22/09/09©hubert marx1 « la consultation des enseignants en cas d’échec scolaire » a...

22/09/09 ©Hubert Marx 1

« La consultation des enseignants en cas d’échec scolaire »

A pilot-project supported by the Ministry of Education and the Town of Luxembourg

directed by Hubert Marx, PG SpLD

Presentation during the INSPIRE-Course, Tallinn, Estonia, 10-16.10.09


INTRODUCTIONINTRODUCTION

Luxembourg: a country with 3 official languages: Luxembourgish, French,German

No other choice: Belgium, France and Germany are neighbors.

Luxembourgish: « lesser used languages »

Where is Luxembourg?


POPULATION

Total inhabitants (2008): 493000

43,7% belonging to another nation

High immigrant rate has its effects on the school population (2007/08)*:

- 56.1% have a Luxembourgish linguistic background

- 43.9% have a different / foreign linguistic background

(- 23.6% have a Portuguese linguistic background

- 5.3% come from ex-yugoslavia)* « précoce, préscolaire, primaire, spécial, différencié »


POPULATION

The official trilingual situation represents a truly existing multilingual situation

This presents many challenges for children in primary school


MODEL

The model of Cummins

BICS: Basic Interpersonal Communicative Skills.

These skills are the basic skills sufficient only to converse with peers and teachers

CALP: Cognitive Academic Language Proficiency.

This proficiency refers to the cognitively demanding (spoken and written) language skills required to achieve school success


----

L’2L’4L’5

L’2L’3L’4

L’2L’3L’4

L’2L’3L’4

L’2L’3L’4

L’2L’3L’4

L’2*L’4

L’4

L’1L’2L’3

L’1L’2L’3

L’1L’2L’3

L’1L’2L’3

L’1L’2L’3

L’1L’2L’3

L’1L’2L’3

L’1L’2L’3

L’1L’2L’3

L’1L’2L’3

L’1L’2L’3

L’1L’1

L2L3L4

L1L2L3

L1L2L3

L1L2L3

L1L2L3

L2L3

L2L3*

L2

L1L1L1L1L1L1L1L1L1L1L1L1L1

6e 8e

7e 7e

6.5.4.3.2.1.Prés. 2Prés.1Précoce

13121110987654321

nLC CALP

nLC BICS

LC CALP

LC BICS

Grade

Age (years)

Table 1: Language contact, use of languages, learning languages for children in Luxembourgish achools - schematic representation

Explanations :Précoce: early educationPrés. 1: 1st preschool-yearPrés.2: 2nd preschool-yearLC: child with Luxembourgish as his mother tonguenLC: child with another mother tongue (mostly Portugeese)BICS: see Cummins: Basic Interpersonal Communicative Skills, required for social contact (context embedded)CALP: see Cummins: Cognitive Academic Language Proficiency, required for school work (context reduced)

Languages :For native Luxembourgish students For immigrant / non-native studentsL1= Luxembourgish L’1= mother tongue (mostly Portuguese)L2= German L’2= FrenchL3= French (* = second part of the year) L’3= LuxemburgishL4= English or Latin L’4= German

L’5= English or Latin

Secondary school


COMMENTS ON TABLE 1

the language learning situation is configurated more feasibly to the children with a Luxembourgish background

for the other children there exist more barriers to acceed to the languages offered at school

the more languages are offered, the more interferences occur


Background 1

Very high rate of school failure in Luxembourg!!!!In a study by SCRIPT* 20.2 % of the children of primary school are older than the « normal » age (SCRIPT, 2005)This rate is for 2007/08: 19.9%**That means that every 5th child leaving primary school is older than his classmates

• *Service de coordination de la recherche et de l’innovation pédagogique et technologique• **MENFP (2009), Statistiques globales et analyse des résultats scolaires 2007/2008


Background 2

The school-career of these children was not « normal » Most of them had to repeat one ore several yearsThe average level of older children in classrooms in other countries of the EU is about 10%!


Background 3

In a study I made four years ago I could find out that at the end of the 2nd school year: 7.98 % of the children with a luxembourgish

mothertongue background can be seen as at-risk students

10.21% of the children with another mothertongue background can be seen as at-risk students (Marx, 2005) (data of the Town of Luxembourg)


Background 4

In this at-risk group we find several different school problems. Most of them can be treated, when problems are detected as early as possible and when an adequate material and/or methods come into use.

… and here is the pivotal point where the pilot-project should be helpful.


Idea 1

The model is a « consultation » model……because the teacher is the expert: she/he sees the child most of the time at school and works with him.The consultation of the teacher should give the teacher an approach of the special needs for the child with problems. This helps the teacher to a better understanding of the child an should lead to an integration in the class.


Idea 2

The mainstream classteacher has perhaps not always a specific knowledge and/or adapted material… she/he can profit from a consultive structure.

The consultation will be done by a specially trained teacher or educator

The consultation will take place AT SCHOOL with the teacher(s)and with a child presenting a problem


Idea 3

This approach is not new! Similar consultation structures exist in many countries (D: Bavaria, B: Flanders, UK: Scotland, N, NL, USA). In France the « instituteur de référence » has a similar role.All these structures have a common goal: to reduce and prevent school failure and to cope with personal and time problems of the classic « specialist » structures The structures with the specialists, like EPs, social assistants, medical people can concentrate on their core business.


Main goals

Reducing school failure in a medium and long range perspective by early detection and intervention

Helping/consulting the classroom teacher in order to guarantee an inclusion of the child presenting a problem


Operative goals 1

Implement a consulting structure in every (big) school (small schools should be attached to a neighboring big school)This structure operates in this specific schoolThe consultant works together with the teachers and all the other organisations (like Inspectors, CMPP, SMPP, SREA, EDIFF, SGE etc…)*It is also possble to have a consulting team

* Special education structures in Luxembourg


Operative goals 2

In the case of occuring school problems/difficulties the classroom teacher contacts the consultant

With the help and the permission of the parents and the teacher, the consultant makes a first analyses of the situation in school (educational tests, questionnaires, observations in the classroom, etc… )


Operative goals 3:

So in that sense he operates with adaquete material a first limited diagnosis of school problems

With these results in mind he develops an individual learning plan (ILP) and makes a proposal for material and methods to the teacher for use in class (inclusion). Parents are informed about all these steps.


Operative goals 4:

If that is not possible an orientation to another school structure should be considered (i.e. « classe d’appui »)(integrational view)The consultant follows every child during the time of intervention with all his teachersThe ILP is a contractual mean between teacher(s), parents and the childThe ILP is evaluated at least once a year and might be adapted (reduced / extended)


Operative goals 5:

In the case that the problems will not be mastered in a certain time or if there are other occuring problems, the consultant should contact the other existing structures and professionals (SREA, CMPP, EPs etc…)


Operative goals 6

The « consultant » is present in every meeting between teacher(s) and parents of a child with existing problems or of an at-risk student

The main organsisation (and by there the inspector) (VdL: SMPP, L: SGE) is briefly informed of every step by the consultant


Realising the pilot-project 1

Training for teachers assuming the role of a consultant


Date Horaire Sujet Forma/teur(s)/trice(s)7.2. 16h30-18h00 S1 Difficultés d’apprentissages spécifiques…. H. Marx13.2. 16h30-18h00 S2 Théories cognitives…… H. Marx20.2. 16h30-18h00 S3 Situation multilinguistique ….. H. Marx6.3. 16h30-18h00 S4 Aspects psychologiques…. H. Marx13.3. 16h30-18h00 S5 Dépistage… H. Marx20.3. 16h30-18h00 S6 Moyens formels…. H. Marx25.3. 09h00-12h00 E1 Introduction à la dysphasie et présentation

des moyens de l’apprentissage des languesappropriés

Dr L. NicolayN. BackA.-M. Wolter

27.3. 16h30-18h00 E2 Graphomotricité C. Prêtre1.4. 08h30-12h00 E3.1 Orthophonie

E3.2 Le centre pédopsychiatrique de jour auCentre Hospitalier de Luxembourg

P. LommelD. Bailleux (év. etal.)

3.4. 16h30-18h00 E4 Interventions psychologiques, sociales et depédagogie curative en milieu scolaire

A. LesselS. LoutschL. Kraus

24.4. 16h30-18h00 S7 Interprétations et PIA… H. Marx3.5. 08h30-12h00

14h00-16h00S9 Fon-O-GrammS10 Fon-O-GrammS11 Fon-O-Gramm

H. Marx

8.5. 16h30-18h00 S8 Méthodes utilisables H. Marx15.5. 16h30-18h00 S12 Programmes pour ordinateurs H. Marx24.5. 08h30-12h00

14h00-16h00S13 Consultation 1S14 Consultation 2S15 Equipe pluridisciplinaire ….

H. Marx

29.5 16h30.18h00 E5 Comment tester les dyslexiques….. S. UgenExplications :

S1-S15 séances 1-15 prévues par le plan présentéE1-E5 interventions externes



Training for teachers assuming the role of a consultant

Implementing the consultation structures in the schools First in one school afterwards in a few schools

with an external assistance General implementation in one commune

afterwards propagation troughout the country



The concept of the pilot-project agrees with the new school law (6/2/2009).The acceptance of the project is very large Ministry: Minister of Education, Inspectors, Primary Instruction Dep., SCRIPT, SREA, EDIFF, SGE

City of Luxembourg: Bourgmestre, Echevin de l’Instruction, Service de l’Enseignement, Service médico-psycho-pédagogique



The acceptance among the teachers is very good: in the first course there were 28 inscriptions.

This project is not the only one in Luxembourg: Differdange Hosingen Mertert/Wasserbillig


Perspectives

First external and independant evaluation took place (course, first implementation)Creating synergies with the other projects in order to harmonise the conceptsFine tuning of the concept relying on the experiences in every day work and adaptation to the new school lawStrengthening of communication tasks (at school and with external services)Training of consultative approaches (teacher-teacher, parents-teacher, specialist-teacher) in order to define the consultation work


Generated spin-offs of the projet:

Creation of a reflection group within the multiprofesionnal team with teachers in order to improve interprofessional communication.

« consultation collégiale » offered on demand for teachers in the town of Luxembourg

Peer learning group for teachers


My view:

When school problems and learning difficulties occur it is up to the school to

treat them


Thank you for your attention!


Formation continue issue du projet « The Consultation Project » • 106170-CP-1-2002-BE-COMENIUS-C21Blankenberge 23.4.-29.4.2005 • Dany BARTHEL, Ecole de Wasserbillig • Hubert MARX, Ecole de Luxembourg (r.D. Schlechter)

Prise en charge traditionnelle des élèves en difficulté…en théorie!

Elève EnseignantEcole

Structure de prise en charge EXTERIEURE

Signalisation Diagnostic

Intervention de plusieurs experts

Aide Proposition d’intervention

Prise en charge externe

ECOLE

© Dany Barthel et Hubert Marx


Formation continue issue du projet « The Consultation Project » • 106170-CP-1-2002-BE-COMENIUS-C21Blankenberge 23.4.-29.4.2005 • Dany BARTHEL, Ecole de Wasserbillig • Hubert MARX, Ecole de Luxembourg (r.D. Schlechter)

Prise en charge traditionnelle des élèves en difficulté…en pratique!

Elève EnseignantEcole

Structure de prise en charge EXTERIEURE

Signalisation Diagnostic

Aide Proposition d’intervention

Prise en charge externe

ECOLE


A. Ecole

- Moyens pédagogiques en classe

- Contacts parents

degré élevé de problèmes

scolaires et/ou comportementaux B. SGE

Psychologue (toujours)

au besoin

-assistant/e social/e

-SREA

-logopédie

-(psychomotricité

-(pédagogie curative)

Parents

SGEInspectorat

Pro

posi

tion

s au

x pa

rent

s

oui

non

aux parents

conseillé aux parents

Médecins spécialisés

CMPP nationale

CM

PP

rég

ion

ale

C.

D.


Formation continue issue du projet « The Consultation Project » • 106170-CP-1-2002-BE-COMENIUS-C21Blankenberge 23.4.-29.4.2005

Prise en charge des élèves en difficulté: le modèle consultatif… idéal!

Enseignant + prise en charge interne

ELEVE

CONSULTATION(consultation individuelle, diagnostic pluri-disciplinaire, échanges pédagogiques)

Ressources à prévoir

AideEcole




Prise en charge des élèves en difficulté: le modèle consultatif… réalisable!

Enseignant + prise en charge interne

ELEVE

CONSULTATION(consultation individuelle, diagnostic pluri-disciplinaire, échanges pédagogiques)

Ressources à prévoir

AideEcole


+ ParentsTEAM

Inspectorat

Instit.spécialisé(e) et/ou psychologue et/ou pédagogue

Logopédie et/ou orthophonie

Ergothérapie et/ou psychomotricité

internes externesaide médicale

autre aide thérapeutique

aide spécifique (ex.SREA)

aide pédagogique

appui scolaire

travail parents

aide thérapeutique (ex. dyslexie, dyscalculie,, ADHD…)


Inclusion de l’élève dans l’environnement pédagogique de sa commune Donner à l’enfant en difficulté, à sa famille et à ses enseignants le plus

rapidement possible les moyens adéquats pour son développement

L’enseignant est l’expert en matière d’ enseignement (« the teacher is the expert for teaching »). Elargissement de ses compétences dans son travail, en lui offrant de le consulter, de l’ aider et de le former …à l’intérieur de l’environnement pédagogique (travail individuel ou en groupe (peer group consulting)

Faciliter et implanter le travail de consultation et d’ information des parents des enfants en difficultés par une prise en charge immédiate dans l’environnement pédagogique (coopération entre tous les acteurs)


Les BUTS et FILS CONDUCTEURS?? du modèle consultatif inclusif….idéal:


22/09/09©hubert marx1 « la consultation des enseignants en cas d’échec scolaire » a...

Documents

hubert marx6 page

primary school page

hubert marx8 background

hubert marx9 background

hubert marx11 background

hubert marx10 background

school success page

luxembourgish background