This document summarizes a class review meeting for a grade 4/5 class. It identifies the classroom's strengths as being kind, enjoying writing, having high energy, and some students being models of responsibility and willing to take risks in their learning. The needs identified are a lack of self-control, being too dependent on the teacher, easily distracted, and having a wide range of academic abilities. Goals for the year are to help students become more independent, make wise decisions, and choose appropriate reading materials. Individual student needs are also identified relating to medical conditions, language skills, learning difficulties, and social-emotional issues. Decisions made include plans for targeted instruction and student support.

1. Maple Ridge Graduate Diploma
March 3rd, 2009
Faye Brownlie

2. Formative assessment
to determine students
strengths and needs
Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006

3. Activating prior knowledge
& helping students connect
what they are learning to
what they already know
(Brownlie, Close & Wingren, 1988; Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Kame'enui & Carnine, 2002; Wilhelm, 2007)

4. Helping students process
new content/ building their
repertoire of meaning
making strategies
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )

5. Provide opportunities for students
to personalize and transform
(synthesize) their learning in
reference to key concepts and
essential questions
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Daniels, & Bizar, 2005; Tomlinson & McTighe, 2006; Wilhelm, 2007)

6. Ensuring students
self-assess, set goals
and take actions to
manage and improve
their learning
(Brown, Cocking & Bransford, 2000; Brownlie, Feniak & Schnellert, 2006; Butler & Cartier, 2004; Butler, Schnellert, & Cartier, 2005; Davies,
2000; Gregory, Cameron & and Davies, 2000; Zimmerman & Schunk, 2001)

7. Teaching Content to All
Open-ended
teaching
adapted
modified

9. 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 this year?
• What are the individual needs in your class?

10. • 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

11. 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?

12. Class Review
Learning in Safe Schools
(Brownlie & King, 2000)
Class Review Recording Form
Classroom Strengths Classroom Needs
Teacher:
Class:
Goals Decisions
Individual Concerns
Other
Socio-Emotional
Medical Language Learning

13. Class Review
Learning in Safe Schools
(Brownlie & King, 2000)

14. Bill Juhasz
K-7
Tait
Richmond
4-5 formative assessments/year
Block out 4-5 weeks in school
calendar
All non-enrolling teachers & admin
co-assess with CT
Coding in teams at pro d or in-
school collab time

15. Bill Juhasz
K-7
Tait
Richmond
Sept: Class Review Meetings
Optional Jan. class review
One week later: now what meetings
Non-categorical resource model

18. Bill’s Year at a Glance‐Sept.

19. Bill’s Year at a Glance‐Oct.

20. Menu for Resource Teachers
• Co‐teaching
• Working with small groups or individual students
• Help administer, score and create a plan from a bi‐
monthly Standard Reading Assessment
• ConsultaXon
• Peer/Parent/Tutor programming
• Special EducaXon Assistants

21. A Possible Day for a Non‐categorical
Resource Teacher
• 8:15‐8:45 Co‐plan with classroom
teacher
• 9:00‐9:20 Meet with students re:
behaviour/learning plans
• 9:20‐10:30 Gr. 4/5 Reading strategy ‐
co‐teaching
• 10:45‐12:00 Gr. 1/2 Writer’s Workshop

22. PM
• 1:00‐1:45 Gr.6/7 Works with small group
of students on pre‐teaching social
studies’ vocabulary/building
background knowledge
• 1:45‐2:15 Gr. 1/2 Browsing Boxes
• 2:15‐2:45 Primary Math Centres
• 2:45‐3:00 Meets with SEAs

23. Roz’s Schedule
A CommunicaXons 12 ‐ co‐teaching with Joanne
•
B Literacy
•
C English 9 ‐ co‐teaching with Doug
•
D Science 9 ‐ co‐teaching with Barry
•
E Prep
•
F Learning Support 9
•
G CPWE 12
•
H Social Studies 9 ‐ co‐teaching with Colin
•

24. Classroom Strengths ‐ gr.4/5
Kind to each another
•
Like to write
•
High energy
•
Some models of responsibility
•
Some will take risks in their learning
•

25. Classroom Needs ‐ gr. 4/5
Self‐control ‐ too loud!
•
Interdependence
•
Listen to group instrucXons
•
Wide academic range
•
Very teacher dependent
•
Easily distracted
•

26. Classroom Goals ‐ gr. 4/5
• Help individuals within class to become more
independent
• Help students make wise decisions in choice
wriXng and in research quesXons
• Help students choose appropriate reading
materials

27. Medical
• Challis ‐ ritalin, see file
• Karmvir ‐ severe diabetes

28. Language
• ESL 1 ‐ Sharon
• ESL 2‐4 Ammen, Karmjit, Janel, Amrit, Ekam,
Tommy, Iris, Osama, Jasdeep, David
• IniXate oral language ‐ Jasdeep
• Pose quesXons ‐ Challis, Dion, Ekam

29. Learning
• Focusing ‐ Jordan, Janel, Jasdeep, Challis,
KriXes, Ekam, Sigman
• Comprehension ‐ Sigmund, Oscan, Ekam,
Janel, Challis, David
• Limited wriien output ‐ KriXes, Challis,
Tommy

30. Social‐emoXonal
• Jordan ‐ severe behavior
• Janel ‐ anger management
• Jasdeep ‐ withdrawn, silent

31. Other
• Extensions: Chloe, Taylor, Janelle, Josie, Emily,
KrisXe, Andrew, Amanda

32. Decisions

33. Decisions
• RT/CT meet to plan unit on social responsibility
• Include in this unit comprehension strategies of think aloud and quadrants
of a thought
• Begin Writers’ Workshop with CT/RT. Use interview process to model
choosing topics wisely
• Counsellor to begin ‘magic circle’ group with targeted students (behavior,
withdrawn, overpowering)
• Individual behavior plans: Challis, Jordan Jasdeep, Janel ‐ RT check in on
goals at 8:40, CT at 3:00
• EA with class for core subjects

34. Classroom Strengths ‐ gr.1/2
• Teacher is former librarian so extensive
knowledge of school’s books
• High energy, keen
• AccepXng, generally of Ray
• Strong parental support
• Students report they are readers/writers
• Students love to be read to and browse books

35. Classroom Needs ‐ gr. 1/2
• Social responsibility:
‐how to treat each other fairly
‐how to take turns
‐how to not call out
‐how to use an inside voice
• Wide academic range ‐ early learners to very
able reader

36. Classroom Goals ‐ gr. 1/2
Make this class a team
•
Write daily
•
Guided reading, as able
•
Encourage independence
•

37. Medical gr. 1/2

38. Language‐gr. 1/2
• ESL 1&2 ‐ Elvira, Tom, Juno, Michelle,Tony, Ray,
Annie, Jerad
• Ray ‐ omen incomprehensible
• ESL 1‐4 ‐ 13 students, including 8 different first
languages

39. Learning ‐ gr. 1/2
• Briiney ‐ very weak skills
• Dominic ‐ knows few, if any, sounds
• Ray, Elvira, Annie, Juno, Tony, Darren ‐ help
hearing sounds ‐ phonemic awareness
• Maihew ‐ won’t write
• Ray ‐ is he reading for meaning?

40. Social‐emoXonal ‐ gr. 1/2
• Briiney ‐ inappropriate friendship skills
• Jared, Trevor, Maihew ‐ demanding, liile self
control
• Trevor ‐ low self esteem
• Michelle ‐ inaudible speech, whisper
• Ray ‐ wanders

41. Other ‐ gr. 1/2
• Challenge ‐ Wilson, Catherine

42. Decisions

43. Decisions
• RT assess for guided reading
• RT with class on RW strategy while CT works on leier/sound
matching, hearing sounds in words (elasXc,snap)
• CT reinforce elasXc/snap during whole class reading & wriXng,
small group and 1:1
• CT read twice/week on friendship, geong along with others
• RT/CT spend a week on ‘Lily Sequence’
• ConXnue Ray’s full‐Xme EA and reassess amer 1 month

44. Shabash – Ann Walsh
• Whole class novel – gr. 6/7
• Goals:
– Build community
– Highlight, acknowledge, respect diversity
– Teach double‐entry journals as a strategy for
deepening understanding
– Build and apply criteria for success

45. Connecting:
– Gallery wall
– Quick write
Processing:
– SXcky notes
– Double‐entry journals
– Criteria
Transforming and personalizing:
‐Author’s message

46. • Chad’s slides