1. Case management – building student achievement and teacher capacity Robert Dunn November 1, 2012

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3. Why Case Management? Shared Belief: All students can learn… Reaching Students who are struggling in reading Differentiated Instruction Building Collaborative Teaching Teams Implementation Tool for Professional Learning, Job Embedded PD (Assessment & Instruction, AFL, Critical Thinking, Oral Language) Strategy in SPCI, to increase student reading achievement

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5. Case Management Process Group analysis of student learning Plan instructional next steps

6. Case Management Process Embedded in schedule Meet every 2 weeks 20 min. per student, 2 students per session (40 min.)

7. Case Management JK/SK - Gr. 8, including DD, Gifted, MID Students performing @ Level 1 or ‘stuck’ at Level 2 in Reading Grade partners, SERT, Literacy Teacher, Administrator, invited experts such as Speech and Language Pathologist Audio/video evidence, written/scribed reading responses, anecdotal notes

8. Discussion of Student Learning What’s working? Where is it working? How do we know? Student Learning Evidence (to be analysed at next meeting) How / Where to deliver? Guided Independent Modeled / Shared Cross-curricular One to One with teacher Instructional Assessment Strategy Method activating prior knowledge * graphic organizer predicting * story map visualizing * journals questioning * readers theatre drawing inferences * anticipation guide finding important ideas * close summarizing * jigsaw  synthesizing * place mat  evaluating *other  monitoring & repairing comprehension Tool Method * rubric * conference * running record * essay * checklist * exhibition/demo * rating scale * interview * anecdotal *learning log * conference *observation * modified miscue * performance task *other * portfolios * questions/answers (oral) * quizzes/tests/exams * response journal * select response * self assessment * classroom presentation *other Refer: to Tracking of Student Learning chart Instructional Next Steps What instructional methods were implemented to help this student? Where in the Literacy Block was this done? Was it implemented across the curriculum? Who was involved? FOCUS: Reading Proficiencies That Need More Consideration Consider what reading proficiency/comprehension strategy(s) would most benefit the student. 1. REVISIT 1. REVISIT (as determined at previous meeting) Analyse Student Learning Based on the Focus & Instructional Next Steps Where in the Literacy Block is this working (e.g. Guided, Independent, One-on-One)? Is this happening in other areas of the curriculum? Who is involved? (teacher, student, SERT, ELL) What part of the student learning evidence supports this? What does this analysis tell you about: 1. The focus? 2. The instructional methods implemented? 3. The student learning evidence used to determine understanding? 4. What feedback should be given to the student? What does the student understand? What misconceptions are present? 2. REVIEW 3. REFLECT What Next? Focus for the student Focus includes: a comprehension strategy, an instructional method and a plan for giving feedback to the student. Consider: How do we involve the student in understanding their learning? 4. REVISE Draft- Maple Network

9. Getting Started – “Tracking of Student Learning” Current Knowledge & Reading Proficiencies: Strengths: Oral skills (expressive and receptive) High frequency sight words vocabulary in reading and writing Letter Knowledge, phonological awareness skills (i.e. rhyming, blending, segmenting sounds) Concepts about print including directionality, one-one matching, Ability to read patterned text or simple non-patterned text Use reading cues (meaning, structure and visual information) in an integrated way when reading Comprehension (listening vs. reading comprehension) Ability to retell a short story in sequence using text vocabulary, Ability to make relevant personal connections to text Ability to predict Ability to visualize

10. Focus: Reading Proficiencies That Need More Con sideration Consider what next reading ability/comprehension strategy(s) would most benefit the student

11. Revisit Setting Direction through: Curriculum expectations Strengths & needs determined at previous meeting Instructional focus & methods previously set

12. Instructional Next Steps What instructional approaches are you going to implement to help this student? What interventions need to be made? How are they going to be made? Consider the gradual release of responsibility: modeled reading/think aloud (read aloud), shared reading, guided reading, literature circles/book clubs, independent. Where in the Literacy Block will this be done? Who is involved?

13. Student Learning Evidence What evidence will be assessed to determine the student’s current state of achievement? What do you expect to see as a result of the instructional intervention? What is the timeline given for this intervention?

14. Initiating the Dialogue

15. Review & Reflect Leading the Instructional Program through: Analyzing student learning Determining strengths & needs Evaluating instructional methods used

16. Evidence of Oral language

17. SK Reading Evidence

18. SK Review & Reflect

19. Revise Determine instructional focus Formulate instructional next steps

20. SK Revise

21. Remind Securing Accountability through: Establishing student learning evidence, to be analyzed at next meeting

22. SK Remind

23. Results By the end of the school year –75% of CM students whose focus is decoding, will be able to decode text at the instructional level (90-95% accuracy) on texts at or approaching grade level. * Includes developmentally delayed students who are significantly below grade level but did make reading gains.

24. Results By the end of the school year –75% of CM students, whose focus is decoding and/or literal comprehension, will achieve a L3 in Retell (primary) or Summary (J/I) on texts at or approaching grade level.

25. Results By the end of the school year –75% of CM students, whose focus is using comprehension strategies in order to comprehend texts beyond the literal level will achieve a L3 in reading responses on texts at or approaching grade level.

26. Results Student M Grade 5

27. Impact on Student Learning “Case Management helps the student focus on their area of need. They are developing an understanding of what helps them and enables them to generalize the strategies they’ve learned over other curriculum areas”

28. Impact on Student Learning “You can see how Case Management impacts on student learning by looking at the confidence of children…their reading abilities are growing.” “Because of Case Management, I can see that students’ attitude towards reading has improved.”

29. Impact on Teacher Practice Building Relationships and Developing People: Asset Model-build on strengths to improve weaknesses Use of formative assessment to inform instruction Guided reading lessons more focused Greater variety of formative assessment tools Differentiated instruction increased Feedback more descriptive, specific, frequent

30. Impact on Teacher Practice Building Relationships and Developing People: More collaboration with Grade Partner, Literacy Teacher, Reading Recovery, Special Education Teachers, Administrator PD differentiated for teacher needs, determined from CM sessions Teacher moderation skills increased Teachers more accountable to individual students

31. Reflection on the Process Team work & collaboration produces results Feedback important Must be embedded in schedule Protocol and norms: a must Time needed for effective change Tool for school planning-strengths & needs of students and staff

32. Challenges Timetabling and scheduling Assessing student work or teacher instruction? 20 minute time restriction Following evidence of student learning protocol Bringing new staff ‘up to speed’ Other initiatives that require for job- embedded time

33. Next Steps Further Developing the Organization: Increase knowledge of how students learn to decode and comprehend a variety of texts Increase understanding of the power of Oral Language instruction on reading/writing development Phonological Awareness embedded in primary grade’s assessment and programming Assessing Critical Thinking

34. Case Management Simulation In pairs of schools, present your student who is slightly below grade level – What evidence do you have of current achievement? – Use the case management document – “Tracking of student learning” organizer to begin.