Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
How to Add a many2many Relational Field in Odoo 17
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?
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.
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
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
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?
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