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Class Review, School Review

Full day session for Manitoba CEC. Using strength-based class reviews/profiles to build toward school and division profiles. Included is a pilot from Louis Riel School Division as they work with 8 schools to transform practice toward needs-based support.

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Class Review, School Review

  1. 1. New Directions:  using the class review/school review process to guide our planning and teaching Manitoba CEC February 23rd, 2017 Faye Brownlie classreviews
  2. 2. Learning Intentions •  I understand why and how to conduct a strengths-based class review. •  I know how to plan ‘what’s next?’ as a result of my class review and an understanding of effecLve, research-based literacy pracLces. •  I have a plan of how to increase collaboraLon and co-teaching in my building/district. •  I have an idea of how to use our class reviews as a school or district review and planning process. •  I have a plan of how to put my work today into acLon☺
  3. 3. The Plan and the Big Ideas •  Inclusion and class reviews •  CollaboraLon and in-class support •  What does this look like in a literacy classroom? •  School and district stories, including Marlene Murray, Luis Riel SD •  Your acLon plan
  4. 4. A Street Corner Scene
  5. 5. •  How is this street crossing a metaphor – for inclusion? – for a strengths-based approach?
  6. 6. Inclusion •  Shared goals •  Everyone is included, expects to succeed, and belongs •  MulLple pathways •  Different rates •  Various levels of support
  7. 7. •  Move from CONFUSION and FEAR to POSSIBLITIES and POSITIVE EXPECTATIONS. •  Inclusion requires TRUST and COLLABORATION. You can’t do it alone!
  8. 8. •  Inclusion is not a special educaLon iniLaLve, rather it belongs to general educaLon and is a reflecLon of the society we want.
  9. 9. McKinsey Report, 2007 •  The top-performing school systems recognize that the only way to improve outcomes is to improve instrucLon: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interacLon.
  10. 10. How the world’s most improved school systems keep getting better –McKinsey, 2010 Three changes collaboraLve pracLce brought about: 1.  Teachers moved from being private emperors to making their pracLce public and the enLre teaching populaLon sharing responsibility for student learning. 2.  Focus shiaed from what teachers teach to what students learn. 3.  Systems developed a model of ‘good instrucLon’ and teachers became custodians of the model. (p. 79-81)
  11. 11. The teeter totter kids kids curriculum
  12. 12. Goal to support students in working effecLvely in the classroom environment
  13. 13. Goal to work together to befer meet the needs of all students
  14. 14. Rationale By sharing our collecLve knowledge about our classes of students and developing a plan of acLon based on this, we can befer meet the needs of all students.
  15. 15. A Key Belief IntervenLon is focused on classroom support. Classroom-based intervenLon does NOT mean that all specialists have to be in the classroom all the Lme. Instead, the RESULTS of their work have to show up in the classroom.
  16. 16. “You can see what the teachers, teams, and schools value by what actually goes on in the classrooms.” (Brownlie, Fullerton, Schnellert, 2011, p25) “Pedagogy trumps curriculum.” (Dylan Wiliam)
  17. 17. The Vision A Remedial Model (Deficit Model) ‘Fixing’ the student Outside the classroom/ curriculum A Shia from….. to An Inclusive Model (Strengths Based) ‘Fixing’ the curriculum Within the classroom/ curriculum to
  18. 18. Transforma)ons within the Inclusive Model Pull-out Support / Physical Inclusion • sLll a remedial model – to make kids fit • In the class, but oaen on a different plan Inclusion • Classroom Teacher as central support • Resource Teacher – working together in a co-teaching model
  19. 19. No plan, No point
  20. 20. The Class Review Process
  21. 21. Class Review •  Strengths-based approach •  CollaboraLve •  The classroom teacher is the heart of the process •  Goal: support a community of learners •  Goal: create a plan
  22. 22. •  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
  23. 23. 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?
  24. 24. Class Review Learning in Safe Schools (Brownlie & King, 2000) Teacher: Class: Classroom Strengths Classroom Needs Other Socio-EmotionalLearningLanguageMedical Goals Decisions Individual Concerns Class Review Recording Form
  25. 25. Gr. 5/6 Classroom Strengths •  Lots of energy; acLve •  CreaLve – good at expressing themselves in a non-tradiLonal way •  A small, mellow and reflecLve group that needs quiet Lmes – quiet wriLng •  Visual learners •  Open minded – willing to try new ideas
  26. 26. Classroom Stretches •  Self-regulaLon – noise level, learning to use headphones •  PerspecLve taking, reading social cues, working together •  CriLcal thinking •  Vocabulary – funcLonal, basic
  27. 27. Goals •  Self-regulaLon strategies •  Developing metacogniLon and being reflecLve •  CriLcal thinking skills •  Developing individual strengths •  Making thinking visible •  Building vocabulary to express thinking and strengths
  28. 28. Decisions
  29. 29. Decisions •  Provide in-class support as much as possible •  Co-plan with Joanne, also 5/6, and Eleanor, LRT •  Focus on visual literacy, alternaLve strategies to make thinking visible •  Brian – check-in Lme each day •  Counseling group – Fal, Ethan, Taylor, Leo? •  Mackenzie – pediatrician referral for Level B assessment
  30. 30. •  Medical – Brian – parents refuse ADHD medicaLon – Ethan – ADHD, on med •  Language – Mackenzie – vocal Lck •  Learning – Lance – ELL 2 – plateau, output challenges, street smart – Fal – math – Mackenzie – fine motor skills – Ethan – output is minimal – Arly – needs challenge
  31. 31. •  Social-EmoLonal –  Brian - counseling, self reg, self talk, anxious –  Lance – self reg –  Fal – self reg, posiLve self image, self talk, anxious –  Mackenzie – young –  Gerald – social issues with classmates, young –  Ethan – tacLle learner, keeps to self, anxious –  Brian Y – young, anxious –  Taylor – sad, anxious –  Leo - anxious •  Other –  Mackenzie – Ab Ed
  32. 32. Reviewing our reviews☺ •  What worked? •  What didn’t work as well? How did you make it befer? •  What’s next? What do you wonder?
  33. 33. Grade 9 Humanities, 2 classes Catriona Misfeldt,Class Profiles… –  Strengths: •  supporLve of each other •  willing to take risks in learning •  invested in doing well •  understand themselves as learners •  enjoy talking about ‘ideas’ in pairs/small groups –  Stretches: •  reading comprehension (high ELL in one block; significant learning needs in the other) •  limited ‘toolbox’ of strategies •  not confident in their thinking; many are reluctant to share thinking in whole class discussions •  supporLng thinking with evidence •  collaboraLve skills •  Needs: –  visual supports (e.g., images, models, checklists) –  ‘safe ways’ to share/rehearse thinking (e.g, A/B partner talk) –  explicit strategies for working together
  34. 34. Humanities 9 Curricular Foci… Content: – SS: early contact and the conLnuing effect of colonizaLon on indigenous peoples – ELA: wriLng process & presentaLon techniques Curricular Competencies: – SS: cause & consequence, perspecLve – ELA: synthesizing ideas from a variety of sources; use the wriLng process to plan, develop, and create engaging meaningful texts
  35. 35. Lesson Sequence DAY 1: •  4 Quadrant Thinking + Encounter by Jane Yolen
  36. 36. HOMEWORK: •  On-line research about Christopher Columbus and the Taino people to learn about the goals, moLvaLon & consequences of each as a result of Christopher Columbus’ discovery of ‘India’ –  Videos –  InformaLonal texts –  Historical maps –  MacNeill Library Website Links
  37. 37. DAY 2: •  Introduce the cri)cal task: –  Write a postcard from the perspecLve of a Spanish sailor to his family describing his first encounter with the Taino people. •  Introduce the criteria for an effec)ve historical diary –  Take into account both perspecLves to paint a plausible (likely to be true), historically accurate and believable account (conveys the thoughts, feelings, acLons and reacLons to the sailor). •  Complete draa using their 4 Quadrant paper, videos and research organizer as reference.
  38. 38. DAY 3: •  Peer Review (checklist) •  Examine postcards to determine features & layout •  Revise draa #1 incorporaLng feedback •  Complete good copy
  39. 39. A Journey Towards Needs-Based Service Delivery Special Needs Ini)a)ve 2016-2017
  40. 40. Collabora)on - people working together toward shared goals.
  41. 41. • LRSD benefifed from the support of MTS and LRTA as partners. • Principals were criLcal to address the needs they bring forward specific to their school. • Parents of students with addiLonal need provide insight into soluLons from a different perspecLve. Collabora)on
  42. 42. •  Desire to have a more strength-based perspecLve for Student Services Planning •  More flexibility in determining appropriate supports Staff Consulta)ons – some of what we heard
  43. 43. • Less Lme focussed on securing addiLonal support and more Lme for communicaLon and planning regarding their child. Parent Consulta)ons – some of what we heard
  44. 44. Iden)fying the Desired Future: •  School Division will allocate resources to support student needs. •  Support based on student need within the context of the classroom and the school rather than based on a category or label.
  45. 45. School Implementa)on Teams LRSD established school teams as a working group to lead school implementa)on •  Each parLcipaLng school team is comprised of a principal, student services teacher and 2 classroom teachers. •  Staff in each school developed a profile of needs and intervenLons - Student Profile - Classroom Profile - School Profile This informaLon as a basis for a Student Services Plan that informs decisions around staffing and supports. •  The school team parLcipates in the collaboraLon and professional learning sessions planned for the implementaLon year.
  46. 46. What have we been doing? •  Redefined our Student Services Planning process - Student Profile - Class Profile - School Profile
  47. 47. Planning for Student Services: Student Profile to School Plan Class Profile All the students needs, strengths, and goals in a class School Profile Analyze the data from the class profiles to iden)fy needs, strengths and goals Student Services Plan Iden)fy needs and resources Develop an ac)on plan Student Specific Needs Student Profile (iden)fy the needs) Student Specific Plan (plan for individualized goals)
  48. 48. Tiers of Student Support IntervenLons
  49. 49. Student Support Profile
  50. 50. Class Profile
  51. 51. Class Profile
  52. 52. School Profile
  53. 53. School Student Services Plan
  54. 54. We have learned… •  Teachers want more Lme to work together and collaborate to support student needs. •  Systemic changes take Lme. •  There is never too much communicaLon. Teachers are now focused on what they can do with support and collaboraLon!
  55. 55. Qualicum School District #69 Gillian Wilson, Assistant Superintendent, Rollie Koop , Superintendent •  3600 students •  Using school profiles since 2011 •  Class reviews in schools (forms sent out in advance) – Fall – immediate acLon plan and supports – February – can re-assign supports at school level, leads to school and district review – May/June – planning for next year
  56. 56. •  Fall school review (aaer the school review) – With superintendent and assistant superintendent – Tell us about your •  School •  Your goals for the school •  How are you working with your staff? •  What do you know about your learners? •  What evidence do you have behind your story? –  i.e., making progress in numeracy –  i.e., kids are happy
  57. 57. •  February school review –  2 hours with Asst, Superintendent, District Principal for Learning Services, school-based administrator, and Learning Services Teacher –  Talk about students with designaLons and all students, i.e., the community of learners –  Talk about the teaching and learning support •  Strengths and skills of your staff •  Challenges and needs in the school •  IniLaLves in the school •  EA Lme – focus on learning environment •  Designated students •  Special cohorts of learners –  Grade 2 group at one school, tracked since K re: behavior and social skills »  Where do we sLll need support? –  Lost boys in grade 11 and 12 at a high school »  How do we keep them in school?
  58. 58. •  May school review (aaer school review) – With superintendent and assistant superintendent – Tell us about •  Your journey •  Your successes •  Your challenges
  59. 59. ReflecLons, Successes, Challenges •  Administrators see their role as one of educaLonal leaders •  School reviews have become rouLne •  Board supporLve of this way of allocaLng resources and mulL-year planning •  Able to be nimble mid-year –  Moved counsellor, OT, PT and LST with auLsm specialty from one area to another –  Added on half Lme mentor teacher (so many new hires) •  Rich dialogue –  Who are we? –  Who do we want to be?
  60. 60. •  Focus on learners and learning •  Fabulous district picture •  Leads into budget process •  Do not need to have a designaLon in order to get support •  Labour intensive •  Work to do in grades 10-12 individual classes – tend to be grade cohorts •  Some in-class support at secondary
  61. 61. InteresLng •  Nothing is mandated in the district •  Administrators trust the process •  Some administrators bring an LST to their fall or spring meeLng •  The union recognizes the power of the process •  1st year specific students with designaLons have been included on the template
  62. 62. Gulf Islands School District #64 Lisa Halstead, Superintendent •  Fall of 2012: Class review process is working so well, how can we move this strengths-based conversaLon to a district level? •  Process –  3-4 staff per school –  Full day – present your school: strengths, stretches, needs, goals –  Include trustees –  How do best support the district? Puzng plans in place. –  Sharing, not compeLng –  Frameworks for enhancing student learning –  October and May
  63. 63. •  October 2012 district quesLons –  Why are students behaving in ways we don’t expect? –  How do we help all students to read and write at grade level? •  May 2013 district quesLons –  Why are our kids so anxious? –  What areas do we need to target to help support students reading and wriLng at grade level?
  64. 64. ReflecLons, Surprises, Learnings •  Changing Results for Young Readers carries on – Inquiry process – Teachers choose their own inquiry quesLon and student on whom to focus – Meet in teams to pursue their inquiry •  DART – No longer compliance – Focus on instrucLonal strategies – Part of the district conversaLon
  65. 65. •  Class Review process at Gulf Island Secondary – Learning Services Team meets with each teacher to talk about their classes – Meet in October and May – Opens doors into classes
  66. 66. Challenges •  LIF (Learning Improvement Fund) – How do we work together with less money? •  Sharing of schools, not a compeLLon – ConLnue to build the community
  67. 67. •  2016 district quesLon – How do promote wellness for all? •  Added staffing for inquiry teachers for 2016-17 •  K-12 InnovaLon Project on CommunicaLng Student Learning
  68. 68. Bulkley Valley School District #54 District Principal, Learning Support Services, Cathy Vandermark •  2555 students •  In place but purpose had eroded over the last few years (focus on individual needs and lobbying for more SEA Lme) •  Created 1 hour sessions for all administrators and learning support teachers –  The importance of a plan –  Purpose and process of class review –  Make personal plan for changes/improvements to class review process
  69. 69. Importance of a plan in place to ensure everyone is working toward the same goals (House acLvity) – Everyone can be working hard but not necessarily toward the same goals – Without starLng with the same informaLon, the end result can be very different for everyone involved – If we don’t create a plan together, everyone creates their own plan for support
  70. 70. Purpose and Process of Class Review • •  Class Review with Dr. Leyton Schnellert •  Class Review Video Response Sheet •  Divided video into 4 chunks •  2 quesLons aaer each chunk – How is it the same as what is currently happening in your school? – How is it different from what is currently happening in your school?
  71. 71. Personal plan for changes/ improvements •  Look at your class review and consider one change/improvement that could be made •  Whip around and share •  Consider having the teacher fill in the individual student needs at the bofom BEFORE the meeLng to have more Lme to focus on class strengths, stretches, needs and goals
  72. 72. Results •  Learning support teachers reporLng more planning in all their acLviLes •  Houston middle school principal is designing grade group meeLngs rather than individual classes •  Smithers Secondary adapted class review template for departments and learning services team planning
  73. 73. Smithers Secondary School Learner Support Program/Department Review •  What are the strengths of the current program/ department? •  What are the stretches of the current program/ department? •  What are your goals for the department? –  This year: –  Two years: –  Five years: •  What are the individual needs? –  Staff (Teaching and SupporLng): –  FaciliLes: –  Technology: –  Other: •  What decisions can be made?
  74. 74. Westview Secondary, Coquitlam •  Patricia GieSinger, Principal •  Kate Easby, Learning Services Support Teacher and Department Head •  765 students •  3 academies: basketball, microsoa, soccer
  75. 75. 2016-17 School Goal: full inclusion of grade 8’s – No class for students with behavior challenges (internal or external) – All students are now on class lists – Began with class reviews •  Shiaing ownership to the teacher – Strengths, stretches, co-plan – Each learning services support teacher (non categorical) has 3 teachers/block
  76. 76. •  School Review with learning services support team, counselors and administrators – Examined RTI – What are levels of support needed? – How are we currently targeLng these levels? •  What’s working? •  What’s not? •  What’s next? – Supports are not people. People can provide support.
  77. 77. PAGE 1 of 2 Need predictable learning environment Need alternative to mainstream classes Working on academics provided by classroom teachers Connected to community services and/or KKIS Need consistent positive adult contact Mental health challenges Intensive EA support needs Functional academics Functional life skills Intensive cognitive, social and behavioural challenges Collaborating and co-planning with curriculum teachers Pull out supports for defined durations Daily contact (during FLEX) Consistent connection with staff Ongoing parent/staff support and collaboration All grade 8 students Require alternative approach to learning Require alternative pacing of content Have learning support needs Attendance tracking/communication support needs Work assignment adaptation support Co-teaching/Class reviews/individualized student goal planning with teachers Consistent connection with staff Ongoing parent/staff support collaboration Collaborating/problem-solving student or group needs with classroom teachers Support students requiring short-term or infrequent learning assistance Resource support for classroom teachers Social supports: bridging connections in the school and community Planning, organization & goal setting Part-time attendance support, tracking and monitoring Collaboration with KKIS staff Curriculum support Support students in accessing a quiet space or in-class adaptations Small group contact/pull out for defined durations Co-teaching Collaboratively problem-solving student or group needs with classroom teachers Resource support for classroom teachers Coordination of initial or short-term supports with counselling Ministry identified students in addition to general support Need daily academic support contact (accessed through FLEX time) Capable of self-adjusting behaviour W.S.S. 2015-16 Learning Services Descriptions INTENSIVE NEEDs PROGRAM (KATE EASBY) (Multiple EAs) Intensive Support for Students with developmental disabilities; (cognitive, physical, behavioural and emotional challenges) LIFE SKILLS/FUNCTIONAL ACADEMIC SUPPORTS (ALIX IUS/SARAH MACDONALD) (Multiple EAs) Targeted life skills supports and functional academics support & coordination TARGETED GRADE 8 SUPPORT (AMY LAIDLAW) Adapted Delivery/Academic Support GENERAL SUPPORT ( COREY WOOD & JEFF PINCK ) General support contact Typical characteristics of students supported: Typical supports provided: TARGETED SUPPORTS for EXTERNALIZING BEHAVIOUR (KATE EASBY) SOCIAL-EMOTIONAL & MENTAL HEALTH SUPPORTS (KATIE MacLEOD) (GLEN WHINCUP - YCW) Social-emotional & mental health focus; Encouraging personal and social success and responsibility through positive adult relationships. EA supported needs Functional academics skill level Functional life skills needs Cognitive and Social/Emotional challenges Modified curriculum programming support Modified EA support in subject/elective classes Emotional and behaviour support Social skill building opportunities Work experience collaboration during senior grades Community awareness learning & independence skill building CLBC transition support Struggling with self-regulation and self-correcting behaviour Modified curriculum CLBC transition support Work Experience coordination (WEX) Community skill programming and support Collaborating and co-planning with curriculum teachers
  78. 78. •  6 Grade 8 learning services support teachers and administrator – Meet as a team once a month for the aaernoon to learn from and support each other – What’s working? What’s not? What’s next? – Class Review in September and again in January – Kate conducts her CR with 3 new support teachers
  79. 79. •  Grades 9-12 – 1 learning services support teacher for grades 10 & 11 – 1 LSS teacher for each of grades 9 & 12 – Let’s do a class review: LSS, classroom, EA •  30 minutes and a plan
  80. 80. In the classroom… •  The acLon plan, in acLon, aaer the class review. •  NoLce the decisions made, based on the strengths of the students, the areas to strengthen and the goals for the class.
  81. 81. Gr 5/6 – Fournier & Rollo Sample Provocations ❖  What possibilities live in these materials? ❖  How do the materials inspire you to tell stories about yourself? ❖  What gifts do you bring to the classroom? ❖  How do the materials inspire you to tell stories about a time you’ve been “Stuck”? ❖  What stories are inspired by your problems? (What Do You Do With a Problem?)
  82. 82. Sample Provocations ❖  What makes a community? ❖  How does a community grow stronger as it changes? (How does the Night Gardener help us think about community?) ❖  What stories are inspired by your communities? (Pax) ❖  What gifts do you receive from your community? (Sweetest Kulu) ❖  What possibilities live in black and white? (Flashlight) ❖  How do the materials inspire you to create an image that represents you?
  83. 83. Japanese Internment ❖  What stories are inspired by war, fear, oceans, mountains, family, seeking a better life? ❖  Is it ever necessary to take away personal rights for the safety of all? ❖  How would you live and feel separated from your family? Your connection to home?
  84. 84. Japanese Internment
  85. 85. Feedback Frames From Brooke Douglas
  86. 86. Self Reflection
  87. 87. Resources •  Student Diversity, 3rd ed. – Brownlie, Feniak & Schnellert, 2016 •  Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011 •  It’s All about Thinking – collaboraCng to support all learners (in Math and Science) - Brownlie, Fullerton & Schnellert, 2011 •  It’s All about Thinking – collaboraCng to support all learners (in English, Social Studies and HumaniCes) – Brownlie & Schnellert, 2009 •  Grand ConversaCons, ThoughMul Responses – a unique approach to literature circles – Brownlie, 2005 •  Assessment & InstrucCon of ESL Learners – Brownlie, Feniak, & McCarthy, 2004 •  Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski, 2006
  88. 88. What’s Next? •  What is your plan to conduct a class review? •  Who will be involved? •  Who will work with you to build a plan for your class? •  What is something that you are adding on to your pracLce as a result of today? •  What is something you are lezng go of?