In a recent blog posting, we discussed the difference between students entry levels and intervention tiers on a visual team board. By showing these two dimensions of information, the board can ensure that we are effectively identifying the students to discuss, as guided by assessment criteria, as well as identifying the levels of support currently […]
Posts tagged assessments
When planning school-wide assessment practices to support a school’s Collaborative Response Model, it is important to keep asking the question “Is the assessment matching the purpose for which its implementation is intended?”. We need to be ever mindful that the standardized assessments used do not replace professional judgment but rather serve to inform that judgment […]
Benchmark assessments, also referred to as universal screens, essentially serve two primary functions. The first is to flag students for discussion in Collaborative Team Meetings. The second is to provide some information to inform those discussions. In this post, we share three resources to support schools in determining their benchmark assessments. The first resource is […]
Over the years we’ve had the opportunity to speak with a number of teachers and administrators, sharing our experience with the utilization of assessments and their function in a Collaborative Response Model. One primary concept that we find ourselves consistently repeating is the use of assessments to FLAG students for conversations. In a Collaborative Response Model, […]
Envisioning a Collaborative Response Model: Beliefs, Structures, and Processes to Transform How We Respond to the Needs of Students Kurtis Hewson, Lorna Hewson, and Jim Parsons Responding to the individual needs of students involves a cultural shift in schools and districts. A Collaborative Response Model is a school-wide framework that places inclusion at the core […]
An article examining why assessments need to help flag students for professional dialogue, rather than allowing individual students to remain hidden in the aggregate. Hewson, K. & Parson, J. (2013, June). The children in the numbers: Why aggregate achievement goals miss the mark. Education 17 Canada, 53(3), 9-11.
Published by The Special Educator, a publication of Alberta Teacher Association’s Council for Inclusive Education, this three page overview provides the basic early conceptualization of a Collaborative Response Model. Hewson, K. and Adrian, L. (2013, January). Establishing a collaborative response model: Structures and processes to support inclusion. The Special Educator, 42(3), 20-22.