Crosscurrents, 2011, Collaboration Counts!


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Crosscurrents, 2011, Collaboration Counts!

  1. 1. Collaboration Counts! Working Together to Create Powerful Learning Environments that Include ALL Kids Crosscurrents  Conference   Friday,  March  18th,  2011   Faye  Brownlie  
  2. 2. Big Ideas…As  a  school  community  we  want  to  work  together  to  meet  the  needs  of  all  students.  Inclusion  is  not  a  special  educaBon  model;  it  is  a  school  model.  As  professionals  we  want  to  constantly  examine  and  refine  our  pracBce.  CollaboraBve  problem-­‐solving  and  teaching  results  in  new  ideas,  new  products  and  a  feeling  of  connecBon.    Our  students  conBnue  to  change  and  learn  and  their  needs,  just  like  the  school’s,  will  change  over  the  course  of  the  year.    Brownlie  &  Schnellert    Suppor&ng  Diversity:    Working  Together  to  Support  All  Learners___  
  3. 3. Goal:  to  support  students  in  working   effecBvely  in  the  classroom   environment  
  4. 4. RaBonale:  By  sharing  our  collecBve   knowledge  about  our  classes  of   students  and  developing  a  plan  of   acBon  based  on  this,  we  can   beSer  meet  the  needs  of  all   students.  
  5. 5. A  Key  Belief  IntervenBon  is  focused  on  classroom  support.     Classroom-­‐based  intervenBon  does  NOT  mean   that  all  specialists  have  to  be  in  the  classroom   all  the  Bme.    Instead,  the  RESULTS  of  their   work  have  to  show  up  in  the  classroom.  
  6. 6. Teaching  Content  to  All   Open-­‐ended          teaching,  Ber  1;              universal    Adapted,  Ber  2;   Modified;     Ber  3;  L2,  L3;  M,  I,  E  
  7. 7. Professional Collaboration•  InteracBve  and  on-­‐going  process  •  Mutually  agreed  upon  challenges  •  Capitalizes  on  different  experBse,  knowledge  and   experience  •  Roles  are  blurred  •  Mutual  trust  and  respect  •  Create  and  deliver  targeted  instrucBon  •  GOAL:    beSer  meet  the  needs  of  diverse  learners  
  8. 8. •  How  the  world’s  most  improved  school   systems  keep  ge]ng  beSer   –  Mourshed,  Chijioke,  Barber   –  McKinsey  &  Co.   –  Nov.,  2010  
  9. 9. How  the  world’s  most  improved  school   systems  keep  ge]ng  beSer  – McKinsey,  2010  Three  changes  collaboraBve  pracBce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to   making  their  pracBce  public  and  the  enBre  teaching   populaBon  sharing  responsibility  for  student  learning.  2.  Focus  shi_ed  from  what  teachers  teach  to  what   students  learn.  3.  Systems  developed  a  model  of  ‘good  instrucBon’  and   teachers  became  custodians  of  the  model.  (p.  79-­‐81)  
  10. 10. How  the  world’s  most  improved  school   systems  keep  ge]ng  beSer  –  Fullen,   as  quoted  in  McKinsey,  2010  The  power  of  collecBve  capacity  is  that  it  enables   ordinary  people  to  accomplish  extraordinary   things  –  for  two  reasons.    One  is  that  knowledge   about  effecBve  pracBce  becomes  more  widely   available  and  accessible  on  a  daily  basis.    The   second  reason  is  more  powerful  sBll  –  working   together  generates  commitment…The  speed  of   effecBve  change  increases  exponenBally…  (p.74)  
  11. 11. The Class Review Process Learning  in  Safe  Schools  –  Brownlie  &  King    Pembroke  Press                    
  12. 12. •  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  
  13. 13.  
  14. 14. Class Review Learning in Safe Schools   (Brownlie & King, 2000) Class Review Recording Form Classroom Strengths Classroom Needs Teacher: Class: Goals Decisions Individual Concerns OtherMedical Language Learning Socio-Emotional
  15. 15. Classroom  Strengths  -­‐  gr.4/5  •  Kind  to  each  another  •  Like  to  write  •  High  energy  •  Some  models  of  responsibility  •  Some  will  take  risks  in  their  learning  
  16. 16. Classroom  Needs  -­‐  gr.  4/5  •  Self-­‐control  -­‐  too  loud!  •  Interdependence  •  Listen  to  group  instrucBons  •  Wide  academic  range  •  Very  teacher  dependent  •  Easily  distracted  
  17. 17. Classroom  Goals  -­‐  gr.  4/5  •  Help  individuals  within  class  to    become  more   independent  •  Help  students  write  more  powerfully,  with   criteria    •  Help  students  learn  to  ask  real  research   quesBons  •  Help  students  choose  appropriate  reading   materials  
  18. 18. Medical  •  Challis  -­‐  ritalin,  see  file  •  Karmvir  -­‐  severe  diabetes  
  19. 19. Language  •  ESL  1  -­‐  Sharon  •  ESL  2-­‐4  Ammen,  Karmjit,  Janel,  Amrit,  Ekam,   Tommy,  Iris,  Osama,  Jasdeep,  David  •  IniBate  oral  language  -­‐  Jasdeep  •  Pose  quesBons  -­‐  Challis,  Dion,  Ekam  
  20. 20. Learning  •  Focusing  -­‐  Jordan,  Janel,  Jasdeep,  Challis,   KriBes,  Ekam,  Sigman  •  Comprehension  -­‐  Sigmund,  Oscan,  Ekam,   Janel,  Challis,  David  •  Limited  wriSen  output  -­‐  KrisBe,  Challis,   Tommy  
  21. 21. Social-­‐emoBonal  •  Jordan  -­‐  severe  behavior  •  Janel  -­‐  anger  management  •  Jasdeep  -­‐  withdrawn,  silent  
  22. 22. Other  •  Extensions:    Chloe,  Taylor,  Janelle,  Josie,  Emily,   KrisBe,  Andrew,  Amanda  
  23. 23. Decisions  
  24. 24. Decisions  •  RT/CT  meet  to  plan  unit  on  social  responsibility  •  Include  in  this  unit  comprehension  strategies  of  think  aloud  and  quadrants   of  a  thought  (use  as  intro  to  lit  circles  later)  •  Begin  Writers’  Workshop  with  CT/RT.    Focus  on  co-­‐creaBng  criteria  and   using  to  self  assess.  •  Counsellor  to  begin  ‘magic  circle’  group  with  targeted  students  (behavior,   withdrawn,  overpowering)  •  Individual  behavior  plans:    Challis,  Jordan  Jasdeep,  Janel  -­‐  RT  check  in  on   goals  at  8:40,  CT  at  3:00  •  EA  with  class  for  core  subjects  
  25. 25. Strengths  -­‐  HumaniBes  9   -­‐outgoing   -­‐self-­‐aware   -­‐friendly   -­‐sense  of  humor   -­‐co-­‐operaBve   -­‐enjoy  reading   -­‐a  posiBve  atmosphere  in  the  class  
  26. 26. Stretches  -­‐  HumaniBes  9   risk-­‐taking  -­‐-­‐digging  deeper  to  infer,  make  personal    connecBons  -­‐showing  what  they  know  -­‐organizing  for  learning  (materials,  Bme,    ideas)  -­‐focusing,  sustaining  aSenBon  -­‐wriBng  
  27. 27. Interests  -­‐  HumaniBes  9   Socializing   -­‐sports   -­‐fine  arts   -­‐performing  arts   -­‐social  issues/current  events   -­‐reading  
  28. 28. Goals  -­‐  HumaniBes  9  -­‐ build  environment  in  the  classroom  that    supports  risk-­‐taking,  sharing  and  self-­‐advocacy      -­‐ use  students’  interest  in  reading  to  build  their    higher  level  thinking  skills  -­‐ build  social  skills,  empathy  -­‐ help  students  develop  planning  and    self-­‐monitoring  strategies  
  29. 29.            Medical                Learning   Kelly  -­‐  adapt  pace,  key  ideas,  modified  outcomes   Kelly   Percilla  -­‐  highlight  key  ideas,  show  by  drawing,   MaS   modified  out.   Ryan   Aisha  -­‐  adapt  pace,  key  ideas   Harry  -­‐  choice  in  showing   Brendan  -­‐  pair  talk  with  visuals   Social-­‐emoBonal          Language   Taylor  -­‐  loud/dominant     Ryan  -­‐  shy,  challenging  homelife   Aisha  -­‐  recepBve/expressive   Percilla  -­‐  opposiBonal   Cici  -­‐  ESL  2   May  -­‐  very  shy,  reluctant   Ryan  -­‐  recepBve/expressive   Megan  -­‐  impaBent  with  others   Kirby  -­‐  ESL  2   Max  -­‐  confrontaBonal  
  30. 30. Challenge   Tessa   Sarah   Marija   ChrisBan  
  31. 31. Decisions  
  32. 32. Decisions   Literature  circles(guided  reading)  for  Percilla,  Kelly,  Aisha   Before,  during,  a_er  lesson  structure   Porpolio  assessment  with  choices   Targeted,  extended  strategy  instrucBon   MulBmodal  representaBon  opportuniBes  (differenBaBon)   Planning  acBviBes,  metacogniBve  steps  in  lessons   Co-­‐teach  once  a  week  -­‐  introduce  new  approach  to  strategy   Linda  (CT)  build  text  sets;  Leyton  (RT)  adapt  versions  of     strategies,  different  levels  of  complexity  in  acBvity  choices  
  33. 33. School-wide performance based reading assessment•  Standard  Reading  Assessment  (see  Student   Diversity  or  It’s  All  about  Thinking)  •  DART  •  RAD  •  QCA  
  34. 34. School-Based Pro D Bill Juhasz, Tait & Talmey Elementary•  Goal:    improve  reading  comprehension  •  Performance-­‐based  reading  assessments  –  3-­‐5   Bmes  per  year  •  Assessments  organized  by  Resource  Team  •  Assessments  coded,  in  teams,  during  school  pro  d   days.  •  Class  goals  chosen  and  shared  out  to  all  staff  •  Remainder  of  day  focused  on  how  to  achieve   these  goals  TOGETHER.  
  35. 35. Bill’s  Year  at  a  Glance-­‐Sept.  
  36. 36. Bill’s  Year  at  a  Glance-­‐Oct.  
  37. 37. ."1 -)<.; _ Ucv^ ,ilil J**",5 v.,r;Q-e-vr-1. 1e,. Ga"ade Kead&mg Qw&ek$ww$e: fr Ihis Scaleosummory Rating rhot Quick is ofthe Scale follows.Both student describe ochievement ofthe yeor. inMorch-April school Aspect NotYetWithinExpectations Meets Expectations Fully Expectations Meets Exceeds Expectations (MinimalLevel) SNAPSHOT Thestudent moy engage Thestudent readsshort, Thestudent reodsshort, Thestudentreodsa in reoding-like behaviour, simple illustrated simple illustroted varietyof short, but relies an adult or on selections(seechart on (see selections chart on simple:materials , peer to read storiesor page | 8), with some page 18);rereods independently; often other selections. support; may be able familiqr selections chooses reod;needs to to rereadfotmiliar independently. littlesupport. selections independently. STRATEGlES often seeks support often hesitant with usuallyconfidenU uses increasingly . phonics mayidentifymost new selections various strategies to confidentand . predict and letters;beginningto identifies letters; all figureout meaning self-reliant confirmmeaning matchinitialconsonant triesto usephonics to usesphonics to usesphonics and . letterand word soundsand lettersin sound-out words sound-out words new word families to recognition familiar words usesillustrations and usesillustrations and identifynew words . printconventions knowshow bookswork prior knowledgeto priorknowledge to uses priorknowledge (e.9.,front-to-back predictand confirm predictand confirm andvarious cluesto sequence, left-to-rig ht meaning prompted if meaning predictand confirm print) recognizes some recognizes many meaning beginning match to commonsightwords commonsightwords recognizes an printedwordswith (e.9., on,the,ot) in, (e.g.,family, they) increasing number wordsreadorally knowssomebasicprint usesbasicprint of sightwords recognizes books that conventions (e.9., conventions (e.9., usesprint tell stories question marks) questionmarks) to conventions supportmeaning effectively COMPREHENSION predictionsare often makesreasonable predictsstoryevents predictsstoryevents; . predict guesses predictions when retellsmost key showssomeinsight . retell may usepictureclues prompted eventsor ideasin completely retellsa . locate details to retellsomeevents retellssome keyevents sequence; identifies selection . makeinferences usesillustrations to or ideas;identifies main maincharacters independently providedetails cnaracterS locatessomespecific, locates specific, aftersupported locates somedetails; relevant details relevant details rereading, identifies mayneedcluesor makes simple makesinferences somecharacters and support inferencesabout aboutcharacters; events focuses literal on characters maybe ableto meaning identifythe message in a story RESPONSE hasdifficultymaking canmakea simple cancompare story a makesobvious . personal personal connections connection selfafter to to own experiencesif connections own to connections like expresses or dislike teacher-lediscussion d givena simpleframe experiences to or . opinions for a story expresses or dislike like to complete otherselections for a storyandtriesto like expresses or . offerssimple tellwhy dislike a story;can for opinions;givessome givea reason reasons
  38. 38. AspectSNAPSHOT $ww€wx Scale of NotYetWithinExpectations ocus   ffiee&wK< ffirmdeffi$&emd*aa6 €xa€epp"s,msm€$spxa €uxr IhisQuick isosummary theRating rhotfollows. describe ochievement 5cale Meets Both Expectations (MinimalLevel) student inMorch-Aprilthe Fully Meets of schoolyeor Expectations Exceeds Expectations Thestudent needsone-to- Thestudent is able to read Thestudent is able to read Thestudent is oble to theNote: snopshot one suppott to read short, a variety of short,simple a voriety of short, simple reod an increasingcon used be olone simple materials ond to materials with under- m atefi als i nd ependent!y variety of simpleoso holistic scale attempt comprehension standing if given some and with understonding. materi als in depend entlyinsomesituations. activities, support. Work is portialty Workis generally accurate. and with un der standi ng, accurate, Workis cleor,accurate, and complete.STRATEGIES uncomfortable reading reads slowly, little with confident mostoral in oralreading fluent, is. oral reading reads orally; wordsrather expression; stops often reading activities confident, and. comprehension than sentences; lose may to self-correct get help or ch.ecks makesurethe to expressive ies strateg prace looksfor supportwith selection makingsense; is checks makesure to the. predictions oftenneeds intensive, new selections (mayneedprompting) selection making is sense;. wordskills sustainedsupport if prompted, usesprior uses priorknowledge and self-corrects efficiently. sight predictions often are knowledge picture and pictureclues make to usespriorknowledge vocabulary. locating g uesSes clues makesimple, to obviouspredictions andpicture clues make to maytry to usephonics; obvious predictions combines phonics,word logical sometimes and information often waitsto be given relies phonics figure on to structure,contextclues; ghtfulpredictions insi the word or strategy out new words; given if usuallysuccessful with successfully combines recognizes common some support, useword can simple words phonics,wordstructu re, sight words(e,9., at, the, <frr rafr rra annfaYf recognizes increasing and contextclues want,they,little) recognizescommonsight varietyof sight words recognizes wide a unable locate to information woroS rcrFad<I r(a< fpvt rangeof sightwords frequentlyguesses rather features locate to specific independently rereads; thanrereading; simple uses information prompted if usestext features to textfeatures support with lnrafe <nprifir information; efficientCOMPREHENSION unableto attempt responses questions to or responses questions to responses questions to. accuracy/ questions tasks or alone; tasksinclude some or tasksare generally or tasks accurate, are c0mpletenes5 work is incomplete;may accurateinformation; accurate complete; and clear, complete and. mainideas be inaccurate vague, or partsareinaccurateor partsmaybe vague, accurately restates. details evenwith help incomplete unclear mostor all mainideas. recording mayidentifythe topic identifies topic;may the accuratelyidentifies in own words information recalls details few needsupportto recall mostmainideas; relies usesrelevant details in needsongoing, intensive mainideas on wordsof the text answers explanations and <l rnnn/f tn raadr.l providesa few accurate includes somedetailin organizes information information details; inventsome may and answers explanations into logicalcategories recordssomeaccurate recoros someaccurate with somesupport information,often information using (oftenableto create unsorted categoriesteacher own categories) providesRESPONSE unableto make with teachersupport, makessomeconcrete makes severalAND connections other to makes simpleconcrete connections other to connections other toANALYSIS informationand connections other to information and information and. c0nnections t0 experiences; prior little information and when asked experiences experiences, often experiences and knowledge drawon to experiences generally distinguishes spontaneously other selections unableto distinguish beginning distinguish to between andfiction fact distinguishes betvveen. opinions between and fiction fact between and fiction fact fact and fiction;may question information the GRADE 2 READING FOR INFORMATION 53
  39. 39. Literacy  Assessment   and  Learner  Profiles   Kevin  Brandt,  Principal  Burnaby  Mountain  Secondary  hSp://  
  40. 40. BURNABY  MOUNTAIN   Standard  Reading  Assessment  developed  by   Faye  Brownlie  et  al.  First  assessment  administered  in  2004  and  has   since  grown  to  involve  the  core  academic   subjects.  
  41. 41. BURNABY  MOUNTAIN  •  Students  receive  individual  feedback  on  their   assessments;  staff  receives  informaKon   regarding  trends  and  individual  students.   •  School  Literacy  Team  now  has  twelve   members,  each  having  taken  ownership  over   an  aspect  of  the  School  Literacy  Goal  
  42. 42. •  Fitness  (Bootcamp  and  DPA)  •  Grade  8  math  midterm  •  Learner  informaBon  •  My  learning  style  •  My  literacy  data  (spring  08)  •  My  literacy  data  (fall  09)  
  43. 43. Response to Intervention
  44. 44. Creating learning situations that work for all students •  Open-­‐ended  strategies   •  Choice   •  Variety  of  texts   •  Assessment  FOR  learning    
  45. 45. Triangulation: collecting evidence of learning from 3 sources •  Observations •  Conversations •  ProductsReference: Anne Davies, Caren Cameron, Kathleen Gregory, Marilyn Chapman, BC Primary Program
  46. 46. Literature Circle Conversations•  Modeling  •  Co-­‐creaBng  criteria  •  Teacher  observaBon  and  feedback  •  Student  reflecBon  
  47. 47. Taking  turns   Including   iniKaKng   Adding  on/ others   extending  Amrit  Percy  Nial  Tomas  
  48. 48. CHOICE Erica Foote, Princess Margaret Secondary, Penticton•  If  students  were  given  the  opportunity  (4   Bmes  per  semester)  to  show  what  they  know   in  different  ways,  would  it  not  only  increase   their  interest  and  effort  but  also  increase  their   understanding?    
  49. 49. English  10  •  4  wriBng  assignments,  4  choice  assignments   –  PowerPoint  presentaBons,  drawing,  poetry,  collages,   creaBng  their  own  test  with  answer  keys,  presenBng   their  informaBon  orally  or  using  drama  to  represent   their  thinking    •  6  students    •  AFL  strategies   –  Ranked  exemplars  with  the  PS   –  Analyzed  the  exemplars  to  co-­‐create  criteria   –  Used  the  criteria  for  their  work   –  Ownership  –  with  choice  
  50. 50. 2  wriBng  2  choice  assignments  –     demonstrate  your  knowledge  &   understanding  of  various  literature   Not  yet   Approaching   MeeKng   Exceeding   %/#  WriBng   16/2   41/5   25/3   16/2  (essay/paragraph)  Choice   0/0   16/2   33/4   50/6  
  51. 51. Erica’s  ReflecBons  •  100%  of  students  reported  they  liked  the  choice   and  wanted  to  do  have  choices  again  in  another   semester  •  91%  of  students  felt  they  did  beSer  with  choice  •  About  50%  sBll  chose  some  form  of  wriBng  when   given  a  choice,  but  liked  the  choice  •  Fewer  complained  about  the  non-­‐choice  wriBng   assignments  •  Fewer  assignments  were  handed  in  late  
  52. 52. Gr. 8 Science “The Digestive System”Paul Paling, Prince Rupert Learning  Inten&on:   Demonstrate  where  in  the  body   digesBon  occurs  and  what  happens   to  the  food  
  53. 53. ConnecBng/processing  Strategy:    What’s  In,   What’s  Out?       (Reading  44,  adapted  by  PPaling)  •  stomach      squeezing  •  abdomen      hungry  •  saliva          ulcer  •  bolus          tongue  •  gastric  juices    mucus  •  pepsin          carbohydrates  •  muscles        mechanical  
  54. 54. Planning Goals Goals: What do we want to develop/ explore/change? Rationale: Why are weRationale choosing this focus? Plan: How will we do this? Plan
  55. 55.  
  56. 56. •  Brownlie,  Fullerton,  Schnellert  –  It’s  All  about  Thinking  –  Math  &   Science,  2011  (in  press)  •  Brownlie,  Schnellert  –  It’s  All  about  Thinking  –  English  &   HumaniKes,  2009  •  Brownlie,  Feniak,  Schnellert  -­‐  Student  Diversity,  2nd  ed.,  Pembroke   Pub.,  2006  •  Brownlie,  Jeroski  –  Reading  and  Responding,  grades  4-­‐6,  2nd   ediBon,  Nelson,  2006  •  Brownlie  -­‐  Grand  ConversaKons,  Portage  and  Main  Press,  2005  •  Brownlie,Feniak,  McCarthy  -­‐  InstrucKon  and  Assessment  of  ESL   Learners,  Portage  and  Main  Press,  2004  •  Brownlie,  King  -­‐  Learning  in  Safe  Schools,  Pembroke  Publishers,   2000