K-7 school A conversation considering collaboration and how best to work together to better address the needs of all our students.

1. 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

2. To consider:
• Collabora@on
• A
Shared
Mental
Model:
– Frameworks
for
learning
• LST
Support
• Class
Reviews
• Performance-­‐based
Reading
Assessment

3. 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

4. Inclusion
Goal:
to
support
students
in
working
effec@vely
in
the
classroom
environment

5. Collabora@on
Goal:
to
work
together
to
beRer
meet
the
needs
of
all
students

6. 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.

7. 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.

8. 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)

9. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011

10. 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

11. 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

12. 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

14. The
Class
Review
Process

15. • 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

16. 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?

17. Class Review
Learning in Safe Schools
(Brownlie & King, 2000, 2011)
Class Review Recording Form
Classroom Strengths Classroom Needs
Teacher:
Class:
Goals Decisions
Individual Concerns
Other
Medical Language Learning Socio-Emotional

18. Performance Based Assessments
• It’s
All
about
Thinking
–
Collabora@ng
to
Support
All
Learners
(English,
SS,
Humani@es
OR
Math,
Science)
• Student
Diversity

19. School-wide performance based
reading assessment
• Standard
Reading
Assessment
(see
Student
Diversity
or
It’s
All
about
Thinking)
• DART
• RAD
• QCA

20. • 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

21. Shifting or reaffirming
resource/support models
Chap.
9

22. A Non-categorical LST Model
• Co-­‐teach
• Work
with
small
groups/individuals
• Consult
• Peer/parent
tutors
• Educa@onal
assistant
programming

23. 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

24. Cayoosh Creek, SD# 74
Debbie Ralston, Principal

25. (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

26. • 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

27. Cayoosh
Elementary
5/week, 30 min.
-K - talking tables
- - guided reading
1 Math.
•+1
support
3/week, 30 min.
daily
during
Primary
math
-2-5 - guided reading
•3
x
week
3/week, 30 min.
in
inter.
-6/7 - lit circles
Intermediate struggling students
are ‘reading helpers’ during
primary guided reading

28. Planning
Goals: What do we want to develop/ explore/change/
Goals refine to better meet the diverse needs of diverse
learners?
Rationale: Why are we
Rationale choosing this focus?
Plan: How will we do this?
Plan