Case management – building student achievement and teacher capacity

Robert DunnNovember 1, 2012

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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

Sources

Case Management Process

• Group analysis of student learning

• Plan instructional next steps

Case Management Process

• Embedded in schedule

• Meet every 2 weeks

• 20 min. per student, 2 students per session (40 min.)

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

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 / SharedCross-curricular

One to Onewith 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 StepsWhat 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 ConsiderationConsider what reading proficiency/comprehension strategy(s) would most benefit the student.

1.1. REVISIT REVISIT (as determined at previous meeting)

Analyse Student LearningBased 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?

2.2. REVIEW REVIEW

3.3. REFLECT 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?

4.4. REVISE REVISE

Draft- Maple Network

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 readingComprehension (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

Focus: Reading Proficiencies That Need More Consideration

• Consider what next reading ability/comprehension strategy(s) would most benefit the student

Revisit

Setting Direction through:

• Curriculum expectations

• Strengths & needs determined at previous meeting

• Instructional focus & methods previously set

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?

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?

Initiating the Dialogue

Review & Reflect

Leading the Instructional Program through:

• Analyzing student learning• Determining strengths & needs• Evaluating instructional methods used

Evidence of Oral language

SK Reading Evidence

SK Review & Reflect

Revise• Determine instructional focus

• Formulate instructional next steps

SK Revise

Remind

Securing Accountability through:

• Establishing student learning evidence, to be analyzed at next meeting

SK Remind

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.

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.

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.

Results

Mark Grade 5

40

45

48

45

50 50

48 48

55

50

30

40

50

60

17-S

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9

13-O

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27-O

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10-N

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9

24-N

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9

07-D

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9

05-J

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19-J

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02-M

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23-M

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Reading Level

* DRA 78 * Beginning Gr 4

* chunk reading/w ork*preview vocab*con't toe by toe

* important ideas* supporting detail

* organizer for facts & details* toe-by-toe for decoding

*non-fiction characteristics*main facts/details

*non-fiction summary*chunking*w ait time

*preview vocab.*prompt for details*chunk

*fact/question/answ er*preview vocab.

* FQA*prompt for text proof tosupport answ er

* FQA* focus on questioning

40 = Early Grade 445 = Mid Grade 448 = End Grade 450 = Early Grade 555 = Mid Grade 5

Student M Grade 5

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”

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.”

Impact on Teacher PracticeBuilding 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

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

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

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

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

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.