learning services introduction - coming together in more ways than one!
DESCRIPTION
Last June, our district made some 'physical changes' that involved relocating our instructional coaches in the same area as our itinerants (ie. ELL, Gifted, LA, Psych, Resource, SLP, PT, Reading Recovery Leader, Counselling, Complex Needs, SWIS). We needed to collectively establish "who we are' as a Learning Services team - and not just make a name and physical change. Here's an overview of our day together last June! Pulling in what we know, what others are doing...creating our own pathways...TRANSCRIPT
WE CAN - COMOX http://www.youtube.com/watch?
v=59Aj9E5lCn0
Coming together is a beginning; keeping together is progress; working together is success.
Henry Ford
June 5th, 2013Planning Day
Learning Services
More than just a name change!
Our day
MOVING FORTH MOVING FORTH ““Together We LearnTogether We Learn””
Honoring the Past...Honoring the Past...
Planning for the FuturePlanning for the Future
Creating NEXT PracticeCreating NEXT Practice
‘‘connecting the dotsconnecting the dots’’
Respecting the process of changeRespecting the process of change
Creating NEXT PracticeCreating NEXT Practice
‘‘connecting the dotsconnecting the dots’’
Respecting the process of changeRespecting the process of change
1. BAGGAGE CHECK OUT 2. NEW PIECE 3. CHECK IN!
RTI
DIVERSITY is the norm…
“DISABILITY” NOW COMES IN MANY
FORMS OF SPECIAL LEARNING NEEDS
SPED MENTAL ILLNESS
LA
GREY AREASGREY AREAS
Only 65-70% of students are referred to as “typical” learners.
UNIFIED APPROACH is the norm…UNIFIED APPROACH is the norm…
Only ??? of students are referred to as “typical” learners.
Only ??? of students are referred to as “typical” learners.
ALL LEARNERS
ALL NEEDS
SPED MENTAL ILLNESS
LA
GREY AREASGREY AREAS
AB ED
TECH ED
ALTERNATE ED BEHAVIOUR
ADAPTED RESOURCE DES
ELL / SWIS
STRATEGIC PLAN WITH M OF ED AND BCCASE
36
Action...to WISE action...
to action that LASTS
36
...beyond “best practice”...developing a “Community of
Practice”
Learning services
I used to think.... now i think....
Two to Tangle
New learnings....
Position/Roles
Learning Support
RTI continuum of Learning Support
“if we believe this, then”
HIGH yield
One Pager
Learning Services Strategic Plan
Ministry Initiatives
Unified Approach - systemic & sustainable (RTI, UDL, PBS, SBT)
primacy of ct; collaboration
early intervention
functional needs
transitions
GRAD/school completion
ABORIGINAL EDUCATION
PARENT ENGAGEMENT
Technology
INTERNAL REVIEWS
DISTRICT REVIEW TOOL - OUTCOME
DIVERSITY /INCLUSION UNDERSTANDING
TRANSITIONS
“Together” “Unified”
Why?
How?
What?
Who?
Where?
When?
Elevator Speech “What do we do...How
do we do it?”Support to the teacher (primacy of CT)
Biggest Concerns
Collective Problem Solving
Universal Strategies to Child Specific - Continuum of support
Targeted: practical pieces 1:1, safety, medical, 1701
Classroom “Our focus ~ what can we
try?”independence; self-advocacy
what do we know; Ax; resources
communication paths; Survey; interview; phone call; cheat sheet for guiding questions; common questions
Things we can offer; making connections with/at pro d & school presentations; become more knowledgeable
involved at schools; match making/mentoring; co-facilitating
Collaboration; Knowing our own roles; helping others understand; continuum of support
TEMPLATES
Complexity is in the Simplicity
Learning Environment
Curriculum
Instruction, Support, Intervention
Assessment
Collaborative review and next actions
Initial Feedback #1
Resource: LA, RT, Inclusion = Learning Support; focus on supporting CT
Collaboration - time to have focussed conversation in addition to your existing conversations with CT; being involved with the ‘main collaborative’ (ie. literacy, numeracy...) discussions at the Universal level - vs ‘instead of’
possibility of bringing in CT’s around functional needs, processes
structure of a SBT; role of lit/numer/PBS leaders on site
Initial Feedback...
We have great tools / information for functional assessment, however we need to look at the processes to help use, support, follow up....
Initial Feedback #2
UDL - planning for the challenge...
the follow up; the ongoing ‘monitoring, networking, revising’ What does this look like in practice?
District Wide focus vs. ‘band wagon’ ‘shiny rock’
now a Ministry expectation...it’s not a shiny rock
the HOW to teach vs WHAT to teach
involving the ‘team’ vs one person in isolation: HIGH YIELD
“Susan Close” experience - ‘how it fits’
#2 feedback
3 intense days together...what it is, how, go and apply; come back in November; “Active Learning” scenario PBS model
‘CREATE series’ - we need to learn as a team - with a team not good to learn in isolation
eg. Ex Functioning...session, come back - follow up
• What is needed?
