Chandler Elementary

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Chandler Elementary

• A School of Intervention

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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.

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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.

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Background to the story

• New principal
• Failing school
• Restructured
• Having a plan
• Changing our focus

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One of the first things we did

• Got rid of our fixed mindsets by reading and
  embracing Mindset by Carol Dweck.

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And next. . .

• Got rid of our inconsistent techniques by using
  Teach Like a Champion by Doug Lemov.

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And then. . .

• If it aint broke, dont 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.

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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.

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The old model

• EL students and other students need different
  things.
• The new model
• Many students dont 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

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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.

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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.

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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 LGs and objectives) to group students.
• Progress monitor regroup.

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Old model

• We didnt know what to do to make Safe Harbor/AYP
• The new model
• Safe Harbor spreadsheet

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Old model

• We didnt know which students fit which
  categories
• The new model
• Tracking students knowing how many we need in
  each category

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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.)

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The new model

• We arent 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 peoples strengths to
  support our students. EL teacher

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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.

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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.

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Old model

• Inconsistent teaching models.
• The new model
• Identify objective.
• Use I do, We do, You do.
• (Model and gradually release the responsibility)
• Assess.

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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.

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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.

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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.

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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.

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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.

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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.

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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.-

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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.

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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.