Presented by Glenn Maleyko, Former Principal at Salina Intermediate,

1. 0 Creating a Cultural Shift: Professional Learning Community Implementation and Differentiated Instruction at Salina Intermediate Presented by Glenn Maleyko, Former Principal at Salina Intermediate, Ph.D Candidate Wayne State University Robert Attee, Science Teacher Mohammed Abdelfattah, Bilingual Teacher MI-ASCD Conference, August 13, 2009

2. Salina Intermediate, Dearborn, Michigan

3. Salina Intermediate - By The Numbers • Located in Dearborn, MI – A suburb of Detroit • 520 students in grades 4 – 8 • 100% ethnically diverse (Arabic primary ethnicity) These students qualify as Caucasian under federal guidelines

4. 23% annual mobility rate • Less than 9% students with disabilities • 60% English Language Learners • 97.5% Free and reduced lunch

5. Salina Int. Model School Major Achievements • Award winner of Several Technology Grants over the past 8 years • Ameritech Technology Academy Recognition as one of the top 8 schools in Michigan that are integrating technology into the curriculum

6. Achievements Continued -We have Provided Training in Technology, Co-teaching, Literacy, Interventions and Foreign Language to over 1300 educators in Michigan during the past 7 years.

7. Provide Frequent Presentations at State and National Conferences • ICLE Model Schools Conference 2009 • ICLE Hawaii Symposium 2009 • ASCD National Conference 2009 • MACUL State Conference 2001-2009 • ACTFL National Conference 2008 • MABE State Conference 2008 • Arkansas Literacy Conference 2007

8. Michigan ASCD Middle School Summit 2007 • ATA Academy 2007 and 2008 • NMSA National Conference 2005 • Michigan ASCD Conference 2003

9. Awards • 2 TAPS Award winners for 2004 MACUL. • 2004 COATT Award - Nadra Shami • 2005 WCRESA Middle school Technology Award - Bob Attee • Nomination for MACUL outstanding Technology Educator Award -Glenn Maleyko • MI-Champions Grant -Mohammed Abdelfattah

10. Salina Intermediate Model: • Professional learning communities • Special education co-teaching • Comprehensive interventions • Technology integration • Literacy across the curriculum • Capacity building – Shared leadership • Data-driven instruction

12. Strategy 4Technology Integration and Critical Thinking Rigor and Relevance

13. Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analysing • Applying • Understanding • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

14. W. M. Glasser

15. Student Technology Trainers

16. Salina Students Present at the Capitol Building in Lansing, MINovember 2008 and at the MACUL conference in Detroit, MI, March 2009

17. 0 Activity 1Poll everywhere surveyhttp://www.polleverywhere.com

18. All of us can consciously decide to leave behind a life of mediocrity and to live a life of greatness---at home, at work and in the community. No matter what our circumstances may be, such a decision can be made by everyone of us. Stephen Covey 0 Pg. 29

19. Visionary leaders • Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization. • Reeves, Douglas (2006). The learning Leader.

20. “People want to be part of something larger than themselves. They want to be part of something they’re really proud of, that they’ll fight for, sacrifice for , trust.”— Howard Schultz

21. Activity 2 • Turn to a partner and discuss the following questions: • What is your reaction to the quotations from Stephen Covey, Doug Reeves, and/or Howard Schultz? • What implications does this have on your perception of leadership?

22. What is our frame of mind? Is the Glass half full or half empty? At Salina Intermediate we always view the glass half full. An optimistic viewpoint.

23. Salina VisionWe envision an innovative, successful school where diversity is respected and celebrated, where all students use higher order thinking skills to meet high standards developed collaboratively by a motivated, compassionate, and highly skilled staff, working in partnership with parents and the community.

24. Salina Intermediate Mission • The mission of Salina Intermediate School is to increase academic achievement by implementing and evaluating a technology integrated comprehensive curriculum which enables students to become literate problem-solving critical thinkers. We have high expectations for all students, and provide a safe and nurturing environment collaboratively with parents and community to ensure that all students become responsible, productive citizens.

25. Activity 3 • Discuss with a partner the following question: • Why is it essential to have clear mission and vision statements? • What does a mission or vision statement tell us about an organization?

26. Salina Intermediate 2008-2009 Mobility Data

27. Salina Intermediate Limited English Proficient Population

28. Economically Disadvantaged Studentsat Salina Intermediate 2008-09

29. Schools Do Make a Difference • An analysis of research conducted over a thirty-five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds. • Robert Marzano, What works in schools, 2003.

30. Dr. Bob Marzano with Salina Staff at the ASCD Conference in Orlando, March 2009

31. We face many barriers at Salina, but … • We have been effective at improving student achievement levels through the use of technology, literacy, and differentiated instruction under Professional Learning Communities model!

32. Salina Intermediate ELA AYP Proficiency Growth

33. Salina Intermediate ELA AYP Proficiency Growth

34. Salina AYP proficiency Growth

35. Salina AYP ELA Objective proficiency Growth

36. There must Be a Cultural Shift in how we do business on a day to day basis.

37. Cultural Shifts Becoming a Professional Learning Community 0 • “To put it as succinctly as possible, if you want to change and improve the climate and outcomes of schooling both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed your well-intentioned efforts will be defeated” Seymour Sarason: Taken From Robert Eaker PLC presentation.

38. Dr. Daggett at the Model Schools Conference in Atlanta, Georgia, June 2009: He advocates for change with stimulus funding

39. Activity 4: Word Splash Sharing • We will gather in assigned groups for this activity.

40. Strategy I: Professional Learning Communities at Salina Intermediate

41. The Power of Professional Learning Communities • The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path to change in the classroom lies within and through professional learning communities. Dufour & Eaker

42. At Salina Intermediate School, professional learning communities are embedded in the culture of our school. Teamwork and collaboration at Salina is not an option, it is who we are and what we do as a part of our daily routine. Glenn Maleyko and Bob Attee (2009)

43. Team Collaboration Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement.

44. The Salina Intermediate Learning Community is Characterized by • 1. Shared Mission, Vision, and Values • 2. School Improvement Plan

45. The Salina Intermediate Learning Community Cont’d • 3. Collaborative Teams • 4. Structured Time for PLCs • 5. Intensive Data Collection and Analysis • 6. On-going collaborative professional development

46. Salina Leadership Teams Meetings Grade level teams Literacy/SIP team Special Education team Intervention teams for middle school and elementary grades School Support team DFLAP team

47. It is critical to develop a PLC calendar for the building

48. Several Leadership teams meet on a regular basis. Add PLC calendar

49. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning.