Continuing the conversation. What is going well with our vision of inclusion? How do class reviews and focusing on in-class support for all learners work to enhance learning and belonging for all students?

1. Inclusion:
a belief system for all
Quesnel School Teams
June 7, 2016
Faye Brownlie

2. Consensus Draw
•What does inclusion mean to you?
•Write down the 1st 5 words that
come to you.

3. •Circle the most powerful word.
•Share your powerful word and tell why it is
powerful.

4. • Come to consensus in your group on a
common set of words that define inclusion
(5-10).
• Use the chart paper to show these words - no
leLers, words or numbers!
• Discuss the key words.

5. • Inclusion is not a special educaRon iniRaRve,
rather it belongs to general educaRon and is a
reflecRon of the society we want.

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

7. • We do know enough collecRvely to teach all
students.

8. Which is which?
• Inclusion
• Exclusion
• IntegraRon
• SegregaRon

9. MOORE, S. & WATSON, L. PR-ALL-GRAMMING- SESSION 1, 2012
DIVERSITY &
INCLUSION

10. MOORE, S. & WATSON, L. PR-ALL-GRAMMING- SESSION 1, 2012
DIVERSITY &
INCLUSION

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

13. Goal:
to support students in working
effecRvely in the classroom
environment

14. Rationale:
By sharing our collecRve
knowledge about our classes of
students and developing a plan of
acRon based on this, we can
beLer meet the needs of all
students.

15. A Key Belief
IntervenRon is focused on classroom support.
Classroom-based intervenRon does NOT mean
that all specialists have to be in the classroom
all the Rme. Instead, the RESULTS of their
work have to show up in the classroom.

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

17. • 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

18. 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?

19. 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

20. Rationale for Collaboration:
• By sharing our collec>ve knowledge
about the whole class and developing a
plan of ac>on based on this, we can
beHer meet the needs of all students.

21. Goal:
• to support students to be successful learners
in the classroom environment

22. A Key Belief
• When interven>on is focused on classroom
support it improves each student’s ability and
opportunity to learn effec>vely/successfully
in the classroom.

23. No plan, No point

24. Co-teachers:
When two teachers are in the room,
they can…
• Work from a plan based on students’ strengths and
needs
• Differen>ate instruc>on
• Use AFL strategies to assess understanding
• Increase par>cipa>on of all students
• Decrease behavioral challenges
• Focus aHen>on
• Increase student independence
• Teach self-regula>on
• Model posi>ve, strengths-based language
• Talk to each other about what they are learning about
their students

25. Questions to Guide Co-Teaching
• Are all students ac>vely engaged in
meaningful work?
• Are all students par>cipa>ng by answering
and asking ques>ons?
• Are all students receiving individual feedback
during the learning sequence?
• How is evidence of learning from each day’s
co-teaching fueling the plan for the next day?

26. A Co-teaching Question:
Is this the best approach to maximize student
learning:
• at this >me
• for this task
• for this student?

27. The Vision
A Remedial Model
(Deficit Model)
‘Fixing’ the student
Outside the classroom/
curriculum
A Shig from….. to
An Inclusive Model
(Strengths Based)
‘Fixing’ the curriculum
Within the classroom/
curriculum
to

28. Transforma>ons within the
Inclusive Model
Pull-out Support / Physical Inclusion
• sRll a remedial model – to make kids fit
• In the class, but ogen on a different plan
Inclusion
• Classroom Teacher as central support
• Resource Teacher – working together in a
co-teaching model

29. Shifting or reaffirming resource/
support models
Chap. 9

30. Sample Elementary Day
Learning in Safe Schools, 2nd ed.
8:15-8:45 School-based team mee>ng
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 WriRng
12:00-12:50 Lunch
12:50-1:35 K WriRng – co-teaching
1:35-2:20 Gr. 6/7 Individual support
2:20-3:00 DPA – or paperwork

31. 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

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

33. Resources
• Assessment & Instruc>on of ESL Learners – Brownlie, Feniak,
& McCarthy, 2004
• Grand Conversa>ons, ThoughDul 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