inclusion, quesnel school teams

Inclusion: �a belief system for all

QuesnelSchoolTeamsJune7,2016

FayeBrownlie

Consensus Draw

•Whatdoesinclusionmeantoyou?•Writedownthe1st5wordsthat

cometoyou.

•Circlethemostpowerfulword.

•Shareyourpowerfulwordandtellwhyitispowerful.

•  Cometoconsensusinyourgrouponacommonsetofwordsthatdefineinclusion(5-10).

•  Usethechartpapertoshowthesewords-noleLers,wordsornumbers!

•  Discussthekeywords.

•  InclusionisnotaspecialeducaRoniniRaRve,ratheritbelongstogeneraleducaRonandisareflecRonofthesocietywewant.

•  Diversityisstrengthandweareenrichedaslearnersandcommunitymemberswhenweworktogethertowardsharedgoalsthatbenefitallstudents.

•  WedoknowenoughcollecRvelytoteachallstudents.

Whichiswhich?

•  Inclusion•  Exclusion•  IntegraRon•  SegregaRon

MOORE,S.&WATSON,L.PR-ALL-GRAMMING-SESSION1,2012

DIVERSITY&INCLUSION

MOORE,S.&WATSON,L.PR-ALL-GRAMMING-SESSION1,2012

DIVERSITY&INCLUSION

Schools as communities where everyone ‘owns’ all students

Chap.1-4

LearninginSafeSchools,2nded–

Brownlie&King

Goal:

tosupportstudentsinworkingeffecRvelyintheclassroomenvironment

Rationale:

BysharingourcollecRveknowledgeaboutourclassesofstudentsanddevelopingaplanofacRonbasedonthis,wecanbeLermeettheneedsofallstudents.

A Key Belief

IntervenRonisfocusedonclassroomsupport.Classroom-basedintervenRondoesNOTmeanthatallspecialistshavetobeintheclassroomalltheRme.Instead,theRESULTSoftheirworkhavetoshowupintheclassroom.

The Class Review Process

LearninginSafeSchools–Brownlie&King,2nded.PembrokePress

•  Meetasaschool-basedteam,withtheadministrator

•  Eachclassroomteacher(CT)joinstheteamfor45minutestospeakofherclass

•  TOC’sprovidecoverageforCTs•  Followtheorderofstrengths,needs,goals,individuals

•  TheCTdoesnotdotherecordingorthechairing

ImplementingClassReviews

Whatarethestrengthsoftheclass?

Whataretheneedsoftheclassasawhole?

Whatareyourmaingoalsfortheclassthisyear?

Whataretheindividualneedsinyourclass?

Class Review Learning in Safe Schools, 2nd ed.

(Brownlie & King, 2011)

Teacher: Class:

Classroom Strengths Classroom Needs

Other Socio-Emotional Learning Language Medical

Goals Decisions

Individual Concerns

Class Review Recording Form

Rationale for Collaboration:

•  Bysharingourcollec>veknowledgeaboutthewholeclassanddevelopingaplanofac>onbasedonthis,wecanbeHermeettheneedsofallstudents.

Goal:

•  tosupportstudentstobesuccessfullearnersintheclassroomenvironment

A Key Belief

•  Wheninterven>onisfocusedonclassroomsupportitimproveseachstudent’sabilityandopportunitytolearneffec>vely/successfullyintheclassroom.

No plan, No point

Co-teachers:�When two teachers are in the room,

they can…•  Workfromaplanbasedonstudents’strengthsand

needs•  Differen>ateinstruc>on•  UseAFLstrategiestoassessunderstanding•  Increasepar>cipa>onofallstudents•  Decreasebehavioralchallenges•  FocusaHen>on•  Increasestudentindependence•  Teachself-regula>on•  Modelposi>ve,strengths-basedlanguage•  Talktoeachotheraboutwhattheyarelearningabout

theirstudents

Questions to Guide Co-Teaching

•  Areallstudentsac>velyengagedinmeaningfulwork?

•  Areallstudentspar>cipa>ngbyansweringandaskingques>ons?

•  Areallstudentsreceivingindividualfeedbackduringthelearningsequence?

•  Howisevidenceoflearningfromeachday’sco-teachingfuelingtheplanforthenextday?

A Co-teaching Question: Isthisthebestapproachtomaximizestudentlearning:

•atthis>me

•forthistask

•forthisstudent?

The Vision

ARemedialModel

(DeficitModel)‘Fixing’thestudent

Outsidetheclassroom/curriculum

AShigfrom….. to

AnInclusiveModel(StrengthsBased)‘Fixing’thecurriculum

Withintheclassroom/curriculum

to

Transforma>onswithintheInclusiveModel

Pull-outSupport/PhysicalInclusion•sRllaremedialmodel–tomakekidsfit•Intheclass,butogenonadifferentplan

Inclusion•ClassroomTeacherascentralsupport•ResourceTeacher–workingtogetherina

co-teachingmodel

Shifting or reaffirming resource/support models

Chap.9

SampleElementaryDayLearninginSafeSchools,2nded.

8:15-8:45 School-basedteammee>ng8:45-9:30 Gr.6/7LiteratureCircles9:30-10:15 Gr.2/3GuidedReading10:15–10:30 Recess10:30-11:15 Gr.2/3Math11:15-12:00 Gr.3/4WriRng12:00-12:50 Lunch12:50-1:35 KWriRng–co-teaching1:35-2:20 Gr.6/7Individualsupport2:20-3:00 DPA–orpaperwork

SampleMiddle/SecondaryDayLearninginSafeSchool,2nded.

8:40-9:45 ResourceRoom–scheduledanddrop-instudents

9:45-10:15 Break

10:15-11:35 SupportBlock:co-teaching

11:35-11:55 USSR

11:55-12:38 Lunch

12:38-1:53 SkillsBlock–scheduled,lifeskills

1:53-2:00 Break

2:00-3:15 Co-teachingScience10andMath8,alternatedays

Co-Teaching Models�(Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson

& Blednick, 2011, ASCD)

•  1teach,1support•  Parallelgroups•  Sta>onteaching•  1largegroup;1smallgroup

•  Teaming

Resources•  Assessment&Instruc>onofESLLearners–Brownlie,Feniak,

&McCarthy,2004•  GrandConversa>ons,ThoughDulResponses–aunique

approachtoliteraturecircles–Brownlie,2005•  StudentDiversity,2nded.–Brownlie,Feniak&Schnellert,

2006•  ReadingandResponding,gr.4,5,&6–Brownlie&Jeroski,

2006•  It’sAllaboutThinking–collabora>ngtosupportalllearners

(inEnglish,SocialStudiesandHumani>es)–Brownlie&Schnellert,2009

•  It’sAllaboutThinking–collabora>ngtosupportalllearners(inMathandScience)-Brownlie,Fullerton&Schnellert,2011

•  LearninginSafeSchools,2nded–Brownlie&King,Oct.,2011