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Holly elem., surrey, may28,2012

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

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Holly elem., surrey, may28,2012

  1. 1. How can we work together tobetter meet the learning needs ofeach and every student at Holly? Holly  Elementary  School,  Surrey   Monday,  May  28th,  2012   Faye  Brownlie   www.slideshare.net  
  2. 2. To consider:•  Collabora@on  •  A  Shared  Mental  Model:       –  Frameworks  for  learning  •  LST  Support  •  Class  Reviews  •  Performance-­‐based  Reading  Assessment  
  3. 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. 4. Inclusion  Goal:  to  support  students  in  working   effec@vely  in  the  classroom   environment  
  5. 5. Collabora@on  Goal:  to  work  together  to  beRer  meet   the  needs  of  all  students  
  6. 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. 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. 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. 9. FrameworksIt’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
  10. 10. Universal Design for LearningMul@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. 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. 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  
  13. 13. The  Class  Review  Process  
  14. 14. •  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  
  15. 15. 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?
  16. 16. Class Review Learning in Safe Schools   (Brownlie & King, 2000, 2011) Class Review Recording Form Classroom Strengths Classroom Needs Teacher: Class: Goals Decisions Individual Concerns OtherMedical Language Learning Socio-Emotional
  17. 17. Performance Based Assessments•  It’s  All  about  Thinking  –  Collabora@ng  to   Support  All  Learners  (English,  SS,  Humani@es   OR  Math,  Science)  •  Student  Diversity  
  18. 18. School-wide performance based reading assessment•  Standard  Reading  Assessment  (see  Student   Diversity  or  It’s  All  about  Thinking)  •  DART  •  RAD  •  QCA  
  19. 19. •  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  
  20. 20. Shifting or reaffirmingresource/support models Chap.  9  
  21. 21. A Non-categorical LST Model•  Co-­‐teach  •  Work  with  small  groups/individuals  •  Consult  •  Peer/parent  tutors  •  Educa@onal  assistant  programming  
  22. 22. 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  
  23. 23. Cayoosh Creek, SD# 74Debbie Ralston, Principal
  24. 24. (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  
  25. 25. •  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  
  26. 26. 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 circlesIntermediate struggling studentsare ‘reading helpers’ duringprimary guided reading
  27. 27. Planning Goals: What do we want to develop/ explore/change/ Goals refine to better meet the diverse needs of diverse learners? Rationale: Why are weRationale choosing this focus? Plan: How will we do this? Plan

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