Visual respresentation of the Collaborative Response Model, with an overview of the essential components of the model. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
1) The document outlines a hierarchy for consumer decision making, with general goals at the top level breaking down into more specific subgoals and choices.
2) It describes the key processes involved in decision making, including problem representation, consideration of choice alternatives based on criteria, and integration of information to select an alternative.
3) Consumer decision making can range from extensive problem solving for significant purchases to more routine or automatic choices for trivial purchases.
The document discusses the lack of context in mainstream sustainability measurement and reporting. It argues that most sustainability reports fail to measure performance against standards for what would be considered sustainable. This represents an intellectual crisis. The solution proposed is context-based metrics (CBMs) that measure actual impacts against norms or thresholds tied to local environmental and social conditions. Examples of CBMs for water usage are provided. The document critiques the Global Reporting Initiative for not enforcing the use of context in sustainability reports. It concludes that without context, most reports do not actually measure sustainability performance.
The document outlines a sample sailing program that includes an introductory briefing at 3pm, the boarding and first maneuvers starting at 4pm, a regatta race along buoy courses from 4:30pm to 6pm, and prize giving and farewells at 6pm. The program includes rental boats, instructors, assistants, and photo and video services. Optional extras include an aperitif after the event, customized gear, trophies, branded sails or boats, transportation, and meals at a local restaurant.
Sample Collaborative Team Meeting Record - email jigsawlearning@shaw.ca to receive a Word copy of the template. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Survey to determine the belief versus reality of key cultural shifts in moving to a responsive school culture. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
On average, 1/3 of the meetings we attend are a waste of time. Effective meeting preparation can help reduce the number of meetings you have AND ensure the ones you do have are worthwhile. The team from Meeteor shares how to prepare a thoughtful agenda. -- Originally presented at NY OpCon.
www.meeteor.com
The board meeting of the [NAME OF ASSOCIATION] was called to order at 7:00 p.m. on [DATE]. Minutes from the previous meeting were approved, and treasurer, management, and attorney reports were presented. The board voted against resurfacing the pool for $26,000 but voted to amend association rules to restrict leasing and accept a landscaping contract. The meeting adjourned at 8:30 p.m.
1) The document outlines a hierarchy for consumer decision making, with general goals at the top level breaking down into more specific subgoals and choices.
2) It describes the key processes involved in decision making, including problem representation, consideration of choice alternatives based on criteria, and integration of information to select an alternative.
3) Consumer decision making can range from extensive problem solving for significant purchases to more routine or automatic choices for trivial purchases.
The document discusses the lack of context in mainstream sustainability measurement and reporting. It argues that most sustainability reports fail to measure performance against standards for what would be considered sustainable. This represents an intellectual crisis. The solution proposed is context-based metrics (CBMs) that measure actual impacts against norms or thresholds tied to local environmental and social conditions. Examples of CBMs for water usage are provided. The document critiques the Global Reporting Initiative for not enforcing the use of context in sustainability reports. It concludes that without context, most reports do not actually measure sustainability performance.
The document outlines a sample sailing program that includes an introductory briefing at 3pm, the boarding and first maneuvers starting at 4pm, a regatta race along buoy courses from 4:30pm to 6pm, and prize giving and farewells at 6pm. The program includes rental boats, instructors, assistants, and photo and video services. Optional extras include an aperitif after the event, customized gear, trophies, branded sails or boats, transportation, and meals at a local restaurant.
Sample Collaborative Team Meeting Record - email jigsawlearning@shaw.ca to receive a Word copy of the template. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Survey to determine the belief versus reality of key cultural shifts in moving to a responsive school culture. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
On average, 1/3 of the meetings we attend are a waste of time. Effective meeting preparation can help reduce the number of meetings you have AND ensure the ones you do have are worthwhile. The team from Meeteor shares how to prepare a thoughtful agenda. -- Originally presented at NY OpCon.
www.meeteor.com
The board meeting of the [NAME OF ASSOCIATION] was called to order at 7:00 p.m. on [DATE]. Minutes from the previous meeting were approved, and treasurer, management, and attorney reports were presented. The board voted against resurfacing the pool for $26,000 but voted to amend association rules to restrict leasing and accept a landscaping contract. The meeting adjourned at 8:30 p.m.
This document discusses learning goals and success criteria. It defines learning goals as clearly identifying what students are expected to know and be able to do, while success criteria describe what successful attainment of the learning goals looks like. Success criteria are co-constructed with students based on examples of strong student work and are used to provide descriptive feedback to help students improve. The document emphasizes establishing learning goals and success criteria, identifying student progress, and adapting instruction based on assessment.
This document discusses dimensions of work integrated assessment. It recommends introducing multiple assessment points including surprises, using peer feedback and review, setting different audiences, providing light structure for problems using real world data, and encouraging collaborative work in teams to mirror employment tasks.
This document presents a concept map outlining Albert Bandura's social cognitive theory. The map shows that social cognitive theory posits that humans can learn through observation of modeled behaviors without reinforcement, through processes like attention, retention, production, and motivation. It depicts key concepts like self-efficacy, outcome expectations, goal setting, vicarious experiences, and reciprocal determinism.
The document outlines the steps in a consultation and assessment process:
1. An intake meeting is held where responsibilities are assigned and an action plan and timeline are formulated.
2. Data is collected through file reviews, interviews, checklists, and informal assessments like observations and portfolio reviews.
3. Based on the data, strategies and interventions are provided, and the student's response is monitored. Formal assessment may be conducted if needed.
4. A report is generated and used to provide targeted interventions, recommendations, and resource lists to the school team and family. Programming and interventions are then implemented and supported.
Establish the Group
The document discusses international professional learning communities (PLCs). It provides information on the characteristics and phases of PLCs. Some key points:
- PLCs are groups of educators who collaborate to improve student outcomes through focused inquiry.
- They are data-driven, have distributed leadership, and focus on learner needs and pedagogy.
- The phases include establishing the group and focus, conducting action research, innovating and changing practice, trying new strategies, and sharing outcomes.
- Facilitators help link PLCs to school leadership and ensure effective processes. PLCs should be focused and involve around 6-8 educators. Their work informs school self-
The document summarizes a conference on restorative leadership and organizational change. It discusses key questions around what organizational change looks like on different levels and the challenges, barriers, and how to develop restorative leadership styles. It emphasizes the importance of relationships in change processes and outlines 5 key steps to building a restorative organization including establishing a strategy, research and evaluation, self-evaluation, performance management, and an implementation plan. Finally, it provides contact information for the Hull Centre for Restorative Practice.
Cooperative learning involves organizing students into heterogeneous groups to complete tasks and assignments. It relies on face-to-face interaction between group members, positive interdependence, individual and group accountability, interpersonal skills, and group processing. The document discusses elements of cooperative learning like ability grouping, group size, and combining it with other classroom structures. It also explores using technology like multimedia, websites, and communication software to facilitate cooperative learning.
Can we afford CSCL? And do we have the time? This document discusses three premises related to considering the affordances of CSCL: 1) Artifacts and our perception of them influence our behavior. 2) Behavior is determined by culture, material, and technology. 3) Education is always a combination of technological, social, and pedagogical affordances. It also examines how time impacts social awareness, trust, belonging and other factors in collaborative learning. Technological opportunities and constraints like platform features, synchronicity and bandwidth also shape the learning affordances. The document calls for analyzing the combination of educational, social and technological affordances to optimize CSCL environments and tools.
The document describes Tvarita Consulting and the learning and development services they provide to organizations. Tvarita offers a wide range of customized training interventions designed based on a client's specific needs through research and stakeholder inputs. Their training programs use experiential learning models with a mix of pedagogies and real-life scenarios to address different learning styles. Tvarita aims to build individual and organizational capabilities to maximize potential and deliver value for their clients.
arning & Development business units are under siege and struggling with the effort of what appears to be a very confusing, elephantine challenge of measuring the effectiveness of their training interventions. We need clarity. We need a common sense approach. We need to step up our practice of corporate learning consulting. Let’s discuss existing principles to prove the value of Learning & Development (L&D) deliverables in a corporate environment.
The document discusses improving customer service through developing interpersonal skills via workshops. It mentions facilitating group discussions, selecting relevant words and images, and implementing new multimedia learning technology to address workplace issues. Success will be measured over time through employee and customer feedback.
The document discusses improving customer service through developing interpersonal skills via workshops. It mentions using group discussions, multimedia learning techniques like words and images, and implementing new technology to measure the success of training through employee and customer feedback over time.
This document discusses various restorative justice and relationship building programs at a school including conferencing, circles, mediation, peer mediation, referral review, and relationship building training. It notes successes in some areas, ongoing needs like additional training, recruitment, and support. Implementing restorative practices more fully and building capacity district-wide is an ongoing goal.
The document provides strategies for implementing a successful learning platform, including starting small, getting staff and student buy-in, establishing clear roles and infrastructure, providing appropriate training and support, and continually evaluating and improving the platform over time to ensure it enhances teaching and learning. Key ingredients for success include having a clear vision, developing the necessary skills, providing incentives, allocating adequate resources, creating action plans, and conducting ongoing evaluations.
Designing and Conducting Summative EvaluationsTenmiles
The document discusses summative evaluation, which is used to make "go-no-go" decisions about instructional materials and judge their impact. Summative evaluations typically have two main phases - an expert judgment phase where experts analyze the materials' congruence with organizational needs, content, design, and feasibility, and a field trial phase where the materials' effectiveness is tested with target learners. The document contrasts summative evaluations, which are usually conducted by external evaluators, with formative evaluations, which aim to improve instruction and are conducted by internal evaluators.
Leading Formative Instructional Practices -Leadership conference handoutsohedconnectforsuccess
June 27, 9 – 10am, Room: Franklin C
This session will discuss how leaders can help transform their school culture and help educators become more effective by leading and supporting the use of formative instructional practices. Explore the roles of teachers, leaders, coaches, and students in a formative learning system. Learn what it looks like when all school stakeholders use the core components of formative instructional practices successfully.
Main Presenter: Kathy Sturges, Hamilton County Education Service Center
Co-Presenter(s): Michelle Clapsaddle, Hamilton County Education Service Center; Virginia Ressa, Ohio Department of Education
Webinar Slides - Accredited Qualification in Supplier Relationship ManagementLinkedIn_group_moderator
The document summarizes a webinar on an accredited qualification program in supplier relationship management (SRM) certification. The webinar agenda includes an introduction to SRM, the need for good SRM, and an overview of the SRM certification program. The presentation discusses how troubled supplier relationships can lead to disappointing outcomes and the scale of potential loss or gain from improving relationships. It also outlines what SRM involves, the reasons for SRM certification now, how the SRM curriculum is structured, and the 28 competencies covered in the certification.
This document discusses using coaching to design personalized curriculums for learners. It proposes that learners work with a personal coach to assess needs, select courses, access resources, negotiate assessments, and review progress. The coach aims to help learners achieve their full potential as defined by the learner. Coaching empowers learners to make choices and facilitates self-direction, reflection, and realization of learning plans. A program called Personalized Learning through Coaching is proposed, covering coaching, adult learning, curriculum design, and technology support for distance learners. Key challenges include tracking part-time workers, integrating with university systems, and funding models.
Leading A Learning And Development Team In Today’S EnvironmentDavid Scurlock
David Scurlock is a learning and development leader with experience designing and implementing learning solutions. He has experience providing strategic direction to teams and managing learning programs to support organizational goals like increasing customer satisfaction and driving excellence. Scurlock advocates for an integrated approach to learning using both synchronous and asynchronous methods, and emphasizes accelerated learning through practical application and teachable moments on the job. He outlines strategies for reducing the time it takes employees to become proficient through a systematic set of experiences that build skills and integrate knowledge.
Criteria and considerations with determining a benchmark assessmentJigsaw Learning
Things to consider when determining benchmark assessments in a school or district, as an essential element of a Collaborative Response Model. More information and resources can be found at http://jigsawlearning.ca.
Template to assist schools when considering common assessments (benchmark and progress monitoring) for school-wide implementation. For more information, visit www.jigsawlearning.ca
This document discusses learning goals and success criteria. It defines learning goals as clearly identifying what students are expected to know and be able to do, while success criteria describe what successful attainment of the learning goals looks like. Success criteria are co-constructed with students based on examples of strong student work and are used to provide descriptive feedback to help students improve. The document emphasizes establishing learning goals and success criteria, identifying student progress, and adapting instruction based on assessment.
This document discusses dimensions of work integrated assessment. It recommends introducing multiple assessment points including surprises, using peer feedback and review, setting different audiences, providing light structure for problems using real world data, and encouraging collaborative work in teams to mirror employment tasks.
This document presents a concept map outlining Albert Bandura's social cognitive theory. The map shows that social cognitive theory posits that humans can learn through observation of modeled behaviors without reinforcement, through processes like attention, retention, production, and motivation. It depicts key concepts like self-efficacy, outcome expectations, goal setting, vicarious experiences, and reciprocal determinism.
The document outlines the steps in a consultation and assessment process:
1. An intake meeting is held where responsibilities are assigned and an action plan and timeline are formulated.
2. Data is collected through file reviews, interviews, checklists, and informal assessments like observations and portfolio reviews.
3. Based on the data, strategies and interventions are provided, and the student's response is monitored. Formal assessment may be conducted if needed.
4. A report is generated and used to provide targeted interventions, recommendations, and resource lists to the school team and family. Programming and interventions are then implemented and supported.
Establish the Group
The document discusses international professional learning communities (PLCs). It provides information on the characteristics and phases of PLCs. Some key points:
- PLCs are groups of educators who collaborate to improve student outcomes through focused inquiry.
- They are data-driven, have distributed leadership, and focus on learner needs and pedagogy.
- The phases include establishing the group and focus, conducting action research, innovating and changing practice, trying new strategies, and sharing outcomes.
- Facilitators help link PLCs to school leadership and ensure effective processes. PLCs should be focused and involve around 6-8 educators. Their work informs school self-
The document summarizes a conference on restorative leadership and organizational change. It discusses key questions around what organizational change looks like on different levels and the challenges, barriers, and how to develop restorative leadership styles. It emphasizes the importance of relationships in change processes and outlines 5 key steps to building a restorative organization including establishing a strategy, research and evaluation, self-evaluation, performance management, and an implementation plan. Finally, it provides contact information for the Hull Centre for Restorative Practice.
Cooperative learning involves organizing students into heterogeneous groups to complete tasks and assignments. It relies on face-to-face interaction between group members, positive interdependence, individual and group accountability, interpersonal skills, and group processing. The document discusses elements of cooperative learning like ability grouping, group size, and combining it with other classroom structures. It also explores using technology like multimedia, websites, and communication software to facilitate cooperative learning.
Can we afford CSCL? And do we have the time? This document discusses three premises related to considering the affordances of CSCL: 1) Artifacts and our perception of them influence our behavior. 2) Behavior is determined by culture, material, and technology. 3) Education is always a combination of technological, social, and pedagogical affordances. It also examines how time impacts social awareness, trust, belonging and other factors in collaborative learning. Technological opportunities and constraints like platform features, synchronicity and bandwidth also shape the learning affordances. The document calls for analyzing the combination of educational, social and technological affordances to optimize CSCL environments and tools.
The document describes Tvarita Consulting and the learning and development services they provide to organizations. Tvarita offers a wide range of customized training interventions designed based on a client's specific needs through research and stakeholder inputs. Their training programs use experiential learning models with a mix of pedagogies and real-life scenarios to address different learning styles. Tvarita aims to build individual and organizational capabilities to maximize potential and deliver value for their clients.
arning & Development business units are under siege and struggling with the effort of what appears to be a very confusing, elephantine challenge of measuring the effectiveness of their training interventions. We need clarity. We need a common sense approach. We need to step up our practice of corporate learning consulting. Let’s discuss existing principles to prove the value of Learning & Development (L&D) deliverables in a corporate environment.
The document discusses improving customer service through developing interpersonal skills via workshops. It mentions facilitating group discussions, selecting relevant words and images, and implementing new multimedia learning technology to address workplace issues. Success will be measured over time through employee and customer feedback.
The document discusses improving customer service through developing interpersonal skills via workshops. It mentions using group discussions, multimedia learning techniques like words and images, and implementing new technology to measure the success of training through employee and customer feedback over time.
This document discusses various restorative justice and relationship building programs at a school including conferencing, circles, mediation, peer mediation, referral review, and relationship building training. It notes successes in some areas, ongoing needs like additional training, recruitment, and support. Implementing restorative practices more fully and building capacity district-wide is an ongoing goal.
The document provides strategies for implementing a successful learning platform, including starting small, getting staff and student buy-in, establishing clear roles and infrastructure, providing appropriate training and support, and continually evaluating and improving the platform over time to ensure it enhances teaching and learning. Key ingredients for success include having a clear vision, developing the necessary skills, providing incentives, allocating adequate resources, creating action plans, and conducting ongoing evaluations.
Designing and Conducting Summative EvaluationsTenmiles
The document discusses summative evaluation, which is used to make "go-no-go" decisions about instructional materials and judge their impact. Summative evaluations typically have two main phases - an expert judgment phase where experts analyze the materials' congruence with organizational needs, content, design, and feasibility, and a field trial phase where the materials' effectiveness is tested with target learners. The document contrasts summative evaluations, which are usually conducted by external evaluators, with formative evaluations, which aim to improve instruction and are conducted by internal evaluators.
Leading Formative Instructional Practices -Leadership conference handoutsohedconnectforsuccess
June 27, 9 – 10am, Room: Franklin C
This session will discuss how leaders can help transform their school culture and help educators become more effective by leading and supporting the use of formative instructional practices. Explore the roles of teachers, leaders, coaches, and students in a formative learning system. Learn what it looks like when all school stakeholders use the core components of formative instructional practices successfully.
Main Presenter: Kathy Sturges, Hamilton County Education Service Center
Co-Presenter(s): Michelle Clapsaddle, Hamilton County Education Service Center; Virginia Ressa, Ohio Department of Education
Webinar Slides - Accredited Qualification in Supplier Relationship ManagementLinkedIn_group_moderator
The document summarizes a webinar on an accredited qualification program in supplier relationship management (SRM) certification. The webinar agenda includes an introduction to SRM, the need for good SRM, and an overview of the SRM certification program. The presentation discusses how troubled supplier relationships can lead to disappointing outcomes and the scale of potential loss or gain from improving relationships. It also outlines what SRM involves, the reasons for SRM certification now, how the SRM curriculum is structured, and the 28 competencies covered in the certification.
This document discusses using coaching to design personalized curriculums for learners. It proposes that learners work with a personal coach to assess needs, select courses, access resources, negotiate assessments, and review progress. The coach aims to help learners achieve their full potential as defined by the learner. Coaching empowers learners to make choices and facilitates self-direction, reflection, and realization of learning plans. A program called Personalized Learning through Coaching is proposed, covering coaching, adult learning, curriculum design, and technology support for distance learners. Key challenges include tracking part-time workers, integrating with university systems, and funding models.
Leading A Learning And Development Team In Today’S EnvironmentDavid Scurlock
David Scurlock is a learning and development leader with experience designing and implementing learning solutions. He has experience providing strategic direction to teams and managing learning programs to support organizational goals like increasing customer satisfaction and driving excellence. Scurlock advocates for an integrated approach to learning using both synchronous and asynchronous methods, and emphasizes accelerated learning through practical application and teachable moments on the job. He outlines strategies for reducing the time it takes employees to become proficient through a systematic set of experiences that build skills and integrate knowledge.
Similar to Collaborative Response Model Overview (20)
Criteria and considerations with determining a benchmark assessmentJigsaw Learning
Things to consider when determining benchmark assessments in a school or district, as an essential element of a Collaborative Response Model. More information and resources can be found at http://jigsawlearning.ca.
Template to assist schools when considering common assessments (benchmark and progress monitoring) for school-wide implementation. For more information, visit www.jigsawlearning.ca
This document outlines a 4-step process for establishing team norms within professional learning communities. It involves individuals first identifying potential norms, then consolidating in partners and small groups to develop an agreed upon list of norms. Finally, the full staff works to further consolidate all suggested norms into a final list through discussion and consensus building. The goal is for teams to develop protocols and commitments to guide their collaborative work in effectively addressing student needs.
Intervention Model Summary - Julia Kiniski SchoolJigsaw Learning
The staff at Julia Kiniski School committed to using the Collaborative Response Model to strengthen collaborative teams and regularly discuss student growth. Teachers created intervention pyramids with color-coded student names and move students between tiers based on progress. These discussions help teachers better support students and share strategies. The process is evolving as they refine their approach, but many students are showing growth from successful interventions discussed in meetings every 4-6 weeks. The school is exploring how to sustain this collaborative time and grouping students more flexibly for targeted interventions.
Posters showing descriptions for Tiers 1, 2, 3, and 4 of a Pyramid of Interventions, as described in a Collaborative Response Model. More information and resources at http://jigsawlearning.ca
Learning agenda - Canadian Rockies (13-05-17)Jigsaw Learning
The agenda outlines a full day workshop exploring a collaborative response model to intervention. The day includes introductions, deconstructing the model through examining components like assessments and interventions, sharing local insights from other places using the model, lessons learned, examining literacy interventions and determining barriers and solutions, and outlining next steps before concluding in the afternoon. The workshop aims to focus on response to intervention and establishing systemic structures to support student success.
The document discusses ways to provide time for teacher collaboration in schools. It asks how schools currently provide collaboration time for staff and provides ideas for doing so. Some potential ways to make time for collaborative team meetings are discussed, with a link provided to access an organizer with additional resources on the topic.
Intervention Description - Alternatives Program (behavior sample)Jigsaw Learning
Sample of a behavior intervention description, using the intervention description template. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com.
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The Four Tier Intervention Pyramid provides a framework for schools to ensure collaborative responses to student needs beyond classroom instruction. It establishes four tiers of intervention with Tier 1 being foundational classroom instruction, Tier 2 being interventions provided by the classroom teacher, Tier 3 being supports from other professionals, and Tier 4 being individualized intensive interventions that may include outside resources and diagnostic testing. The pyramid is intended to articulate differentiated strategies across classrooms and support inclusive practices.
Template for recording minutes at team meetings, including space for team priorities and norms (for regular review and reminders). More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Template to examine possible school-wide interventions already in place or to be considered. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Checklist to support teams when developing a team SMART goal. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
An overview of the Collaborative Team Meeting Cycle, illustrating the work of grade-level teams on the weeks between regularly scheduled Collaborative Team Meetings. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Reflection on School Wide Student TransitionsJigsaw Learning
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The document compares a traditional school model to a student-response school model across several criteria on a scale of minor to major change. A traditional school provides reactive student support and focuses on overall school performance, while a student-response school provides proactive student support and focuses on individual performance. Additionally, a traditional school uses informal collaboration and summative assessments, whereas a student-response school uses formal collaboration focused on learning and ongoing formative assessments to drive instruction.
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1. Collaborative
Response
Model
Overview
CollaboraKve
Team
MeeKngs
View
a
video
describing
the
essential
components
of
the
Pyramid
of
Assessments
Model
Collaborative
Response
IntervenKons
Three
Essential
Components
Working
Together
Collaborative
Pyramid
of
Assessments
Result
Team
Meetings
Interventions
A
comprehensive
school-‐wide
system
that
ensures
that
Established
Established
Established
no
student
slips
through
the
cracks
Informed
conversation
about
the
needs
of
students
but
Established
Established
Not
Established
an
unclear
action
plan
of
next
steps
–
response
inconsistent
and
may
have
limited
impact.
Conversations
about
the
needs
of
students
lacking
data
to
inform
–
based
solely
on
teacher
observation.
Limited
Established
Not
Established
Established
ability
to
determine
success
or
failure
of
interventions.
Lack
of
uniformity
in
determining
students
in
need
of
intervention
Interventions
established
based
on
scores
from
assessment
or
determined
by
a
single
person.
Does
not
Not
Established
Established
Established
take
advantage
of
multiple
viewpoints
and
collaborative
problem-‐solving.
Knowledge
of
a
child
limited
to
a
few
and
less
collective
accountability
present.
Copyright
Jigsaw
Learning
2012
Collaborative
Response
Model
Overview