This document discusses strategies for creating inclusive classrooms where all students belong. It describes a non-categorical resource model where specialists work with students in small groups or consult with teachers rather than always being in the classroom. Sample elementary and middle school schedules are provided showing how support can be provided through co-teaching, individual support, and other methods. The document also describes how schools can conduct class reviews to discuss student strengths and needs in order to set classroom goals and determine support decisions.

1. Learning in Safe Schools,
creating classrooms where all
students belong, 2nd ed –
Brownlie
and
King,
2011
Pembroke
Publishers
Coquitlam
April
17th,
2012

2. The Context:
4 big ideas

3. Schools as communities where
everyone ‘owns’ all students
Chap.
1-­‐4

4. Goal:
to
support
students
in
working
effecDvely
in
the
classroom
environment

5. 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.

6. A Key Belief
IntervenDon
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.

7. Teaching Content to All
Open-­‐ended
teaching,
Der
1;
universal
Adapted,
Der
2;
Modified;
Der
3;
L2,
L3;
M,
I,
E

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

9. A Non-categorical Resource Model
• Co-­‐teach
• Work
with
small
groups/individuals
• Consult
• Peer/parent
tutors
• EducaDonal
assistant
programming

10. 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

11. 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

12. Class Reviews
Chap.
10

13. • 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

14. 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?

15. 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
Other
Medical Language Learning Socio-Emotional

16. Performance Based Assessments
• It’s
All
about
Thinking
–
CollaboraDng
to
Support
All
Learners
(English,
SS,
HumaniDes
OR
Math,
Science)
• Student
Diversity

17. School-wide performance based
reading assessment
• Standard
Reading
Assessment
(see
Student
Diversity
or
It’s
All
about
Thinking)
• DART
• RAD
• QCA

19. • 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