Looking back and forward at our class review/profile process and refining it to better meet the needs of all students. How do we work together to focus on strengths and stretches for the class or team of students, and use these to set goals and make a plan?

1. Continuing the Class Profile
Conversation: growing our
practice
RETSD
November 7 & 8, 2018
Faye Brownlie
Slideshare.net/fayebrownlie.retsd.MY.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. The key words …
• Access
• Low floor, high ceiling

13. 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?

14. No plan, No point

15. • 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?

16. Identify desired results.
Determine acceptable evidence.
Plan learning experiences & instruction.
Three Stages of
Backward Design

17. Designing Inclusive Activities
Does every student have an entry point?
Can every student
access the curriculum in some way?
stretch themselves?
help others?
experience success?

18. Example: Dave Dunnigan (Gr 6/7)
At the beginning of the year, Dave
and his students go through a
visioning process to create their
learning community.
He asks students:
what makes a great classroom?
How are the students learning?
How is the teacher teaching?
How does everyone treat each
other and interact with each other?
What routines and expectations
help us in our learning?

19. Questions to Guide Co-Teaching
• What are the strengths of your class?
• What areas are you wanting to strengthen?
• What is the curriculum/topic/skill/strategy goal for this lesson?
• What students will need to be specifically considered for inclusion in
this lesson?
• What roles shall we each play?

20. Strategic Questioning
!

21. Participation Structures:
What kinds of
routines and
expectations do
we set up in
classrooms?
Do students
"own"
them?
Do all
students know
what they are?
Do all students know how
to participate effectively?