© 2010 J. Litel & J. Malatesta The FLEX Experience The Park View FLEX Experience Park View Middle...

© 2010 J. Litel & J. Malatesta© 2010 J. Litel & J. MalatestaThe FLEX ExperienceThe FLEX Experience

The Park View FLEXThe Park View FLEXExperienceExperience

Park View Middle SchoolPark View Middle SchoolYucaipa, CaYucaipa, Ca

www.ycjusd.parkview.schoolfusion.uswww.ycjusd.parkview.schoolfusion.us

© 2010 J. Litel & J. Malatesta© 2010 J. Litel & J. Malatesta

The FLEX ExperienceThe FLEX Experience

At PVMS we’re all about . At PVMS we’re all about . . .. .•Moving from teaching to LEARNING.Moving from teaching to LEARNING.

•Promoting student involvement in Promoting student involvement in LEARNING.LEARNING.

•Continual Professional CollaborationContinual Professional Collaboration

• Intervention and EnrichmentIntervention and Enrichment

•CounselingCounseling



We’re about many We’re about many things. . .things. . .

But, most importantly we are about But, most importantly we are about . . .. . .

Kids!Kids!



Taking Control…Taking Control…

• Out of OUR control:Out of OUR control:– Title 1 Status / Title 1 Status /

FundingFunding– Student PopulationStudent Population– Parent InvolvementParent Involvement– Students’ BackgroundStudents’ Background– Students’ Students’

Responsibility LevelResponsibility Level– CST Exam ContentCST Exam Content– State StandardsState Standards

• Within OUR control:Within OUR control:– OUR approach to OUR approach to

OUR CurriculumOUR Curriculum– OUR approach to OUR approach to

OUR AssessmentsOUR Assessments– OUR relationships OUR relationships

with OUR studentswith OUR students– The level of The level of

academic support academic support WE offer OUR WE offer OUR studentsstudents



The PVMS FLEX The PVMS FLEX Program…Program…• The FLEX program allows:The FLEX program allows:

– flexibility within our daily scheduleflexibility within our daily schedule– unifies our purpose and missionunifies our purpose and mission– provides motivation for our students to provides motivation for our students to

be more actively involved in their own be more actively involved in their own learning.learning.

• This is supported by:This is supported by:– Taking Center Stage Act IITaking Center Stage Act II– Essential Program Components (EPC) Essential Program Components (EPC)

for Program Improvementfor Program Improvement– DuFour, Reeves, and Stiggins - PLCDuFour, Reeves, and Stiggins - PLC



Taking Center Stage - Act Taking Center Stage - Act IIII

• Academic ExcellenceAcademic Excellence– Rigor with lots of supportRigor with lots of support– Instruction, Assessment, Instruction, Assessment,

& Intervention& Intervention– Time – Flexible Time – Flexible

SchedulingScheduling

• Developmentally Developmentally Responsive PracticesResponsive Practices– Relevance and Relevance and

EngagementEngagement– Relationships for ALLRelationships for ALL– Seamless TransitionsSeamless Transitions

• Socially Equitable Socially Equitable PracticesPractices– Access to InstructionAccess to Instruction– Safety, Health, & Safety, Health, &

CounselingCounseling

• Organizational Organizational SupportSupport– Collaborative Decision Collaborative Decision

MakingMaking– PLCPLC– Accountability of all Accountability of all

StakeholdersStakeholders– PartnershipsPartnerships

Recommendations from California Department of Education:



Benefits of FLEX Benefits of FLEX Schedule...Schedule...

• Allows timely Allows timely interventions in all core interventions in all core subjectssubjects– Coincides with Coincides with

Learning Targets & Learning Targets & Common Common AssessmentsAssessments

• Allows for Allows for Enrichments/Electives Enrichments/Electives for ALL studentsfor ALL students

• Counselors have many Counselors have many more opportunities to more opportunities to have intensive group have intensive group sessions with studentssessions with students

• Not a voluntary Not a voluntary Intervention for studentsIntervention for students

• Allows voluntary and Allows voluntary and required study hall required study hall periods for studentsperiods for students

• Cost is RESOURCES not Cost is RESOURCES not PERSONNELPERSONNEL– Not dependent on Not dependent on

any categorical any categorical programprogram

• Enrichment Enrichment opportunities are opportunities are endless for both staff endless for both staff and studentsand students



Response to Response to InterventionIntervention (RTI)(RTI)

• FLEX is a major part of RTIFLEX is a major part of RTI• It represents and allows for our Tier 2 It represents and allows for our Tier 2

RTI programsRTI programs– The interventions are targeted to core class The interventions are targeted to core class

needs, but outside of the regular classroomneeds, but outside of the regular classroom– The feedback can be used to support Tier 1 The feedback can be used to support Tier 1

needs, or used as data to recommend needs, or used as data to recommend further Tier 3 interventionsfurther Tier 3 interventions

– Allows access to counseling in Tier 2 as Allows access to counseling in Tier 2 as well, with minimal impact on academic well, with minimal impact on academic classesclasses



PYRAMID of INTERVENTIONS Park View Middle School

Classroom based Pre-Interventions (Tier 1)

Site Interventions (Tier 2)

District Mandated

Intervention (Tier 3)

Clear Learning Targets Common Assessments Peer Tutoring Cornell Notes Use of ELD Strategies Modified Assignments Cooperative Grouping Small Group Instruction 1 : 1 Re-teaching Direct Instruction Recordings of Text Preferred Seating Use of Agenda Binder Weekly Progress Reports College & Career Units P.R.I.D.E Rewards

FLEX Schedule Interventions FLEX Enrichment Classes

Study Skills Class Math Intervention PLC Meetings English Intervention Academic Counseling Science Intervention EL Learning Center History Intervention 1:1 Counselor Meetings Intro to Algebra Class

Voyager ELA Program



Fundamentals of FLEXFundamentals of FLEX

• Standards-based Learning TargetsStandards-based Learning Targets

• Frequent Common Formative Frequent Common Formative AssessmentsAssessments

• Bi-weekly Teacher CollaborationBi-weekly Teacher Collaboration

• Prescribed Core InterventionsPrescribed Core Interventions

• Prescribed Study Skills InterventionsPrescribed Study Skills Interventions

• Counseling GroupsCounseling Groups



Research supports FLEXResearch supports FLEX

•Socioeconomic StatusSocioeconomic Status

•Frequent FeedbackFrequent Feedback

•Formative Formative AssessmentsAssessments

•Clarity of TeachingClarity of Teaching

•RelationshipsRelationships•Micro TeachingMicro Teaching

= 50%= 50%

= 73%= 73%

= 90%= 90%

= 72%= 72%

= 72%= 72%

= 88%= 88%Data from: Douglas Reeves, LeadandLearn.com

© 2010 J. Litel & J. Malatesta© 2010 J. Litel & J. MalatestaThe FLEX ExperienceThe FLEX Experience

How the FLEX How the FLEX System works…System works…



FLEX Bell ScheduleFLEX Bell Schedule

• 7 Period day7 Period day– Six 48 minute class periodsSix 48 minute class periods– 48 minute Flex period between 248 minute Flex period between 2ndnd & 3 & 3rdrd

per.per.

• 5 days per week5 days per week– Except Minimum DaysExcept Minimum Days– 9 flex days per session (2 weeks)9 flex days per session (2 weeks)

• Program runs 2Program runs 2ndnd week of school up week of school up until State testing.until State testing.



FLEX Teacher RotationFLEX Teacher Rotation

• Teachers rotate through various flex Teachers rotate through various flex offeringsofferings– InterventionIntervention– Core Study HallCore Study Hall– EnrichmentEnrichment

• Teachers provide topics for Teachers provide topics for EnrichmentsEnrichments

• Elective teachers provide EnrichmentsElective teachers provide Enrichments

• PE Teachers provide Intramural sportsPE Teachers provide Intramural sports



FLEX Student RotationFLEX Student Rotation• If student needs Core intervention or If student needs Core intervention or

Study Hall:Study Hall:– Identified at Wednesday Minimum Day Identified at Wednesday Minimum Day

PLC Meetings, lists createdPLC Meetings, lists created– Receives intervention ticket with room Receives intervention ticket with room

assignmentassignment

• If student is attending EnrichmentsIf student is attending Enrichments– Receives “color-coded” enrichment ticket Receives “color-coded” enrichment ticket

and menu of offeringsand menu of offerings– Released to choose their next Released to choose their next

enrichment during Flex period on Fridaysenrichment during Flex period on Fridays

© 2010 J. Litel & J. MalatestaThe FLEX Experience

FLEX Organizational Chart Park View Middle School

FLEX Session

Learning Target based

Lesson

Learning Target based Assessment

Collaboration Mtg.

Enrichment

Intervention

Study Hall Based on results of the quiz, and assignment completion, students are grouped into one

of three FLEX groups

Students who have passed the LT Assessment and are successfully completing assignments

Students who are generally completing work, but not mastering the standards.

Students not completing work.

Mastery of Missing

Standards



Collaboration…Collaboration…• Students and teachers are teamed to Students and teachers are teamed to

allow professional dialogue among allow professional dialogue among common teachers to discuss student common teachers to discuss student performance and strategize performance and strategize interventions.interventions.– Bi-monthly collaboration occurs:Bi-monthly collaboration occurs:

•By Academic Team to prescribe FLEX By Academic Team to prescribe FLEX Intervention classes and Counseling based on Intervention classes and Counseling based on student achievement.student achievement.

•By grade level department to ensure quality of By grade level department to ensure quality of Learning Targets and Common Assessments.Learning Targets and Common Assessments.



Move from teaching to Move from teaching to LEARNING…LEARNING…• We do more than make sure that the We do more than make sure that the

curriculum is taught: we focus on what curriculum is taught: we focus on what the students have learned.the students have learned.– Learning Targets are backward mapped Learning Targets are backward mapped

from State Standardsfrom State Standards– Common Formative Assessments are Common Formative Assessments are

based on Learning Targetsbased on Learning Targets– Focused and Fluid Intervention classes Focused and Fluid Intervention classes

are based on Learning Targetsare based on Learning Targets

© 2010 J. Litel & J. MalatestaThe FLEX Experience

FBB BB B Prof Adv# I c a n … Far Below Below Basic Proficient Advanced

1 … identify and describe the main characters in a story.

2 … identify the setting of a story.

3 … recognize the point of view of a story.

4 … differentiate between fiction and non-fiction works.

5 … summarize a story's plot.

6 … identify figurative language including:

○ Simile

○ Metaphor

○ Idiom

○ Hyperbole

7 … state the main idea or theme of a story or article.

8… use reading strategies effectively to comprehend text. These include prediction, clarif ication, and questioning.

9 … make a inferences about word choice, theme, and an author's purpose or intent.

10 … identify elements of a plot including the exposition, setting, conflict, and resolution.

Standard and Chapter in BookStatus of Standard

English Reading Comprehension Targets



Student Involvement in Student Involvement in LEARNING…LEARNING…• Students know the Learning Targets for their Students know the Learning Targets for their

core classescore classes– All targets for all core classes are printed in the All targets for all core classes are printed in the

student’s Agenda Bindersstudent’s Agenda Binders– All targets for all core classes are also posted on All targets for all core classes are also posted on

the school websitethe school website– Posted daily in every class Posted daily in every class

• including Electives & PEincluding Electives & PE

– Used for review purposesUsed for review purposes– In student friendly language as “I can …” In student friendly language as “I can …”

statementsstatements– The basis for each and every common The basis for each and every common

assessmentassessment



Student Involvement in Student Involvement in LEARNING…LEARNING…

• Since the targets are 100% accessible to Since the targets are 100% accessible to the students, students know exactly what the students, students know exactly what is expected and what will be assessed.is expected and what will be assessed.– Common Formative Assessments show Common Formative Assessments show

mastery or the need for more time and supportmastery or the need for more time and support– Motivation and Accountability – students Motivation and Accountability – students

control their FLEX based on their achievementcontrol their FLEX based on their achievement

• Learning Targets are the FOUNDATIONLearning Targets are the FOUNDATION



FLEX Intervention FLEX Intervention OfferingsOfferings• CoreCore Subject Subject InterventionsInterventions by Grade Level by Grade Level

– Prescribed by Core Teacher based on LTsPrescribed by Core Teacher based on LTs

• CoreCore Class Class Study HallsStudy Halls by Grade Level by Grade Level– Assigned by PLC Team to get students “caught Assigned by PLC Team to get students “caught

up”up”– Administrative Administrative Study HallsStudy Halls

• Students removed from Interventions for behavior Students removed from Interventions for behavior issuesissues

• CST ScoreCST Score Based Based Intervention GroupsIntervention Groups– Prescribed by admin & teachers based on Prescribed by admin & teachers based on

identified areas of focusidentified areas of focus

• Special Education Special Education InterventionsInterventions– Assigned by Spec. Ed. Teacher based on IEPAssigned by Spec. Ed. Teacher based on IEP



Core Subject Core Subject InterventionsInterventions

• By grade level and subject matterBy grade level and subject matter

• Individual teachers recommend Individual teachers recommend students based on classroom students based on classroom performance with:performance with:– Learning Targets and Common Learning Targets and Common

AssessmentsAssessments

• Interventions will be the re-teaching of Interventions will be the re-teaching of the Learning Targets that have just the Learning Targets that have just been taught in core classes.been taught in core classes.

• Reduced class sizes for re-teachingReduced class sizes for re-teaching



Core Class Study HallsCore Class Study Halls• By grade levelBy grade level

• The PLC team of teachers recommend The PLC team of teachers recommend students based on habitual missing students based on habitual missing assignments.assignments.

• Can be a subject specific decisionCan be a subject specific decision

• Ideal for students that need additional Ideal for students that need additional time, help, and structure.time, help, and structure.



Special Ed. InterventionsSpecial Ed. Interventions

• SAI and SI (SDC) groupings based on SAI and SI (SDC) groupings based on academic progress or IEP goalsacademic progress or IEP goals– Intensive Reading GroupsIntensive Reading Groups– Math RemediationMath Remediation– Core Class SupportCore Class Support

• Self Contained SDC (CAPA)Self Contained SDC (CAPA)– Participate in EnrichmentsParticipate in Enrichments



Counseling Services in Counseling Services in FLEXFLEX• Counseling groups created based on concerns:Counseling groups created based on concerns:

– Truancy and attendanceTruancy and attendance– Academic needsAcademic needs– Support groups for personal & family issues (i.e. Support groups for personal & family issues (i.e.

bereavement, divorce, depression etc.) bereavement, divorce, depression etc.) – Counseling interventions for consistent behavior Counseling interventions for consistent behavior

problems and social drama scenariosproblems and social drama scenarios• Creates a dedicated, uninterrupted time for Creates a dedicated, uninterrupted time for

counselors to run small groupscounselors to run small groups– Doesn’t interfere with classroom instructional timeDoesn’t interfere with classroom instructional time



FLEX Enrichment FLEX Enrichment OfferingsOfferings

• Topics of interest chosen by teacherTopics of interest chosen by teacher• Doesn’t have to be subject specificDoesn’t have to be subject specific• Hands-on, interactive, and motivatingHands-on, interactive, and motivating• PE Intramurals, High School Sports, PE Intramurals, High School Sports,

etc.etc.

•But, Most Importantly:But, Most Importantly:–DO ANYTHINGDO ANYTHING (within (within reason) that you think the reason) that you think the students will be interested in!students will be interested in!



PE IntramuralsPE Intramurals

• 2 week Intramural qualifying 2 week Intramural qualifying tournaments leading to a Intramural tournaments leading to a Intramural playoff round every 5playoff round every 5thth FLEX week FLEX week

• Multiple sports happening each Multiple sports happening each qualifying weekqualifying week

• Drama, dance, flags, movement, etc.Drama, dance, flags, movement, etc.– Or anything else students would be Or anything else students would be

interested in!interested in!



At PVMS we are a At PVMS we are a Professional Learning Professional Learning Community at Work!Community at Work!

We invite you to come and We invite you to come and see!see!For more resources visit us on the web at:

http://ycjusd.parkview.schoolfusion.us/

Or contact:Jeff Litel at: [email protected]

Joe Malatesta at: [email protected] or Joe at: (909) 790-3285



mailto:[email protected]

mailto:[email protected]

© 2010 J. Litel & J. Malatesta The FLEX Experience The Park View FLEX Experience Park View Middle...

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