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

2. Chapter 3 A High School’s Collective Response When Kids Don’t Learn: Adlai Stevenson High School

3. Teacher concerns: –Middle schools are not providing us with enough information on incoming freshmen –Incoming students lack study skills and good work habits –Consequences for failure are inadequate and there are no incentives for good academic performance.

4. Parent concerns: –“Stevenson lets students fall through the cracks.” –Not identifying students with difficulty until it was too late –Tendency to seek solution by moving students to lower tracks

5. Student concerns: –Felt no connection with their school –Classwork was boring –Questioned whether anyone at school really took an interest in them as individuals

6. Pre-Enrollment Initiatives Placement by Proficiency Rather than by Caps and Quotas Counselor Watch Proactive Student Registration Summer Study Skills Course The Good Friend Program Counselor Check In Program

7. The Response …

8. Assisting All Students With the Transition to High School Freshman Orientation Day Freshman Advisory Program Freshman Mentor Program Participation in Co-Curricular Programs Frequent Monitoring of Student Progress

9. Providing Extra Time and Support for Students Who Experience Difficulty The Pyramid of Interventions –The Student Support Team –Conferencing and Optional Tutoring –Mandatory Tutoring Program –Guided Study Program –The Mentor Program

10. The Powerful Benefits of Collective Efforts (Staff &Students) Moving beyond the question, “Do we believe all kids can learn?” … To … “What are we prepared to do as a school when they do not learn?”

11. Chapter 4 Overcoming Logistical Barriers at Adlai Stevenson

12. Virtually all of the various aspects of the Pyramid of Interventions implemented at ASHS presented logistical problems

13. The Teacher Association Barriers –More responsibility Solution –Extra compensation

14. A New Concept of Supervision Barrier –Advisory vs supervisory role Solution –Volunteer Advisors –Reduced time requirements

15. Providing Staffing Barrier –Teachers free to do other assignments Solution –Option to tutor rather than monitor study hall –New teachers allowed flexible schedules

16. Revising the Grading System Barrier –Changing from two 9-week semesters to three 6- week periods –Progress report schedule (more frequent) –Limited time Solution –Consistent with frequent progress monitoring and strong parent partnerships –Use of technology for computerized progress reports

17. Discipline Barrier –Increased absences and “cutting” classes by juniors and seniors –Increased suspensions Solution –“Positive not punitive” approach –Incentives for good performance –Freshman privileges limited; Seniors received many privileges

18. Working Together to Find Solutions Will we spend our energy explaining why it cannot be done in our setting, or will we work together to do it?