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Continuing the Class Profile
Conversation: growing our
practice
RETSD
November 7 & 8, 2018
Faye Brownlie
Slideshare.net/fayebrownlie.retsd.EY.2018
Learning Intentions
• I have reviewed the class profile process and better understand how
to make our class profiles more effective
• I have an action plan to use the information gathered from our class
profiles
• I have begun to formulate a co-planning, co-teaching plan for my
class/school
• I better understand how to move to school profiles from class profiles
• Inclusion is not a special education initiative, rather it belongs to
general education and is a reflection of the society we want.
Reviewing our reviewsJ
• What worked?
• What didn’t work as well? How did you make it
better?
• What’s next? What do you wonder?
Goal
to support students in working effectively in
the classroom environment
Goal
to work together to better meet the needs of
all students
Rationale
By sharing our collective knowledge about
our classes of students and developing a
plan of action based on this, we can better
meet the needs of all students.
A Key Belief
Intervention is focused on classroom support. Classroom-based
intervention does NOT mean that all specialists have to be in the
classroom all the time. Instead, the RESULTS of their work have to
show up in the classroom.
RETSD.EY.2018
Even more
goals
More goals
Goals
Access
Challenge
Planning for the RANGE: Extending for further access and challenge
I want to focus on …
• Each learner as an individual and a community member
• Tasks that are worthwhile and meaningful
• Individual, personalized feedback during the learning
• Balance in the programming:
• Whole class, small group, individual
• Multiple ways of learning
• Time for collaboration:
• Co-planning
• Co-teaching
• Maintaining a firm, research-based, pedagogical foundation
I want to remember …
• Teachers, not programs, make the difference
• A growth mindset
• A belief system
• Strategies to enable the learning
• A coach to provide feedback and support
The key words …
• Access
• Low floor, high ceiling
Class Review/Profile
• Strengths-based approach
• Collaborative
• The classroom teacher is the heart of the process
• Goal: support a community of learners
• Goal: create a plan
• Meet as a school-based team, with the
administrator
• Each classroom teacher (CT) joins the team for 45
minutes to speak of her class
• Subs provide coverage for CTs
• Follow the order of strengths, needs, goals,
individuals
• The CT does not do the recording or the chairing
• One team member conducts the interview.
• Another records.
• The classroom teacher(s) do not fill in a form to answer the questions
in advance, but should know the questions they will be asked.
• The class is described as a whole first, then individual students are
described.
• The goal is to create a plan of action.
• Decisions about individual students focus on supports already in
place.
• New supports developed are to be used as part of ongoing classroom
activity.
• All adults and students work toward skill development, application
and generalization as a shared goal.
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
Teacher:
Class:
Classroom Strengths Classroom Stretches
Individual Concerns
Class Review Recording Form
(Brownlie & King, 2000)
Goals Decisions
Medical Language Learning Socio-Emotional Other
No plan, No point
The Vision
A Remedial Model
(Deficit Model)
‘Fixing’ the student
Outside the classroom/
curriculum
A Shift from…..
to An Inclusive Model
(Strengths Based)
‘Fixing’ the curriculum
Within the classroom/
curriculum
to
Transformations within the
Inclusive Model
Pull-out Support / Physical Inclusion
• still a remedial model – to make kids fit
• In the class, but often on a different plan
Inclusion
• Classroom Teacher as central support
• Resource Teacher – working together in a
co-teaching model
• Look at your class profile and consider one change/improvement that
could be made
• Whip around and share
• Consider having the teacher fill in the individual student needs at the
bottom BEFORE the meeting to have more time to focus on class
strengths, stretches, needs and goals
• 45 minutes
• Ensure there is time for a beginning of ‘what’s next?’ before you leave
so an action has been designed. Connect this to strengths and
stretches.
• The end in mind: a whole class plan
• Individualization/personalization within the class plan
• AB story of K – 30 K’s, 17 adults throughout the week
• Narrow the # of contacts
• Plan plan plan
• Share successes at staff meetings
• Your goal
• Your action
• What worked?
• What will you revise?
• Marg’s ‘adjust the schedule’ meetings
• Weekly SBT meetings
• What’s working?
• What’s not?
• What’s next?
• It is critical to focus on the class plan, aiming for the active inclusion
of ALL students.
• Who are our students?
• What is the goal?
• How will we work together to achieve this goal?
• Who has what role?
• How will we know that what we are doing is working?
• What are the range of supports we are providing for the students in this
class?
Identify desired results.
Determine acceptable evidence.
Plan learning experiences & instruction.
Three Stages of
Backward Design
Kate’s Grade 1/2
• Goal:
• Move beyond writing with frame sentences
• Build stamina for writing
• Build independence in spelling
• Plan:
• Co-teach a writing lesson, spending more time up front to increase students’ ability to work
thoughtfully and independently
• Questioning from a picture; all voices heard
• What’s the story behind this picture?
• Have a quick mini-conference with each student AS they are writing
• Comment on what is working and ask a question to extend the language and thinking
• Personalize the feedback
• Highlight ‘treasures’ in each student’s writing
• Share the treasures to begin to build criteria for powerful writing
RETSD.EY.2018
The range of students
• Student A
• Sees herself as a writer
• Keen to write and read
• Student B
• Actively avoids ‘school tasks’
• Only interested in mindcraft
• Student C
• Learning the letters of the alphabet
• Knows several sounds
• Student D
• Speaks 2-5 words
• Often overcome by change or the busyness of the classroom
RETSD.EY.2018
RETSD.EY.2018
RETSD.EY.2018
RETSD.EY.2018
RETSD.EY.2018
RETSD.EY.2018
• Highlighted words are written on pieces of paper
• Students choose a word/phrase and share it with the class
• Words and phrases are categorized, as a class
• Students reread their writing to find something else they did well that
matches the criteria
• Students borrow from the categorized words and phrases, something
they would like to add to their writing, now that their thinking has
been sparked by others’ ideas
What’s next?
• Kate able to continue to address her learning goals, using strategies
from the co-taught lesson, now independently
• EA included in the lesson reflection and able to make decisions for
those students she supports to help them better meet the goals of
the lesson (student D)
• RT and Kate, the CT, can reinforce and teach letter sounds and
symbols to student C within the class lesson, and extend/reinforce
using the child’s writing; can better reach all learners when working
together on common goals – 1:1 feedback for all, more time with
those who needed more time

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RETSD.EY.2018

  • 1. Continuing the Class Profile Conversation: growing our practice RETSD November 7 & 8, 2018 Faye Brownlie Slideshare.net/fayebrownlie.retsd.EY.2018
  • 2. Learning Intentions • I have reviewed the class profile process and better understand how to make our class profiles more effective • I have an action plan to use the information gathered from our class profiles • I have begun to formulate a co-planning, co-teaching plan for my class/school • I better understand how to move to school profiles from class profiles
  • 3. • Inclusion is not a special education initiative, rather it belongs to general education and is a reflection of the society we want.
  • 4. Reviewing our reviewsJ • What worked? • What didn’t work as well? How did you make it better? • What’s next? What do you wonder?
  • 5. Goal to support students in working effectively in the classroom environment
  • 6. Goal to work together to better meet the needs of all students
  • 7. Rationale By sharing our collective knowledge about our classes of students and developing a plan of action based on this, we can better meet the needs of all students.
  • 8. A Key Belief Intervention is focused on classroom support. Classroom-based intervention does NOT mean that all specialists have to be in the classroom all the time. Instead, the RESULTS of their work have to show up in the classroom.
  • 10. Even more goals More goals Goals Access Challenge Planning for the RANGE: Extending for further access and challenge
  • 11. I want to focus on … • Each learner as an individual and a community member • Tasks that are worthwhile and meaningful • Individual, personalized feedback during the learning • Balance in the programming: • Whole class, small group, individual • Multiple ways of learning • Time for collaboration: • Co-planning • Co-teaching • Maintaining a firm, research-based, pedagogical foundation
  • 12. I want to remember … • Teachers, not programs, make the difference • A growth mindset • A belief system • Strategies to enable the learning • A coach to provide feedback and support
  • 13. The key words … • Access • Low floor, high ceiling
  • 14. Class Review/Profile • Strengths-based approach • Collaborative • The classroom teacher is the heart of the process • Goal: support a community of learners • Goal: create a plan
  • 15. • Meet as a school-based team, with the administrator • Each classroom teacher (CT) joins the team for 45 minutes to speak of her class • Subs provide coverage for CTs • Follow the order of strengths, needs, goals, individuals • The CT does not do the recording or the chairing
  • 16. • One team member conducts the interview. • Another records. • The classroom teacher(s) do not fill in a form to answer the questions in advance, but should know the questions they will be asked. • The class is described as a whole first, then individual students are described. • The goal is to create a plan of action.
  • 17. • Decisions about individual students focus on supports already in place. • New supports developed are to be used as part of ongoing classroom activity. • All adults and students work toward skill development, application and generalization as a shared goal.
  • 18. 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?
  • 19. Class Review Learning in Safe Schools Teacher: Class: Classroom Strengths Classroom Stretches Individual Concerns Class Review Recording Form (Brownlie & King, 2000) Goals Decisions Medical Language Learning Socio-Emotional Other
  • 20. No plan, No point
  • 21. The Vision A Remedial Model (Deficit Model) ‘Fixing’ the student Outside the classroom/ curriculum A Shift from….. to An Inclusive Model (Strengths Based) ‘Fixing’ the curriculum Within the classroom/ curriculum to
  • 22. Transformations within the Inclusive Model Pull-out Support / Physical Inclusion • still a remedial model – to make kids fit • In the class, but often on a different plan Inclusion • Classroom Teacher as central support • Resource Teacher – working together in a co-teaching model
  • 23. • Look at your class profile and consider one change/improvement that could be made • Whip around and share
  • 24. • Consider having the teacher fill in the individual student needs at the bottom BEFORE the meeting to have more time to focus on class strengths, stretches, needs and goals • 45 minutes • Ensure there is time for a beginning of ‘what’s next?’ before you leave so an action has been designed. Connect this to strengths and stretches. • The end in mind: a whole class plan • Individualization/personalization within the class plan
  • 25. • AB story of K – 30 K’s, 17 adults throughout the week • Narrow the # of contacts • Plan plan plan • Share successes at staff meetings • Your goal • Your action • What worked? • What will you revise? • Marg’s ‘adjust the schedule’ meetings • Weekly SBT meetings • What’s working? • What’s not? • What’s next?
  • 26. • It is critical to focus on the class plan, aiming for the active inclusion of ALL students. • Who are our students? • What is the goal? • How will we work together to achieve this goal? • Who has what role? • How will we know that what we are doing is working? • What are the range of supports we are providing for the students in this class?
  • 27. Identify desired results. Determine acceptable evidence. Plan learning experiences & instruction. Three Stages of Backward Design
  • 28. Kate’s Grade 1/2 • Goal: • Move beyond writing with frame sentences • Build stamina for writing • Build independence in spelling • Plan: • Co-teach a writing lesson, spending more time up front to increase students’ ability to work thoughtfully and independently • Questioning from a picture; all voices heard • What’s the story behind this picture? • Have a quick mini-conference with each student AS they are writing • Comment on what is working and ask a question to extend the language and thinking • Personalize the feedback • Highlight ‘treasures’ in each student’s writing • Share the treasures to begin to build criteria for powerful writing
  • 30. The range of students • Student A • Sees herself as a writer • Keen to write and read • Student B • Actively avoids ‘school tasks’ • Only interested in mindcraft • Student C • Learning the letters of the alphabet • Knows several sounds • Student D • Speaks 2-5 words • Often overcome by change or the busyness of the classroom
  • 37. • Highlighted words are written on pieces of paper • Students choose a word/phrase and share it with the class • Words and phrases are categorized, as a class • Students reread their writing to find something else they did well that matches the criteria • Students borrow from the categorized words and phrases, something they would like to add to their writing, now that their thinking has been sparked by others’ ideas
  • 38. What’s next? • Kate able to continue to address her learning goals, using strategies from the co-taught lesson, now independently • EA included in the lesson reflection and able to make decisions for those students she supports to help them better meet the goals of the lesson (student D) • RT and Kate, the CT, can reinforce and teach letter sounds and symbols to student C within the class lesson, and extend/reinforce using the child’s writing; can better reach all learners when working together on common goals – 1:1 feedback for all, more time with those who needed more time