Restructuring Support
How we see support
We've implemented a significant overhaul to our school's Collaborative Model of Support (CMOS). Rather than segregating roles among one Learning Services Teacher (LST), one Collaborative Support Teacher (CST), and one English Language Learning Teacher (ELL), we've adopted a unified team approach across all domains. Instead of fragmented support from various teachers, each member of the CMOS team now assumes responsibility for a specific set of classes, determined by their Full-Time Equivalent (FTE), and offers comprehensive support across all areas within those classrooms. This streamlined approach not only reduces the number of individuals requiring collaboration for both CMOS and classroom teachers but also fosters deeper connections between the CMOS teacher and the students within their assigned classrooms, thereby enhancing overall student support and engagement.
Class Mapping Data
The class mapping process not only enables us to pinpoint the critical areas requiring attention within our school but also empowers our CMOS team to collaborate seamlessly with teachers. Through co-planning, co-teaching, and co-assessing, our team, serving as a model for effective practices, enhances workflow in a sustainable manner for classroom teachers. This approach not only ensures the fulfillment of current expectations but also fosters continuous improvement in a manner that aligns with the dynamic demands of the educational landscape.
RTI
Tier 1: CMOS collaborates with teachers to make learning equitable, class mapping, school based team referral process (team based approach), belong club. School Counselor works with individual teachers to provide additional whole class targeted instruction of the health curriculum, boundaries lessons, anxiety management, racism, bullying, and more.
Tier 2: CMOS collaborates with teachers to provide small group instruction by dividing the class into smaller groups and rotating who works with whom on what and where. They also provide time for targeted small social and reading groups as needed.
Tier 3: IST support, in house counseling support (various group and individual sessions), assessment process, working with outside counseling & outside tutoring services.
Terry Fox Map.pdfAnecdotal Evidence
Collaborative Support at Myrtle Philip March 2024
Upon reflection on the results of our FSAs and our most recent Lit Circle unit with one of the grade 6/7 class we noticed that students are not very good at sharing their own thinking in their writing. They can find evidence in the text but lack the confidence to share their own ideas or to infer messages not directly in the text. We decided to use the picture book “The Rabbits by John Marsden and Shaun Tan” to help them build confidence sharing their ideas on the images in this book. We used some of the strategies from Reading Power to help frame our questions.
Connect: What does the story remind me of?
Question: What am I wondering about this story?
Visualize: What other pictures can I make in my head from this story?
Infer: What am I thinking about this story that isn’t actually written?
Transform: How has my thinking changed because of this story?
On the first day we only got 4 pages into the book because the kids had so much to share about what they saw and thought. The next day we asked them to respond to questions with evidence from the pictures and words as well as their own thoughts and interpretations to this evidence. This was very processed based. We didn’t figure anything out about the true meaning behind this book. Everyone’s interpretations had merit based on the evidence and connections they made.
Now the class has started a unit looking at short stories. We are seeing more confidence and evidence being shared by students in this new unit.
The other 6/7 class is keen to try the same activity with “The Rabbits” picture book. This time we are going to do this before they do their Lit Circle unit in hopes that they are more confident sharing their connections to what they read in their novels as a result of the strategies they used during the interpretations of the picture book.
*Thank you to Bev for sharing her 6 copies of this book.
