Collaboration Counts! Working Together to Create Powerful Learning Environments that Include ALL Kids Crosscurrents Conference Friday, March 18th, 2011 Faye Brownlie www.slideshare.net
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___
Goal: to support students in working eﬀecBvely in the classroom environment
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.
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.
Teaching Content to All Open-‐ended teaching, Ber 1; universal Adapted, Ber 2; Modiﬁed; Ber 3; L2, L3; M, I, E
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
• How the world’s most improved school systems keep ge]ng beSer – Mourshed, Chijioke, Barber – McKinsey & Co. – Nov., 2010
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)
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)
The Class Review Process Learning in Safe Schools – Brownlie & King Pembroke Press
• 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
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
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
Classroom Needs -‐ gr. 4/5 • Self-‐control -‐ too loud! • Interdependence • Listen to group instrucBons • Wide academic range • Very teacher dependent • Easily distracted
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
Medical • Challis -‐ ritalin, see ﬁle • Karmvir -‐ severe diabetes
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
Strengths -‐ HumaniBes 9 -‐outgoing -‐self-‐aware -‐friendly -‐sense of humor -‐co-‐operaBve -‐enjoy reading -‐a posiBve atmosphere in the class
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
Interests -‐ HumaniBes 9 Socializing -‐sports -‐ﬁne arts -‐performing arts -‐social issues/current events -‐reading
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
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
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
School-wide performance based reading assessment• Standard Reading Assessment (see Student Diversity or It’s All about Thinking) • DART • RAD • QCA
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.
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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
Literacy Assessment and Learner Proﬁles Kevin Brandt, Principal Burnaby Mountain Secondary hSp://learn.sd41.bc.ca/QuickPlace/mountain_proﬁles/Main.nsf
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.
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
• Fitness (Bootcamp and DPA) • Grade 8 math midterm • Learner informaBon • My learning style • My literacy data (spring 08) • My literacy data (fall 09)
Creating learning situations that work for all students • Open-‐ended strategies • Choice • Variety of texts • Assessment FOR learning
Triangulation: collecting evidence of learning from 3 sources • Observations • Conversations • ProductsReference: Anne Davies, Caren Cameron, Kathleen Gregory, Marilyn Chapman, BC Primary Program
Literature Circle Conversations• Modeling • Co-‐creaBng criteria • Teacher observaBon and feedback • Student reﬂecBon
Taking turns Including iniKaKng Adding on/ others extending Amrit Percy Nial Tomas
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?
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
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
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
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