Pyramid of Interventions

Pyramid of interventions : 

Pyramid of interventions October 2, 2008 Principal’s Meeting

MICRO LAB ACTIVITY : 

MICRO LAB ACTIVITY Groups of three…. Question 1: What has been the most positive occurrence so far on this journey? Question 2: What has been the most difficult thing about forming PLC’s? Question 3: What other information, assistance do you need?

PLC’s Defined… : 

PLC’s Defined… Learning Communities are teams of educators that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving. These teams, also called communities of practice, operate with a commitment to the norms of continuous improvement and experimentation, and engage their members in improving their daily work to advance the achievement of school district and school goals for student learning.

STRONG vs SUPERFICIAL : 

STRONG vs SUPERFICIAL Dr. Fullan quoted Richard Elmore who stated that "you must be able to learn within the setting in which you work (or the learning will not have an impact) and most teachers do not have many opportunities to learn in their work."  Fullan equated this with the difference between superficial and strong PLCs.  In superficial PLCs, people just work together and collaboration is limited to shallow conversations that don't result in significant learning on the part of the participants.  In strong PLCs, the collaborative work is conducted in such a way that the participants -- the learners -- are transformed through work-embedded learning.

STRONG vs SUPERFICIAL : 

STRONG vs SUPERFICIAL It is not only the teachers' responsibility to learn in their work, but also the responsibility of campus and district leadership to ensure that time is embedded in the daily schedule for collaborative, reflective learning work. i.e. just as our PLUS PERIODS, built into the school day for students, time for teacher collaboration must be built into the school day. If you truly believe it is important, and an increase in teacher learning equates to increased student achievement, we don’t mind doing this.

Professional Learning Communities : 

Professional Learning Communities

Cart before the horse…. : 

Cart before the horse…. 1. You need team norms w/meeting time, place and roles defined. 2. PLC teams, who they are, where meeting, etc… 3. Agendas, roles at meeting, etc… 4. The work that lies ahead depends upon that structure: Pyramid of Interventions…. Formative Assessment… Rigor…

TEAMS WILL DEVELOP THE POI WITH YOUR GUIDANCE…. : 

TEAMS WILL DEVELOP THE POI WITH YOUR GUIDANCE…. Reverts back to your mission and vision statements See Handout from Turnaround Workshop about learning.. Premise behind our work is this formula Quality Instruction + Time= Student Learning V C C

Do we really believe … : 

Do we really believe … “Don’t tell me your belief is all kids can learn until you show me what you are doing about the kids who aren’t learning.” Rick Dufour

Pyramid of INTERVENTIONS : 

Pyramid of INTERVENTIONS 1. Most important element of PLC 2. Actualizes PLC process 3. Takes a load of the teacher’s back b/c process is systematic 4. Must be personalized, unique for each school yet principles similar

How do we respond to those not learning? : 

How do we respond to those not learning? Typical School Our Schools No systematic response Intervention left to discretion of teacher Teachers respond in different ways Worst case is no response at all Urgent Directive Systematic Timely Targeted Administered by professionals

Timely… : 

Timely… Extended time to learn the essential standards Timely responses when students do not learn Qi + T = L In the factory model, quality was the variable and time was the constant.

No support system will overcome bad teaching… : 

No support system will overcome bad teaching… DIAGNOSE, THEN PRESCRIBE… Poor test grades? Not doing homework? Do not understand figurative language? The POI will be overwhelmed by bad teaching. Core curriculum must be solid, and delivered with fidelity We must know what part of the core curriculum they are not having success with Bad teaching is costly…

You can expect this… : 

You can expect this… We need systematic, schoolwide interventions where we all know all the parts and the direction and processes we are using. “Thank you very much, but I don’t need POI, I’m great at catching kids up.” No longer systematic Can not be optional It would be the same thing we are doing now.

Management…. : 

Management…. The goal is to move the student toward “self-reliance” This applies to your students, but also your PLC teams. Tight versus Loose The POI is “TIGHT” Critical 25-35% that must be done is tight. 70% Flexible and 30% tight

Targeted … : 

Targeted … This is a fundamental shift in schooling. We are targeting instruction so we can close the gap Students understand the QUANTITATIVE data used to measure their learning Students who lack the skills to do their work Students who do not do their work Targeted interventions, we use our formative assessments to guide our interventions

Formative Assessments : 

Formative Assessments

Prescriptive intervention takes great record keeping…different : 

Prescriptive intervention takes great record keeping…different

Goal chart by teacher….for class : 

Goal chart by teacher….for class

POI-”Harrass them till they pass”Dufour : 

POI-”Harrass them till they pass”Dufour They POI is constantly under revision and updated on a yearly basis Roles: ADM-protect and promote the importance of school wide, systematic interventions TEACHERS-implement the interventions and keep track of which students are getting what interventions PARENTS-support of intervention

Intervention guides : 

Intervention guides CLEAR ENTRY AND EXIT STANDARDS Clear quantitative and qualitative measures to indicate who is on the POI, where the are at on POI and how to get off POI 1. During the school day 2. Mandatory 3. No waivers out… 4. Maintain guidelines when parents and students object to participation 5. Make interventions flexible..flexible interventions serve more students.

Lets look at examples… : 

Lets look at examples… STEPS TO BUILDING POI Good teaching Most to least restrictive Use incremental pyramid approach Identify students entry and exit standards for each level clearly List what you are currently doing Brainstorm all possible strategies Rank in order of intensity Eliminate duplication Define roles of teacher, administration and student 1.Urgent 2.Directive 3.Systematic 4.Timely 5.Targeted 6.Administered by professionals

REVIEW OF SAMPLE POI’S..and creation of possible model POI’s for our levels….. : 

REVIEW OF SAMPLE POI’S..and creation of possible model POI’s for our levels…..

Slide 24: 

Entry Standards for each level Exit standards for each level Least to most restrictive BY DECEMBER

This is hard work : 

This is hard work

Controlling variance… : 

Controlling variance… DEMING and QUALITY CIRCLES Processes should be standardized to lower variation. Process improvements should also be implemented to lower the average. If a chart shows major spikes in variation, combating them through process improvements would be futile because spikes denote outside problems.

Stages of team development : 

Stages of team development

“Fake it to you feel it!” : 

“Fake it to you feel it!” You must see potential and imagine what you want this to look like 1 year from now, 2 years from now, ….. Honor in educators, we judge them on behavior not what they “feel.” “If you let them help you load the wagon, they will help you pull it.”