi)  Superintendent’s Message (Keith)  Staffing/HR Update (Joy)  Instructional Coach, Math Facilitator, RIS (Kathy)  Progress Monitoring and Intervention (John Barrow)  Professional Learning Communities (Desi, Liz and Paul) Agenda

6. Superintendent’s Message Dr. Keith Marty

7. Staffing/HR Update Dr. Joy Torgerson

8. Job Updates Reading Intervention Specialist  New domains and criteria are being created and plan will be completed in the Spring. Library/Media Specialist  New domains and criteria are being created and plan will be completed by late February.  Article - Second Order Change in the Library (on the Action Team website)

9. Instructional Coach and Math Facilitator Timeline Instructional Coach  Post Feb. 13 th Post  Close Wed., Feb. 23  Paper Screening – Completed by Friday, Feb. 25 th  Small Panel Interview – Monday, Feb. 27 th (7:00 AM - ?)  Principal Interview Process – Wednesday, Feb.29 th (TBD) Math Facilitator  Post Feb. 13 th Post  Close Feb. Wed., Feb. 23 rd  Paper Screening – Completed by Friday, Feb. 25 th  Small Panel Interview – Tuesday, Feb. 28 th (7:00 AM)  Principal Interview Process (Select a principal/ap from building to – Thursday, March 1 st (TBD))

10. Context Intensive Math Facilitator – Student Reading Intervention Specialist Targeted Universal Instructional Coach Math Facilitator-Adult

11. Instructional Coach and Math Facilitator Instructional Coach  Commitments (Yellow)  Job Description (Yellow)  Domains and Criteria (online)  Interview Questions and Look Fors (in progress) Math Facilitator  Commitments (Purple)  Job Description (Purple)  Domains and Criteria (in progress)  Interview Questions and Look Fors (in progress)

12.  Table Facilitator – High School Principal  Move the discussion  Keep Time  Select a Recorder (Take notes on the note taking guide)  Read the Documents (5 Minutes)  Check Mark = Statements you support  Exclamation Point= Statements you love  Question Mark = Statements that raise a question for you  Discussion (5 - 10 Minutes)  Whip around questions  Whip around suggestions  Summary  Role of district personnel in supporting the Instructional Coach Model  Role of building personnel in supporting the instructional Coach Model Instructional Coach Commitments Goal: Create a common understanding of the role of the instructional coach at the school and district level

13.  Table Facilitator – High School Principal  Move the discussion  Keep Time  Select a Recorder (Take notes on the note taking guide)  Read the Document (5 Minutes)  Check Mark = Statements you support  Exclamation Point= Statements you love  Question Mark = Statements that raise a question for you  Discussion (5 – 10 Minutes)  Whip around questions  Whip around suggestions  Summary  Role of district personnel in supporting the Math Facilitator Model  Role of building personnel in supporting the Math Facilitator Model Math Facilitator Commitments Goal: Create a common understanding of the role of the math facilitator at the school and district level

14. Progress Monitoring & Intervention An Overview

15.  Find a partner at your table  Individually read Pyramid Response to Intervention chapter excerpt from beginning and stop at the top of Page 63 before “Timely”  When both partners are finished, pause and “Say something” to each other (statements should be fairly brief and succinct)  Individually finish reading from “Timely” through “Systematic” stopping on page 67 before “Traditional Responses…”  Repeat “Say something” with partner Learning CPR: Say Something

16. Progress Monitoring and Intervention Definition Parkway Progress Monitoring and Intervention is the systemic practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying student response data to important educational decisions. Our desired objective is to support Progress Monitoring and Intervention practices district-wide as applied to decisions in general, supplemental and special education, creating a well- integrated system of instruction/intervention guided by student outcome data. (Adapted from NASDSE 2008)

17.  Perceptions of alternative for disability identification (special education roots)  Represents a set of critical principles and elements as a prevention-intervention framework  Not a program, but systems change  Has been developed and popularized in education with a strong “Behavioral” philosophy  Important that we own it Why PMI and Not RtI?

18. PMI is how Parkway is operationalizing and implementing RtI concepts  Turn to a neighbor and discuss:  Does the rationale for PMI make sense?  Are there stronger reasons why we should be calling our work RtI? Does This Help?

19. What’s it look like? Characteristics of PMI implemented A.Frequent data collection on students in critical areas B.Early identification of students at risk C.Early intervention D.Interventions evaluated and modified (if necessary) frequently E.Tiered levels of service delivery F. All decisions made with or verified by data

20. FRAMEWORK FOR PROGRESS MONITORING & INTERVENTION IDENTIFY RESPOND MONITOR Screening What is the problem? Diagnostic Why is it happening? Evaluation Is it working? End Goal Intervention What will we do about it?

21. PROBLEM SOLVING IDENTIFY RESPOND MONITOR Screening What is the problem? Diagnostic Why is it happening? Evaluation Is it working? End Goal Intervention What will we do about it?

22. Problem Solving: What Is The Problem?  Identify and Prioritize Problems(s)  Various types of data from multiple sources  Longitudinal  Patterns and Trends (including areas of strength)  Current Performance compared to standard or expectation  Write a Problem Statement  Problem identified in measureable, observable terms  Identify current state and the desired state  Problem statement is student outcome or student result based

23.  Root Cause  Evaluation of previous practices  Related to an area that can be impacted  Based on data, multiple hypotheses are considered  Root Cause selected based on best fit with evidence  Quality Goal  Directly connected to the problem statement  Meets SMART criteria  Indicators and measures are identified Problem Solving: Why Is It Happening?

24.  Action Plan  Identify potential evidence based action steps  Prioritize action steps connected to root cause  Action steps are feasible, focused and coordinated  Rate of progress established (criteria for success)  Plan for monitoring fidelity of implementation  Specific people have responsibility for implementation, support and monitoring Problem Solving: What Will We Do About It?

25.  Monitor  Ongoing formative data use to monitor progress toward goal  Use agreed upon rate of progress to guide decision making  Monitoring fidelity of action steps is formative and ongoing  Cycle repeats for additional problem solving and continuous improvement Problem Solving: Is It Working?

26. INSTRUCTION/ INTERVENTION IDENTIFY RESPOND MONITOR Screening What is the problem? Evaluation Is it working? End Goal Intervention What will we do about it?

28. DATA/ ASSESSMENT IDENTIFY RESPOND MONITOR Screening What is the problem? Diagnostic Why is it happening? Evaluation Is it working? End Goal Intervention What will we do about it?

29.  Conducted with everyone within a population  Conducted to identify those at-risk of failure, emotional/behavioral difficulties, or health issues  Goal is to identify difficulties before:  Overt problems/symptoms are manifested  The difficulties become significant and lead to impairment Assessment: Screening

30.  Emphasis on early identification to prevent difficulties from further development or escalation  Two ways of looking at EARLY identification  Early as in an “early” age (e.g., pre-k)  Early as in the “early” development of difficulty  Ongoing-Multiple Times  This provides a connection to progress monitoring  Multiple measures/data points are more reliable Assessment: Screening

31.  To identify area of intervention (specific needs)  Provided only to those students who were identified during Screening or other data  Sufficient amount of information to find instructional level and/or strengths and weaknesses in performance  Should lead to intervention/support selection Assessment: Diagnostic

32.  Determine whether instruction/intervention is having sufficient impact so that established goals will be reached  Frequency increases with level of intensity of support  Needs to be paired with monitoring implementation Assessment: Monitoring

33. GOALS, FEEDBACK & GRAPHING IDENTIFY RESPOND MONITOR Screening What is the problem? Diagnostic Why is it happening? Evaluation Is it working? End Goal Intervention What will we do about it?

34.  Goals developed and used within the context of systematic problem solving can guide our work  Feedback regarding progress toward goal informs decision making and increases motivation  Graphing, or visual representation of progress toward goal, is critical for collaborative process and as a method to deliver clear and more objective feedback Goals, Feedback & Graphing

35.  Turn to table partner and discuss:  Questions or concerns about PMI framework  Areas of connection to other initiatives  Ways we can better integrate this work at district and school levels Process and Debrief

36. Intervention Structures and Supports By Level Building Team PLC District Supplemental Literacy & Math Supports

37.  Budget- Resource Reduction  Need to think differently about allocating resources (Mission and Budget related)  Urgent work to develop and implement a district- level process for allocating district intervention resources (Literacy and Math supports) based on need  Consistent with PMI, we require a district-level collaborative team to do this work and provide ongoing monitoring and problem solving (Building- District Partnership will be critical) Immediate Need

38. Transition to PLCs District School Professional Learning Communities

39. Conference Guideline Kathy Blackmore

40. Food Guidelines Mark Stockwell

41.  Project Parkway Power Point  Community Communication Project Parkway PLC Update

42.  Level Groups  Document Walk  As you read/listen please make notations/ questions/suggestions  Discuss at the table  Summary of thoughts  Teacher Leadership Academy for Student Learning (Blue Paper) Multiple School PLCs