1. Collaboration Counts! Working
Together to Create Powerful
Learning Environments that
Include ALL Kids
Crosscurrents
Conference
Friday,
March
18th,
2011
Faye
Brownlie
www.slideshare.net
2. Big Ideas…
As
a
school
community
we
want
to
work
together
to
meet
the
needs
of
all
students.
Inclusion
is
not
a
special
educaBon
model;
it
is
a
school
model.
As
professionals
we
want
to
constantly
examine
and
refine
our
pracBce.
CollaboraBve
problem-‐solving
and
teaching
results
in
new
ideas,
new
products
and
a
feeling
of
connecBon.
Our
students
conBnue
to
change
and
learn
and
their
needs,
just
like
the
school’s,
will
change
over
the
course
of
the
year.
Brownlie
&
Schnellert
Suppor&ng
Diversity:
Working
Together
to
Support
All
Learners
___
3. Goal:
to
support
students
in
working
effecBvely
in
the
classroom
environment
4. RaBonale:
By
sharing
our
collecBve
knowledge
about
our
classes
of
students
and
developing
a
plan
of
acBon
based
on
this,
we
can
beSer
meet
the
needs
of
all
students.
5. A
Key
Belief
IntervenBon
is
focused
on
classroom
support.
Classroom-‐based
intervenBon
does
NOT
mean
that
all
specialists
have
to
be
in
the
classroom
all
the
Bme.
Instead,
the
RESULTS
of
their
work
have
to
show
up
in
the
classroom.
6. Teaching
Content
to
All
Open-‐ended
teaching,
Ber
1;
universal
Adapted,
Ber
2;
Modified;
Ber
3;
L2,
L3;
M,
I,
E
7. Professional Collaboration
• InteracBve
and
on-‐going
process
• Mutually
agreed
upon
challenges
• Capitalizes
on
different
experBse,
knowledge
and
experience
• Roles
are
blurred
• Mutual
trust
and
respect
• Create
and
deliver
targeted
instrucBon
• GOAL:
beSer
meet
the
needs
of
diverse
learners
8. • How
the
world’s
most
improved
school
systems
keep
ge]ng
beSer
– Mourshed,
Chijioke,
Barber
– McKinsey
&
Co.
– Nov.,
2010
9. How
the
world’s
most
improved
school
systems
keep
ge]ng
beSer
–
McKinsey,
2010
Three
changes
collaboraBve
pracBce
brought
about:
1. Teachers
moved
from
being
private
emperors
to
making
their
pracBce
public
and
the
enBre
teaching
populaBon
sharing
responsibility
for
student
learning.
2. Focus
shi_ed
from
what
teachers
teach
to
what
students
learn.
3. Systems
developed
a
model
of
‘good
instrucBon’
and
teachers
became
custodians
of
the
model.
(p.
79-‐81)
10. How
the
world’s
most
improved
school
systems
keep
ge]ng
beSer
–
Fullen,
as
quoted
in
McKinsey,
2010
The
power
of
collecBve
capacity
is
that
it
enables
ordinary
people
to
accomplish
extraordinary
things
–
for
two
reasons.
One
is
that
knowledge
about
effecBve
pracBce
becomes
more
widely
available
and
accessible
on
a
daily
basis.
The
second
reason
is
more
powerful
sBll
–
working
together
generates
commitment…The
speed
of
effecBve
change
increases
exponenBally…
(p.74)
11. The Class Review Process
Learning
in
Safe
Schools
–
Brownlie
&
King
Pembroke
Press
12. • 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
13.
14. Class Review
Learning in Safe Schools
(Brownlie & King, 2000)
Class Review Recording Form
Classroom Strengths Classroom Needs
Teacher:
Class:
Goals Decisions
Individual Concerns
Other
Medical Language Learning Socio-Emotional
15. 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
16. Classroom
Needs
-‐
gr.
4/5
• Self-‐control
-‐
too
loud!
• Interdependence
• Listen
to
group
instrucBons
• Wide
academic
range
• Very
teacher
dependent
• Easily
distracted
17. 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
quesBons
• Help
students
choose
appropriate
reading
materials
18. Medical
• Challis
-‐
ritalin,
see
file
• Karmvir
-‐
severe
diabetes
24. 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-‐creaBng
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
25. Strengths
-‐
HumaniBes
9
-‐outgoing
-‐self-‐aware
-‐friendly
-‐sense
of
humor
-‐co-‐operaBve
-‐enjoy
reading
-‐a
posiBve
atmosphere
in
the
class
26. Stretches
-‐
HumaniBes
9
risk-‐taking
-‐
-‐digging
deeper
to
infer,
make
personal
connecBons
-‐showing
what
they
know
-‐organizing
for
learning
(materials,
Bme,
ideas)
-‐focusing,
sustaining
aSenBon
-‐wriBng
27. Interests
-‐
HumaniBes
9
Socializing
-‐sports
-‐fine
arts
-‐performing
arts
-‐social
issues/current
events
-‐reading
28. Goals
-‐
HumaniBes
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
29.
Medical
Learning
Kelly
-‐
adapt
pace,
key
ideas,
modified
outcomes
Kelly
Percilla
-‐
highlight
key
ideas,
show
by
drawing,
MaS
modified
out.
Ryan
Aisha
-‐
adapt
pace,
key
ideas
Harry
-‐
choice
in
showing
Brendan
-‐
pair
talk
with
visuals
Social-‐emoBonal
Language
Taylor
-‐
loud/dominant
Ryan
-‐
shy,
challenging
homelife
Aisha
-‐
recepBve/expressive
Percilla
-‐
opposiBonal
Cici
-‐
ESL
2
May
-‐
very
shy,
reluctant
Ryan
-‐
recepBve/expressive
Megan
-‐
impaBent
with
others
Kirby
-‐
ESL
2
Max
-‐
confrontaBonal
32. Decisions
Literature
circles(guided
reading)
for
Percilla,
Kelly,
Aisha
Before,
during,
a_er
lesson
structure
Porpolio
assessment
with
choices
Targeted,
extended
strategy
instrucBon
MulBmodal
representaBon
opportuniBes
(differenBaBon)
Planning
acBviBes,
metacogniBve
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
acBvity
choices
33. School-wide performance based
reading assessment
• Standard
Reading
Assessment
(see
Student
Diversity
or
It’s
All
about
Thinking)
• DART
• RAD
• QCA
34.
35. School-Based Pro D
Bill Juhasz, Tait & Talmey Elementary
• Goal:
improve
reading
comprehension
• Performance-‐based
reading
assessments
–
3-‐5
Bmes
per
year
• Assessments
organized
by
Resource
Team
• Assessments
coded,
in
teams,
during
school
pro
d
days.
• Class
goals
chosen
and
shared
out
to
all
staff
• Remainder
of
day
focused
on
how
to
achieve
these
goals
TOGETHER.
38. ."1
-)<.; '_ 'Ucv
^ ,ilil J**",5 v.',r;Q-e-v'r-1.
1e,'.
Ga"ade Kead&mg
Qw&ek$ww$e: fr
Ihis Scaleosummory Rating rhot
Quick is ofthe Scale follows.Both student
describe ochievement
ofthe yeor.
inMorch-April school
Aspect NotYetWithinExpectations Meets
Expectations Fully Expectations
Meets Exceeds
Expectations
(MinimalLevel)
SNAPSHOT Thestudent moy engage Thestudent readsshort, Thestudent reodsshort, Thestudentreodsa
in reoding-like behaviour, simple illustrated simple illustroted varietyof short,
but relies an adult or
on selections(seechart on (see
selections chart on simple:materials ,
peer to read storiesor page | 8), with some page 18);rereods independently; often
other selections. support; may be able familiqr selections chooses reod;needs
to
to rereadfotmiliar independently. littlesupport.
selections independently.
STRATEGlES often seeks support often hesitant with usuallyconfidenU uses ' increasingly
. phonics mayidentifymost new selections various strategies to confidentand
. predict
and letters;beginningto identifies letters;
all figureout meaning self-reliant
confirmmeaning matchinitialconsonant triesto usephonics to usesphonics to ' usesphonics and
. letterand
word soundsand lettersin sound-out words sound-out words
new word families to
recognition familiar words usesillustrations and usesillustrations and identifynew words
. printconventions
knowshow bookswork prior knowledgeto priorknowledge to ' uses priorknowledge
(e.9.,front-to-back predictand confirm predictand confirm andvarious cluesto
sequence, left-to-rig
ht meaning prompted
if meaning predictand confirm
print) recognizes some recognizes many meaning
beginning match
to commonsightwords commonsightwords ' recognizes an
printedwordswith (e.9., on,the,ot)
in, (e.g.,family,
they) increasing number
wordsreadorally knowssomebasicprint usesbasicprint of sightwords
recognizes books
that conventions (e.9., conventions (e.9., ' usesprint
tell stories question marks) questionmarks) to conventions
supportmeaning effectively
COMPREHENSION predictionsare often makesreasonable predictsstoryevents predictsstoryevents;
. predict guesses predictions when retellsmost key showssomeinsight
. retell may usepictureclues prompted eventsor ideasin completely retellsa
. locate
details to retellsomeevents retellssome keyevents sequence; identifies selection
. makeinferences usesillustrations to or ideas;identifies
main maincharacters independently
providedetails cnaracterS locatessomespecific, locates specific,
aftersupported locates somedetails; relevant details relevant details
rereading, identifies mayneedcluesor makes simple makesinferences
somecharacters and support inferencesabout aboutcharacters;
events focuses literal
on characters maybe ableto
meaning identifythe message
in a story
RESPONSE hasdifficultymaking canmakea simple cancompare story
a ' makesobvious
. personal personal connections connection selfafter
to to own experiencesif connections own
to
connections like
expresses or dislike teacher-lediscussion
d givena simpleframe experiences to
or
. opinions for a story expresses or dislike
like to complete otherselections
for a storyandtriesto like
expresses or . offerssimple
tellwhy dislike a story;can
for opinions;givessome
givea reason reasons
39. Aspect
SNAPSHOT
$ww€wx
Scale of
NotYetWithinExpectations
ocus
ffiee&wK< ffirmdeffi$&emd*aa6 €xa€epp"s,msm€$spxa
€uxr
IhisQuick isosummary theRating rhotfollows. describe ochievement
5cale
Meets
Both
Expectations
(MinimalLevel)
student inMorch-Aprilthe
Fully
Meets
of schoolyeor
Expectations Exceeds
Expectations
Thestudent needsone-to- Thestudent is able to read Thestudent is able to read Thestudent is oble to
the
Note: snopshot one suppott to read short, a variety of short,simple a voriety of short, simple reod an increasing
con used
be olone simple materials ond to materials with under- m atefi als i nd ependent!y variety of simple
oso holistic
scale attempt comprehension standing if given some and with understonding. materi als in depend ently
insomesituations. activities, support. Work is portialty Workis generally accurate. and with un der standi ng,
accurate, Workis cleor,accurate,
and complete.
STRATEGIES uncomfortable
reading reads slowly, little
with confident mostoral
in oralreading fluent,
is
. oral
reading reads
orally; wordsrather expression; stops
often reading activities confident, and
. comprehension than sentences; lose
may to self-correct get help
or ch.ecks makesurethe
to expressive
ies
strateg prace looksfor supportwith selection makingsense;
is checks makesure
to the
. predictions oftenneeds intensive, new selections (mayneedprompting) selection making
is sense;
. wordskills sustainedsupport if prompted, usesprior uses priorknowledge and self-corrects efficiently
. sight predictions often
are knowledge picture
and pictureclues make
to usespriorknowledge
vocabulary
. locating g uesSes clues makesimple,
to obviouspredictions andpicture clues make
to
maytry to usephonics; obvious predictions combines phonics,word logical sometimes
and
information
often waitsto be given relies phonics figure
on to structure,contextclues; ghtfulpredictions
insi
the word or strategy out new words; given
if usuallysuccessful with successfully combines
recognizes common
some support, useword
can simple words phonics,wordstructu re,
sight words(e,9., at,
the, <frr rafr rra annfaYf recognizes increasing and contextclues
want,they,little) recognizescommonsight varietyof sight words recognizes wide
a
unable locate
to information woroS rcrFad<'I r(a< fpvt rangeof sightwords
frequentlyguesses
rather features locate
to specific independently rereads;
thanrereading; simple
uses information prompted
if usestext features to
textfeatures support
with lnrafe <nprifir
information;
efficient
COMPREHENSION ' unableto attempt responses questions
to or responses questions
to ' responses questions
to
. accuracy/ questions tasks
or alone; tasksinclude some or tasksare generally or tasks accurate,
are
c0mpletenes5 work is incomplete;may accurateinformation; accurate complete;
and clear, complete
and
. mainideas be inaccurate vague,
or partsareinaccurateor partsmaybe vague, ' accurately restates
. details evenwith help incomplete unclear mostor all mainideas
. recording ' mayidentifythe topic identifies topic;may
the accuratelyidentifies in own words
information ' recalls details
few needsupportto recall mostmainideas; relies ' usesrelevant details
in
' needsongoing, intensive mainideas on wordsof the text answers explanations
and
<l rnnn/f tn raadr.l providesa few accurate includes somedetailin ' organizes information
information details; inventsome
may and
answers explanations into logicalcategories
recordssomeaccurate recoros someaccurate with somesupport
information,often information using (oftenableto create
unsorted categoriesteacher own categories)
provides
RESPONSE unableto make ' with teachersupport, ' makessomeconcrete ' makes several
AND connections other
to makes simpleconcrete connections other
to connections other
to
ANALYSIS
informationand connections other
to information
and information and
. c0nnections
t0 experiences; prior
little information and when asked
experiences experiences, often
experiences
and knowledge drawon
to experiences ' generally
distinguishes spontaneously
other
selections unableto distinguish ' beginning distinguish
to between andfiction
fact ' distinguishes betvveen
. opinions between and fiction
fact between and fiction
fact fact and fiction;may
question information
the
GRADE 2 READING FOR INFORMATION 53
40.
41. Literacy
Assessment
and
Learner
Profiles
Kevin
Brandt,
Principal
Burnaby
Mountain
Secondary
hSp://learn.sd41.bc.ca/QuickPlace/
mountain_profiles/Main.nsf
42. BURNABY
MOUNTAIN
Standard
Reading
Assessment
developed
by
Faye
Brownlie
et
al.
First
assessment
administered
in
2004
and
has
since
grown
to
involve
the
core
academic
subjects.
43. BURNABY
MOUNTAIN
• Students
receive
individual
feedback
on
their
assessments;
staff
receives
informaKon
regarding
trends
and
individual
students.
• School
Literacy
Team
now
has
twelve
members,
each
having
taken
ownership
over
an
aspect
of
the
School
Literacy
Goal
44. • Fitness
(Bootcamp
and
DPA)
• Grade
8
math
midterm
• Learner
informaBon
• My
learning
style
• My
literacy
data
(spring
08)
• My
literacy
data
(fall
09)
46. Creating learning situations that
work for all students
• Open-‐ended
strategies
• Choice
• Variety
of
texts
• Assessment
FOR
learning
47. Triangulation: collecting evidence of
learning from 3 sources
• Observations
• Conversations
• Products
Reference: Anne Davies, Caren Cameron, Kathleen Gregory,
Marilyn Chapman, BC Primary Program
50. Taking
turns
Including
iniKaKng
Adding
on/
others
extending
Amrit
Percy
Nial
Tomas
51. CHOICE
Erica Foote,
Princess Margaret Secondary, Penticton
• If
students
were
given
the
opportunity
(4
Bmes
per
semester)
to
show
what
they
know
in
different
ways,
would
it
not
only
increase
their
interest
and
effort
but
also
increase
their
understanding?
52. English
10
• 4
wriBng
assignments,
4
choice
assignments
– PowerPoint
presentaBons,
drawing,
poetry,
collages,
creaBng
their
own
test
with
answer
keys,
presenBng
their
informaBon
orally
or
using
drama
to
represent
their
thinking
• 6
students
• AFL
strategies
– Ranked
exemplars
with
the
PS
– Analyzed
the
exemplars
to
co-‐create
criteria
– Used
the
criteria
for
their
work
– Ownership
–
with
choice
53. 2
wriBng
2
choice
assignments
–
demonstrate
your
knowledge
&
understanding
of
various
literature
Not
yet
Approaching
MeeKng
Exceeding
%/#
WriBng
16/2
41/5
25/3
16/2
(essay/
paragraph)
Choice
0/0
16/2
33/4
50/6
54. Erica’s
ReflecBons
• 100%
of
students
reported
they
liked
the
choice
and
wanted
to
do
have
choices
again
in
another
semester
• 91%
of
students
felt
they
did
beSer
with
choice
• About
50%
sBll
chose
some
form
of
wriBng
when
given
a
choice,
but
liked
the
choice
• Fewer
complained
about
the
non-‐choice
wriBng
assignments
• Fewer
assignments
were
handed
in
late
55. Gr. 8 Science
“The Digestive System”
Paul Paling, Prince Rupert
Learning
Inten&on:
Demonstrate
where
in
the
body
digesBon
occurs
and
what
happens
to
the
food
59. Planning
Goals Goals: What do we want to
develop/ explore/change?
Rationale: Why are we
Rationale choosing this focus?
Plan: How will we do this?
Plan
60.
61. • Brownlie,
Fullerton,
Schnellert
–
It’s
All
about
Thinking
–
Math
&
Science,
2011
(in
press)
• Brownlie,
Schnellert
–
It’s
All
about
Thinking
–
English
&
HumaniKes,
2009
• Brownlie,
Feniak,
Schnellert
-‐
Student
Diversity,
2nd
ed.,
Pembroke
Pub.,
2006
• Brownlie,
Jeroski
–
Reading
and
Responding,
grades
4-‐6,
2nd
ediBon,
Nelson,
2006
• Brownlie
-‐
Grand
ConversaKons,
Portage
and
Main
Press,
2005
• Brownlie,Feniak,
McCarthy
-‐
InstrucKon
and
Assessment
of
ESL
Learners,
Portage
and
Main
Press,
2004
• Brownlie,
King
-‐
Learning
in
Safe
Schools,
Pembroke
Publishers,
2000
