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Having the mindset that all students can learn and will learn supports the power of the PLC. Coming together as a site and taking responsibility for all students will build school culture and accountability. Each grade level builds off the success of the prior grade level. Working together will only strengthen the school and its competency to address student needs.

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At FH, we do offer reading and math interventions to students based on their needs. The assessment data is closely monitored to provide early intervention support to students so they have a better chance at being successful.

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This is certainly a dilemma that we experience at our school too: teachers offering different interventions and solutions in their own plans while parents want their child to be in a certain classroom because of it. While we have interventions in place at Marshall Lane, we can certainly to look at a more systematic process of intervention to ensure students receive additional time and support until they are successful. We should also be aware that we should use our existing resources, time, personnel and materials differently.

Bindi Gill
Marshall Lane

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I think a safety net is a great way to identify students who a struggling and provide intervention. Building a multi-tiered system for students who struggle is beneficial to keep students in the general education environment.

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I think a safety net is a great way to identify students who a struggling and provide intervention. Building a multi-tiered system for students who struggle is beneficial to keep students in the general education environment.

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We currently do not have a systematic and cyclical way of helping students who need support/intervention, besides the LLI program.  I don't like the idea of students missing lunch/recess for additional intervention, but I would like to see what other creative time we could find to fill these learning and opportunity gaps.

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The intervention plan was unique in tackling the problem but I was concerned in how it was designed to make learning "mandatory." As educators, we want our students to become lifelong learners so that they have endless opportunities. I think there are different ways to keep our students accountable with their learning instead of making lunchtime tutoring mandatory.

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Some grade levels at our site use the clustering model to help differentiate instruction based on student need.  Arguments are made that we are "tracking" kids and that it is bad for student self esteem when they are consistently in the "bottom" group.  Parents all want their child in the "top" group.  I like utilizing the clustering method for differentiation because the essential standards can be broken down for the particular group to ensure student access.  It helps eliminate the idea that "the smart kid will answer" and allows more students to be the "smart" kid. It is imperative that we begin to look at further intervention for the students that are still not achieving success.  I like the idea from the article of an additional 30 minute session during the day with a concentrated focus on what students need.
Cindy Howard
Marshall Lane

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The idea of a school-wide systematic plan to help failing students sounds effective. It would be a huge undertaking with a lot of dedication and time to get it up and running effectively. Would we hire a new staff member to take on this responsibility? Kids should be responsible for their own learning. With the proper support, maybe this would help.

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The idea of having a school wide safety net in place for struggling students would be amazing. We have interventions (LLI/math) but I feel it is sometimes disconnected to the classroom.

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We began a similar system to Curtis MS last year, but I don't believe results have been shared with staff on its effectiveness. I believe a school-wide system is needed for failing students, but I also believe we need some grade level expectations among teachers in our current grading policies.

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We do have a similar system to Curtis and Adlai, but it's relatively new and I'm not sure how effective it proved to be last year.  I'm also not sure who would be responsible to maintain such a 'Safety Net.'  Would it be an additional duty to existing staff?  Would we have to hire and train someone new?

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I like the idea of a school wide systematic plan for failing students. This program however seems like it may be difficult to implement. I think it is important to address how we make students feel personally responsible for their learning, and give them some intrinsic motivation along with the system of taking away privileges.

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The attached document "When Students Don't Learn" would be good to share with staff. Maybe have them brainstorm ideas first at their grade level and share out.

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I think we have just hit the surface with this.  Reading Intervention is a step in the right direction, but one teacher or a grade level can't work with the number of students who meet this criteria.  I think this article would be beneficial to have read at a staff meeting and share ideas about how the school can proceed since there is such a high need.

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This sounds very familiar. The teachers within a team have very different personalities, and sometimes different expectations for students. In addition, some teachers have a reputation of being more or less effective than his/her teammates.

Parents often request specific teachers for their children. Teachers also teach the curriculum at different paces, which has been an issue for families with twins.

Teams are told to have some standardization in certain areas (e.g., assigning the same homework across the grade level), which helps to a degree.

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I read option #2. This is a great idea but would be quite an undertaking. I think we would need a lot of support to move forward with this.

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When Students Don't Learn
Successful initiatives discussed in this article consisted of proactive approaches (to when some students don't learn) such as “pyramid of interventions,” “failure is not an option,” and “collective self-efficacy” approach. I think we already have some systems in place for this at our school: Our classroom small groups, Reading Intervention teacher/RSP support/Speech/Counseling &(social classes with school counselor). I think all teachers at every school need to understand these support systems and take advantage of them efficiently and effectively to support our struggling learners.

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The study took a look at, "What do we do when students do not learn?" There are sites where the issue is not addressed at all, some where the issue is known and discussed, but no specific plan is set in place, and still others that have acknowledged the issue and have PLCs decide upon set ways to address what to do when students do not learn. I think that at our site, we are in the second group. Knowing that there are different paces at which students learn is a widely accepted fact. It is acknowledged, but we are left to individually decide how to remediate and review for these students. There is no agreed upon, specified route across departments, grades, let alone the entire school. As a result, it is possible that some individuals simply set the problem aside.

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This set back is something I feel  a lot of schools are affected by. I felt that the plan put in place would really help students that wanted to become better students.

I am unsure if our school has something similar to this program.

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The system that was put into place seemed to be missing a key component. It didn't seem to mention what the individual needs of the students were and how they were being met. They created a system where students checked in and assumed that they just needed time and a place where they could all meet and thus, they will learn. It didn't seem to be a true PLC model. Just a place to send students who weren't learning.

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This problem certainly sounds familiar.  We have a certain percentage of students that consistently do not attain passing grades.  While we do have systems of intervention (LLI pull-out/push-in, Excel, etc.) in place, we do not have anything as systematic and school-wide as this example.  It sounds like a great way to track student achievement and ensure ALL students learn.  I am interested to learn how this model worked for this school?!

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I read option #2. I think that having a system such as the one at Curtis Middle School that holds students and teachers accountable is really important. At our site, teachers create their own interventions and sometimes get support from an interventions team, but we do not have a school-wide system that everyone uses.

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I read option #2. I think that having a system such as the one at Curtis Middle School that holds students and teachers accountable is really important. At our site, teachers create their own interventions and sometimes get support from an interventions team, but we do not have a school-wide system that everyone uses.

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The case study is something that we definitely see at MMS. Often, students are moved from one classroom to another based upon the request of a parent or personal interactions between the student and teacher. These conversations are not really focused on what the underlying issues may be, and how we can support both students and teachers, but rather aimed at solving the initial concern as quickly and quietly as possible. From a teacher perspective, or mine at least, this often translates to students being placed into my class that other teachers did not/could not control/provide for. Often, the academic concerns are closely tied to behavioral concerns. The families typically get caught up in that mix. As of yet, there is little process in terms of how to mitigate and truly solve these issues. We have no system of intervention.

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Case Study #2
The case study reminded me of a school-wide intervention team that assists different grade levels in the classroom at SOAKS. The team of four adults push in to the classroom for 30 minutes a day with a particular- targeted students where they support them with reading (reading strategies/ guided reading) during months at a time. The school wide plan can be better. At SOAKS we do not have something in place for Math. Other than our intervention team during school hours, it is usually up to the grade level team or maybe even teacher to have some sort of intervention group before or after school.
Having a school wide plan is a great idea. Except we are an elementary school. I think a plan would need to be a little different compared to Curtis Middle school. I can see how we could make one work.