Chandler Elementary A School of Intervention Goal for today: By the end of the session today, you will be able to identify 3-5 changes our school made in the last two years that increased our student achievement and helped us make AYP. How I will set up our session today Compare the old model to the new and improved model. Use the graphic organizer of a t-chart. Organize the content of the presentation to a t-chart in your head or on your paper. Background to the story New principal “Failing school” Restructured Having a plan Changing our focus One of the first things we did: Got rid of our fixed mindsets by reading and embracing Mindset by Carol Dweck. And next. . . Got rid of our inconsistent techniques by using Teach Like a Champion by Doug Lemov. And then. . . If it ain’t broke, don’t fix it. Insanity: Doing the same thing over and over again and hoping for different results. So, we began to deconstruct the old model and construct a new one. The old model: You need EL training to teach EL kids. The new model: We believe much of our knowledge comes with experience, not only from textbooks or classes we take. Therefore all of us are EL teachers. We are all qualified to teach EL students. The old model: EL students and other students need different things. The new model: “Many students don’t come from strong oral language or literacy backgrounds. Lower SES students need the same practice with oral language as our EL kids. There is not a huge gap or difference in needs.” ~EL teacher The old model: The EL teachers often worked alone in isolation. One EL teacher plugged into three grade levels. Instructional time lost because EL teachers were going to meetings to find out what teachers were doing. EL teachers pulled students out. The new and improved model: Grade level teams For example, the Kindergarten team looks like this: – EL para, prime time para, Title One Instructor, EL teacher, 3 classroom teachers = 7 staff to support 73 students Switch from “my kids” to “our kids.” All staff are teachers. PE and Music teacher teach reading during the reading block. Old model: EL teachers “guessed” what their students needed. Had more of a set program to take kids through. The new model: Team Time Collaboration – ½ day every other week. Use data from formative and summative assessments (around LG’s and objectives) to group students. Progress monitor – regroup. Old model: We didn’t know what to do to make Safe Harbor/AYP The new model: Safe Harbor spreadsheet Old model We didn’t know which students fit which categories The new model: Tracking students – knowing how many we need in each category The old model Homeroom teachers kept their 20-30 students during RW/WW/Math. The new model: During 90 minute Reading Block, we use ALL staff to group around Learning Goals/Objectives. Groups of 10-12 kids for 90 minutes across the building. (Safety in small numbers.) The new model: “We aren’t the little old EL team anymore. We are part of teams and also the broader school team. Because of teams, we are more aware of what a grade level is doing. We collaborate more with what EL and other students need. We trade around duties and use people’s strengths to support our students.” ~EL teacher Old model: Classroom teachers thought, “I need to keep my students. No one knows them like I do.” The new model: “These are my kids. I trust my colleagues to help our students learn.” Intervention meeting story. Old model “We sort of knew what we were teaching.” ~EL teacher The new model: A very strong focus on Learning Goals and Objectives. “Today, I (the student) will read a story and prove I understand it by answering a who, what, and where question.” “Today I will write a complete sentence by including a noun and a verb.” Old model: Inconsistent teaching models. The new model: Identify objective. Use I do, We do, You do. – (Model and gradually release the responsibility) Assess. Old model: Many vague questions with little wait time. The new model: Focused, well thought out questions with attention to using the word “How” to preface many. Teaching and using wait time.(TLC) Using a mix of whole class vs. individual response. The old model: Some feedback given. “Great job.” “I am so proud of you.” “I like when you. . .” The new model: Feedback is focused, frequent, and of high quality. “When you answered “The story is about Maria,” you gave the right answer to “Who is the story about?” That is excellent thinking.” The old model: Taught too often in the abstract. “Today we are going to learn about a topic and supporting details. The new model: “A topic is like this orange I have in my hand. The details are like the peel, the seeds, and the juice. Watch me while I show you.” The old model: We are a failing school. The new model: We made AYP by making Safe Harbor. We are no longer a failing school. The old model: We are here for the kids. We are here to teach them. The new model: We are here for student achievement. Our job is to help kids learn. Old model: The “test” was our enemy. It is trying to trick kids. The new model: We made peace with the test and quit making excuses. Our students deserve to learn what they have to learn to pass these tests. In closing As our culture shifted to one of “Intervention for All,” we had to make some very thoughtful decisions. Happens one step at a time. There are many variables that make the difference.- Goal for today: By the end of the session today, you will be able to identify 3-5 changes our school made in the last two years that increased our student achievement and helped us make AYP. Your turn: Turn to your shoulder partner and share at least three things you learned that our school does to support all learners. Jot down one thing you will take back to your school that will increase student achievement for your EL students and all students.