Principal Professional Learning Team

February 2011

The mission of the Parkway School District

is to ensure all students are capable,

curious and confident learners who

understand and respond to the

challenges of an ever-changing world.

Welcome

Listen to understand Mission focused Well-planned agenda Active and respectful participation

Norms for Working Together

Mission Accomplished - Parkway 2016

“How do we get from here

to there?”

Essential Question

Welcome (Bonnie and Desi) Superintendent’s Message (Keith) Staffing/HR Update (Joy)

Instructional Coach, Math Facilitator, RIS (Kathy) Progress Monitoring and Intervention (John

Barrow) Professional Learning Communities (Desi, Liz and

Paul)

Agenda

Superintendent’s MessageDr. Keith Marty

Staffing/HR UpdateDr. Joy Torgerson

Job Updates

Reading Intervention Specialist

New domains and criteria are being created and plan will be completed in the Spring.

Library/Media Specialist

New domains and criteria are being created and plan will be completed by late February.

Article - Second Order Change in the Library (on the Action Team website)

Instructional Coach and Math FacilitatorTimeline

Instructional Coach

Post Feb. 13th Post Close Wed., Feb. 23 Paper Screening – Completed

by Friday, Feb. 25th Small Panel Interview –

Monday, Feb. 27th (7:00 AM - ?)

Principal Interview Process – Wednesday, Feb.29th (TBD)

Math Facilitator

Post Feb. 13th Post Close Feb. Wed., Feb. 23rd

Paper Screening – Completed by Friday, Feb. 25th

Small Panel Interview – Tuesday, Feb. 28th (7:00 AM)

Principal Interview Process (Select a principal/ap from building to – Thursday, March 1st (TBD))

Context

Math Facilitator-

Adult

Instructional Coach and Math Facilitator

Instructional Coach

Commitments (Yellow) Job Description (Yellow) Domains and Criteria

(online) Interview Questions and

Look Fors (in progress)

Math Facilitator

Commitments (Purple) Job Description (Purple) Domains and Criteria (in

progress) Interview Questions and

Look Fors (in progress)

Table Facilitator – High School Principal Move the discussion Keep Time Select a Recorder (Take notes on the note taking guide)

Read the Documents (5 Minutes) Check Mark = Statements you support Exclamation Point= Statements you love Question Mark = Statements that raise a question for you

Discussion (5 - 10 Minutes) Whip around questions Whip around suggestions Summary

Role of district personnel in supporting the Instructional Coach Model

Role of building personnel in supporting the instructional Coach Model

Instructional Coach CommitmentsGoal: Create a common understanding of the role of the instructional

coach at the school and district level

Table Facilitator – High School Principal Move the discussion Keep Time Select a Recorder (Take notes on the note taking guide)

Read the Document (5 Minutes) Check Mark = Statements you support Exclamation Point= Statements you love Question Mark = Statements that raise a question for you

Discussion (5 – 10 Minutes) Whip around questions Whip around suggestions Summary

Role of district personnel in supporting the Math Facilitator Model Role of building personnel in supporting the Math Facilitator

Model

Math Facilitator CommitmentsGoal: Create a common understanding of the role of the math

facilitator at the school and district level

Progress Monitoring & Intervention

An Overview

Find a partner at your table Individually read Pyramid Response to Intervention

chapter excerpt from beginning and stop at the top of Page 63 before “Timely”

When both partners are finished, pause and “Say something” to each other (statements should be fairly brief and succinct)

Individually finish reading from “Timely” through “Systematic” stopping on page 67 before “Traditional Responses…”

Repeat “Say something” with partner

Learning CPR: Say Something

Progress Monitoring and Intervention Definition

Parkway Progress Monitoring and Intervention is the systemic practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying student response data to important educational decisions. Our desired objective is to support Progress Monitoring and Intervention practices district-wide as applied to decisions in general, supplemental and special education, creating a well-integrated system of instruction/intervention guided by student outcome data.

(Adapted from NASDSE 2008)

Perceptions of alternative for disability identification (special education roots)

Represents a set of critical principles and elements as a prevention-intervention framework

Not a program, but systems change Has been developed and popularized in education

with a strong “Behavioral” philosophy Important that we own it

Why PMI and Not RtI?

PMI is how Parkway is operationalizing and implementing RtI conceptsTurn to a neighbor and discuss:

Does the rationale for PMI make sense?

Are there stronger reasons why we should be calling our work RtI?

Does This Help?

What’s it look like?

Characteristics of PMI implementedA.Frequent data collection on students in critical

areasB.Early identification of students at riskC.Early intervention D.Interventions evaluated and modified (if necessary)

frequentlyE.Tiered levels of service deliveryF. All decisions made with or verified by data

FRAMEWORK FOR

PROGRESS MONITORING

& INTERVENTION

IDENTIFY

RESPONDMONITOR

Screening What is the problem?

DiagnosticWhy is it happening?

EvaluationIs it working?

End Goal

InterventionWhat will we do about it?

PROBLEM SOLVING

IDENTIFY

RESPONDMONITOR

Screening What is the problem?

DiagnosticWhy is it happening?

EvaluationIs it working?

End Goal

InterventionWhat will we do about it?

Problem Solving: What Is The Problem?

Identify and Prioritize Problems(s) Various types of data from multiple sources Longitudinal Patterns and Trends (including areas of strength) Current Performance compared to standard or expectation

Write a Problem Statement Problem identified in measureable, observable terms Identify current state and the desired state Problem statement is student outcome or student result

based

Root Cause Evaluation of previous practices Related to an area that can be impacted Based on data, multiple hypotheses are considered Root Cause selected based on best fit with evidence

Quality Goal Directly connected to the problem statement Meets SMART criteria Indicators and measures are identified

Problem Solving: Why Is It Happening?

Action Plan Identify potential evidence based action steps Prioritize action steps connected to root cause Action steps are feasible, focused and coordinated Rate of progress established (criteria for success) Plan for monitoring fidelity of implementation Specific people have responsibility for

implementation, support and monitoring

Problem Solving: What Will We Do About It?

Monitor Ongoing formative data use to monitor

progress toward goal Use agreed upon rate of progress to guide

decision making Monitoring fidelity of action steps is formative

and ongoing Cycle repeats for additional problem solving

and continuous improvement

Problem Solving: Is It Working?

INSTRUCTION/INTERVENTION

IDENTIFY

RESPONDMONITOR

Screening What is the problem?

EvaluationIs it working?

End Goal

InterventionWhat will we do about it?

DATA/ASSESSMENT

IDENTIFY

RESPONDMONITOR

Screening What is the problem?

DiagnosticWhy is it happening?

EvaluationIs it working?

End Goal

InterventionWhat will we do about it?

Conducted with everyone within a population

Conducted to identify those at-risk of failure, emotional/behavioral difficulties, or health issues

Goal is to identify difficulties before: Overt problems/symptoms are manifested The difficulties become significant and lead

to impairment

Assessment: Screening

Emphasis on early identification to prevent difficulties from further development or escalation Two ways of looking at EARLY identification

Early as in an “early” age (e.g., pre-k) Early as in the “early” development of difficulty

Ongoing-Multiple Times This provides a connection to progress

monitoring Multiple measures/data points are more reliable

Assessment: Screening

To identify area of intervention (specific needs)

Provided only to those students who were identified during Screening or other data

Sufficient amount of information to find instructional level and/or strengths and weaknesses in performance

Should lead to intervention/support selection

Assessment: Diagnostic

Determine whether instruction/intervention is having sufficient impact so that established goals will be reached

Frequency increases with level of intensity of support

Needs to be paired with monitoring implementation

Assessment: Monitoring

GOALS, FEEDBACK

& GRAPHING IDENTIFY

RESPONDMONITOR

Screening What is the problem?

DiagnosticWhy is it happening?

EvaluationIs it working?

End Goal

InterventionWhat will we do about it?

Goals developed and used within the context of systematic problem solving can guide our work

Feedback regarding progress toward goal informs decision making and increases motivation

Graphing, or visual representation of progress toward goal, is critical for collaborative process and as a method to deliver clear and more objective feedback

Goals, Feedback & Graphing

Turn to table partner and discuss: Questions or concerns about PMI framework Areas of connection to other initiatives Ways we can better integrate this work at

district and school levels

Process and Debrief

Intervention Structures and Supports By Level

District Supplemental Literacy & Math

Supports

Budget- Resource Reduction Need to think differently about allocating

resources (Mission and Budget related) Urgent work to develop and implement a

district-level process for allocating district intervention resources (Literacy and Math supports) based on need

Consistent with PMI, we require a district-level collaborative team to do this work and provide ongoing monitoring and problem solving (Building-District Partnership will be critical)

Immediate Need

Transition to PLCs

District

School

Professional Learning Communities

Conference GuidelineKathy Blackmore

Food GuidelinesMark Stockwell

Project Parkway Power Point Community Communication

Project Parkway PLC Update

Level Groups Document Walk

As you read/listen please make notations/ questions/suggestions

Discuss at the table Summary of thoughts

Teacher Leadership Academy for Student Learning (Blue Paper)

Multiple School PLCs