1. Whatever It Takes How Professional Learning Communities Respond When Kids Don’t Learn

2. A New Mission YOU HAVE BEEN TASKED WITH A NEW MISSION! YOU HAVE BEEN TASKED WITH A NEW MISSION!

3. Mission Statement The mission of the Haysville Public Schools, through professional learning communities, is to provide effective instruction so all students learn and achieve to high levels.

5. The mission of the Haysville Public Schools, through professional learning communities, is to provide effective instruction so all students learn and achieve to high levels. The mission of the Haysville Public Schools, through professional learning communities, is to provide effective instruction so all students learn and achieve to high levels.

6. Professional Learning Communities 1. What do we want students to learn? 1. What do we want students to learn? 2. How will we know when they have learned it? 2. How will we know when they have learned it? 3. How are we going to respond when students don’t learn? 3. How are we going to respond when students don’t learn?

7. What Happens When Students are Given Additional Time and Support Betty and Bobby, a success story at the Alternative High School. Betty and Bobby, a success story at the Alternative High School.

8. Outside the Box Think Think Pair Pair Share Share

9. Find a new table Please find a new table Please find a new table Each table should have all colors represented. (blue, red, green, yellow) Each table should have all colors represented. (blue, red, green, yellow)

10. Whatever It Takes Same model, different purpose. Same model, different purpose. Traditional schools were designed to sort and classify, not for learning for all students. Traditional schools were designed to sort and classify, not for learning for all students. Traditional schools are based on the Bell Curve Theory. Traditional schools are based on the Bell Curve Theory.

11. Industrial Model in a Technological Age “In the factory model of schooling, quality was the variable; time was the constant. Students were given a set amount of work to do in a set period of time, then graded on the quality of what was accomplished. We held time constant, and allowed quality to vary. We must turn that on it’s head: Hold the quality of work constant and allow time to vary. We must realize we have the power to achieve a common curriculum by uncommon means.” “In the factory model of schooling, quality was the variable; time was the constant. Students were given a set amount of work to do in a set period of time, then graded on the quality of what was accomplished. We held time constant, and allowed quality to vary. We must turn that on it’s head: Hold the quality of work constant and allow time to vary. We must realize we have the power to achieve a common curriculum by uncommon means.” - Robert Cole & Phillip Schlechty, 1993, p.10 - Robert Cole & Phillip Schlechty, 1993, p.10

12. Bell Curve 68% 95% 99.7% 100%

13. Conflict The Bell Curve is in conflict with learning for all. The Bell Curve is in conflict with learning for all.

14. Effective Schools Research Challenges the long-standing belief that only those who have won the genetic lottery are capable of high levels of learning. Challenges the long-standing belief that only those who have won the genetic lottery are capable of high levels of learning. Marzano concludes not only that schools have a significant impact on student achievement, but also that “Schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.” Marzano concludes not only that schools have a significant impact on student achievement, but also that “Schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.”

15. Effective Schools Research Provides compelling evidence of two bold new premises: Provides compelling evidence of two bold new premises: – All students can learn to high levels. – Schools control the factors necessary to assure student mastery of the core curriculum.

16. Placemat Consensus Why is it important to embrace the ideal that all students can learn to high levels? Why is it important to embrace the ideal that all students can learn to high levels?

17. Placemat Consensus What are some things we are doing now to give students additional time and support? What are some things we are doing now to give students additional time and support?

18. The Traditional Approach Historically schools have responded to students who did not learn by taking one of the following approaches to learning. Historically schools have responded to students who did not learn by taking one of the following approaches to learning.

19. The Traditional Approach The Charles Darwin School The Charles Darwin School The Pontius Pilate School The Pontius Pilate School The Chicago Cub Fan School The Chicago Cub Fan School

20. The Traditional Approach The Charles Darwin School The Charles Darwin School – We believe all kids can learn based on their ability. – This approach sells the students short by setting lower expectations for certain students. – No one rises to low expectations. “Let’s place the student in a less rigorous program.

21. The Traditional Approach The Pontius Pilate School The Pontius Pilate School – We believe all kids can learn…if they take advantage of the opportunity we give them to learn. – This approach seeks to hold students accountable by giving them the choice to not be educated. – Surely the student will learn the err of his/her ways by suffering a failing grade. – This is a culture clash; we cannot motivate students using our own belief system to provide a system of rewards/punishments when the student is operating from a totally different culture and belief system.

22. The Traditional Approach The Chicago Cub Fan School The Chicago Cub Fan School – We believe all kids can learn something…and will help them. – In this approach the extent of the learning is determined by the student’s innate ability and effort. – Let’s just modify the curriculum for this student and then they will achieve the new goals we establish for them.

23. A New Approach The Henry Higgins School The Henry Higgins School – We believe all kids can learn and we will work to help them achieve high standards of learning. – This approach calls upon staff to devote extra time to students who experience difficulty in learning and to continue to seek new strategies until every student has achieved the intended academic goals. – Teachers never give up and simply work harder at meeting the needs of individual students.

24. Adlai Stevenson A Model of Learning for All Pyramid of Interventions Pyramid of Interventions – A conscious attempt by staff to give students additional time.

25. Pyramid of Interventions Freshman Advisory / Freshman Mentor Program Counselor Watch / Survival Skills for High School Counselor Meeting With Student Counselor Phone Calls to Parents Good Friend Program Counselor Conference With Student and Parent Student Placement on Weekly Progress Report Social Work Contact / Peer Mediation Doctor Verification SST and Teacher Conference with Parent Student Assistance Team Referral Insight Class Itinerant Support Program Guided Study Program Mentor Program Placement Child Review Team Ombudsman Placement Case Study Evaluation Special Education Program

26. Adlai Stevenson A Model of Learning for All Pyramid of Interventions Pyramid of Interventions – A conscious attempt by staff to give students additional time. Overcoming Barriers Overcoming Barriers – Everyone move to a different table. Each table must have each color represented. Each table must have each color represented. – What are the barriers we will have to overcome in becoming a true Professional Learning Community?

27. Accountability When are we going to start holding students accountable? When are we going to start holding students accountable? Which system holds students accountable? Which system holds students accountable?

28. Accountability School “A” School “A” – Students have the option of failing if they choose not to do the work. – If they choose not to do the work we will hold them “accountable” by failing them. – The failing grade will motivate them to do better next time, their behavior will change and they will improve. – We will allow them to choose to “get out” of learning.

29. Accountability School “B” School “B” – Students do not have the option of failing. – Students who do not do assignments will lose privileges but also will be provided with additional time and support by a persistent and caring staff who have very high expectations.

30. Accountability School “B” School “B” – The school bombards them with the message that: We will not let you off the hook. We will not let you off the hook. We will see to it that you do what is necessary to be successful. We will see to it that you do what is necessary to be successful. We won’t place you in a less rigorous curriculum, nor will we lower our standards for this course or grade level. We won’t place you in a less rigorous curriculum, nor will we lower our standards for this course or grade level. We will give you the support, time and structure to help you be successful, but we will not lower the bar. We will give you the support, time and structure to help you be successful, but we will not lower the bar.

31. We must ask ourselves some tough questions. If learning is truly our focus, purpose and goal, how does not allowing students to turn in missing assignments and late assignments support the goal of learning? If learning is truly our focus, purpose and goal, how does not allowing students to turn in missing assignments and late assignments support the goal of learning?

32. We must ask ourselves some tough questions. When can a zero be made up? When can a zero be made up?

33. We must ask ourselves some tough questions. What happens to student learning when students are not allowed to make up missing work? What happens to student learning when students are not allowed to make up missing work?

34. We must ask ourselves some tough questions. In the traditional school setting where time is the constant, what happens to students who fall behind? In the traditional school setting where time is the constant, what happens to students who fall behind?

35. We must ask ourselves some tough questions. How does this affect their attitude, behavior, and attendance at school? How does this affect their attitude, behavior, and attendance at school?

36. We must ask ourselves some tough questions. What does the grade mean? Does a passing grade mean that students have learned identifiable outcomes? What does the grade mean? Does a passing grade mean that students have learned identifiable outcomes?

37. We must ask ourselves some tough questions. Is it possible for some students to demonstrate learning at high levels while failing classes because of missing assignments? Is it possible for some students to demonstrate learning at high levels while failing classes because of missing assignments?

38. We must ask ourselves some tough questions. If learning is to become the constant and time the variable, then should objectives and standards become the benchmarks for a passing grade? If learning is to become the constant and time the variable, then should objectives and standards become the benchmarks for a passing grade?

39. We must ask ourselves some tough questions. Is it really logical and effective to punish students for not attending school by forbidding them to attend school? Is it really logical and effective to punish students for not attending school by forbidding them to attend school?

40. CHANGE Without change there would be no progress, but a prevailing stagnancy that inhibits greatness. Without change there would be no progress, but a prevailing stagnancy that inhibits greatness. What is the enemy of great? What is the enemy of great?

42. Extreme Makeover

44. Freeport Intermediate School (70% Free/Reduced Lunch) Percentage of Students Meeting Proficiency Standard Subject 19952002 Reading69.9%98.7% Mathematics55.0%98.7% Writing72.0%96.1% Social Studies56.9%94.5% Average Change 33.55% Increase

45. To Make This Change Happen, We Need: Tap ShoesWork BootsRunning Shoes Spurs

46. Attitude The teachers at Los Penasquitos Elementary pledge to: Accept no limits on the learning potential of any child. Accept no limits on the learning potential of any child. Meet the individual learning needs of each child. Meet the individual learning needs of each child. Create serious classroom learning environments. Create serious classroom learning environments. Treat students, parents, and colleagues with courtesy and respect. Treat students, parents, and colleagues with courtesy and respect. Hold students, parents and each other to the highest standards of performance. Hold students, parents and each other to the highest standards of performance. Collaborate regularly with colleagues to seek and implement more effective strategies for helping each child to achieve his or her academic potential. Collaborate regularly with colleagues to seek and implement more effective strategies for helping each child to achieve his or her academic potential. Do whatever it takes- go the extra mile- to ensure that every student achieves or exceeds grade level academic expectations. Do whatever it takes- go the extra mile- to ensure that every student achieves or exceeds grade level academic expectations.