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About This Book
This expansion of Whatever It Takes sharpens the focus on the pyramid of interventions strategy. The authors examine case studies of schools and districts across North America to illustrate how PLC at Work™ is a sustainable and transferable process that ensures struggling students get the support they need to achieve. They address how to enrich and extend the learning of proficient students and explain how PLC intervention processes align with RTI legislation.
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Benefits
• Explore time-tested intervention insights built on the PLC knowledge base.
• Learn from real challenges experienced by educators throughout North America.
• Use the reproducibles and tools with your staff and team members.
• Assess your understanding with a free, downloadable study guide.
Topics : Professional Learning Community
Table Of Content
About the Authors
Introduction
What Is a Professional Learning Community?
The Power of Stories
Creating the Conditions for Success
1 The Shifting Mission of Public Schooling: Establishing the Historical Context
From "All Students Can I earn" to "All Students Most Learn"
Yet Another Legislative Initiative: Response to Intervention (RTI)
The Need for Reform
2 Laying the Groundwork for Effective Intervention
The Team Learning Process
Focusing on the Right Work
Concluding Thoughts
3 Confronting the Brutal Facts: The Traditional Response to Students Who Do Not Learn
A Key Shift in Assumptions: Learning as the Constant—Time and Support as Variables
Providing Time and Support
Concluding Thoughts
4 Sustaining Excellence: A Return to Adlai Stevenson High School
A Look Back
Pre-Enrollment Initiatives
Coordinated Support for Students
Assisting All Students With the Transition to High School
Providing Extra Time and Support for Students Who Experience Difficulty
Enrichment at Adlai Stevenson High School
Raising the Bar Requires Increasing Support
Strengthening the Pyramid
But Is It Sustainable?
An Elegantly Simple Strategy
Concluding Thoughts
5 Hand in Hand We All Learn: A Return to Boones Mill Elementary School
A Critical First Step: Building Shared Knowledge of the Current Reality
Fostering Adult Learning so Students Can Learn
Aligning Resources With Purpose and Priorities
Connecting Special and General Education
Creating Systems of Communication
Boones Mill Today
Results
Concluding Thoughts
6 Embracing Systematic Intervention: Prairie Star Middle School
A Proactive Approach to Intervention
Laying the Groundwork
Intervention and Enrichment at Prairie Star
Building Relationships With a Caring Adult
Additional Layers of Support
The Need to Change Adult Practice
Results
Concluding Thoughts
7 Success and Triumph in a Worthy Endeavor: Lakeridge Junior High School
Intervention at Lakeridge
Making Time for Intervention
Reaching the Intentional Nonlearner
Building Staff Capacity to Function as a PLC
Results
Concluding Thoughts
8 From State Sanctions to National Recognition: Highland Elementary School
Creating the Schedule to Support Intervention
Reading Intervention at Highland Elementary School
Results
Concluding Thoughts
9 Building Toward the F.U.T.U.R.E.: Cinco Ranch High School
A Focus on Freshmen
Laying the Groundwork for Intervention
Intervention at Cinco Ranch High School
Technology as an Accelerator of the PLC Journey
Results
Concluding Thoughts
10 From Good to Great: Implementation of PLC Concepts in Kildeer Countryside Community Consolidated School District
Systematic Intervention in District
PACE
Attention Is All There Is
Results
Concluding Thoughts
11 Whatever It Takes—Staying the Course: Whittier Union High School District
The Whittier Union Journey
Dispersing Leadership
Promoting Prevention
Systematic Intervention at Whittier
Results
Concluding Thoughts
12 Under No Circumstances Blame the Kids: Sanger Unified School District
Systems of Interventions in Sanger
Developing Principals as Leaders
Administrative Retreats
Ongoing Support and Focus
Results
Concluding Thoughts
13 "Yah, but ...": Considering Challenges to Systematic Intervention
Pragmatic Concerns
Philosophical Concerns
Concluding Thoughts
14 Finding Common Ground: The Shared Practices of Highly Effective Schools and Districts
Clarity of Purpose
Collaborative Culture
Collective Inquiry Into Best Practice and Current Reality
Action Orientation
Commitment to Continuous Improvement
Focus on Results
Strong Leaders Who Empower Others (Simultaneous Loose and Tight Leadership)
Concluding Thoughts
15 Whatever It Takes: How Effective Schools and Districts Overcome Barriers to Systematic Intervention and Enrichment
Stevenson High School
Boones Mill Elementary
Prairie Star Middle School
Lakeridge Junior High
Kildeer Countryside
Whittier Union
Sanger Unified
A Universal Issue: Not Everyone Initially Embraces the PLC Process
Concluding Thoughts
16 Changing the Culture of Schooling to Embrace Effort-Based Enrichment
The Growth Mindset
Enrichment in a Professional Learning Community: Beyond Proficiency
How Many Schools Would It Take?
Concluding Thoughts
17 Moving Forward: Planning for Effective Intervention
Questions to Guide Planning
Building Momentum by Planning for Short-Tenn Wins
From Planning to Doing
A Final Analogy
Concluding Thoughts
Resources
References
Index
About the Authors
Richard DuFour:
Richard DuFour, EdD, was a public school educator for thirty-four years, serving as a teacher, principal, and super-intendent. During his nineteen-year tenure as a leader at Adlai E. Stevenson High School in Lincolnshire, Illinois, Stevenson was one of only three schools in the United States to win the U.S. Department of Education Blue Ribbon Award on four occasions and the first comprehensive high school to be designated a New America High School as a model of successful school reform. He received his state’s highest award as both a principal and superintendent.
A prolific author and sought-after consultant, Dr. DuFour is recognized as one of the leading authorities on helping school practitioners implement the PLC at Work process in their schools and districts.
Dr. DuFour was presented the Distinguished Scholar Practitioner Award from the University of Illinois and was the 2004 recipient of the National Staff Development Council’s Distinguished Service Award.
To learn more about Dr. DuFour’s work, visit AllThingsPLC (www.allthingsPLC .info).
Rebecca DuFour:
Rebecca DuFour has served as a teacher, school adminis¬trator, and central office coordinator. As a former elemen¬tary principal, she helped her school earn state and national recognition as a model PLC. She is coauthor of numerous books, articles, and a video series on the topic of PLCs.
Serving as a consultant for more than fifteen years, Becky brings more than thirty-five years of professional experience to her work with educators around the world who are imple¬menting the PLC process in their own organizations.
Becky is the recipient of the Distinguished Alumni Award of Lynchburg College.
To learn more about Becky’s work, visit AllThingsPLC (www.allthingsPLC.info).
Robert Eaker:
Robert Eaker, EdD, is professor emeritus at Middle Tennessee State University, where he also served as dean of the College of Education and interim vice president and provost. Dr. Eaker is a former fellow with the National Center for Effective Schools Research and Development. He has written widely on the issues of effective teaching, effective schools, helping teachers use research findings, and high expectations for student achievement. Dr. Eaker was instrumental in the founding of the Tennessee Teachers Hall of Fame and was a reg¬ular contributor to the Effective Schools Research Abstracts series.
To learn more about Dr. Eaker’s work, visit AllThingsPLC (www.allthingsPLC.info).
Gayle Karhanek:
Gayle Karhanek, an author and a consultant, was director of student services at Adlai E. Stevenson High School in Lincolnshire, Illinois, from 1979 to 2004. She won the Those Who Excel Award from the Illinois State Board of Education in 2000. Stevenson, a model professional learning community, has been named one of America’s best high schools on 12 occasions and has won four coveted Blue Ribbon Awards of Excellence from the U.S. Department of Education. As architect of Stevenson’s pyramid of interventions, Gayle has worked with districts across the country to create cost-effective interventions that meet the academic, behavioural and social-emotional needs of students.
ISBN: 9789960863887
Author: Richard DuFour, Rebecca DuFour, Robert Eaker, Gayle Karhanek
Publisher: Educational Book House
Publish Year: 2013
Size: 17*24cm
Pages number: 320
