Horace Mann Elementary

Horace Mann Elementary Collaborative Work Groups-BLT-Building Leadership Teams

Horace Mann ElementaryBuilding Leadership Team- BLTAmy Zens Kindergarten-Primary/EmergentBrenda Czmowski 2nd Grade -PrimaryJessica Campbell 5th Grade -IntermediateEmily Tideman Special ServicesTim Cleland LiteracyKris Warwick Math Teacher LeaderKelly Gorman - Intervention StrategistDanny Janklow Principal

Please save all questions for the end.

RCAS has a shared vision for bringing about change by the use of a Building Leadership TeamsHorace Mann has a specific purpose for the representation we have on our team and members are rotated SAVE all Questions for the end, we will have plenty of time to use the microphones available to answer questions.2Our Learning TargetsProvide an example of research based practices transforming a schools achievement. Identify the critical elements necessary for successful school transformation.Share the exponential benefits our approach has had on children and teachers at Horace Mann Elementary.Criteria for SuccessConference participants will gain a greater understanding of the foundational principles of Professional Learning Communities and how effectively applying research based strategies can impact student success. What is a PLC?We are closer than ever in knowing what must be done to engage all classrooms and schools in continuous reform. Knowing what must be done..is not the same as getting it done.Michael Fullan

What is a PLC?The fundamental purpose of the school is to ensure that all students learn rather than to see to it that all students are taughtan enormous distinction!

What is a PLC?What is it we want all students to learn?

How will we know when each student has acquired the skills and knowledge that is necessary for their success?

What is a PLC?How will we respond when students experience difficulty?

How will we enrich and extend the learning for students who are already proficient?

What is a PLC?A school should provide a multilayered collective response that guarantees all students who struggle will receive additional time and support for learning.

A school should actually have a plan for monitoring that learning and a comprehensive pyramid of interventions.

Steps for changeSchool Audit, AYP, AMO, AttendanceTransitional staff and student populationCircle of concerns vs. influenceBlame or Confront the facts?Develop a common belief, purpose!Observations of the functions, talents and needs of the current identity. Develop strategies to mesh research based practices into the identified needs based on priority of student impact. All about students, not the staff, except to use the talent available to impact the children in a positive and productive way.

Absolute buy in from staff when the data supports the efforts. 10A New Arrival A common vocabulary and purpose with direct vision and steps for the development of protocols and authentic discussions about student achievement.

Whats your philosophy? Every Child, Every Minute, Every day!Professional Development!Expect and inspect! People, not programs! All about relationships.Academic /Assessment /Intervention Model- effective?Use of Data (3 forms) Summative, Formative, DiagnosticData Driven Instruction and honest conversations between co-responsible educators. All about relationships.Negotiable vs. non-negotiable! Loose Tight Leadership.Learning targets, workshop model, lesson plansEffective classroom management. All about relationships.Complete and total respect for self and others Negative comments and behaviors are confronted and not tolerated.Schedules must be examined and maximized based on student needs rather than the yield of existing practices. Marzanos Research

Students come in at ..Leave at the end of the year

Average School 50%50%Average Teacher

Highly Ineffective School50% 3%Highly Ineffective Teacher

Highly Effective School50%37%Ineffective Teacher

Ineffective School50%63%Highly Effective Teacher

Highly Effective School50%96%Highly Effective Teacher

Highly Effective School50% 78%Average TeacherNo system of interventions can compensate for weak or ineffective teaching!Effective teaching means effective resultsDo great teachers have an impact on learning? Effective teachers help all levels of students.

How long?4 years, regardless of the effectiveness of subsequent teachers

More important than? Class Size, racial composition, rural, urban

Who benefits?Lower achieving students first then all levels.

Set direction, develop people and redesign the organization. LeethwoodThe Learning Leader Douglas Reeves

What are the 5 trends in schools with the greatest gains in achievement and equity?

They embrace holistic accountability.

(Accountability includes the actions of adults, not merely the test scores of students.)

These schools include consistent nonfiction writing assessments in every subject.(Thinking through the end of a pen.)

Writing includes:* Editing* Collaborative scoring* Constructive teacher feedback (immediate)* Rewriting

When students write, they are engaged in thinking, reasoning and analysis.

Test or AssessmentThese schools use frequent common assessments.

Assessments, in contrast to tests:Are formativeAre provided throughout the school yearAre designed to improve teaching and learningAccompanied by immediate, relevant feedback

5 Trends - The Learning Leader Douglas Reeves Effective schools and their staffs use immediate and decisive interventions.

The final characteristic is the constructive use of data.

Our Horace Mann Elementary School Targeted Guided Instructional Model - TGI

Professional Action PlansProfessional Research-Staff (ALL Staff Expectation)Participating in masters programs(Reading Specialists, Math Specialists, and Elementary Administration)Collaboratively reading, discussing, and implementing strategies from:Debbie Miller, Ellen Keene, Patrick Allen, Kathie Richardson, Marilyn Burns, DuFour DuFour, Dr. Many, and Eaker, Marzano, Guskey, Lezotte, Pink, Fullan, Stiggins, Reason, and several other leading education researchers and practitioners.

Group NormsIf teachers are to work collaboratively to clarify the essential learning for their grade levels, write common assessment, and jointly analyze the results, they must overcome the fear that they may be exposed to their colleagues and principals as ineffective. (Learning By Doing, 2006)Collaboration and Team MeetingsRegularly scheduled Team Meetings: Targeted Guided Instructional (TGI) MeetingsEvery other week (Alternating Math and Literacy Focuses)Built into school day schedule-all dates outlined and scheduled prior to the start of the school year

Attach TGI Team Meeting protocol21Collaboration and Team MeetingsMeeting Protocol RTI Tier I student data reviewed and next steps determined (every 6 to 8 weeks per student)Data driven and highly focused-detailed notes and responsibilities All members of the team attend and actively contribute (no exceptions)

Collaboration and Team MeetingsFacilitation: Math Leader, Literacy Leader, & Intervention StrategistSpecialists (Speech, Nurse, Counselor etc) attend upon invitationSpecial Educator and Intervention Strategist participate in ALL TGI team meetingsSchool Administrator attends and actively participates in ALL meetings

Collaboration and Team MeetingsResponse to Intervention (RTI) Problem Solving Team (PST) MeetingsTwice per month (Academics & Behavior)Team Members: School Principal, Parent/Guardian, Intervention Strategist, Counselor, Grade Level team, Literacy and Math Leader (dependent on established goals), Speech Therapist (when on an IEP or concerns centering around speech/language), Special Educator, Nurse (upon request)Data Driven and focusedNext steps in the multi-tier process determinedNew or additional goals and/or interventions addedNotes and records kept and added to student RTI File (see attached file)

DANNY------I could add(completed one) if you want a copy, but thought district was getting new system up and going by the fall of 2011? ? 24InterventionsSmall Group Instruction based on Individual Student needStandards-based InstructionResearch-based Strategies and Materials and Assessments All TGI and RTI instructional goals are developed and adjusted determined, based on data (diagnostic, formative and summative)

Data and ResultsDACS District ProvidedDSTEP State ProvidedDistrict Benchmark Assessments(trimester)Additional formative assessments: Kathie Richardson, Fontus and Pinnell, Marilyn Burns, ..Horace Mann Elementary Staff3 types of Data collected impact on teachingData Rich/Information PoorClear Learning Targets with Criteria for Success.Reading Data - DSTEPALL DATA CHARTS represent the ALL category w/o any subgroup breakdowns. Our ECON-DIS, Native subgroups have largest gains.2009-2011 all new teachers in 1 of 2 sections. 2011 represents experience entering the classroom rather than 1 year teachers for the past two. AMO/AYP Targets significant increase over window period. 35 ppl in 11 positions in 5 years prior to Jan 0908-09 One good Principal leaves, Asst. Principal comes and goes, then Jan 09 Danny arrives.Impact on the transition of administration/Possible closure/ impact on 2007-2008 scores: increase B, Decrease P, Eliminate A (STAFF, CLOSURE, ADMINISTRATION)More accurate Data collection and use in 201127Reading DSTEPDecrease in B, Increased P, Increased overall A/P with a new team.28Reading DSTEP New teacher 2010, Maternity leave 2011, 2009-2011 VERY ROUGH GROUP OF 5TH GRADERS-Last of the students who have not had TGI every year. Significant support missing in 2011 classrooms due to staffing/budgeting/ student needs/classroom needs. But still stayed strong in P/A because of excellent teacher and mentoring to partner and Excellent Literacy support in mentored classroom. 29Math Data - DSTEPSignificant decrease in B and steady increase in A, Also no more middle of the road instruction and assessmentMuch less math support in the room this year due the experience of new staff member, allowed for more support in other classrooms and teacher trainings. 30Math Data - DSTEPMath Data - DSTEP Significant Increase in A, Decrease of B/BB, Last of test group to not have TGI all years. 32PEOPLENot programs!The right kind of people breathe life into the bricks and the books. They work together to create the synergy that is present in a successful school.

People, NOT Programs!The principal is a strong instructional leaderThe teachers are well trained, motivated and know their subject matter. They respect their students and have high expectations for their achievement, and they use teaching methods that produce results.

People, NOT Programs!Students are motivated, disciplined, eager to learn, self directed, and respectful of their peers, their teachers and their parents.Parents are involved in real and important ways.

Climate and CultureThe culture is the way that things are done in the school, and the climate is the way that people feel about the culture. These include the feelings, beliefs, and values of the school.

The schools mission is academically focused.

Climate and CultureA network of communication channels keeps information flowing back and forth between and among principals, teachers, students and parents.There is agreement about what constitutes acceptable behavior by staff, students, and parents.

Our Learning TargetProvide an example of research based practices transforming a schools achievement. Identify the critical elements necessary for successful school transformation.Share the exponential benefits our approach has had on children and teachers at Horace Mann Elementary.What does your school offer?Support or distrust?Collaboration? Individualized? Honest and open? Closed and secretive?Based upon whats best for the child or Conversations with children about learning targets? Graphing/Tracking student scores for children (families) to see?Are parents welcomed? Do they know you only care about what is best for their child?Questions for the panelClassroom teachersSupport - MentoringIntervention and CoachingSchedulingCommunicationDataEffective teams vs. dysfunctional teamsNegativity has no place in education