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The Class Review Process: stories of implementa7on and follow-‐up
Nanaimo, Sept. 3rd, 2010 Faye Brownlie & Leyton Schnellert
Learning in Safe Schools-‐
Brownlie, King (2000)
Goal:
to support students in working effec7vely in the classroom environment
Goal:
to work together to bePer meet the needs of all students
Ra7onale:
By sharing our collec7ve knowledge about our classes of students and developing a plan of ac7on based on this, we can bePer meet the needs of all students.
A Key Belief
Interven7on is focused on classroom support. Classroom-‐based interven7on does NOT mean that all specialists have to be in the classroom all the 7me. Instead, the RESULTS of their work have to show up in the classroom.
Professional Collabora7on
• Interac7ve and on-‐going process • Mutually agreed upon challenges
• Capitalizes on different exper7se, knowledge and experience
• Roles are blurred • Mutual trust and respect
• Create and deliver targeted instruc7on • GOAL: bePer meet the needs of diverse learners
Big Ideas…
As a school community we want to work together to meet the needs of all students.
Inclusion is not a special educa7on model; it is a school model.
As professionals we want to constantly examine and refine our prac7ce.
Collabora7ve problem-‐solving and teaching results in new ideas, new products and a feeling of connec7on.
Our students con7nue to change and learn and their needs, just like the school’s, will change over the course of the year.
Brownlie & Schnellert Suppor3ng Diversity: Working Together to Support All Learners ___
The Class Review Process
• 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
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?
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
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
Classroom Needs -‐ gr. 4/5
• Self-‐control -‐ too loud! • Interdependence • Listen to group instruc7ons • Wide academic range
• Very teacher dependent • Easily distracted
Classroom Goals -‐ gr. 4/5
• Help individuals within class to become more independent
• Help students write more powerfully, with criteria
• Help students learn to ask real research ques7ons
• Help students choose appropriate reading materials
Medical
• Challis -‐ ritalin, see file • Karmvir -‐ severe diabetes
Language
• ESL 1 -‐ Sharon • ESL 2-‐4 Ammen, Karmjit, Janel, Amrit, Ekam, Tommy, Iris, Osama, Jasdeep, David
• Ini7ate oral language -‐ Jasdeep • Pose ques7ons -‐ Challis, Dion, Ekam
Learning
• Focusing -‐ Jordan, Janel, Jasdeep, Challis, Kri7es, Ekam, Sigman
• Comprehension -‐ Sigmund, Oscan, Ekam, Janel, Challis, David
• Limited wriPen output -‐ Kri7es, Challis, Tommy
Social-‐emo7onal
• Jordan -‐ severe behavior • Janel -‐ anger management
• Jasdeep -‐ withdrawn, silent
Other
• Extensions: Chloe, Taylor, Janelle, Josie, Emily, Kris7e, Andrew, Amanda
Decisions
Decisions
• RT/CT meet to plan unit on social responsibility
• Include in this unit comprehension strategies of think aloud and quadrants of a thought (use as intro to lit circles later)
• Begin Writers’ Workshop with CT/RT. Focus on co-‐crea7ng criteria and using to self assess.
• 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
Performance-Based Reading Assessment Summarizing Using a web, words, diagrams, and/or drawings, show that you can identify the key ideas and details from this passage (use the other side of this page).
Connections How does what you just read connect with what you already know?
Vocabulary Define each of the following words. Explain how you figured out what they meant.
Inferring Read between the lines to find something that you believe to be true, but that isn’t actually said. Explain your reasoning.
Reflecting Was this reading easy or hard to understand? How did you help yourself understand? (If this was easy, what do you do to help yourself understand something more difficult?)
Brownlie, Feniak & Schnellert, Student Diversity, 2006
Words that describe me are…
My favorite books/stories are…
Things I like to do with my friends…
Things I like to do when I’m alone…
Things I like to do with my family…
I’m very interested in or good at…
Things I’d like you to know about me… (or need to know…)
My hopes and dreams for myself are…
The easiest way for me to show what I know is:
Things I would like to get better at in school this year are….
Name:
Schnellert, Watson & Widdess in Brownlie, Feniak & Schnellert’s Student Diversity, 2006
Schnellert, Watson & Widdess
Strengths -‐ Humani7es 9
-‐outgoing -‐self-‐aware -‐friendly -‐sense of humor -‐co-‐opera7ve -‐enjoy reading -‐a posi7ve atmosphere in the class
Stretches -‐ Humani7es 9
-‐risk-‐taking -‐digging deeper to infer, make personal connec7ons -‐showing what they know -‐organizing for learning (materials, 7me, ideas) -‐focusing, sustaining aPen7on -‐wri7ng
Interests -‐ Humani7es 9
-‐socializing -‐sports -‐fine arts -‐performing arts -‐social issues/current events -‐reading
Goals -‐ Humani7es 9
-‐ build environment in the classroom that supports risk-‐taking, sharing and self-‐advocacy -‐ use students’ interest in reading to build their higher level thinking skills -‐ build social skills, empathy -‐ help students develop planning and self-‐monitoring strategies
Medical Learning Kelly MaP Ryan
Kelly -‐ adapt pace, key ideas, modified outcomes Percilla -‐ highlight key ideas, show by drawing, modified out. Aisha -‐ adapt pace, key ideas Harry -‐ choice in showing Brendan -‐ pair talk with visuals
Social-‐emo7onal Language Taylor -‐ loud/dominant Ryan -‐ shy, challenging homelife Percilla -‐ opposi7onal May -‐ very shy, reluctant Megan -‐ impa7ent with others Max -‐ confronta7onal
Aisha -‐ recep7ve/expressive Cici -‐ ESL 2 Ryan -‐ recep7ve/expressive Kirby -‐ ESL 2
Challenge
Tessa Sarah Marija Chris7an
Decisions
Decisions
Literature circles (guided reading for Percilla, Kelly, Aisha) Before, during, aler lesson structure Pormolio assessment with choices Targeted, extended strategy instruc7on Mul7modal representa7on opportuni7es (differen7a7on) Planning ac7vi7es, metacogni7ve steps in lessons Co-‐teach once a week -‐ introduce new approach to strategy Linda (CT) build text sets; Leyton (RT) adapt versions of strategies, different levels of complexity in ac7vity choices
Classroom Strengths -‐ gr.1/2
• Teacher is former librarian so extensive knowledge of school’s books
• High energy, keen • Accep7ng, generally of Ray • Strong parental support • Students report they are readers/writers • Students love to be read to and browse books
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
Classroom Goals -‐ gr. 1/2
• Make this class a team • Write daily
• Guided reading, as able • Encourage independence
Medical gr. 1/2
Language-‐gr. 1/2
• ESL 1&2 -‐ Elvira, Tom, Juno, Michelle,Tony, Ray, Annie, Jerad
• Ray -‐ olen incomprehensible
• ESL 1-‐4 -‐ 13 students, including 8 different first languages
Learning -‐ gr. 1/2
• BriPney -‐ very weak skills • Dominic -‐ knows few, if any, sounds
• Ray, Elvira, Annie, Juno, Tony, Darren -‐ help hearing sounds -‐ phonemic awareness
• MaPhew -‐ won’t write
• Ray -‐ is he reading for meaning?
Social-‐emo7onal -‐ gr. 1/2
• BriPney -‐ inappropriate friendship skills • Jared, Trevor, MaPhew -‐ demanding, liPle self control
• Trevor -‐ low self esteem
• Michelle -‐ inaudible speech, whisper
• Ray -‐ wanders
Other -‐ gr. 1/2
• Challenge -‐ Wilson, Catherine
Decisions
Decisions
• RT/CT assess for guided reading using standard reading assessment paPerns and daily reading conferences
• RT with class on RW strategy while CT works on lePer/sound matching, hearing sounds in words (elas7c,snap)
• CT reinforce elas7c/snap during whole class reading & wri7ng, small group and 1:1
• CT read twice/week on friendship, gepng along with others • RT/CT spend a week on ‘Lily Sequence’ • RT/CT to write together for double block each week • Con7nue Ray’s full-‐7me EA and reassess aler 1 month
Grade 10 Nest: Class Profile
Anderson (SS), Chiang (Sc), Fitt (En), Padmanabhan (Ma, A), Chatha (Pl)
lots of spark and academic potential
motivated
attentive during direct teaching
most are doing homework
not a behavior issues - quiet
most are able to do/pass quizzes
chatty/social
good oral skills
Grade 10 Nest
S T R E N G T H S
vocabulary, especially for ESLers
end of day tough - Math
getting concepts from oral instruction
written output
low belief in self
attendance issues
initiating and completing tasks
working independently
Gr 10 Stretches
Jo - at risk, joins in with any “off-task” kids
Je - few friends, fragile emotionally
C - avoids academic classes, fear of failure
Socio- Emotional
Medical
I. epipen R. On 3 different med B. Pediatric arthritis A - diabetic
A. - attention issues, refuses support S. - not attending classes Mo. - cognitive challenge Mi - completing tasks involving new concepts Ch - significant LD - reverses letter when tired
Learning
teacher-directed activities - gradual release helps students stay focused
increase student engagement and accountability - smaller chunks - do homework related to new concepts in class
students making connections between new information and previous lessons
Grade 10 Nest: Goals
Sample Resource Team Staffing
• .7 learning assistance • .7 ESL • .5 special educa7on (low incidence, behavior, au7sm)
• .1 giled • Total Teaching Staff: 2.0
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
• Consulta7on • Peer/Parent/Tutor programming
• Special Educa7on Assistants
Resources
• BC Performance Standards www.bced.gov.bc.ca/perf_stands • Brownlie, Feniak, Schnellert -‐ Student Diversity, 2nd ed., Pembroke Pub.,
2006 • Brownlie, King -‐ Learning in Safe Schools, Pembroke Publishers, 2000
• Both books available by contac7ng [email protected]
Looking Ahead
• What’s important for me/us to focus on?
• What will this look like for me/us?
• Next steps
