whatever it takes how professional learning communities respond when kids don’t learn

WhateverWhateverIt TakesIt Takes

How Professional Learning Communities How Professional Learning Communities Respond When Kids Don’t LearnRespond When Kids Don’t Learn

A New MissionA New Mission

• YOU HAVE BEEN TASKED YOU HAVE BEEN TASKED WITH A NEW MISSION!WITH A NEW MISSION!

Mission StatementMission Statement

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

Professional Learning CommunitiesProfessional 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 2. How will we know when they have learned it?it?

• 3. How are we going to respond when 3. How are we going to respond when students don’t learn?students don’t learn?

What Happens When Students are What Happens When Students are Given Additional Time and SupportGiven Additional Time and Support

• Betty and Bobby, a success Betty and Bobby, a success story at the Alternative High story at the Alternative High School.School.

Outside the Box Outside the Box

•Think Think

•PairPair

•ShareShare

Find a new tableFind a new table

• Please find a new table Please find a new table

• Each table should have all colors represented. Each table should have all colors represented. (blue, red, green, yellow)(blue, red, green, yellow)

Whatever It TakesWhatever It Takes

• Same model, different purpose.Same model, different purpose.

• Traditional schools were designed to sort and Traditional schools were designed to sort and classify, not for learning for all students.classify, not for learning for all students.

• Traditional schools are based on the Bell Traditional schools are based on the Bell Curve Theory.Curve Theory.

Industrial Model in a Technological AgeIndustrial Model in a Technological Age

• ““In the factory model of schooling, quality In the factory model of schooling, quality was the variable; time was the constant. was the variable; time was the constant. Students were given a set amount of work Students were given a set amount of work to do in a set period of time, then graded to do in a set period of time, then graded on the quality of what was accomplished. on the quality of what was accomplished. We held time constant, and allowed We held time constant, and allowed quality to vary. We must turn that on it’s quality to vary. We must turn that on it’s head: Hold the quality of work constant head: Hold the quality of work constant and allow time to vary. We must realize and allow time to vary. We must realize we have the power to achieve a common we have the power to achieve a common curriculum by uncommon means.”curriculum by uncommon means.”

• --Robert Cole & Phillip Schlechty, 1993, p.10Robert Cole & Phillip Schlechty, 1993, p.10

Bell CurveBell Curve

68%95%99.7%

100%

ConflictConflict

• The Bell Curve is in conflict with The Bell Curve is in conflict with learning for all.learning for all.

Effective Schools ResearchEffective Schools Research

• Challenges the long-standing belief that only Challenges the long-standing belief that only those who have won the genetic lottery are those who have won the genetic lottery are capable of high levels of learning.capable of high levels of learning.

• Marzano concludes not only that schools have Marzano concludes not only that schools have a significant impact on student achievement, a significant impact on student achievement, but also that “Schools that are highly effective but also that “Schools that are highly effective produce results that almost entirely overcome produce results that almost entirely overcome the effects of student backgrounds.”the effects of student backgrounds.”

Effective Schools ResearchEffective Schools Research

• Provides compelling evidence of two bold new Provides compelling evidence of two bold new premises:premises:– All students can learn to high levels.All students can learn to high levels.

– Schools control the factors necessary to assure Schools control the factors necessary to assure student mastery of the core curriculum.student mastery of the core curriculum.

Placemat ConsensusPlacemat Consensus

• Why is it important to embrace Why is it important to embrace the ideal that all students can the ideal that all students can learn to high levels?learn to high levels?

Placemat ConsensusPlacemat Consensus

• What are some things we are What are some things we are doing now to give students doing now to give students additional time and support?additional time and support?

The Traditional ApproachThe Traditional Approach

• Historically schools have responded Historically schools have responded to students who did not learn by to students who did not learn by taking one of the following taking one of the following approaches to learning.approaches to learning.


• The Charles Darwin SchoolThe Charles Darwin School

• The Pontius Pilate SchoolThe Pontius Pilate School

• The Chicago Cub Fan SchoolThe Chicago Cub Fan School


• The Charles Darwin SchoolThe Charles Darwin School– We believe all kids can learn based on their We believe all kids can learn based on their

ability.ability.

– This approach sells the students short by This approach sells the students short by setting lower expectations for certain setting lower expectations for certain students.students.

– No one rises to low expectations. “Let’s No one rises to low expectations. “Let’s place the student in a less rigorous program.place the student in a less rigorous program.


• The Pontius Pilate SchoolThe Pontius Pilate School– We believe all kids can learn…if they take advantage of We believe all kids can learn…if they take advantage of

the opportunity we give them to learn.the opportunity we give them to learn.

– This approach seeks to hold students accountable by giving This approach seeks to hold students accountable by giving them the choice to not be educated.them the choice to not be educated.

– Surely the student will learn the err of his/her ways by Surely the student will learn the err of his/her ways by suffering a failing grade.suffering a failing grade.

– This is a culture clash; we cannot motivate students using This is a culture clash; we cannot motivate students using our own belief system to provide a system of our own belief system to provide a system of rewards/punishments when the student is operating from a rewards/punishments when the student is operating from a totally different culture and belief system.totally different culture and belief system.


• The Chicago Cub Fan SchoolThe Chicago Cub Fan School– We believe all kids can learn something…We believe all kids can learn something…

and will help them.and will help them.– In this approach the extent of the learning is In this approach the extent of the learning is

determined by the student’s innate ability determined by the student’s innate ability and effort.and effort.

– Let’s just modify the curriculum for this Let’s just modify the curriculum for this student and then they will achieve the new student and then they will achieve the new goals we establish for them.goals we establish for them.

A New ApproachA New Approach

• The Henry Higgins SchoolThe Henry Higgins School– We believe all kids can learn and we will work to We believe all kids can learn and we will work to

help them achieve high standards of learning.help them achieve high standards of learning.

– This approach calls upon staff to devote extra time This approach calls upon staff to devote extra time to students who experience difficulty in learning to students who experience difficulty in learning and to continue to seek new strategies until every and to continue to seek new strategies until every student has achieved the intended academic goals.student has achieved the intended academic goals.

– Teachers never give up and simply work harder at Teachers never give up and simply work harder at meeting the needs of individual students.meeting the needs of individual students.

Adlai StevensonAdlai StevensonA Model of Learning for AllA Model of Learning for All

• Pyramid of InterventionsPyramid of Interventions– A conscious attempt by staff to give A conscious attempt by staff to give

students additional time.students additional time.

Pyramid of InterventionsPyramid of Interventions

Freshman Advisory / Freshman Mentor Program

Counselor Watch / Survival Skills for High SchoolCounselor Meeting With StudentCounselor Phone Calls to Parents

Good Friend Program Counselor Conference With Student and ParentStudent Placement on Weekly Progress Report

Social Work Contact / Peer Mediation Doctor Verification

SST and Teacher Conference with Parent Student Assistance Team Referral

Insight ClassItinerant Support Program

Guided Study ProgramMentor Program Placement

Child Review TeamOmbudsman PlacementCase Study Evaluation

Special Education Program

Adlai StevensonAdlai StevensonA Model of Learning for AllA Model of Learning for All

• Pyramid of InterventionsPyramid of Interventions– A conscious attempt by staff to give A conscious attempt by staff to give

students additional time.students additional time.• Overcoming BarriersOvercoming Barriers

– Everyone move to a different table.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 What are the barriers we will have to overcome in becoming a true Professional Learning becoming a true Professional Learning Community?Community?

AccountabilityAccountability

• When are we going to start holding When are we going to start holding students accountable?students accountable?

• Which system holds students Which system holds students accountable?accountable?


• School “A”School “A”– Students have the option of failing if they choose Students have the option of failing if they choose

not to do the work.not to do the work.

– If they choose not to do the work we will hold If they choose not to do the work we will hold them “accountable” by failing them.them “accountable” by failing them.

– The failing grade will motivate them to do better The failing grade will motivate them to do better next time, their behavior will change and they will next time, their behavior will change and they will improve.improve.

– We will allow them to choose to “get out” of We will allow them to choose to “get out” of learning.learning.


• School “B”School “B”– Students do not have the option of failing.Students do not have the option of failing.– Students who do not do assignments will lose Students who do not do assignments will lose

privileges but also will be provided with additional privileges but also will be provided with additional time and support by a persistent and caring staff time and support by a persistent and caring staff who have very high expectationswho have very high expectations..


• School “B”School “B”– The school bombards them with the message that: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 We will see to it that you do what is necessary to be successful.successful.

• We won’t place you in a less rigorous curriculum, nor We won’t place you in a less rigorous curriculum, nor will we lower our standards for this course or grade will we lower our standards for this course or grade level.level.

• We will give you the support, time and structure to help We will give you the support, time and structure to help you be successful, but we will not lower the bar.you be successful, but we will not lower the bar.

We must ask ourselves some tough questions.We must ask ourselves some tough questions.

• If learning is truly our focus, If learning is truly our focus, purpose and goal, how does not purpose and goal, how does not allowing students to turn in allowing students to turn in missing assignments and late missing assignments and late assignments support the goal of assignments support the goal of learning?learning?


• When can a zero be made up?When can a zero be made up?


• What happens to student learning What happens to student learning when students are not allowed to when students are not allowed to make up missing work?make up missing work?


• In the traditional school setting In the traditional school setting where time is the constant, what where time is the constant, what happens to students who fall happens to students who fall behind?behind?


• How does this affect their How does this affect their attitude, behavior, and attendance attitude, behavior, and attendance at school?at school?


• What does the grade mean? Does What does the grade mean? Does a passing grade mean that a passing grade mean that students have learned identifiable students have learned identifiable outcomes?outcomes?


• Is it possible for some students to Is it possible for some students to demonstrate learning at high demonstrate learning at high levels while failing classes levels while failing classes because of missing assignments?because of missing assignments?


• If learning is to become the If learning is to become the constant and time the variable, constant and time the variable, then should objectives and then should objectives and standards become the benchmarks standards become the benchmarks for a passing grade?for a passing grade?


• Is it really logical and effective to Is it really logical and effective to punish students for not attending punish students for not attending school by forbidding them to school by forbidding them to attend school?attend school?

CHANGECHANGE

• Without change there would be Without change there would be no progress, but a prevailing no progress, but a prevailing stagnancy that inhibits greatness.stagnancy that inhibits greatness.

• What is the enemy of great?What is the enemy of great?

Extreme MakeoverExtreme Makeover

Freeport Intermediate SchoolFreeport Intermediate School(70% Free/Reduced Lunch)(70% Free/Reduced Lunch)Percentage of Students Meeting Proficiency StandardPercentage of Students Meeting Proficiency Standard

SubjectSubject 19951995 20022002

ReadingReading 69.9%69.9% 98.7%98.7%

MathematicsMathematics 55.0%55.0% 98.7%98.7%

WritingWriting 72.0%72.0% 96.1%96.1%

Social StudiesSocial Studies 56.9%56.9% 94.5%94.5%

Average Change33.55%Increase

To Make This Change Happen, We Need:To Make This Change Happen, We Need:

Tap Shoes Work Boots

Running Shoes Spurs

AttitudeAttitude

The teachers at Los Penasquitos Elementary pledge to: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 Hold students, parents and each other to the highest standards of performance.performance.

• Collaborate regularly with colleagues to seek and implement more Collaborate regularly with colleagues to seek and implement more effective strategies for helping each child to achieve his or her academic effective strategies for helping each child to achieve his or her academic potential.potential.

• Do whatever it takes- go the extra mile- to ensure that every student Do whatever it takes- go the extra mile- to ensure that every student achieves or exceeds grade level academic expectations.achieves or exceeds grade level academic expectations.

whatever it takes how professional learning communities respond when kids don’t learn

Documents

traditional schools

students dont

students additional

certain students

students short

haysville public schools

time constant

mission statementthe