1. Creating a Cultural Shift by Implementing a Model of Instruction that Meets the Needs of All students. Creating a Cultural Shift by Implementing a Model of Instruction that Meets the Needs of All students. Presented by Glenn Maleyko, Principal Salina Intermediate, Ph.D Candidate Wayne State University International Center for Leadership in Education Honolulu, Hawaii July 6th-7th, 2009

2. Salina Intermediate, Dearborn, Michigan

3. Salina Intermediate - By The Numbers  Located in Dearborn, MI – A suburb of Detroit  520 students in grades 4 – 8  100% ethnically diverse (Arabic primary ethnicity) These students qualify as Caucasian under federal guidelines

4.  23% annual mobility rate  9% students with disabilities  60% English Language Learners  97.5% Free and reduced lunch  AYP has been met for several consecutive years.

5. Salina Int. Model School Major Achievements  Award winner of Several Technology Grants over the past 8 years  Ameritech Technology Academy Recognition as one of the top 8 schools in Michigan that are integrating technology into the curriculum

6. Achievements Continued -We have Provided Training in Technology, Co-teaching, Literacy, Interventions and Foreign Language to over 1300 educators in Michigan during the past 7 years.

7. Provide Frequent Presentations at State and National Conferences  ASCD National Conference 2009  MACUL State Conference 2001-2009  ACTFL National Conference 2008  MABE State Conference 2008  Arkansas Literacy Conference 2007  Michigan ASCD Middle School Summit 2007

8.  ATA Academy 2007 and 2008  NMSA National Conference 2005  Michigan ASCD Conference 2003

9. Awards –2 TAPS Award winners for 2004 MACUL. –2004 COATT Award - Nadra Shami –2005 WCRESA Middle school Technology Award - Bob Attee –Nomination for MACUL outstanding Technology Educator Award -Glenn Maleyko

10. Salina Intermediate Model:  Professional learning communities  Special education co-teaching  Comprehensive interventions  Technology integration  Literacy across the curriculum  Capacity building – Shared leadership  Data-driven instruction

12. Strategy 4 Technology Integration and Critical Thinking Rigor and Relevance

14. W. M. Glasser

15. Student Technology Trainers

16. Salina Students Present at the Capitol Building in Lansing, MI November 2008 and at the MACUL conference in Detroit, MI, March 2009

17. Activity 1 Poll everywhere survey http://www.polleverywhere.com Poll everywhere survey http://www.polleverywhere.com Poll everywhere survey http://www.polleverywhere.com

18. All of us can consciously decide to leave behind a life of mediocrity and to live a life of greatness---at home, at work and in the community. No matter what our circumstances may be, such a decision can be made by everyone of us. Stephen Covey Pg. 29

19. Whether that greatness is manifest by choosing to have a magnificent spirit in facing an incurable disease, by simply making a difference in the life of a child, given that child a sense of worth and potential, by becoming a change-catalyst inside an organization, or by becoming an initiator of a great cause in society.

20. We all have the power to decide to live a great life, or even simpler, to have not only a good day but a great day. No matter how long we’ve walked life’s pathway to mediocrity, we can always choose to switch paths. Always. It’s never too late. We can find our voice. Pg. 29.

21. These People just realize that they can’t wait for their boss or the organization to change. They become an island of excellence in a sea of mediocrity. And it’s contagious.

22. Activity 2  Turn to a partner and discuss the following questions: –What is your reaction to the quotations from Stephen Covey, Doug Reeves, and/or Howard Schultz? –What implications does this have on your perception of leadership?

23. What is our frame of mind? What is our frame of mind? Is the Glass half full or half empty? At Salina Intermediate we always view the glass half full. An optimistic viewpoint.

24.  Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization.  Reeves, Douglas (2006). The learning Leader. Visionary leaders

25. “People want to be part of something larger than themselves. They want to be part of something they’re really proud of, that they’ll fight for, sacrifice for, trust.” — Howard Schultz

26. Salina Vision We envision an innovative, successful school where diversity is respected and celebrated, where all students use higher order thinking skills to meet high standards developed collaboratively by a motivated, compassionate, and highly skilled staff, working in partnership with parents and the community.

27. Salina Intermediate Mission  The mission of Salina Intermediate School is to increase academic achievement by implementing and evaluating a technology integrated comprehensive curriculum which enables students to become literate problem-solving critical thinkers. We have high expectations for all students, and provide a safe and nurturing environment collaboratively with parents and community to ensure that all students become responsible, productive citizens.

28. Activity 2  Discuss with a partner the following question: –Why is it essential to have clear mission and vision statements? –What does a mission or vision statement tell us about an organization?

29. Salina Intermediate 2008-2009 Mobility Data

30. Salina Intermediate Limited English Proficient Population

31. Economically Disadvantaged Students at Salina Intermediate 2008-09

32. Schools Do Make a Difference  An analysis of research conducted over a thirty-five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.  Robert Marzano, What works in schools, 2003.

33. Dr. Bob Marzano with Salina Staff at the ASCD Conference in Orlando, March 2009

34. We face many barriers at Salina, but …  We have been effective at improving student achievement levels through the use of technology, literacy, and differentiated instruction under Professional Learning Communities model!

35. Salina Intermediate ELA AYP Proficiency Growth

37. Salina AYP proficiency Growth

38. Salina AYP ELA Objective proficiency Growth *The 2009 special ed subgroup total is pending an AYP appeal

39. There must Be a Cultural Shift in how we do business on a day to day basis. There must Be a Cultural Shift in how we do business on a day to day basis.

40. Cultural Shifts Becoming a Professional Learning Community  “To put it as succinctly as possible, if you want to change and improve the climate and outcomes of schooling both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed your well-intentioned efforts will be defeated” Seymour Sarason: Taken From Robert Eaker PLC presentation.

41. Dr. Daggett at the Model Schools Conference in Atlanta, Georgia, June 2009: He advocates for change with stimulus funding

42. Activity 3: Sharing  Please turn to the person next to you and discuss what a cultural shift means to you?

43. Strategy I: Professional Learning Communities at Salina Intermediate

44. The Power of Professional Learning Communities  The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path to change in the classroom lies within and through professional learning communities. Dufour & Eaker

45. At Salina Intermediate School, professional learning communities are embedded in the culture of our school. Teamwork and collaboration at Salina is not an option, it is who we are and what we do as a part of our daily routine. Glenn Maleyko and Bob Attee (2009)

46. Team Collaboration Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement. Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement.

47. The Salina Intermediate Learning Community is Characterized by  1. Shared Mission, Vision, and Values and Values  2. School Improvement Plan

48. The Salina Intermediate Learning Community Cont’d  3. Collaborative Teams  4. Structured Time for PLCs  5. Intensive Data Collection and Analysis  6. On-going collaborative professional development

49. Salina Leadership Teams Meetings  Grade level teams  Literacy/SIP team  Special Education team  Intervention teams for middle school and elementary grades  School Support team  DFLAP team

50. It is critical to develop a PLC calendar for the building It is critical to develop a PLC calendar for the building

51. Several Leadership teams meet on a regular basis. Add PLC calendar

52. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning.

54. Group Movement Activity #3   North (Leadership Experts) Strength implementing a Clear Vision and getting people to follow and believe in the Mission.   South (Curriculum and Instruction Experts) Strength in implementing effective Instructional Strategies including Differentiated instruction

55. Group Movement Activity #3 Cont’d   East (Relationships) Developing With staff, parents and students.   West (Assessment) Working and Analyzing Data, and implementing Data Driven Instructional Strategies.

56. Activity 3  Why is it important to implement a Learning Community if we want to implement a model that meets the needs of all students?  Why is it important to focus on student learning rather than teaching?

57. The most effective collaborative teams  Focus on learning rather than teaching.  If teams do not focus on issues and questions that most impact student achievement, they become “coblaboration” teams.  Dufour & Eaker 2002

58. Salina Team Meeting components  Three important components keep the team focus and help to subdue the resistors –1. The development of Team Norms –2. The development of Team Goals –3. Sustaining Good team leadership (This could be one or two individuals.

59. Team Norms video on D-Tube Team Norms video on D-Tube Dearborn Public Schools http://www.dearbornschools.org/

60. Activity 4  During the Team Norms Video, there were positive and negative occurrences. Why do you think it is important to have team norms?

62. 6th Grade Team Weekly Agenda  Monday-- Co-teaching Planning  Tuesday-- Writing Analysis  Wednesday--Student Concerns  Thursday-- Technology Integration  Friday--Co-teaching Planning

63. Strategy 7 Data-Driven Instruction

64. Salina Standard Based Report Card  Marzano found that when you increase teacher effectiveness with assessment there are statistically significant gains with student achievement as it is measured by high stakes assessments.  We have seen this in action at our school as we implement multiple forms of assessment

65. Data-Driven Decisions & Instruction  The implementation of student portfolios that will include writing samples, DRA tests, common assessments, performance assessment samples and other pertinent data.

66. Data-Driven Decisions & Instruction Cont’d  An assessment wall is used in all team rooms for writing prompts and DRA results. This wall assists us with the identification of children in need of interventions.

67. Salina Assessment Wall

69. Strategy 6 Salina Intermediate Capacity Building

70. At Salina Intermediate we really focus on secret three and four from The Six Secrets of Change, Fullan (2008)  Secret One Love your employees  Secret Two Connect peers with purpose  Secret Three Capacity Building Prevails Secret Three Capacity Building Prevails Secret Three Capacity Building Prevails  Secret Four Learning is the work  Secret Five Transparency  Secret Six Systems Learn

71. Salina Intermediate Capacity Building  Our own faculty develops, implements, and evaluates our own professional development programs on a regular basis  We spotlight and showcase our programs at the district, state, and national level.

72. Salina Intermediate Professional Learning and Expertise  We have established our own experts in the school in several areas including: –Technology, literacy, co-teaching, differentiated instruction, writing, leadership, etc.

73. Salina Professional Learning and Expertise Cont’d  Our faculty supports each other through job- embedded on going training and support.  Faculty support each other through the development of our PLCs  We provide our faculty with our own training during meetings, pd, and school release time, etc.

74. Salina Intermediate Monitoring and Evaluating  Classroom Walkthroughs are a critical component within the School Improvement Process at Salina Intermediate.  I looked at articles published by ASCD.  The Three Minute Classroom Walk-Through by Carolyn Downey.  SIP goals and team SMART goals

75. Salina Intermediate Administrative Walkthroughs and team Learning Walks. (based on the Downey Model (2004)  The most important thing is conversations and building relationships with faculty. At Salina Intermediate we complete a minimum of one walk through per month with all teams in the building.

76. Ray McNulty at the Model Schools Conference in Atlanta, Georgia, June 2009: He stresses the importance of relationships

77.  5 Step Downy Approach  1. Student Orientation to the work  2.Curricular Decision Points  3.Instructional Decision Points  4.Walk the Walls---Curricular and Instructional Decision Points Instructional Decision Points  5.Safety and Health Issues

78. The Implementation of Thinking Maps at Salina Intermediate as an SIP strategy.

79. Learning Walk Discussion and the Co-Teaching Cultural Shift “We talk the talk and walk the walk”

80. Marzano, Waters and McNulty (2005) 1st order change vs. 2 nd order change  1 st order change is incremental. It can be thought of as the next most obvious step to take.  At Salina Intermediate this is done through our current structure

81. 2 nd order change  2 nd order change is anything but incremental. It involves dramatic departures from the expected, both in defining a given problem and in finding a solution.  At Salina Intermediate we are change agents and we move on innovative programs that follow research based best practices

82. Strategy 2 The Co-teaching Model This could also be considered as a second order change

83. We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must depend on how we feel about the fact that we haven’t so far. Ron Edmonds (1982).

84. Implementation of Special Education Co-teaching  Co-teaching in 4 th through 8 th grade has been implemented in language arts and mathematics.  We have followed the research by Dr. Friend along with the work by Larry Gloeckler at ICLE

85. “Gone are the days when I teach my students, you teach your students. Now we teach all students and share responsibility no matter what the subject.” Carolyn McMahon, Teacher

86. Salina Intermediate co-teaching model  Through the PLC Model all of the core teachers collaborate  In the Middle School 6 th through 8 th grade the Language Arts and Mathematics teachers co-teach  Elementary 4 th & 5 th Grade teachers co-teach in Mathematics & Language Arts plus other content areas

87. Relationships, Teaming, and co- teaching expectations: The 6th grade team

88. Some small but practical Examples of the co-teaching cultural shift at Salina  Two teacher names on the door  Two desks  Both teachers have access to the entire electronic grade book and attendance  Both teachers present honor roll certificates  All teachers in the school take responsibility for all students.  Teachers must not work in isolation  Teaming is key

89. Salina Intermediate Co-teaching and a 3 phase Process  Phase One: Pilot the model with the trailblazers -This provides insight and information towards full implementation  Phase Two: Talk about how it is coming, spend a lot of time doing this. Start to implement with a few other teachers who have learned through the phase one piloting

90. Co-teaching 3 Phase Process Cont’d  Phase Three: Full Implementation, all teachers will be involved in the process. Implementation is no- longer optional  It took about 3 years in order to get to full implementation at Salina Int.

91. Efficiency and Effectiveness  We have implemented the co-teaching model through a reallocation of resources  We do not have Teacher Consultants or paraprofessionals in Special Education  Instead we used this budget to buy more teachers.

92. Salina Intermediate co-teaching model  Through the PLC Model all of the core teachers collaborate  In the Middle School 6 th through 8 th grade the Language Arts and Mathematics teachers co-teach  Elementary 4 th & 5 th Grade teachers co-teach in Mathematics & Language Arts and other core areas

93. Co-teaching Affective Benefits  Students want to be part of the class  They are self-motivated  Stigmatism is eliminated  Teachers feel that their students act in a more appropriate manner  Gives students access to the core curriculum and standards ie. High expectations for all learners.  Salina Teacher Perspectives video go.

94. Teacher Perspectives Price, Abdelfattah(4th Grade), and Rockey (8th Grade)

95. Insert Graph on Inclusion statistics

96. Activity 5 : What are some of the benefits of co-teaching that you have learned from the presentation and video thus far?

97. Co-teaching Approaches

98. Strategies for K-8 Students and Strategies for High School Students with Disabilities in the General Education Curriculum Preview at Resource Center or visit http://store.leadered.com

99. Strategy 3 Comprehensive Interventions

100. Instructional Dialogues and Intervention Process Teachers meet in teams with the intervention team and the principal to discuss struggling students. It is mandated at least three times per year. They must bring DRA data, writing data and other data to the meeting. Pending the outcome, we then decide on an intervention. Teachers meet in teams with the intervention team and the principal to discuss struggling students. It is mandated at least three times per year. They must bring DRA data, writing data and other data to the meeting. Pending the outcome, we then decide on an intervention.

101. Team Collaboration and the 3 Essential Questions  Question Three  3. How will we respond when they don’t learn ?

103. Middle School and Elementary Literacy Intervention Class  Students in grades four through eight who are two grade levels below the appropriate reading level are flagged for this class.  Other data can also be used to flag these students.

104. Reading Intervention Cont’d  They receive an additional 50 minute period each day in lieu of an elective class.  25 minutes is spent in Guided Reading plus or Comprehension focus groups based on the Research by Dr. Dorn from the University of Arkansas

105. Reading Intervention Cont’d  There are 3-4 teachers and one paraprofessional in this classroom for a 1:5 ratio teacher to student.  Guided reading and computer software are the major resources that are used in this class.

106. Salina Intermediate mid-year DRA growth the mean was approximately 1 grade level. The projection by the end of the year is 2 grade levels.

107. The Reading Intervention Treatment produced statistically significant results.

108. ELL Newcomer Literacy Center  We have developed a newcomer literacy center that integrates reading across the curriculum in grades 4th through 8 th.  All students receive at least five hours per day of intensive literacy instruction throughout the content.

109. Newcomer Literacy Cont’d  They receive two 120 minute blocks per day plus 60 minutes using ELL software.  ELPA, Common Assessments, and DRA results are used for appropriate student placement in the newcomer literacy center.

110. Team Collaboration and the 3 Essential Questions  A new, fourth question is: How will we respond when they have learned?

112. Strategy 7 Data-Driven Instruction

113. Accountability  Writing Across the Curriculum Program.  Administrative Building Walk-through and First things First.  Faculty best practices learning walks.  Administrative observation and the teacher evaluation system.  Administrators/teachers need to put First Things First and Collect Data and use it in a precise manner.

114. Feedback  Feedback to teachers enables them to focus their instruction; feedback to students enables them to monitor and improve their learning. -Fullan, Hill, & Crevola, 2006

115. Goal One: Writing All students will demonstrate improvement in writing across all content areas with 78% of the students showing proficiency by meeting the state standards based on the 2009 English Language Arts AYP Proficiency Index.

116. Comment Codes: 1 = Lacks focus on one central idea 2 = Demonstrates limited control over sentence structure, vocab. and/or conventions 3 = Needs details & example to adequately develop the ideas & content 4 = Lacks coherent organization &/or connections between ideas 5 = Needs richer development of the central idea w/ some additional, relevant details and examples to receive higher score 6 = Needs tighter control of organization &/or the connections among the ideas to get a higher score 7 = Needs greater precision and maturity of language use to get a higher score 8= Earned the highest score of 6

117. Building Wide Writing Across the Curriculum Building Wide Writing Across the Curriculum  All teachers including elective teachers submit student writing samples that is reviewed by the Literacy Team.  We implement a common writing rubric in the various content areas.  The implementation of extensive training on inter- rater reliability and feedback to students.  The development of appropriate writing prompts that are aligned with Bloom’s higher order thinking process for all content areas.

118. Goal Two: Reading All students will demonstrate improvement in reading comprehension in all content areas with 78% of the students showing proficiency by meeting the state standards based on the 2009 English Language Arts AYP Proficiency Index.

119. The Need to Stop Doing  Most of us have an every-expanding “to do list, trying to build momentum by doing, doing, doing- and going more. And it rarely works. Those who built “good-to-great” organizations, however, made as much use of “stop doing” lists as “to do” lists. They had the discipline to stop doing all the extraneous junk.  Jim Collins.

120. Case Study: Professional Learning Community Implementation Rigor, Relevance and Relationships

121.   The Background:   You have just been appointed to Kaline Middle School in Honolulu, Hawaii. Kaline Middle School is over 75 years old. This school is in a rural section of the city and is secluded. The former principal of Kaline Middle School was not visible in the hallways and chose to continue the same school improvement strategies that have been tried during the past three years. Case Study Cont’d Background

122. Case Study Continued   Student Population:   In Kaline Middle School, you have a student population of 312 students. 23% of your student population are recent immigrants to the United States from Asia. Most of your students in Kaline Middle School have little or no English skills as 72% of the students are English Language Learners.

123. Case Study Student Population Cont’d   97.5% of Kaline Middle School’s student population qualifies for free or reduced lunch rates. Nine percent of the student population qualifies for special education services.

124. Case Study School Performance Cont’d   School Performance:   Your school has been making Adequate Yearly Progress (AYP) in Mathematics, but not in Language Arts. The special needs population was close to meeting the level needed to make AYP in Language Arts, but fell short by 3%. About 40% of the student population is below their grade level reading level. Students have difficulty with responding to district informational writing prompts.

125. Case Study Student Performance Cont’d   About 45% of the students are having difficulty with understanding the content in science and social studies. Your special needs students are in resource rooms for all of their classes with a special needs teacher for each grade level.

126. Case Study Cont’d School Culture   School Culture:   Each teacher at Kaline Middle School teaches in his or her primary certification level. There are four core teachers and one special needs teacher at each grade level. About 1/3 of the teachers at Kaline Middle School have been teaching for over 12 years. Three of the teachers are new hires.

127. Case Study School Culture Cont’d  There are three teachers who are considered resisters who regularly try to sabotage change efforts by the previous principal. Four of the newer staff members consider themselves as trailblazers because they want to try strategies that they believe will help their students.

128. Case Study School Culture Cont’d   Overall, the school culture is positive, but several of the staff have become influenced in how they perform based on the resisters. Many of the staff members have specialized expertise in technology integration, literacy methods, or differentiated instruction, but are reluctant to share their expertise with others.

129. Case Study Cont’d   The Initiative:   The superintendent has asked all of the schools in Honolulu to implement the professional learning communities model for the upcoming school year. Each grade level will have team time each day. Schools are expected to make progress in areas in which they are not making AYP. Each grade level will meet as a team for 45 minutes each day.

130. Problem   In small groups, select your role and describe how you would respond to the following situations:   As Principal:   How would you build a professional learning community at Kaline Middle School?   How would you respond to resisters?   How would you help the staff to share their expertise with each other?   What could be done to improve the school AYP performance?

131. Case Study Cont’d   As Teacher:   How would you help the principal to build a professional learning community at Kaline Middle School?   How would you respond to resisters on your team?   How would you help your teammates to share their expertise with each other?   What could be done to improve the school AYP performance?

132. Optional: You might want to combine the administrator and teacher questions if you are together in this session as a school team.

133. Closing Slide: What we have discussed today  Professional learning communities  Special education co-teaching  Comprehensive interventions  Technology integration  Literacy across the curriculum  Capacity building – Shared leadership  Data-driven instruction

134. Presentation References  Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York, NY: Franklin Covey Co.  Downey, Steffy, English, Frase & Poston (2004). The Three Minute Classroom Walk- Through.  Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). Learning by Doing. Bloomington, IN: Solution Tree.  Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). What ever it takes: How professional learning communities respond when kids don’t learn. Bloomington, Indiana: Solution Tree  Dufour, R., Dufour, R., & Eaker, R. (2002). Getting started: Reculturing schools to become professional learning communities. Solution Tree: Bloomington, Indiana.  Dufour, R. & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, Indiana: Solution Tree.  Education Week,, (2002) Technology in Education, October 1st, 2003.  Friend, M. (2008). Co-teach: A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend Inc..  Fullan. (2008). The Six Secrets of Change.  Fullan, Hill, & Crevola. (2006). Breakthrough. Prentice-Hall.  Gardner () Do Technology Based Lessons Meet the Needs of Student Learning Styles  Jackson, Anthony W & Davis, Gayle (2000). Turning Points 2000: Educating Adolescents in the 21st Century.  Marzano, R. (2006). Classroom Assessment and Grading that Work. ASCD Publications.

135. Presentation References  Marzano, R., Waters, T., & McNulty, B. A. (2005). School Leadership that works: From Research to Results.  National Association of State Boards of Education (2002)  McLaughlin, M., & Talbert, J. (2001). Professional learning communities and the work of high school teaching. Chicago: University of Chicago Press.  Sarason, S. B. (1996). Revisiting ‘The culture of the school and the problem of change’. New York: Teachers College Press.  Souden, Mike (2003). Evolution of Standards: Enhanced Information opportunities that technology provides. Taken on October 24, 2003, form www.macul.org www.macul.org  Stiggins, R. (2004). Student Involved Classroom Assessment: 3 rd Edition. Prentice Hall.