Queneesh Big Questions: Who are we? Where are we Coming from? Who am I Teaching? looking at ways to get to know our students What am I Teaching? Looking at ways to plan for those students

A Quick Greeting Name/Role at the Q Walk about hello

Goals… Three goals for the day… Take some time to get to know each other. Provide you with a variety of tools and some practice using those tools to get to know your learners and their needs. Make the connection that understanding our learners will help to plan which competency becomes a priority for your class and the school.

Our path An introductory chat sessions and art project. 60 min. Individual and small group Break 20 min. Tools and Strategies inspired by Shelley Moore. 30 min. Whole group Case Studies and using the tools. 30 min. Small groups Lunch 60 min. Using the strategies, tools and student info to explore the needs of your class. 120 min. Small grade groups to support one another and share information.

Here we go! Line up Order yourselves “Years teaching” Table Number count off Introductions

History of Queneesh Glacier View - Denise Montessori - Anne Queneesh Legend - Catherine

An Identity Tapestry

Give One to Get One Name Role I bring with me to Queneesh 1. ________________ 2. ________________ 3. ________________

Our Plan Prepare an item, with your name (will be viewed by our community) and a ball of yarn Catherine and Christine (and some helpers) will prepare the descriptors Listen for an invitation to weave your yarn through the Q tapestry

Break When we get back… Tools to help us get to know our learners (Who am I teaching?) Tools to help us see the big picture of our classes (What does my class need?) Time to practice using the tools

Our Plan! Shelley Moore 2016

Who Am I teaching? Start with Strength Responsive What can we already do and what do we need to do next? vs. Where should we be and why aren’t we there? Responsive What competencies do we need to target? As an individual As a group as a whole Continuums of Success What is our range? Who needs the most support? Who needs the most challenge?

Who am I Teaching? How do you get to know your students? Take 2 min and quickly and silently brainstorm tools and ways you get to know your students. Share at your table ways you get to know your students and discuss why it is important to know your students. Recorder to put on chart paper

Who am I teaching? Knowing your students and planning for them “Knowing your learners, is foundational to designing curriculum,” (Childre, 2009) Understanding our learners helps us to understand which aspect of the curriculum is a priority for our class and for our planning. Understanding students through the RTI (response to intervention triangle) Some core assumptions The educational system can effectively teach ALL children Early Intervention is critical (catching kids BEFORE they fall)

Who am I teaching? Setting up an RTI Triangle

Who am I teaching? Student profile: Let’s build an RTI triangle to help us identify which students go where. Each person will choose a student profile that fits in one of three tiers. The information is based on the students ability to work and socialize with peers. (social responsibility competency) Take some time to think about which tier your students fits in and why. Which student will require the most support which will require the most challenge.

Who am I teaching? Case Study Mrs. Peacock is getting know her students. She has been observing them for the past two weeks and has made a few notes about their social interactions (your student profile). She wants to know where her students fit on the RTI triangle under the lens of the social responsibility competency. She wants to know their strengths and stretches so she can prepare the supports and challenges her students will need. Each member read out their profile and as a group try to place them on the triangle. If you have extra time brainstorm some strategies to support and challenge your learners. Walk around the room and see if others created the same triangles.

What now? This afternoon each teacher, collaborating in similar grade groups will receive the student info cards created by last year’s teacher. Go through each lens outlined on the card and build an RTI triangle for your class. Once the triangles are built talk to one another about the supports and take time to share and discuss the students that you will be planning for next year.