Jessica Kemmeur June 17, 2011 EDU 600 Module 7 PLCs

Intervention for students at risk of failure begins with the classroom teachers, but may become a community mission within the school environment. Classroom teachers are not left in isolation with students who are not meeting benchmarks in academics or behavior. The school I work at has a series of steps for teachers to follow when they are concerned about students progress. When classroom data shows that a student is at risk for failure, the classroom teacher brings the concerns to a bi-weekly PLC meeting. Our PLCs include grade level teachers, a representative from special education, and a representative from the literacy support team. The team discusses differentiation options and classroom based interventions. The teacher then takes this back to the classroom and begins to monitor the students progress with these interventions. If the student does not show progress with classroom interventions, a referral to the Learning Community Support System (LCSS) is then made. The LCSS team consists of the principal, a grade-level representative, as well as members of special education, literacy, and guidance. The LCSS team then develops an Action Plan using research-based interventions, and with benchmarks that should be met. The team reconvenes in a set amount of time examine the data, to measure progress, adjust interventions, and figure out the next steps to ensure student progress. The LCSS team tries to find successful classroom interventions, so that a special education referral is only used for students that truly qualify. According to Dufour, Dufour, & Eaker (2008), Special education plays an important role in contemporary education, but it should be reserved for those students who require

its services to address a disabling condition, not as a catchall for every student experiencing difficulty (p. 269). My role as special educator in the PLC and LCSS teams consists of finding a balance of dissuading teachers from immediately making special education referrals and providing them with classroom based interventions and data tracking. Special education eligibility becomes a conversation with the principal, special educator, and classroom teacher if necessary. The PLC model and LCSS team have drastically reduced the amount of special education referrals that classroom teachers make each year. The PLC provides a sense of community to generate interventions for students at risk. Developing goals and objectives for students also helps to monitor progress and inform teachers whether these interventions are working. The grade-level PLC teams have also formed intervention groups, using literacy and special education specialists that help to ensure that all students are quality instruction. Positive results of these intervention groups were seen in district-wide assessments that were taken in winter and spring. Currently, our school is making annual yearly progress, which also demonstrates the benefits of Professional Learning Communities. Conversation about student progress, and PLC concerns can be brought to the principal at any time. He also tries to be present at some of the PLC meetings to answer any questions or concerns. Leadership in the school district can observe the effectiveness of PLCs and the interventions our teams have developed by reflecting on test scores and data at student, classroom, and school-wide levels.

Reference

Dufour, R., Dufour, R., & Eaker, R. (2008). Revisiting professional learning communities at work. Bloomington, IN: Solution Tree