Download - Class Review, School Review
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?