The document discusses inclusion and supporting all learners. It promotes inclusion as a shared responsibility that benefits from collaboration between teachers, support staff, and administrators. The document recommends implementing class reviews to share knowledge about student needs and set goals, as well as shifting toward more co-teaching between classroom teachers and support staff to better meet diverse learner needs.

1. Inclusion:
a belief system for all
Quesnel District Staff
June 6, 2016
Faye Brownlie

2. Learning Intentions
• I have a deeper understanding of inclusion.
• I understand how a class review can help us
work together as a community in the school,
providing enhanced learning opportuniEes for
all.
• I have a beGer understanding of a support
model that focuses on co-teaching.
• I have a plan to support class reviews and a
changing support model through my role.

3. A Street Corner Scene

4. • How is this street crossing a metaphor for
inclusion?

5. Inclusion
• Shared goals
• Everyone is included, expects to succeed, and
belongs
• MulEple pathways
• Different rates
• Various levels of support

6. • Move from CONFUSION and FEAR to
POSSIBLITIES and POSITIVE EXPECTATIONS.
• Inclusion requires TRUST and
COLLABORATION. You can’t do it alone!

7. • Inclusion is not a special educaEon iniEaEve,
rather it belongs to general educaEon and is a
reflecEon of the society we want.

8. • Diversity is strength and we are enriched as
learners and community members when we
work together toward shared goals that
benefit all students.

9. • We do know enough collecEvely to teach all
students.

10. Things have changed in the last 25 years.

11. Leadership Roles: as district staff
-keeping the vision alive
-working with structures and supports to help
model and collaborate within rich learning
environments
-maintaining a strengths-based perspecEve:
language, language, language

12. • Low group
• Children idenEfied by label or reading level
• My IEPs
• Special needs
• …

13. Professional CollaboraEon
• InteracEve and on-going process
• Mutually agreed upon challenges
• Capitalizes on different experEse, knowledge and
experience
• Roles are blurred
• Mutual trust and respect
• Create and deliver targeted instrucEon
• GOAL: beGer meet the needs of diverse learners

14. Structures and Supports
• Class reviews
• A changing role for support staff
• CollaboraEon Eme
• A focus on co-teaching
• Walking the talk
-What’s working?
-What do we need to polish?

15. The Class Review Process
Learning in Safe Schools – Brownlie & King, 2nd ed.
Pembroke Press

16. • 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

17. Implementing Class Reviews
What are the strengths
of the class?
What are the needs of
the class as a whole?
What are your main goals
for the class this year?
What are the individual
needs in your class?

18. Class Review
Learning in Safe Schools, 2nd ed.
(Brownlie & King, 2011)
Teacher:
Class:
Classroom Strengths Classroom Needs
Other
Socio-EmotionalLearningLanguageMedical
Goals Decisions
Individual Concerns
Class Review Recording Form

19. Schools as communities where
everyone ‘owns’ all students
Chap. 1-4
Learning in Safe Schools, 2nd ed –
Brownlie & King

20. Goal:
to support students in working
effecEvely in the classroom
environment

21. Rationale:
By sharing our collecEve
knowledge about our classes of
students and developing a plan of
acEon based on this, we can
beGer meet the needs of all
students.

22. A Key Belief
IntervenEon is focused on classroom support.
Classroom-based intervenEon does NOT mean
that all specialists have to be in the classroom
all the Eme. Instead, the RESULTS of their
work have to show up in the classroom.

23. Shifting or reaffirming resource/
support models
Chap. 9
Learning in Safe Schools, 2nd ed –
Brownlie & King

24. 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 Reading: Literacy Centres, 1:1
10:15–10:30 Recess
10:30-11:15 Gr. 2/3 Math
11:15-12:00 Gr. 3/4 WriEng
12:00-12:50 Lunch
12:50-1:35 K WriEng – co-teaching
1:35-2:20 Gr. 6/7 Individual support
2:20-3:00 DPA – or paperwork

25. Co-Teaching Models
(Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson
& Blednick, 2011, ASCD)
• 1 teach, 1 support
• Parallel groups
• Sta4on teaching
• 1 large group; 1 small group
• Teaming

26. Resources
• Assessment & Instruc:on of ESL Learners – Brownlie, Feniak,
& McCarthy, 2004
• Grand Conversa:ons, Though@ul Responses – a unique
approach to literature circles – Brownlie, 2005
• Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert,
2006
• Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski,
2006
• It’s All about Thinking – collabora:ng to support all learners
(in English, Social Studies and Humani:es) – Brownlie &
Schnellert, 2009
• It’s All about Thinking – collabora:ng to support all learners
(in Math and Science) - Brownlie, Fullerton & Schnellert, 2011
• Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011