Learning Services Introduction - Coming Together in more ways than one!
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Last June, our district made some 'physical changes' that involved relocating our instructional coaches in the same area as our itinerants (ie. ELL, Gifted, LA, Psych, Resource, SLP, PT, Reading Recovery Leader, Counselling, Complex Needs, SWIS). We needed to collectively establish "who we are' as a Learning Services team - and not just make a name and physical change. Here's an overview of our day together last June! Pulling in what we know, what others are doing...creating our own pathways...
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Learning Services Introduction - Coming Together in more ways than one!
- 2. WE CAN - COMOX http://www.youtube.com/watch? v=59Aj9E5lCn0
- 3. Coming together is a beginning; keeping together is progress; working together is success. Henry Ford
- 5. June 5th, 2013 Planning Day Learning Services More than just a name change!
- 8. Our day
- 9. MOVING FORTHMOVING FORTH ““Together We LearnTogether We Learn”” Honoring the Past...Honoring the Past... Planning for the FuturePlanning for the Future Creating NEXT PracticeCreating NEXT Practice ‘‘connecting the dotsconnecting the dots’’ Respecting the process of changeRespecting the process of change
- 13. 1. BAGGAGE CHECK OUT 2. NEW PIECE 3. CHECK IN!
- 16. RTI
- 21. We, at Student Support Services, are dedicated to supporting all students. It’s ALL about Student Achievement, ALL achievements, and Achievements of ALL. Together we learn! Achieve ~ Believe ~ Connect
- 25. DIVERSITY is the norm… “DISABILITY” NOW COMES IN MANY FORMS OF SPECIAL LEARNING NEEDS SPED MENTAL ILLNESS LA GREY AREASGREY AREAS Only 65-70% of students are referred to as “typical” learners.
- 26. UNIFIED APPROACH is the norm… Only ??? of students are referred to as “typical” learners. Only ??? of students are referred to as “typical” learners. ALL LEARNERS ALL NEEDS SPED MENTAL ILLNESS LA GREY AREASGREY AREAS AB ED TECH ED ALTERNATE ED BEHAVIOUR ADAPTED RESOURCE DES ELL / SWIS
- 31. STRATEGIC PLAN WITH M OF ED AND BCCASE
- 36. 36 Action...to WISE action... to action that LASTS 36 ...beyond “best practice”... developing a “Community of Practice”
- 37. Learning services I used to think.... now i think.... Two to Tangle New learnings....
- 38. Position/Roles Learning Support RTI continuum of Learning Support “if we believe this, then” HIGH yield One Pager
- 46. Learning Services Strategic Plan Ministry Initiatives Unified Approach - systemic & sustainable (RTI, UDL, PBS, SBT) primacy of ct; collaboration early intervention functional needs transitions GRAD/school completion ABORIGINAL EDUCATION PARENT ENGAGEMENT Technology INTERNAL REVIEWS DISTRICT REVIEW TOOL - OUTCOME DIVERSITY /INCLUSION UNDERSTANDING TRANSITIONS
- 48. Elevator Speech “What do we do...How do we do it?” Support to the teacher (primacy of CT) Biggest Concerns Collective Problem Solving Universal Strategies to Child Specific - Continuum of support Targeted: practical pieces 1:1, safety, medical, 1701
- 49. Classroom “Our focus ~ what can we try?” independence; self-advocacy what do we know; Ax; resources communication paths; Survey; interview; phone call; cheat sheet for guiding questions; common questions Things we can offer; making connections with/at pro d & school presentations; become more knowledgeable involved at schools; match making/mentoring; co-facilitating Collaboration; Knowing our own roles; helping others understand; continuum of support
- 50. TEMPLATE S
- 51. Complexity is in the Simplicity Learning Environment Curriculum Instruction, Support, Intervention Assessment Collaborative review and next actions
- 52. Initial Feedback #1 Resource: LA, RT, Inclusion = Learning Support; focus on supporting CT Collaboration - time to have focussed conversation in addition to your existing conversations with CT; being involved with the ‘main collaborative’ (ie. literacy, numeracy...) discussions at the Universal level - vs ‘instead of’ possibility of bringing in CT’s around functional needs, processes structure of a SBT; role of lit/numer/PBS leaders on site
- 53. Initial Feedback... We have great tools / information for functional assessment, however we need to look at the processes to help use, support, follow up....
- 54. Initial Feedback #2 UDL - planning for the challenge... the follow up; the ongoing ‘monitoring, networking, revising’ What does this look like in practice? District Wide focus vs. ‘band wagon’ ‘shiny rock’ now a Ministry expectation...it’s not a shiny rock the HOW to teach vs WHAT to teach involving the ‘team’ vs one person in isolation: HIGH YIELD “Susan Close” experience - ‘how it fits’
- 55. #2 feedback 3 intense days together...what it is, how, go and apply; come back in November; “Active Learning” scenario PBS model ‘CREATE series’ - we need to learn as a team - with a team not good to learn in isolation eg. Ex Functioning...session, come back - follow up
- 56. • What is needed?
Editor's Notes
- How to stay focussed on the ‘educational matters’…COLLABORATION… what does this look like for us?
- NASE: follow up with ministry changes in names and roles - Some districts have name change and working on strategic plan; - others are small enough that they ’ re doing it all anyway!; - others have book clubs going with admin; - some are involved with Innovation grants/ LIF use to try out new roles and collaboration models; - others (DC) have completed blended needs assessments to class profiles to class plans to additional supports to learning coaches to one big database that flows and connects the dots. -
- SLIDE 2 We are all at some stage of the continuum of change but we have the common entity of Learning Services! well what is this for us in our district? ... well on our way - it ’ s the people that make the difference! the energy, the passion; we have brilliance everywhere - working on inclusive models; focussing on vulnerabilities, networking and collaborating and professionally building our craft! Love this graphic - working hard to support one another to keep the valley of despair to minimum! Keep our eyes hearts and minds focussed on the child as well as on our system of support
- initiative, creativity, passion... INCLUSION…how is this going? Feeling? ie. ASD?? EA? My composition is heavy enough…various ‘understandings’ of the roles of itinerants; ability to give examples to support ALL students (as in yesterday’s inservice to K teachers)… ease the fear or anxiety - and that maybe I can implement these strategies because i know it will benefit all children. etc.... Little video clip... SLIDE 5 Agenda ref: Learning Services / team – what does this look like? Mission vision values goals (can spend days on this; ref to Appreciative Inquiry process; Big Visual on the wall) – deadlines and planning time to respect - continuum of Learning Support: Min Alignment & Initiatives; Future Directions, Next Practice – defining who we are and our priority focus/support - impact on individual roles; one pager – to help us be most effective in our roles
- Support to schools – how do we go about this – high yield; triaging support; luxury not so much! - Introduction of school profile template - Table rounds – Needs List, HAWD - Supporting the profession – schools, teams, embedded ongoing support, ourselves as LS - Pro D calendar, NID for district, after school sessions, Leadership Days for LS, being available to collaborate - Impact on our roles - Communication - Honoring time allotments and meeting norms; listening skills, parking lot, personalized stories – chimes
- We ’ ve been on the right track...differentiating support with new staff at SSS, Schools, Admin..., new ministry changes, new programs, new ‘ curriculum ’ , new levels of special needs... Helping teachers differentiate their instruction ... ensuring best supports and practice for our children....collaborating to figure out the right support for specialized needs and kept on our merrily way...always improving our practice....WE ’ ve got the best of the best right here! The ANSWER is in THE ROOM....
- little mini model today! given the people who we are - we are amazing! but we do need to develop common vision, shared lang, design accordingly, align professional support, triage resources and RTI or systemize our whole process of support! This is what binds us - strengthens us - and helps build stronger networks with our colleagues
- But I ’ m wondering about the efficiency and the effectiveness of our support; does it feel like the rat race / wheel? the whack a mole? the next new shiny project? scattered? Christmas tree approach? Activity: GROWING DEFINITIONS In terms of LEARNING SERVICES - you have two minutes at your table to turn this into a reflection of Learning Services: IF you had to define it.... where things have been, where are hopes are for the future Flipchart... There are common elements; and some murky elements; all are important to our process of learning about who we are as Learning Services
- One way to get to know each other and our silos... Check in Check out activity - we all have baggage; we might think we have the heaviest, or the worst set, or the damaged versions....this is a way to check in and honor, and check out to prep our minds for the day! Cognitive Coaching - the power of the mind - set our learning tone - honor our time together. Plus a quick way to introduce ourselves and welcome one another to our learning! 3 minutes to connect with a new person; check in with one piece of baggage that you ’ re carrying, check out with one piece you are looking forward to carrying, and then Check in with “ I ’ m In! ” for our Learning Services journey!
- Title slide for next section...Learning Services - who are we, what are we about? I ’ ll present...you think, you digest, you connect, you experience some ahas! Some you ’ ve seen before some maybe not...
- Groups of slides here from Sask, M of E, District... to help pull together some ideas around Learning Services Sask...Inclusion; support based on NEEDS; one system Our M of Ed looked closely at this model in their processes to move forth with LS
- Larry ’ s 2011 slide to The Board - also outcome of OAG and M of Ed / BC CASE Strategic plan these last couple of years; part of internal review process Systems approach that is systemic & responsive and involves evidence based practice for ALL Learners; LA model is based on this - RTI pilot to help structure; Kim ’ s work with Posts of Resp; K series yesterday to name a few... Our One Pager - connecting the dots of how we support
- We introduced this visual two years ago - with Admin and LAs Also reinforced with Future Directions paper from Ministry - primacy of the classroom teacher; continuum of instructional learning
- their needs not their bodies - kind of misleading... but higher the intensity, then the more resources; overlap and need of the various tiers of support
- With the overall goals of.... Unified, inclusive and systemic
- Turn to your partner and a two minute chat about what stood out for you and connections to your role We are no longer ‘Student Support Services’ … we are “Learning Services”…. What does this mean for you right now??
- BELIEF FOCUS IS BIG mountain...and is a key area to address to ensure unified and systemic process...need to differentiate support; build with their strengths; find an in; show/model; build / trust; - if we BELIEVE the child can achieve and that they have the responsibility to differentiate, engage, work towards independence and use appropriate technology... then we are well on our way! Saskatchewan - RTI model based on NEEDS vs diagnosis; no waiting to fail system; no categorical fixes to ‘ get the money ’ ... 3 essential areas: Belief around inclusion, what it means, what it needed Collaboration, Networking time, qualified, building upon our profession Model that focuses on systemic supports
- What do you see? DC Model...SWOT - Strengths, Weaknesses, Opportunities, Threats... but did their interviews all based on the first model and only the model that they would support Perhaps a good process for us to do to help discuss change, focus, and then build a plan Last May - infamous one shot wonder and HOPE teams took the initiative to grow this! How do we live this - develop and grow together?
- The belief that there ’ s a separate place, room, person to support....
- SOME history - context... 7 years ago or so... Maple Ridge - presentation.... Concern over the segregation - the isolation; the fix - it model; the attitudes that were developing - Your child, my child; lacking skills to support identified needs; lacking a process to combine all of this together and still honor diversity Keep growing... Back into the classroom DIVERSITY! vs. Inclusion M of Ed (Strategic Plan, Diversity Newsletter; Adapt/Modify/Reporting...) - this was helping.... large systematic change here...tradition....plus a lot of new labels....what to do??
- Unified... PREVENT specialized needs/support PROTECT Specialized supports for where it ’ s indeed needed! Turn to your other side - and share one insight that you are thinking about changing in terms of your processes? Collaboration with colleague; making connections with CT, Universal Strategies, being in the classroom to take in the needs
- ...more info on Ministry of Ed site i ’ ll quickly go thru these updates - but important tidbits to be more aware of as we move towards Learning Services and an integrated plan of support... we need to know how it all works together...become more knowledgeable...how will this transform our own roles.... something for every dept here...
- 1. Early Years, Curriculum & Assessment framework, Cross-Curricular competencies (communication, critical thinking, creative thinking, personal resp and well being, social responsibility) graduation for every student, careers & trades, technology use 2. Curriculum / Ax framework and the continua for each competencies; Early Intervention focus for special ed; Science 10 Ax, communicating student learning vs reporting 3. with learning that takes place outside of the classroom; mix of DL and Bricks & mortar; elimination of school calendar and ‘ minimum ’ hrs offered 4. 6 districts/ pilots - what ’ s working; teacher engagement 5. common format for data / technology sharing of info
- Innovation Grants...
- Innovation Grants - 13 of them around these topics....
- Alignment and our own cultural context
- - tap the collective intelligence...We are more capable as a group than we are as individuals. We can accomplish so much more as a collective of people - focusing on what aspects have changed from the original definition / description - write it down on sticky ie new defn Two to Tangle: meet up with partner; take pen; share; I want them asking why. What influenced my decision? revise Two to Tangle: How did another persons ideas affect mine? Is the new definition something new, or just a combination? Where did the ideas come from? Flipchart: new insights; compare how close yours are, contrast how different; revise... - new sticky.... Flipchart - Learning Services today means....
- Impact on our roles...& support plans Learning Support - ie. Inclusion support - what does that mean? ELL - how can we help move this into the classroom? LA - model; changes in role - Admin/LA Team; changes in staff Counselling - some changes; role - high yield; universal stategies; Inclusion Gearing ~ Scaling it up to focus on learning - unified approach - vs silos Tech Ed / Ab Ed Office space? Our physical location to one another…is it working in support of Learning Services?
- Feeling a bit overwhelmed... packed... coming or going... in a blur... The Tipping Point! we just need to do this right...with respect...with understanding...with common goals of the child...the right pace... This is a period of chaos - however, we are determined to unify our system of support for ALL learners
- My daddy would say..I”t ’ s a sad day if you don ’ t learn something! ” … here ’ s something maybe worthy! Kim
- Ben’s district / presentation
- our data....systemic approach?? You have data, we have data, Ab Ed, Tech Ed, schools - how to make sense of the data for ALL - embed the data to drive our practice....how to improve on this... Just came out HAWD - FSA results, LD, Behaviour, Ab Ed .... so that we can review, set priorities, discuss our triage of supports, impact on staffing etc DC - We can ’ t admire our data and hope....collect it - and be responsive to it....and focus on How do we know we are making a difference? outcomes.... Paradigm Shift may help us out here along with CIS
- School Profile - goal is to know what supports are in place, what ’ s occurring, what are data trends (not all the specifics - there are binders to go to!), overview Available for LS, Learning Services discussions at schools, District discussions Walk through staffing / funding; Data section - today and June 25th Table Talk - value? what ’ s missing? Other initiatives in blue? is this a good way to add coaching focus? What do YOU need to know to best support your schools?
- - we ’ re not making more of a concerted, focussed effort to connect more of these supports together... - bring more of us together to help support the various pieces of the puzzle together... - get more energy or motion moving from our united efforts....
- big bullets....
- Our thoughts last year…
- last year ’ s responses
- How to help with the complex learning needs....
- last year ’ s....