When SOAR and RtI (Response to Intervention) came to Park Hill, I was excited and hesitant all at the same time. My excitement came from listening to colleagues across the nation share how RtI made a difference in their schools. My hesitancy came from my lack of knowledge and understanding as well as my fears that implementation had not been thoroughly outlined.
I am someone who naturally responds better to well organized implementations. I find comfort in having the answers and being able to provide answers to my staff. So, the thought of starting a program without knowing all the answers placed me outside my comfort zone. Despite this, I embraced the ambiguity and pledged to learn to work through the process. The results....Amazing! Not only have the results been amazing for our students, I learned how to live in ambiguity and it really isn't as scary as I thought it would be!
RtI has made such a difference for our students that I am now one of the top supporters of the process. What do I like about RtI? RtI provides a structure to our interventions. RtI allows equitable response to student needs. RtI assures kids do not slip through the cracks. RtI drills down to the individual student level. RtI creates teacher efficacy and empowerment.
I'm glad to say that SOAR and RtI will continue next year in Park Hill and at Renner. The even better news - for those of us still learning to live with ambiguity - is that the processes, procedures and expectations have become more clear defined. Some of those changes include structured intervention times, improved universal screenings, and efficient tracking of progress monitoring. I look forward to sharing all the positive changes that have been made to the RtI process and to watching the impact of RtI on the students and staff at Renner.
Have a fantastic week!
Monday, April 27, 2009
Thursday, April 16, 2009
The COW Model
When I saw the question, "What specific ideas do you have for increasing our MAP scores?" I wasn't sure how to respond. There are so many factors that contribute to assessment results and I am by no means an expert on Renner data (yet). I do, however, have three very specific ideas and suggestions for improving scores that are based on research and best practices. By sharing these ideas I am not assuming they are not being implemented at Renner. If they are - that's great! We can explore next year how to build upon them. If they're not, I'll be excited to talk to you about how we can systematically and appropriately start implementation.
One of my favorite authors on the topic of high performing schools is Douglas Reeves. He is best known for his research on 90/90/90 schools. These are schools that are 90% combined minority; 90% free and reduced; and 90% successful on standardized tests. Douglas Reeves found 90/90/90 schools have five things in common:
1. There is a strong emphasis and focus on achievement.
2. There are clear curricular choices.
3. There are frequent assessments and multiple opportunities for students to show improvement.
4. There is a a strong focus on writing in all academic areas.
5. There is external scoring of student work.
For each of these areas, Douglas Reeves drills down to specific strategies and suggestions for implementation. I have evolved the suggestions of Douglas Reeves (along with a little influence from Robert Marzano, Harry Wong, and Fred Jones) into my very own COW Model. (Actually, I don't have an official COW Model, but COW is an easy acronym to help you remember the three suggested strategies. Hmmm....maybe I should develop a COW Model and market it!)
Park Hill, thanks to the groundwork of staff at Graden Elementary and through Dr. Miles' office, has begun the journey towards Continuous Improvement Classrooms. These classrooms have a strong focus on achievement and provide students with frequent assessments and opportunities to demonstrate learning. Implementing each element of a Continuous Improvement Classroom effectively and with fidelity can have a significant impact on student achievement and create enthusiasm for learning.
According to Reeves, Wong, Marzano and Jones, classroom management has a significant impact on student achievement. Marzano's research specifically found that of all the classroom level variables, classroom management had the largest effect on student achievement. For me, Harry Wong and Fred Jones are the fathers of classroom management. Wong's work on procedures and routines and Jones' work on teacher skill development in lieu of classroom managment systems are the cornerstone of sustainable and effective classroom management.
You may have figured out that I love to write. That, however, is not why writing is one of my top three recommendations. Writing daily and across the curriculum is recommended by most every researcher. Think about it this way....if you can subtract, you can add. If you can write, you can read. Could it be that we're putting too strong of a focus on the wrong things? Rather than saying to ourselves, "I can't move on to subtraction until they master addition." Maybe we should move on and use the teaching of subtraction to support the development of the concept of addition. The same can be said about writing. By putting a strong focus and emphasis on writing you address multiple learning needs - reading, processing information, organization of thought, spelling, effective communication, comprehension, vocabulary development, etc....
Next year I look forward to working with you to further develop and implement the COW Model. I'm eager to hear your thoughts on whether or not a systematic focus on these three areas might improve achievement at Renner.
On another note, next week you will receive an interest survey from me. Please take time to fill out the survey and return it to Sherri Verner. Once all surveys have been collected, Sherri will forward them to me. The purpose of the survey is to gather information on your interest in different leadership opportunities at Renner.
One of my favorite authors on the topic of high performing schools is Douglas Reeves. He is best known for his research on 90/90/90 schools. These are schools that are 90% combined minority; 90% free and reduced; and 90% successful on standardized tests. Douglas Reeves found 90/90/90 schools have five things in common:
1. There is a strong emphasis and focus on achievement.
2. There are clear curricular choices.
3. There are frequent assessments and multiple opportunities for students to show improvement.
4. There is a a strong focus on writing in all academic areas.
5. There is external scoring of student work.
For each of these areas, Douglas Reeves drills down to specific strategies and suggestions for implementation. I have evolved the suggestions of Douglas Reeves (along with a little influence from Robert Marzano, Harry Wong, and Fred Jones) into my very own COW Model. (Actually, I don't have an official COW Model, but COW is an easy acronym to help you remember the three suggested strategies. Hmmm....maybe I should develop a COW Model and market it!)
C: Continuous Improvement ClassroomsO: Orderliness and ManagementW: Writing...Writing...Writing
Park Hill, thanks to the groundwork of staff at Graden Elementary and through Dr. Miles' office, has begun the journey towards Continuous Improvement Classrooms. These classrooms have a strong focus on achievement and provide students with frequent assessments and opportunities to demonstrate learning. Implementing each element of a Continuous Improvement Classroom effectively and with fidelity can have a significant impact on student achievement and create enthusiasm for learning.
According to Reeves, Wong, Marzano and Jones, classroom management has a significant impact on student achievement. Marzano's research specifically found that of all the classroom level variables, classroom management had the largest effect on student achievement. For me, Harry Wong and Fred Jones are the fathers of classroom management. Wong's work on procedures and routines and Jones' work on teacher skill development in lieu of classroom managment systems are the cornerstone of sustainable and effective classroom management.
You may have figured out that I love to write. That, however, is not why writing is one of my top three recommendations. Writing daily and across the curriculum is recommended by most every researcher. Think about it this way....if you can subtract, you can add. If you can write, you can read. Could it be that we're putting too strong of a focus on the wrong things? Rather than saying to ourselves, "I can't move on to subtraction until they master addition." Maybe we should move on and use the teaching of subtraction to support the development of the concept of addition. The same can be said about writing. By putting a strong focus and emphasis on writing you address multiple learning needs - reading, processing information, organization of thought, spelling, effective communication, comprehension, vocabulary development, etc....
Next year I look forward to working with you to further develop and implement the COW Model. I'm eager to hear your thoughts on whether or not a systematic focus on these three areas might improve achievement at Renner.
On another note, next week you will receive an interest survey from me. Please take time to fill out the survey and return it to Sherri Verner. Once all surveys have been collected, Sherri will forward them to me. The purpose of the survey is to gather information on your interest in different leadership opportunities at Renner.
Wednesday, April 8, 2009
What Makes Renner Special?
Last week I blogged a response to your question about an accomplishment at Hawthorn that I am proud of. This week I'm turning the tables on you! In the Renner 3-2-1 Survey, I asked you to tell me three things that make Renner special. Here's a summary of what you said:
- The teachers' dedication to the students
- Great parents who participate and volunteer on a regular basis
- Collaborative sharing between grade level teachers
- Our students!
- Outstanding, talented, ingenious staff
- Renner familes are second to none
- Parental support
- Access to a beautiful park right out our back door
- Teachers and support staff work together to help students succeed
- Open and friendly atmosphere
- Before and after school programs, tutoring and student support
- A diverse and unique student population
- Longevity and diversity of staff
- Renner traditions such as Renner City, Pioneer Days, Field Day, Family Math and Reading Nights etc...
It's obvious, many things make Renner special. Yet, the bottom line of almost every response was "the people". Staff, students and parents were definitely a common theme among your responses. This is very exciting.
In his book, Good to Great, Jim Collins talks about the importance of "getting the right people on the bus". According to your reflections, the right people are on the bus at Renner. For a leader this is the first and most important step to continuous improvement and greatness. The subsequent steps of confronting the brutual facts, setting the direction, assuring fidelity, providing accountability, reflecting and responding, and celebrating successes are easier with the right people. Jim Collins puts it more succintly, and I paraphrase, "to get breakthrough performance you first need 'disciplined people' followed by 'disciplined thought' and 'disciplined action.'" When Jim Collins talks about "disciplined people" he refers to self-disciplined people who are willing to adapt, change and implement systems of improvement consistently and effectively. They are self-starters, go getters, continuous learners, and servant leaders. These are the people you have described as your peers. How exciting is that?!
I can't wait to blog a year from now about my proudest accomplishment at Renner. With the right people and the right determination, I am sure my blog will be about our journey to greatness.
So, get on the bus and join me as we revolutionize Renner towards greatness!
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