| We were also forced to revise the literacy | | | | with leadership from the behavior specialist, that no |
| intervention almost from the start as a result of | | | | one (faculty, student, administrator, or visitor) would |
| student behavior concerns. During our first classroom | | | | be allowed on campus without a lanyard and ID. The |
| observations, we observed significant numbers of | | | | faculty voted on this at the meeting and |
| students who were sleeping, talking with one | | | | acknowledged that the change would cause a |
| another, leaving the class when they wanted to roam | | | | temporary absence problem and enforcement issue. |
| the halls, being disrespectful to teachers, sending text | | | | A few months later, the faculty discussed a tardy |
| messages, answering their phones in class, and | | | | policy in which they decided to lock the classroom |
| displaying a host of other problematic behaviors. | | | | doors when the bell rang and require students who |
| When asked about this, one of the teachers told us, | | | | were late to miss class, resulting in a truancy and the |
| "That's the way it is here. You just gotta put up with | | | | possible failure of the class. The overall success of |
| it to get by." | | | | this effort outweighed the cost of transferring focus |
| When we asked the principal about this, she | | | | from the literacy plan once a month. |
| acknowledged the problem and said that the small | | | | As teachers engaged in the implementation Breitling |
| learning communities were designed to address this. | | | | Replica Watches of the instructional routines selected |
| They had placed vice principals and counselors in each | | | | for school wide implementation, new questions were |
| academy Replica Cartier Santos who were supposed | | | | raised. For example, after nearly nine months of |
| to address behavioral issues. However, the principal | | | | work on Cornell note-taking, the teachers began |
| said, "We've gone from bad to worse" over the past | | | | talking about students' lack of ability to summarize. In |
| couple of years. We urged the principal to address | | | | response, during a professional development session, |
| this issue, and the following month she hired a | | | | the literacy coach said, "Our students didn't just |
| full-time behavior specialist who provided professional | | | | forget how to summarize, we just didn't notice |
| development (once per month) to the teachers and | | | | before. The Cornell notes have forced us to notice a |
| coached the vice principals and counselors daily. In | | | | need our students have." The following month's |
| addition, the principal dedicated time at each | | | | session with the LLT focused on teaching |
| after-school staff meeting to behavioral issues. | | | | summarizing, which led to a discussion about main |
| For example, a few months into our work with | | | | ideas and details. The team designed a number of |
| Western, we attended a staff meeting. The focus | | | | professional development sessions on summarizing as |
| was on the student ID policy. The faculty decided, | | | | a result of this revelation. |