Embed Size (px)
DESCRIPTION
K-7 schoolA conversation considering collaboration and how best to work together to better address the needs of all our students.
Citation preview
How can we work together to better meet the learning needs of each and every student at Holly?
Holly Elementary School, Surrey Monday, May 28th, 2012
Faye Brownlie www.slideshare.net
To consider: • Collabora@on • A Shared Mental Model: – Frameworks for learning
• LST Support • Class Reviews • Performance-‐based Reading Assessment
Schools as communities where everyone ‘owns’ all students
Chap. 1-‐4 Learning in Safe Schools,
creating classrooms where all students belong, 2nd ed –
Brownlie and King, 2011 Pembroke Publishers
Inclusion Goal:
to support students in working effec@vely in the classroom environment
Collabora@on Goal:
to work together to beRer meet the needs of all students
Ra@onale:
By sharing our collec@ve knowledge about our classes of students and developing a plan of ac@on based on this, we can beRer meet the needs of all students.
A Key Belief
Interven@on is focused on classroom support. Classroom-‐based interven@on does NOT mean that all specialists have to be in the classroom all the @me. Instead, the RESULTS of their work have to show up in the classroom.
How the world’s most improved school systems keep geWng beRer –
McKinsey, 2010
Three changes collabora@ve prac@ce brought about: 1. Teachers moved from being private emperors to
making their prac@ce public and the en@re teaching popula@on sharing responsibility for student learning.
2. Focus shiYed from what teachers teach to what students learn.
3. Systems developed a model of ‘good instruc@on’ and teachers became custodians of the model. (p. 79-‐81)
Frameworks
It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
Universal Design for Learning Mul@ple means: -‐to tap into background knowledge, to ac@vate prior knowledge, to increase engagement and mo@va@on
-‐to acquire the informa@on and knowledge to process new ideas and informa@on
-‐to express what they know.
Rose & Meyer, 2002
Backwards Design • What important ideas and enduring understandings do you want the students to know?
• What thinking strategies will students need to demonstrate these understandings?
McTighe & Wiggins, 2001
Menu for Resource Teachers
• Co-‐teaching • Working with small groups or individual students
• Help administer, score and create a plan from a bi-‐monthly Standard Reading Assessment
• Consulta@on • Peer/Parent/Tutor programming
• Special Educa@on Assistants
The Class Review Process
• Meet as a school-‐based team, with the administrator
• Each classroom teacher (CT) joins the team for 45 minutes to speak of her class
• TOC’s provide coverage for CTs • Follow the order of strengths, needs, goals, individuals
• The CT does not do the recording or the chairing
The Class Review
What are the strengths of the class?
What are your concerns about the class as a whole?
What are your main goals for the class this year?
What are the individual needs in your class?
Class Review Learning in Safe Schools
(Brownlie & King, 2000, 2011)
Teacher: Class:
Classroom Strengths Classroom Needs
Other Socio-Emotional Learning Language Medical
Goals Decisions
Individual Concerns
Class Review Recording Form
Performance Based Assessments
• It’s All about Thinking – Collabora@ng to Support All Learners (English, SS, Humani@es OR Math, Science)
• Student Diversity
School-wide performance based reading assessment
• Standard Reading Assessment (see Student Diversity or It’s All about Thinking)
• DART • RAD • QCA
• Introduce the selec@on to be read • Review the ques@ons • Students answer several open-‐ended responses
• Responses include at least 1 in a different form – i.e., not wri@ng
• Each student orally reads a prac@ced piece and has a short interview
• Coded against the performance standards • Class plan is set • Forma@ve, NOT graded
Shifting or reaffirming resource/support models
Chap. 9
A Non-categorical LST Model • Co-‐teach • Work with small groups/individuals
• Consult • Peer/parent tutors • Educa@onal assistant programming
Sample Elementary Day Learning in Safe Schools, 2nd ed.
8:15-‐8:45 School-‐based team mee4ng 8:45-‐9:30 Gr. 6/7 Literature Circles 9:30-‐10:15 Gr. 2/3 Guided Reading 10:15–10:30 Recess 10:30-‐11:15 Gr. 2/3 Math 11:15-‐12:00 Gr. 3/4 Wri@ng 12:00-‐12:50 Lunch 12:50-‐1:35 K Wri@ng – co-‐teaching 1:35-‐2:20 Gr. 6/7IIndividual support 2:20-‐3:00 DPA – or paperwork
Cayoosh Creek, SD# 74 Debbie Ralston, Principal
(Learning in Safe Schools -‐ Brownlie, King)
• 3 @mes a year • LST, Aboriginal Support Teacher, STA, principal, current and
last year’s teacher (fall), current and next year’s teacher (spring)
• Become 90 minutes/teacher • Moving students off the at-‐risk list
• Teams of CT, STA, Admin, Ab.ST, LST • Meet 5 @mes/week for 30 min. with each class • STA doesn’t do running record • Weekly or bi-‐weekly, team meets in CT’s room together to collaborate
Math. •+1 support daily during Primary math
•3 x week in inter.
5/week, 30 min. -K - talking tables -1 - guided reading
3/week, 30 min. -2-5 - guided reading
3/week, 30 min. -6/7 - lit circles
Intermediate struggling students are ‘reading helpers’ during primary guided reading
Cayoosh Elementary
Goals
Plan
Rationale
Planning
Goals: What do we want to develop/ explore/change/ refine to better meet the diverse needs of diverse learners?
Rationale: Why are we choosing this focus?
Plan: How will we do this?
