Schools as communities where everyone ‘owns’ all students Chap. 1-‐4
Goal: to support students in working eﬀecDvely in the classroom environment
Rationale: By sharing our collecDve knowledge about our classes of students and developing a plan of acDon based on this, we can beHer meet the needs of all students.
A Key BeliefIntervenDon is focused on classroom support. Classroom-‐based intervenDon does NOT mean that all specialists have to be in the classroom all the Dme. Instead, the RESULTS of their work have to show up in the classroom.
Teaching Content to All Open-‐ended teaching, Der 1; universal Adapted, Der 2; Modiﬁed; Der 3; L2, L3; M, I, E
Shifting or reaffirmingresource/support models Chap. 9
A Non-categorical Resource Model• Co-‐teach • Work with small groups/individuals • Consult • Peer/parent tutors • EducaDonal assistant programming
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 WriDng 12:00-‐12:50 Lunch 12:50-‐1:35 K WriDng – co-‐teaching 1:35-‐2:20 Gr. 6/7IIndividual support 2:20-‐3:00 DPA – or paperwork
Sample Middle/Secondary Day Learning in Safe School, 2nd ed. 8:40-‐9:45 Resource Room – scheduled and drop-‐in students 9:45-‐10:15 Break 10:15-‐11:35 Support Block: co-‐teaching 11:35-‐11:55 USSR 11:55-‐12:38 Lunch 12:38-‐1:53 Skills Block – scheduled, life skills 1:53-‐2:00 Break 2:00-‐3:15 Co-‐teaching Science 10 and Math 8, alternate days
• 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
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?
Class Review Learning in Safe Schools, 2nd ed. (Brownlie & King, 2011) Class Review Recording Form Classroom Strengths Classroom Needs Teacher: Class: Goals Decisions Individual Concerns OtherMedical Language Learning Socio-Emotional
Performance Based Assessments• It’s All about Thinking – CollaboraDng to Support All Learners (English, SS, HumaniDes OR Math, Science) • Student Diversity
School-wide performance based reading assessment• Standard Reading Assessment (see Student Diversity or It’s All about Thinking) • DART • RAD • QCA
• Introduce the selecDon to be read • Review the quesDons • Students answer several open-‐ended responses • Responses include at least 1 in a diﬀerent form – i.e., not wriDng • Each student orally reads a pracDced piece and has a short interview • Coded against the performance standards • Class plan is set • FormaDve, NOT graded