10 Features of the PCL Model

PCL? Another acronym? Now what can Mrs. Torzala from North add to that acronym sheet?
PCL is Partnership in Comprehensive Literacy Model or CLM.
I had an invigorating day of learning a few weeks ago when our partner school districts got together to collaborate around our implementation of Literacy for students K-8.
I was reminded of the 10 features of the PCL Model that maybe some of you are not familiar with. The PCL model is theorized as 10 individual features that are integrated to give solidarity to the whole design; thus, real change occurs through system wide coordination and shared knowledge.

Feature 1: Framework for Literacy- Differentiated workshop approach for meeting the needs of all students, including a balance of whole group, small group and individual conferences within an integrated, inquiry based curriculum.

Feature 2: Coaching and Mentoring- Uses coaching cycles and a gradual release model for increasing teacher efficacy.

Feature 3: Model Classrooms- Provide classrooms where mentor teachers implement the literacy framework and peer teachers can observe the teaching and learning in real time.

Feature 4: High Standards- Benchmark goals for all students.

Feature 5: Accountability- Includes a school wide system with multiple measures for evaluating progress including formative and summative assessments, and ESAIL walkthroughs.

Feature 6: System Interventions- Layered approach. The first wave is K-3 including Reading Recovery and small group interventions. The second wave is 4-12 including classroom interventions and supplemental group interventions.

Feature 7: Professional Learning Communities- Are embedded into the school climate.

Feature 8: Literacy Plan- Short and long term goals with specific benchmarks for progress monitoring.

Feature 9: Technology- Naturally embedded into teaching and learning contexts.

Feature 10: Spotlighting- Techniques for collaborating including school visits, PCL network meetings, and other advocacy ideas.

In order to truly transform schools, entire systems and student achievement...individuals MUST develop a view beyond their own performance. Unless every teacher is an excellent teacher, the school is not excellent...yet! As Vince Lombardi once said, "The challenge for every organization is to build a feeling of oneness, of dependence on one another..because the question is usually not how well each person works, but how well they work TOGETHER."

RTI-MTSS-MLSS-EMLSS

Wow, have the acronyms changed over the past 10 years, but at the core of this work is a commitment to a strong, equitable universal system with a continuum of supports for ALL learners. I am happy that we have entered into a recent partnership with the Wisconsin RTI center to help us re-center this work in our district.

Our district team is made up of the following members; District T&L team, District Student Services team, Title and Interventionists, Andrea Taylor-Heyer, Brandy Hart-Whittier, Carly Solberg-Prairie, Christina Kralik-North, Caroline Gosling-Hadfield, Jenna Harer-Les Paul, Jeff Ludowissi-Horning, Lisa Lawrenz-Bethesda, Nicole Gosser-Hawthorne, Travis Gardner-South, Kelli Weiss-Golatke-Lowell.

This team has developed a Vision Statement that will help guide our priorities moving forward.
Data-based processes will ensure equitable access to universal instruction and additional levels of support to positively impact learner outcomes in academics and social-emotional development. 
We will commit to:
* Continuously building trust and collaboration between students, families, and educators
* Using valid and reliable sources of data in a well-defined process of inquiry about student outcomes and experiences
* Ensuring a system where highly trained educators utilize evidence-based resources, materials and supports
* Planning with a proactive approach, acknowledging that variability is universal and anticipated

Expect to see more updates as we build more clarity in our system around this continuous improvement process.

TDP it up!

I wanted to share with everyone the link to our Professional Learning Guide so you are reminded of the great learning opportunities we offer in our district. 

Considering some of the recent conversations we have been having around grading, I wanted to highlight an upcoming TDP that might be of interest to some of you, especially at the secondary level.

"Declaring Grades in a Standards-Based System". It runs on February 4, 11, 18 and 25 from 4-6pm. 

Description: Danielson 1c, 1e, 1f, 2b, 3a, 4c

As teachers continue to implement best practices in standards-based grading, such as providing high quality developmental feedback and using formative assessment to drive instruction, they continue to face the challenges of declaring and reporting final student grades. In this TDP course, participants will learn why declaring grades based on a body of evidence is a research based best practice. Then using course assessment rubrics, participants will learn how to make fair and accurate judgments about student work in order to report grades that are accurate, fair, and reliable for all students. 

Behavior Data Heading in the Right Direction

As we look at the current data compared to last year, we can see there is a decrease in attendance, alcohol, tobacco and other drugs, aggression and threatening behavior, defiance, disruptive behavior, harassment, and inappropriate behavior/display of affection. What are the reasons for this change?  After analyzing the feedback from Summer Institute, participating in professional development sessions with school leaders and SAIL teams combined with inner-district teaching and learning (TDPs), I believe these are the intentional reasons for the shift in our behavior data this year. 

Teachers are becoming immersed in culturally relevant teaching practices through PD, and infusing culture into their lessons.  Teachers and school leaders are building relationships with students to connect with them daily before any type of learning can take place.  Communication with parents on a more consistent basis is happening with more positive contacts than negative.  Teachers are creating positive and welcoming learning environments where students feel included and “seen.”  Classrooms are beginning to look more representative of the students who are in the classes (student work, pictures of people from the various cultures, pictures of students and their families, etc.).  AVID strategies are being implemented in many of our schools having a major impact on student success, student confidence and achievement.  Our literacy and math workshop frameworks are great for fostering whole group community, small group collaboration and one-on-one individualized instruction.

Although it is only January, there are so many great things happening throughout our district with the focus of keeping students in the classrooms.  One school that is doing amazing things to reduce referrals and suspensions is Butler Middle School.  Butler has implemented Restorative Justice Practices, led by Assistant Principal Jeffrey Taege, and Dean of Students, Chad Montez which focuses on reducing the likelihood of a student repeating the offense while restoring the relationship with the victim (teacher or peer).  Keep up the AMAZING work Butler!! 

As we prepare to finish the second half of the year, let’s continue to be intentional with our planning and celebrate the improvements we have seen thus far.  If any school would like to share success stories that are taking place in their buildings, please do not hesitate to contact me because I would love to visit and share your story.  

ALL SCHOOL MAJOR REFERRALS 

SEPTEMBER 3, 2019 - JANUARY 24, 2020)

Year	Offense Group	# Incidents
2018-2019	Aggression and Threatening Behavior	1,248
2018-2019	Alcohol Tobacco and Other Drugs	73
2018-2019	Attendance	1,440
2018-2019	Bullying	1
2018-2019	Defiance/Insubordination	964
2018-2019	Disruptive Behavior	508
2018-2019	Harrassment	83
2018-2019	Inappropriate behavior/Display of Affection	9
2018-2019	Inappropriate Language and/or Expression	428
2018-2019	Lying, Cheating, Forgery, or Plagiarism	19
2018-2019	Other Violations of School Rules	131
2018-2019	Technology Violations	175
2018-2019	Theft, Vandalism or Property Damage	122
2018-2019	Weapons and Dangerous Items	13

Year	Offense Group	# Incidents
2019-2020	Aggression and Threatening Behavior	1,108
2019-2020	Alcohol Tobacco and Other Drugs	86
2019-2020	Attendance	358
2019-2020	Bullying	21
2019-2020	Defiance/Insubordination	951
2019-2020	Disruptive Behavior	483
2019-2020	Harrassment	18
2019-2020	Inappropriate behavior/Display of Affection	11
2019-2020	Inappropriate Language and/or Expression	485
2019-2020	Lying, Cheating, Forgery, or Plagiarism	27
2019-2020	Other Violations of School Rules	158
2019-2020	Technology Violations	193
2019-2020	Theft, Vandalism or Property Damage	128
2019-2020	Weapons and Dangerous Items	24

Decrease

Increase

Construction Career Fair - Thursday, April 16, 2020!

SAIL-ing into 2020

Happy New Year!

January 20 or thereabouts brings us the next iteration of your school's 100 day SAIL action plans. The last 100 days were your best predictor from your summer SAIL planning on what it would take to create and sustain a culture for educational excellence focused on those high levers that will improve student achievement outcomes.

How consistent has the leadership been in monitoring your progress?

Has your SAL team created a system that allows others to reinforce this high performance and accountability and not just the administrator?

How are you hardwiring systems in your 100 day cycles that recognize what is working well and what needs work to get back on track?

The challenge in getting results lies in consistency and reliability of execution. So, how have you done?

Where do you want to be in student achievement at the end of the next 100 days?

What will it take to have your adult practices or "always behaviors" at a level that will help you achieve your goals?

Black History Month Reminder

As we prepare to celebrate Black History Month during the month of February, what are we going to do to recognize influential African Americans in our schools and classrooms?  What activities do we have planned for students and parents?  What research can students conduct together to learn more about the contributions of African Americans to the United States?  What information will students be able to share that already come with background knowledge about Black culture? This is a great time of the year to bring students together to learn from one another and really celebrate and embrace diversity.  (This should be happening every day, not just during Black History Month or Hispanic Heritage Month) 

How Black History Month Was Created

In 1926, Historian Carter G. Woodson, created “Negro History Week,” which has now evolved into Black History Month.  Black History Month is an annual celebration of achievements by African Americans and a time for recognizing the central role of blacks in U.S. history.  Initially, the second week of February was chosen because it coincided with the birthday of Abraham Lincoln on February 12 and Frederick Douglass on February 14, which have been celebrated together since the late 19^th century.  This debunks the misconceptions made by many who believe that Black History Month was selected for blacks because it was the shortest month of the year.  Since 1976, every U.S. president has officially designated the month of February as Black History Month.  Other countries around the world, including Canada and the United Kingdom, also devote a month to celebrating black history.

“If a race has no history, it has no worthwhile tradition, it becomes a negligible factor in the thought of the world, and it stands in danger of being exterminated.”

-       Carter G. Woodson