Layers of Intentionality: Tasks, Assessments & Interventions Amanda Huddleston and Jennifer Edmondson-Neily Robert Thirsk High School.

Layers of Intentionality: Tasks, Assessments & Interventions

Amanda Huddleston and Jennifer Edmondson-NeilyRobert Thirsk High School

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Agenda

Using the Response to Intervention Model to support all learners

English Language Arts Example

Questions ?

World Café

Reflection

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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.

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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- Teachers arrange 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.

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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

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Intentional Task 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 (Pecha Kucha)• 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

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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

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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.

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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

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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.

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Contact Us

Robert Thirsk High School

Amanda Huddleston

abhuddleston@cbe.ab.ca

Jennifer Edmondson-Neily

jlneily@cbe.ab.ca

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