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Learning Resource Team: Aligning Systems To Support All Learners

Learning Resource Team: Aligning Systems To Support All Learners. What does this look like in our school?. How do we meet the needs of all learners when student needs and strengths vary so greatly?. Meeting Every Learner’s Needs. What does this LOOK,

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Learning Resource Team: Aligning Systems To Support All Learners

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  1. Learning Resource Team: Aligning Systems To Support All Learners What does this look like in our school?

  2. How do we meet the needs of all learners when student needs and strengths vary so greatly?

  3. Meeting Every Learner’s Needs. • What does this LOOK, • SOUND, and FEEL like? Sometimes it’s a little like herding cats!

  4. Today’s Reality As An Educator The opportunity before us is to provide an education for the kinds of kids we have.Not the kinds of kids we used to have. Or want to have. Or the kids that exist in our dreams.

  5. Connecting Activity When it comes to the meaningful inclusion of all learners . . .

  6. Essential Question? How do we collaboratively align our resources and staff to enable us to meet the diverse needs of our learners?

  7. Redefine Learning Support Program Goals Peg Davidson, SD#8 Presentation, 2010

  8. Systems Wide Approach

  9. Make a Connection! What are some of the strengths in your school’s systems? How can your team build on these strengths?

  10. The Learning Resource Teacher “The primary focus of the Learning Resource Teacher is to act as a “resource” to classroom-based teachers working to meet the academic, social/emotional, and behavioral needs of our diverse 21st century learners.  The Learning Resource Teacher acts to support the Classroom Teacher in their efforts to create environments that are flexible, reflective and responsive to student needs.” http://msstudentservices.yolasite.com/learning-resource-teacher.php

  11. Learning Support Program Objectives: • Support the development of inclusive learning environments that create and sustain a sense of belonging and respect; all students are valued members of the learning community. • Support all learners in becoming independent and confident in a mainstream classroom.• Support all learners in becoming self-advocates. • Support all learners working at an appropriate, respectful level of challenge.

  12.   • Support teachers in adjusting content, process, and product in response to a student’s readiness, interests, and learning profile.  • Work in collaboration with classroom teachers in implementing assessment for learning and sound grading and reporting practices across the curriculum.  • Work in collaboration with classroom teachers, the school based team, parents and students in working towards meeting the goals of our yearly school growth plan.

  13. Four Facets of the LRT Role Collaboration and Communication ● Parents, teacher, student    ● School Based Team    ● District Student Services staff    ● Outside agencies (MCFD, Art Therapy, Freedom Quest, Community Living BC etc)   ● IEP & Service Plan Case Management   ● Grade Level/SBT/ISSM/Service Plan/IEP and ICM Meeting Facilitation    ● Support Staff schedules based on needs assessment

  14. Collaborative Direct Service ● Coaching and advocacy role with students   ● Advocacy and support for staff   ● Support teaching – curriculum, instruction, assessment   ● Assist staff with developing, implementing, and monitoring behavior management plans   ● Support professional development for support staff   ● Support the collaborative relationship between teachers and EA’s working in the classroom   ● Support and provide leadership regarding ongoing staff development to support inclusion   ● Support staff, students and parents in meeting the goals of our yearly growth plan ● Teaching – one-on-one, small group, whole class

  15. Assessment  ● site level based educational assessments   ● School and classroom based formative assessments   ● district based formative and summative assessments Reporting    ● IEP and Service Plan development    ● preparation of ministry required 1701 information (data collection for funding)    ● support the preparation of class composition information regarding Bill 33 protocols

  16. Visual Representation

  17. A Connection to Your Practice What are you presently doing or could you do to enable you to spend less time with the “paper” and more time providing direct service that strengths the student/classroom teacher connection?

  18. Examples in our Practice September 1st Week - snapshot of 1701 info2nd Week – support formative assessments **learning styles profiling 3rd Week – learner profiles **global goals for grade 7-9 and 10-12 October Grade wide meetings to collate class profile

  19. Why Do We Focus on Enhancing The Life Chances of All Learners?

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