Professional Learning Communities:

Supporting RtI Through a Collaborative School

Framework

Blazing a Trail from Cedar Lane Elementaryto

Discovery Elementaryand on to all

Loudoun County Public Schools

Presenters

Marlon Mohammed, M.Ed., General Education Teacher

Laura Clairmont, M.Ed., Precision & RtI Support Teacher

Judy Gruden, M.Ed., Special Education Teacher

Lisa Waldbaum, M.Ed., Assistant Principal

Kristin H. McGraw, M.Ed., Early Intervening Specialist

6 Critical Components of LCPS Current “RI”

Framework High Quality Instruction Universal Screening Fluid Tiered Framework Progress Monitoring Collaborative Decision-Making Using

Data Implementation with Fidelity

At present …

LCPS has 54 Elementary Schools 9 Fully implementing RI schools 12 partially implementing schools 8 additional “Partnership” schools

implementing early intervention frameworks based on fAMO status

29 schools are using a RtI processAll IEP goals are progress monitored

Loudoun County Public Schools

Total ES Population = 34,371

31%

6%16%

47% Gap Group 1Gap Group 2Gap Group 3Not Gap

Cedar Lane Elementary

33%

5%16%

46%Gap Group 1Gap Group 2Gap Group 3Not Gap

Total Population =724

Discovery Elementary

32%

8%11%

49% Gap Group 1Gap Group 2Gap Group 3Not Gap

Total Population = 712

Cedar Lane’s Journey“Go slow to go fast.” (James Dallas)

Cedar Lane’s JourneySpring2008: New

principal brought PLC vision

Fall 2008: Staff

implements

CLT

Fall 2009:

Pilot RtIClasses

Fall 2010- Spring

2011: Full RtI implementation (including tier

3)

January 2010: Universal

Screening & school wide

implementation (through tier 2)

Spring 2009:

RtI introduce

d

Everyone has a role at the meeting

PLC at Cedar LaneWHO?

Grade level CLT: - Grade level teachers - Special education teachers - Reading Specialist - Administrator - RI Coach - Educational Diagnostician

PLC at Cedar LaneWHAT?

Respec

t time &

maintai

n focus

Agenda

PLC at Cedar LaneWHEN?

Bi-monthly

60 minute sessions

+ 2 half-day planning sessions per school year

Specialists transition students to and from specials classes

PLC at Cedar LaneHOW?

Scheduling is the key!

CLT meets during back-to-back specials

Teaching assistants provide support to students in special education during specials as outlined by IEPs

PLC at Cedar LaneWHERE?

Classrooms Conference room Hallway Room with Interactive Whiteboard Space for a data wall

PLC at Cedar LaneWHY?

Administer and score a common

assessment

Administer and score a common

assessment

Create a visual display of student

results

Create a visual display of student

results

Collectively analyze student

results

Collectively analyze student

results

Target struggling students

Target struggling students

Collaborative Action Plan for Timely, Direct Interventions at Your Grade Level

Discuss response options

Discuss response options

Prioritize Response Options

Prioritize Response Options

Develop action plan for selected response options

Develop action plan for selected response options

Secure group commitment to

action plan

Secure group commitment to

action plan

Collaborative Identification of Struggling Students at Your Grade Level

PLC/CLT

PALS Tutors

Data Walls

Lesson Study

Protocol

PBIS

Reading Resource

Guided Reading

Focus Areas

What were we

missing?

A timely, systematic approach to responding to struggling

learners.

Respond to Struggling LearnersHow can we provide our struggling students

more time and support?

Improve Student Results

What is our performance goal for our students?

Work of Our Collaborative Learning Teams

Improve InstructionWhere do our students need to

improve most?

FOCUS AREASCollaborative Learning Cycle

-Lesson Study ProtocolExamine Student Work

Universal Screening

Tiered Interventions

Progress Monitoring

Analyzed and strengthened Core Instruction

CLT and Tier 1

Balanced Literacy

2 Days/10 Screeners/750 Students

Universal Screenin

g

CLT and Tier 2 Data Meetings

Half-DayPlanning Sessions

Data Meetings

Tier 2 - Scheduling

8:00-8:30 Third grade

8:20-8:50 First Grade

9:55-10:25 Fifth Grade

9:30-10:00 AM Kindergarten Power Up

11:45-12:15 Second Grade

12:30-1:00 PM Kindergarten

2:00-2:30 Fourth Grade

Power Up: Monday-ThursdayFriday: Progress Monitoring day

Tier 2 - Scheduling

Connecting PLC and RtI at Cedar Lane

CLTand

TIER 2

FidelityCommon Protocols

Power Up Decision Making Flow Chart

Refer toRI Decision Making

Flow Chart

Cedar Lane January 2011

Connecting PLC and RtI at Cedar Lane

Connecting PLC and RtI at Cedar Lane

DECISION MAKING FLOWCHART

Outcomes

Fluency Rates

LCPSCedar Lane2012-2013Reading

Curriculum Based

Measurement

Outcomes

Self-Monitoring Outcomes

Measuring Fidelity

RtI & Collaborative Learning Teams (CLT) Fit into the Lion’s

Den

Provided format to analyze data Data Walls

CLT

Helped us analyze how best to share students during Power Up

RtI/CLT provided the framework to develop & agree upon interventions

Set Common Goals

Time to Communicate & Collaborate Common planning time is essential

RtI & Collaborative Learning Teams (CLT) Fit into the Lion’s Den

Analyzing data & responding to it systematically

RtI

Systematic Approach ensures fidelity

Progress Monitoring

Aligns with the work of CLTs

Framework for Tiered Model of timely intervention

Based on quality differentiated Core Instruction

RtI & Collaborative Learning Teams (CLT) Fit into the Lion’s

Den

CLT RtI

RtI fit with CLT because it:

Provided more structure in a time

sensitive manner to progress monitor our kids

Enabled more consistency in our interventions

Provided a systematic protocol

Measuring Our Success - One Roar at a Time

“It enabled me to not only gather data through weekly progress monitoring, but analyze it and

adjust my instruction accordingly.”

~Cedar Lane Teacher

“Collecting data allowed me to understand when my students hadachieved the goal I had set for them. Iknew when to move to a more advanced level of intervention. I also had a way to record data to help me visually see the growth.” ~Cedar Lane Teacher

Measuring Our Success -

One Roar at a Time

Measuring our success –One roar at a time, no matter how

small

It helped me on my DRA! –DavidPower Up has helped me

learn more (vocabulary)

words, and to read faster. –

Ernesto

It has taught me how to think more

about what I read. –

Gladymarie

The graphs help me see

how I am improving.

-Alyssa

Measuring our success –One roar at a time, no matter how

small

Now I know that I can do

it…read! -Nadean

I love graphing day! It makes me proud!

-Giovanni

“Is Power Up a good thing to have?”

Yes! Now I

know it! -Noe (1st grade)

“It depends on what they need to work on with

their reading, not everyone needs this, but it has helped me!” -Gladymarie

“Would you recommend Power Upto your friends? Why?”

Successful Supports

PLC

Inclusive Practices

Un

ivers

al

Scre

en

ing

Tie

red

Inte

rven

tion

s

Pro

gre

ss

Mon

itori

ng

District Office

Speaking of the District Office…

6 Critical Components of “RI”

High Quality Instruction Universal Screening Fluid Tiered Framework Progress Monitoring Collaborative Decision-Making Using

Data Implementation with Fidelity

New “Early Intervention” Framework

How does it all fit together in LCPS?

SIOP Stetson Pathways to

Literacy PBIS

TA01-TA03PLCs!!!!

At the “Core” of our Leadership…

DOI

DPS

CORE DLT

DTS

“PLC Central”

The IIM Tool

Pulls student demographic and behavior data from the SIS NIGHTLY

Pulls Assessment data from multiple sources QUARTLERLY

Places students in Tiers in Reading, Math and Behavior based on recommended cut score ranges and algorithms set by the DLT

Schools don’t ENTER data…they use the data to make instructional decisions

PLCs: Successful Supports

Go Slow to go fast. – James Dallas

Patience and fortitude conquer all things. – Ralph Waldo Emerson