Whatever It TakesHow Professional Learning

Communities Respond When Kids Don’t Learn

Chapter 3A High School’s Collective Response

When Kids Don’t Learn: Adlai Stevenson High School

• 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.

• 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

• Student concerns:– Felt no connection with their school– Classwork was boring– Questioned whether anyone at school really

took an interest in them as individuals

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

The Response …

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

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

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?”

Chapter 4Overcoming Logistical Barriers

at Adlai Stevenson

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

The Teacher Association

• Barriers– More responsibility

• Solution– Extra compensation

A New Concept of Supervision

• Barrier– Advisory vs supervisory role

• Solution– Volunteer Advisors– Reduced time requirements

Providing Staffing

• Barrier– Teachers free to do other assignments

• Solution– Option to tutor rather than monitor study hall– New teachers allowed flexible schedules

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

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

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?