Agenda

1. Layers of Intentionality: Tasks, Assessments & InterventionsAmanda Huddleston and Jennifer Edmondson-NeilyRobert Thirsk High School

2. Agenda • Using the Response to Intervention Model to support all learners • English Language Arts Example • Questions ? • World Café • Reflection

3. Tier 1- Universal • Learning Communities enhance belonging and foster connections • Academic Focus (flex period) fosters personalized learning (i.e. quiet study area, active movement break, access to technology, access to teacher experts, peer tutoring). • Connect Time and Learning Plan processes, we help students understand their learning profile so that they can articulate their learning needs. • Outcome and Competency Based Assessment – marks are based on knowledge and skills and shows students their learning and what they need to do to improve. • Blended Learning- students in grade 10 are in blended academic courses to work to their highest potential. In English Language Arts and Social Studies, students are blended at the 10 and 20 level.

4. Tier 2- Targeted • When students have not shown evidence of a basic understanding of a high impact outcome, a predictable process is followed. • Step 1- Teachersarrange an alternate due date to complete the task or organize a small group of students to reteach a concept during Academic Focus (flex time). • Step 2- If the assignment is not completed by the alternate due date, or the student does not attend the “reteach”, parents are notified and the student is required to attend Academic Focus time with the teacher until the student has a basic understanding of the outcome.

5. Tier 3- Intensive Intervention • If attempts to intervene in Tier 1 and Tier 2 have not been successful, teachers refer the students to the School Learning Team (SLT) meeting. • Step 1- All teachers, Success Centre (Guidance/Resource) and administrators follow a strength-based SLT process to state observable facts and problem solve. • Step 2- Generate strategies to intervene such as: • “credit rescue” or “credit recovery”, • referral for mental health support, • referral to Success Centre for learning strategies/skill development, • Attendance Improvement Plan • Step 3- Implement strategies • Step 4- Review

6. IntentionalTask Design (Example) • Grade 11 Final Verbal and/or Visual Task about “Connection” • Students have intentional choice of… • FORMAT: • Presentation (BOB talk) • visual with a script (PechaKucha) • personal learning metaphor visual displayed in a gallery with written explanation and Q&A period • AUDIENCE: • To the class in final week of regular classes • To a small group of peers in assessment week • CONTENT: • Students can choose to connect characters or themes from the ELA course • Students can speak personally or critically • Students can connect ELA to another course

7. Intentional Assessment • Teacher and/or students discuss what was essential to the task and assess those outcomes/competencies • Peer feedback occurs about the outcomes • Students reflect and self assess competencies used to reach outcomes in task • Outcomes reporting • Teachers intentionally design and assess common tasks (one project, one written and one presentation in every course) • Teachers meet a beginning of year: discuss what do we want students to know and be able to do…then link to key competencies for the discipline

10. Intentional in Three Years of High School Design • In both grade 10 and 11 ELA, all students are in the same class 20-1, 20-2 and 20-4 learners and complete the final task (gives students two more calendar years to develop language skills, allows for individual growth as emphasis). • Students have intentional choice in what they read and study. • Teach students how to identify straightforward, complex and sophisticated texts in order to be intellectually engaged (not an enjoyment choice, but a choice to intentionally challenge self). • Less focus on number of texts read to allow more study depth (What is essential? What is shrinkable?). • By giving choice of personal and critical writing, students develop both and reflect on their strengths.

14. Intentional Focus on Outcomes and Competencies • Intentional individual conversations with students and challenge outcome opportunities before midterm and final report card • ”At midterm, your child is currently at a -1/-2 level. ….because….” • Personal responses to straightforward texts allows student to clearly explore, comprehend, manage information, create and collaborate. He/she uses her critical thinking skills to develop thoughtful controlling ideas in responses. • When a student completes a majority of tasks that are critical responses to complex or sophisticated texts, they will receive -1 credit. • Letter home month before end of course

15. World Café • Share your ideas about… • how you intentionally determine what is essential in your discipline. • how you intentionally determine what is shrinkable in your discipline. • how you intentionally design tasks to be enriching for students. • how a teacher can support a struggling learner through intentionally focusing on acceleration. • how you intentionally link competencies and outcomes for deep learning. • how you intentionally determine what is essential to assess in your discipline. • intentional mid course interventions, for students not meeting the outcomes.

16. Contact Us • Robert Thirsk High School • Amanda Huddleston • abhuddleston@cbe.ab.ca • Jennifer Edmondson-Neily • jlneily@cbe.ab.ca