1. Creating a Cultural Shift: Professional Learning Community implementation at Salina Intermediate Session #33 (75 Minutes) Presented by Glenn Maleyko, Principal Salina Intermediate, Ph.D Candidate WSU and Bob Attee, Science teacher and Administrative Intern International Center for Leadership in Education Model Schools Conference Atlanta, Georgia June 29th and 30th, 2009

2. 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

3.  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.

4. 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

5. 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.

6. 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

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

8. 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

9. 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

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

12. Poll everywhere survey http://www.polleverywhere.com Poll everywhere survey http://www.polleverywhere.com

14. W. M. Glasser

15. 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

16. 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.

17. “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

18. 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.

19. 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.

20. Activity 1  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?

21. Salina Intermediate 2008-2009 Mobility Data

22. Salina Intermediate Limited English Proficient Population

23. Economically Disadvantaged Students at Salina Intermediate 2008-09

24. 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!

25. 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.

26. Salina Intermediate ELA AYP Proficiency Growth

28. Salina AYP proficiency Growth

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

30. 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.

31. 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.

32. Strategy I: Professional Learning Communities at Salina Intermediate

33. 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)

34. Team Collaboration We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate this collaborative culture through the development of high performing teams. Dufour & Eaker

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

36. 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

37. 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

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

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

40. 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.

42. 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?

43. 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

44. 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.

46. 6th Grade Team Weekly Agenda  Monday-- Co-teaching Planning  Tuesday-- Writing Analysis  Wednesday--Student Concerns  Thursday-- Technology Integration  Friday--Co-teaching Planning

47. Strategy 7 Data-Driven Instruction

48. The Standards Based Assessment System at Salina Intermediate is an example of a 2nd order change  Based on research by Bob Marzano (2006). Classroom Assessment and Grading that Work.

49. Salina Assessment Wall

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

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

53. 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

54. 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

55. 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

56. 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

57. 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

58. 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.

59. 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.

60. Insert Graph on Inclusion statistics

61. Benefits of Co-teaching  Social inclusion  Curricular Expertise for the Content Area teacher  Expertise on Differentiation from the special educator  High Standards and Differentiation for all students in the classroom  Student Access to the Core Curriculum

62. 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

63. 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.

64.  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

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

66. Co-teaching Brainstorm  Activity 5: What are some of the benefits of co-teaching?

67. Strategy 5 Salina Intermediate Capacity Building

68. 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

69. 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.

70. Salina Capacity Building Cont’d  We have implemented workshops and conferences for over 1,300 educators during the past 7 years in the areas of technology integration, co-teaching, intervention, and literacy models.

71. 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.

72. Strategy 3 Comprehensive Interventions

73. 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.

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

76. 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.

77. 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

78. 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.

79. 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.

80. The Reading Intervention Treatment produced statistically significant results.

81. 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.

82. 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.

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

85. 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

86. 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.

87. 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.