The first step of monitoring student learning on a timely basis was the task of deconstructing standards to increase collective understanding of each state standard. The purpose of deconstructing standards is to assist collaborative teams in the process of determining essential standards. Each collaborative team used the R.E.A.L. (Readiness, Endurance, Assessed, and Leverage) criteria to identify which standards are essential for student learning. The essential standards are the standards that each collaborative team guarantee that all students will learn.

Once the essential standards were identified for each content, we established learning targets for each unit. Teachers placed the learning targets on a Complexity Ladder which is designed to provide instructional and assessment guidance. The learning targets drove the creation of the CSA (Common Summative Assessment) for each unit of study. Using the backward design model, collaborative teams created the CSA, other common formative assessments (CFAs) and the instructional plan prior to giving Tier 1 instruction.

With the creation of the assessments, the teachers began the task of developing the plan for tier 1 instruction. Completion of the Unit Plan ensured the teachers allotted the time needed to effectively incorporate the TeachingAssessing Cycle (TAC). This cycle ensures that collaborative teams monitor and respond to students in a timely fashion. Collaborative teams provide instruction on the learning targets and assess the learning through a Common Formative Assessment (CFA). After students are assessed, the collaborative team will analyze the data, looking for common mistakes and frequently missed questions. Once the students’ needs have been identified, the collaborative team must decide how to deliver the information to students during the response days, which are built into the Instructional Calendar.

At the end of the unit, collaborative teams give a CSA. The teams analyze the data and students who did not show proficiency on an essential standard go to Tier 2 intervention. This is a 30-minute period built into the day called Focus Period. Through the implementation of the Teaching Assessing Cycle, teachers approach instruction in a manner that focuses on student learning. With the addition of Flextime Manager to schedule students for Tier 2, all students can receive Tier 2 intervention and extension for every academic class.  

Through the RTI process, WMS teachers develop their understanding of the PLC process (questions 1 and 2) and shift their instruction from teaching to learning. Teacher leaders have attended RTI at Work conferences and redelivered to the faculty. As RTI implementation plans were developed at the system level, the WMS Guiding Coalition discussed the barriers and options of how to establish a schoolwide schedule where dedicated Tier 2 and Tier 3 time was scheduled during the school day.

The LSS helps collaborative teams plan interventions for students who did not met proficiency on essential standards, as well as extensions for students who demonstrated proficiency on an essential standard. Students are identified through data, and the teacher collaborative teams take ownership to ensure that all students learn and grow.

The school’s Guiding Coalition developed a Pyramid of Interventions – a visual reminder that classroom teachers are not expected to do it all; learning is everyone’s responsibility. The pyramid is a training tool to help teachers understand that Tier 2 is designed to provide interventions for specific learning targets, not a path to exceptional education services. The Pyramid of Interventions also provides clarity regarding resources that are available and who is responsible for implementing the various interventions. In addition, the pyramid incorporates behavior with academics to identify interventions for students who lack the “will” to succeed as opposed to those who lack the “skill.” The GC also created advisement groups, which work with students who lack the “will” to succeed. The pyramid and PBIS Matrix is evaluated and revised every year.

With the Tier 2 in place, teachers were better able to address questions 3 and 4. Students travel through the Teaching Assessing Cycle, teachers provide instruction, administer common formative assessments (CFA), and provide preventions based on those CFA results. If a student does not show proficiency on an essential standard on a CSA, he/she enters Tier 2 interventions for that essential standard. Tier 2 intervention occurs, and students are reassessed. Students who show proficiency move out of Tier 2 groups. Because the system of intervention is designed to address a specific learning target, instruction is altered, and teachers switch/arrange students based on data. When students do not show proficiency after Tier 2, they move to Tier 3 remediation.

Data shows that Tier 2 Focus Period has helped increase student learning. However, data has also shown that we need to continue work to strengthen Tier 1 instruction and assessment. Due to weak “prevention,” we continue to see more that 20% of students require Tier 2 instruction; this is simply too many. We also see some possibly negative effect from allowing students to retake CSAs too many times. The school assessment team’s procedure/protocol that will go into effect for the 2023-2024 school year has been designed to help address this issue. We look forward to seeing effects from this action research. In addition, we are seeing minimal gains from our Tier 3 classes, certainly not those that Hattie’s research shows we should see. The WMS Guiding Coalition has acknowledged that we must make some changes in how we address Tier 3. This will be our focus of study next year.

Building collective teacher efficacy and teacher capacity to work as members of high-performing collaborative teams is a focus at Woodland Middle. Teachers meet collaboratively by subject area and grade level twice weekly. They also meet vertically by subject monthly. All collaborative teams use the school system’s A-Team Application to ensure they are functioning at a high level. At least one collaborative team presents at every GC meeting, and the GC uses the A-Team Award to guide and provide feedback to collaborative teams. Our goal is that every collaborative team will be an A Team.

Being results-oriented is an important part of being a high functioning team. Collaborative teams review data from CFAs, CSAs, MAP assessments, Growth Measure assessments, and Milestones to make adjustments within the teaching-assessing cycle. Collaborative analysis of student data deepens the teams’ understanding of content and what the standard truly means for ALL students. Data from assessments helps teams determine which instructional strategies have been effective. Grade level teachers work with an interactive data wall, which provides a visual of the progress the students make throughout the year and a reminder to the teachers we are ALL responsible for the learning of ALL students. 

It is important to remember that the PLC process is an ongoing learning experience, and WMS will maintain our effort to perfect the process as we continue building collective teacher efficacy. We know this is a marathon, and we still have a lot of work to do to reach all students. Our motto in the 2022-2023 school year has been, “All means all.” We have seen great gains, but until we reach 100% proficiency, this race is not over.