Effective Systems Require Alignment of Arrows

Alignment: A system in which all of the core elements are constructed and linked in a way that ensures they all work together to achieve desired goals.

Instead of focusing on isolated initiatives, PCHS strives to ensure that all systems work together to achieve the ultimate goal of all students becoming Transition Ready. If our "arrows are aligned," then all stakeholders share a common vision and their work will support that vision. When the arrows are not aligned, everyone may be working hard, but in isolation, unaware of how their work supports the vision and school's goal(s).

The vast majority of our teachers and leadership team have been trained in Jim Shipley's Continuous Improvement model. When confronted with an issue, PCHS staff look at the "bigger picture" and find a systemic approach to prevent the issue from happening again. We value the idea that anything implemented should be done so strategically.

Systems

Professional Learning Communities

PLCs are the vehicle which drives much of the continuous improvement at PCHS. Our PLC models have evolved over time to meet the current needs of our teachers and school. It is imperative that you consider the journey we have taken over the last 10 years with our PLC when considering how they might be implemented in your school/district.

You can learn more about our current PLC model and learn more about the evolution of our PLC process over time by clicking here.

A Strategic Model for Co-Teaching

In 2018, based on state KPREP scores, PCHS saw the need to refine the co-teaching systems currently in place to serve our students with disabilities. The learning gaps for this population were quite large and our current system of RTI had reached a plateau. After visiting other schools with successful co-teaching models, we decided upon a model which required more man-power: placing multiple teachers in one classroom with students who were strategically scheduled based on data. To learn more about our Co-Teaching model and how it was implemented, click here.

Lunch RTI to Support Students

Catch-Up Pulaski (CUP) is a system for supporting struggling students during their lunch time. Teachers assign students with missing/incomplete assignments, students needing extra support/tutoring, or students who have been absent. During their lunch time, students report to the designated CUP classroom, eat their hot lunch, and work on their assignments. There are multiple staff members in the room to support students, included one certified special education teacher who can provide accommodations. To learn more about this system, click here.

Feed Forward Walkthroughs

Providing high-quality feedback on teacher instruction has always been a priority at PCHS. However, in an effort to be more transparent and help teachers value the feedback they are given, our model has been transformed to "feed forward" instead of "feedback." Providing support to teachers prior to the observation allows them time to improve their practice and leadership feedback to push them further forward. Also, instead of focusing on all the elements of effective classroom systems, we have shifted to one topic per month. This allows observers to provide more specific, accurate feedback.

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