New Directions:  using the class review/school review

process to guide our planning and teaching

ManitobaCECFebruary23rd,2017

FayeBrownlielideshare.net/fayebrownlie/

classreviews

Learning Intentions •  Iunderstandwhyandhowtoconductastrengths-basedclassreview.

•  Iknowhowtoplan‘what’snext?’asaresultofmyclassreviewandanunderstandingofeffecLve,research-basedliteracypracLces.

•  IhaveaplanofhowtoincreasecollaboraLonandco-teachinginmybuilding/district.

•  Ihaveanideaofhowtouseourclassreviewsasaschoolordistrictreviewandplanningprocess.

•  IhaveaplanofhowtoputmyworktodayintoacLon☺

The Plan and the Big Ideas •  Inclusionandclassreviews•  CollaboraLonandin-classsupport•  Whatdoesthislooklikeinaliteracyclassroom?

•  Schoolanddistrictstories,includingMarleneMurray,LuisRielSD

•  YouracLonplan

A Street Corner Scene

•  Howisthisstreetcrossingametaphor–  forinclusion?–  forastrengths-basedapproach?

Inclusion •  Sharedgoals•  Everyoneisincluded,expectstosucceed,andbelongs

•  MulLplepathways

•  Differentrates•  Variouslevelsofsupport

•  MovefromCONFUSIONandFEARtoPOSSIBLITIESandPOSITIVEEXPECTATIONS.

•  InclusionrequiresTRUSTandCOLLABORATION.Youcan’tdoitalone!

•  InclusionisnotaspecialeducaLoniniLaLve,ratheritbelongstogeneraleducaLonandisareflecLonofthesocietywewant.

McKinsey Report, 2007 •  Thetop-performingschoolsystemsrecognizethattheonlywaytoimproveoutcomesistoimproveinstrucLon:learningoccurswhenstudentsandteachersinteract,andthustoimprovelearningimpliesimprovingthequalityofthatinteracLon.

How the world’s most improved school systems keep getting better

–McKinsey, 2010 ThreechangescollaboraLvepracLcebroughtabout:1.  Teachersmovedfrombeingprivateemperorsto

makingtheirpracLcepublicandtheenLreteachingpopulaLonsharingresponsibilityforstudentlearning.

2.  Focusshiaedfromwhatteachersteachtowhatstudentslearn.

3.  Systemsdevelopedamodelof‘goodinstrucLon’andteachersbecamecustodiansofthemodel.(p.79-81)

The teeter totter

kids

kids curriculum

Goal

tosupportstudentsinworkingeffecLvelyintheclassroomenvironment

Goal

toworktogethertobefermeettheneedsofallstudents

Rationale

BysharingourcollecLveknowledgeaboutourclassesofstudentsanddevelopingaplanofacLonbasedonthis,wecanbefermeettheneedsofallstudents.

A Key Belief

IntervenLonisfocusedonclassroomsupport.Classroom-basedintervenLondoesNOTmeanthatallspecialistshavetobeintheclassroomalltheLme.Instead,theRESULTSoftheirworkhavetoshowupintheclassroom.

“Youcanseewhattheteachers,teams,andschoolsvaluebywhatactuallygoesonintheclassrooms.”(Brownlie,Fullerton,Schnellert,2011,p25)

“Pedagogytrumpscurriculum.”(DylanWiliam)

The Vision

ARemedialModel

(DeficitModel)‘Fixing’thestudent

Outsidetheclassroom/curriculum

AShiafrom….. to

AnInclusiveModel(StrengthsBased)‘Fixing’thecurriculum

Withintheclassroom/curriculum

to

Transforma)onswithintheInclusiveModel

Pull-outSupport/PhysicalInclusion•sLllaremedialmodel–tomakekidsfit•Intheclass,butoaenonadifferentplan

Inclusion•ClassroomTeacherascentralsupport•ResourceTeacher–workingtogetherina

co-teachingmodel

No plan, No point

The Class Review Process

Class Review •  Strengths-basedapproach•  CollaboraLve•  Theclassroomteacheristheheartoftheprocess

•  Goal:supportacommunityoflearners

•  Goal:createaplan

•  Meetasaschool-basedteam,withtheadministrator

•  Eachclassroomteacher(CT)joinstheteamfor45minutestospeakofherclass

•  TOC’sprovidecoverageforCTs•  Followtheorderofstrengths,needs,goals,individuals

•  TheCTdoesnotdotherecordingorthechairing

TheClassReview

Whatarethestrengthsoftheclass?

Whatareyourconcernsabouttheclassasawhole?

Whatareyourmaingoalsfortheclassthisyear?

Whataretheindividualneedsinyourclass?

Class Review Learning in Safe Schools

(Brownlie & King, 2000)

Teacher: Class:

Classroom Strengths Classroom Needs

Other Socio-Emotional Learning Language Medical

Goals Decisions

Individual Concerns

Class Review Recording Form

Gr. 5/6�Classroom Strengths

•  Lotsofenergy;acLve•  CreaLve–goodatexpressingthemselvesinanon-tradiLonalway

•  Asmall,mellowandreflecLvegroupthatneedsquietLmes–quietwriLng

•  Visuallearners•  Openminded–willingtotrynewideas

Classroom Stretches •  Self-regulaLon–noiselevel,learningtouseheadphones

•  PerspecLvetaking,readingsocialcues,workingtogether

•  CriLcalthinking•  Vocabulary–funcLonal,basic

Goals •  Self-regulaLonstrategies•  DevelopingmetacogniLonandbeingreflecLve

•  CriLcalthinkingskills•  Developingindividualstrengths•  Makingthinkingvisible

•  Buildingvocabularytoexpressthinkingandstrengths

Decisions

Decisions •  Providein-classsupportasmuchaspossible

•  Co-planwithJoanne,also5/6,andEleanor,LRT•  Focusonvisualliteracy,alternaLvestrategiestomakethinkingvisible

•  Brian–check-inLmeeachday

•  Counselinggroup–Fal,Ethan,Taylor,Leo?•  Mackenzie–pediatricianreferralforLevelBassessment

•  Medical– Brian–parentsrefuseADHDmedicaLon– Ethan–ADHD,onmed

•  Language– Mackenzie–vocalLck

•  Learning– Lance–ELL2–plateau,outputchallenges,streetsmart

– Fal–math– Mackenzie–finemotorskills– Ethan–outputisminimal– Arly–needschallenge

•  Social-EmoLonal–  Brian-counseling,selfreg,selftalk,anxious–  Lance–selfreg–  Fal–selfreg,posiLveselfimage,selftalk,anxious– Mackenzie–young– Gerald–socialissueswithclassmates,young–  Ethan–tacLlelearner,keepstoself,anxious–  BrianY–young,anxious–  Taylor–sad,anxious–  Leo-anxious

•  Other– Mackenzie–AbEd

Reviewing our reviews☺

•  Whatworked?•  Whatdidn’tworkaswell?Howdidyoumakeitbefer?

•  What’snext?Whatdoyouwonder?

Grade 9 Humanities, 2 classes�Catriona Misfeldt,Class Profiles…

–  Strengths:•  supporLveofeachother•  willingtotakerisksinlearning•  investedindoingwell•  understandthemselvesaslearners•  enjoytalkingabout‘ideas’inpairs/smallgroups

–  Stretches:•  readingcomprehension(highELLinoneblock;significantlearningneedsintheother)•  limited‘toolbox’ofstrategies•  notconfidentintheirthinking;manyarereluctanttosharethinkinginwholeclassdiscussions

•  supporLngthinkingwithevidence•  collaboraLveskills

•  Needs:–  visualsupports(e.g.,images,models,checklists)–  ‘safeways’toshare/rehearsethinking(e.g,A/Bpartnertalk)–  explicitstrategiesforworkingtogether

Humanities 9 Curricular Foci… Content:– SS:earlycontactandtheconLnuingeffectofcolonizaLononindigenouspeoples

– ELA:wriLngprocess&presentaLontechniques

CurricularCompetencies:– SS:cause&consequence,perspecLve– ELA:synthesizingideasfromavarietyofsources;usethewriLngprocesstoplan,develop,andcreateengagingmeaningfultexts

LessonSequence

DAY1:•  4QuadrantThinking+EncounterbyJaneYolen

HOMEWORK:•  On-lineresearchaboutChristopherColumbusandtheTainopeopletolearnaboutthegoals,moLvaLon&consequencesofeachasaresultofChristopherColumbus’discoveryof‘India’–  Videos–  InformaLonaltexts– Historicalmaps

–  MacNeillLibraryWebsiteLinks

DAY2:•  Introducethecri)caltask:

–  WriteapostcardfromtheperspecLveofaSpanishsailortohisfamilydescribinghisfirstencounterwiththeTainopeople.

•  Introducethecriteriaforaneffec)vehistoricaldiary–  TakeintoaccountbothperspecLvestopaintaplausible(likely

tobetrue),historicallyaccurateandbelievableaccount(conveysthethoughts,feelings,acLonsandreacLonstothesailor).

•  Completedraausingtheir4Quadrantpaper,videosandresearchorganizerasreference.

DAY3:•  PeerReview(checklist)•  Examinepostcardstodeterminefeatures&layout

•  Revisedraa#1incorporaLngfeedback•  Completegoodcopy

AJourneyTowardsNeeds-BasedServiceDelivery

SpecialNeedsIni)a)ve2016-2017

Collabora)on-peopleworkingtogethertowardsharedgoals.

•  LRSDbenefifedfromthesupportofMTSandLRTAaspartners.

• PrincipalswerecriLcaltoaddresstheneedstheybringforwardspecifictotheirschool.

• ParentsofstudentswithaddiLonalneedprovideinsightintosoluLonsfromadifferentperspecLve.

Collabora)on

•  Desiretohaveamorestrength-basedperspecLveforStudentServicesPlanning

•  Moreflexibilityindeterminingappropriatesupports

StaffConsulta)ons–someofwhatweheard

•  LessLmefocussedonsecuringaddiLonalsupportandmoreLmeforcommunicaLonandplanningregardingtheirchild.

ParentConsulta)ons–someofwhatweheard

Iden)fyingtheDesiredFuture:

•  SchoolDivisionwillallocateresourcestosupportstudentneeds.

•  Supportbasedonstudentneedwithinthecontextoftheclassroomandtheschoolratherthanbasedonacategoryorlabel.

SchoolImplementa)onTeamsLRSDestablishedschoolteamsasaworkinggrouptoleadschoolimplementa)on•  EachparLcipaLngschoolteamiscomprisedofaprincipal,studentservicesteacherand2classroomteachers.

•  StaffineachschooldevelopedaprofileofneedsandintervenLons-StudentProfile-ClassroomProfile-SchoolProfile

ThisinformaLonasabasisforaStudentServicesPlanthatinformsdecisionsaroundstaffingandsupports.

•  TheschoolteamparLcipatesinthecollaboraLonandprofessionallearningsessionsplannedfortheimplementaLonyear.

Whathavewebeendoing?

•  RedefinedourStudentServicesPlanningprocess

-StudentProfile

-ClassProfile

-SchoolProfile

PlanningforStudentServices:StudentProfiletoSchoolPlan

ClassProfileAllthestudentsneeds,

strengths,andgoalsinaclass

SchoolProfileAnalyzethedatafromtheclass

profilestoiden)fyneeds,strengthsandgoals

StudentServicesPlanIden)fyneedsandresources

Developanac)onplan

StudentSpecificNeedsStudentProfile(iden)fytheneeds)

StudentSpecificPlan(planforindividualizedgoals)

TiersofStude

ntSup

portInterven

Lons

Stud

entS

uppo

rtProfile

ClassProfi

le

ClassProfi

le

Scho

olProfile

Scho

olStude

ntServicesPlan

Wehavelearned…

•  TeacherswantmoreLmetoworktogetherandcollaboratetosupportstudentneeds.

•  SystemicchangestakeLme.

•  ThereisnevertoomuchcommunicaLon.

TeachersarenowfocusedonwhattheycandowithsupportandcollaboraLon!

Qualicum School District #69�Gillian Wilson, Assistant Superintendent, �

Rollie Koop , Superintendent •  3600students•  Usingschoolprofilessince2011•  Classreviewsinschools(formssentoutinadvance)– Fall–immediateacLonplanandsupports– February–canre-assignsupportsatschoollevel,leadstoschoolanddistrictreview

– May/June–planningfornextyear

•  Fallschoolreview(aaertheschoolreview)– Withsuperintendentandassistantsuperintendent– Tellusaboutyour

•  School•  Yourgoalsfortheschool•  Howareyouworkingwithyourstaff?• Whatdoyouknowaboutyourlearners?• Whatevidencedoyouhavebehindyourstory?

–  i.e.,makingprogressinnumeracy–  i.e.,kidsarehappy

•  Februaryschoolreview–  2hourswithAsst,Superintendent,DistrictPrincipalforLearningServices,school-basedadministrator,andLearningServicesTeacher

–  TalkaboutstudentswithdesignaLonsandallstudents,i.e.,thecommunityoflearners

–  Talkabouttheteachingandlearningsupport•  Strengthsandskillsofyourstaff•  Challengesandneedsintheschool•  IniLaLvesintheschool•  EALme–focusonlearningenvironment•  Designatedstudents•  Specialcohortsoflearners

–  Grade2groupatoneschool,trackedsinceKre:behaviorandsocialskills»  WheredowesLllneedsupport?

–  Lostboysingrade11and12atahighschool»  Howdowekeeptheminschool?

•  Mayschoolreview(aaerschoolreview)– Withsuperintendentandassistantsuperintendent

– Tellusabout•  Yourjourney•  Yoursuccesses•  Yourchallenges

ReflecLons,Successes,Challenges

•  AdministratorsseetheirroleasoneofeducaLonalleaders

•  SchoolreviewshavebecomerouLne•  BoardsupporLveofthiswayofallocaLngresourcesandmulL-yearplanning

•  Abletobenimblemid-year– Movedcounsellor,OT,PTandLSTwithauLsmspecialtyfromoneareatoanother

–  AddedonhalfLmementorteacher(somanynewhires)•  Richdialogue

– Whoarewe?– Whodowewanttobe?

•  Focusonlearnersandlearning•  Fabulousdistrictpicture•  Leadsintobudgetprocess•  DonotneedtohaveadesignaLoninordertogetsupport

•  Labourintensive•  Worktodoingrades10-12individualclasses–tendtobegradecohorts

•  Somein-classsupportatsecondary

InteresLng

•  Nothingismandatedinthedistrict•  Administratorstrusttheprocess

•  SomeadministratorsbringanLSTtotheirfallorspringmeeLng

•  Theunionrecognizesthepoweroftheprocess•  1styearspecificstudentswithdesignaLonshavebeenincludedonthetemplate

Gulf Islands School District #64�Lisa Halstead, Superintendent

•  Fallof2012:Classreviewprocessisworkingsowell,howcanwemovethisstrengths-basedconversaLontoadistrictlevel?

•  Process–  3-4staffperschool–  Fullday–presentyourschool:strengths,stretches,needs,goals

–  Includetrustees–  Howdobestsupportthedistrict?Puzngplansinplace.–  Sharing,notcompeLng–  Frameworksforenhancingstudentlearning–  OctoberandMay

•  October2012districtquesLons– Whyarestudentsbehavinginwayswedon’texpect?– Howdowehelpallstudentstoreadandwriteatgradelevel?

•  May2013districtquesLons– Whyareourkidssoanxious?– WhatareasdoweneedtotargettohelpsupportstudentsreadingandwriLngatgradelevel?

ReflecLons,Surprises,Learnings

•  ChangingResultsforYoungReaderscarrieson–  Inquiryprocess– TeacherschoosetheirowninquiryquesLonandstudentonwhomtofocus

– Meetinteamstopursuetheirinquiry

•  DART– Nolongercompliance– FocusoninstrucLonalstrategies– PartofthedistrictconversaLon

•  ClassReviewprocessatGulfIslandSecondary– LearningServicesTeammeetswitheachteachertotalkabouttheirclasses

– MeetinOctoberandMay

– Opensdoorsintoclasses

Challenges

•  LIF(LearningImprovementFund)– Howdoweworktogetherwithlessmoney?

•  Sharingofschools,notacompeLLon– ConLnuetobuildthecommunity

•  2016districtquesLon– Howdopromotewellnessforall?

•  Addedstaffingforinquiryteachersfor2016-17

•  K-12InnovaLonProjectonCommunicaLngStudentLearning

Bulkley Valley School District #54�District Principal, Learning Support

Services, Cathy Vandermark •  2555students•  Inplacebutpurposehaderodedoverthelastfewyears(focusonindividualneedsandlobbyingformoreSEALme)

•  Created1hoursessionsforalladministratorsandlearningsupportteachers–  Theimportanceofaplan–  Purposeandprocessofclassreview– Makepersonalplanforchanges/improvementstoclassreviewprocess

Importanceofaplaninplacetoensureeveryoneisworkingtowardthe

samegoals(HouseacLvity)

– Everyonecanbeworkinghardbutnotnecessarilytowardthesamegoals

– WithoutstarLngwiththesameinformaLon,theendresultcanbeverydifferentforeveryoneinvolved

–  Ifwedon’tcreateaplantogether,everyonecreatestheirownplanforsupport

PurposeandProcessofClassReview

•  www.udlresource.ca/?p=3090•  ClassReviewwithDr.LeytonSchnellert•  ClassReviewVideoResponseSheet•  Dividedvideointo4chunks•  2quesLonsaaereachchunk– Howisitthesameaswhatiscurrentlyhappeninginyourschool?

– Howisitdifferentfromwhatiscurrentlyhappeninginyourschool?

Personalplanforchanges/improvements

•  Lookatyourclassreviewandconsideronechange/improvementthatcouldbemade

•  Whiparoundandshare

•  ConsiderhavingtheteacherfillintheindividualstudentneedsatthebofomBEFOREthemeeLngtohavemoreLmetofocusonclassstrengths,stretches,needsandgoals

Results

•  LearningsupportteachersreporLngmoreplanninginalltheiracLviLes

•  HoustonmiddleschoolprincipalisdesigninggradegroupmeeLngsratherthanindividualclasses

•  SmithersSecondaryadaptedclassreviewtemplatefordepartmentsandlearningservicesteamplanning

SmithersSecondarySchoolLearnerSupportProgram/Department

Review•  Whatarethestrengthsofthecurrentprogram/

department?•  Whatarethestretchesofthecurrentprogram/

department?•  Whatareyourgoalsforthedepartment?

–  Thisyear:–  Twoyears:–  Fiveyears:

•  Whataretheindividualneeds?–  Staff(TeachingandSupporLng):–  FaciliLes:–  Technology:–  Other:

•  Whatdecisionscanbemade?

Westview Secondary, Coquitlam •  PatriciaGieSinger,Principal

•  KateEasby,LearningServicesSupportTeacherandDepartmentHead

•  765students

•  3academies:basketball,microsoa,soccer

2016-17 School Goal: �full inclusion of grade 8’s

– Noclassforstudentswithbehaviorchallenges(internalorexternal)

– Allstudentsarenowonclasslists– Beganwithclassreviews

•  Shiaingownershiptotheteacher– Strengths,stretches,co-plan– Eachlearningservicessupportteacher(noncategorical)has3teachers/block

•  SchoolReviewwithlearningservicessupportteam,counselorsandadministrators– ExaminedRTI– Whatarelevelsofsupportneeded?– HowarewecurrentlytargeLngtheselevels?

• What’sworking?• What’snot?• What’snext?

– Supportsarenotpeople.Peoplecanprovidesupport.

PAGE 1 of 2

Need predictable learning environment Need alternative to mainstream classes Working on academics provided by classroom

teachers Connected to community services and/or KKIS Need consistent positive adult contact Mental health challenges

Intensive EA support needs Functional academics Functional life skills Intensive cognitive, social and

behavioural challenges

Collaborating and co-planning with curriculum teachers

Pull out supports for defined durations Daily contact (during FLEX) Consistent connection with staff Ongoing parent/staff support and collaboration

All grade 8 students Require alternative approach to learning Require alternative pacing of content Have learning support needs Attendance tracking/communication

support needs

Work assignment adaptation support Co-teaching/Class reviews/individualized student goal

planning with teachers Consistent connection with staff Ongoing parent/staff support collaboration Collaborating/problem-solving student or group needs

with classroom teachers Support students requiring short-term or infrequent

learning assistance Resource support for classroom teachers

Social supports: bridging connections in the school and community

Planning, organization & goal setting Part-time attendance support, tracking and monitoring Collaboration with KKIS staff Curriculum support

Support students in accessing a quiet space or in-class adaptations

Small group contact/pull out for defined durations

Co-teaching Collaboratively problem-solving student

or group needs with classroom teachers Resource support for classroom teachers Coordination of initial or short-term

supports with counselling

Ministry identified students in addition to general support

Need daily academic support contact (accessed through FLEX time)

Capable of self-adjusting behaviour

W.S.S. 2015-16

Learning Services

Descriptions

INTENSIVE NEEDs PROGRAM (KATE EASBY) (Multiple EAs)

Intensive Support for Students with developmental disabilities; (cognitive, physical, behavioural and emotional

challenges)

LIFE SKILLS/FUNCTIONAL ACADEMIC SUPPORTS

(ALIX IUS/SARAH MACDONALD) (Multiple EAs)

Targeted life skills supports and functional academics support & coordination

TARGETED GRADE 8 SUPPORT (AMY LAIDLAW)

Adapted Delivery/Academic Support

GENERAL SUPPORT ( COREY WOOD & JEFF PINCK )

General support contact

Typical characteristics of students supported:

Typical supports provided:

TARGETED SUPPORTS for EXTERNALIZING BEHAVIOUR

(KATE EASBY)

SOCIAL-EMOTIONAL & MENTAL HEALTH SUPPORTS

(KATIE MacLEOD) (GLEN WHINCUP - YCW)

Social-emotional & mental health focus; Encouraging personal and social success and responsibility through

positive adult relationships.

EA supported needs Functional academics skill level Functional life skills needs Cognitive and Social/Emotional

challenges

Modified curriculum programming support Modified EA support in subject/elective classes Emotional and behaviour support Social skill building opportunities Work experience collaboration during senior grades Community awareness learning & independence skill building

CLBC transition support

Struggling with self-regulation and self-correcting behaviour

Modified curriculum CLBC transition support Work Experience coordination (WEX) Community skill programming and support Collaborating and co-planning with curriculum

teachers

•  6Grade8learningservicessupportteachersandadministrator– Meetasateamonceamonthfortheaaernoontolearnfromandsupporteachother

– What’sworking?What’snot?What’snext?– ClassReviewinSeptemberandagaininJanuary– KateconductsherCRwith3newsupportteachers

•  Grades9-12– 1learningservicessupportteacherforgrades10&11

– 1LSSteacherforeachofgrades9&12– Let’sdoaclassreview:LSS,classroom,EA

•  30minutesandaplan

In the classroom… •  TheacLonplan,inacLon,aaertheclassreview.

•  NoLcethedecisionsmade,basedonthestrengthsofthestudents,theareastostrengthenandthegoalsfortheclass.

Gr 5/6 – Fournier & Rollo�Sample Provocations

❖  Whatpossibilitiesliveinthesematerials?

❖  Howdothematerialsinspireyoutotellstoriesaboutyourself?

❖  Whatgiftsdoyoubringtotheclassroom?

❖  Howdothematerialsinspireyoutotellstoriesaboutatimeyou’vebeen“Stuck”?

❖  Whatstoriesareinspiredbyyourproblems?(WhatDoYouDoWithaProblem?)

Sample Provocations ❖  Whatmakesacommunity?

❖  Howdoesacommunitygrowstrongerasitchanges?(HowdoestheNightGardenerhelpusthinkaboutcommunity?)

❖  Whatstoriesareinspiredbyyourcommunities?(Pax)

❖  Whatgiftsdoyoureceivefromyourcommunity?(SweetestKulu)

❖  Whatpossibilitiesliveinblackandwhite?(Flashlight)

❖  Howdothematerialsinspireyoutocreateanimagethatrepresentsyou?

Japanese Internment ❖  What stories are inspired by war, fear, oceans,

mountains, family, seeking a better life?

❖  Is it ever necessary to take away personal rights for the safety of all?

❖  How would you live and feel separated from your family? Your connection to home?

Japanese Internment

Feedback Frames

From Brooke Douglas

Self Reflection

Resources •  StudentDiversity,3rded.–Brownlie,Feniak&Schnellert,

2016•  LearninginSafeSchools,2nded–Brownlie&King,Oct.,2011•  It’sAllaboutThinking–collaboraCngtosupportalllearners

(inMathandScience)-Brownlie,Fullerton&Schnellert,2011•  It’sAllaboutThinking–collaboraCngtosupportalllearners

(inEnglish,SocialStudiesandHumaniCes)–Brownlie&Schnellert,2009

•  GrandConversaCons,ThoughMulResponses–auniqueapproachtoliteraturecircles–Brownlie,2005

•  Assessment&InstrucConofESLLearners–Brownlie,Feniak,&McCarthy,2004

•  ReadingandResponding,gr.4,5,&6–Brownlie&Jeroski,2006

What’s Next? •  Whatisyourplantoconductaclassreview?•  Whowillbeinvolved?

•  Whowillworkwithyoutobuildaplanforyourclass?

•  WhatissomethingthatyouareaddingontoyourpracLceasaresultoftoday?

•  Whatissomethingyouareleznggoof?