PEJE DIVERSE LEARNERS CoP June 4, 2007 Community Support for Program Development and Implementation for the Diverse Learner Donna Lupatkin, Facilitator Jane Taubenfeld Cohen, Guest

Conference Call Etiquette

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Remember to mute your phone by pressing *1.

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Press *1 again, when you would like to speak.

Do not

use your phone’s HOLD or mute button. If you do, your music will be broadcast to all of us on the call

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Agenda

        Welcome and Old Business Goals Introduction to the Consultancy Protocol Meet Jane Taubenfeld Cohen Protocol in Action Reflection Next Steps Plans for Summer and Fall 2007  *1 to mute

Results from the Literacy and Technology Conference Call

 What new information did you take back to your school following our March call Literacy and Technology?

 Which new technology tools did you try out?

 How did they work?

Goals of Today’s Session

 Learn about the Consultancy Protocol as a means for collaborative problem solving.

 Learn what one school has already incorporated into their mission in order to meet the educational needs of its Diverse Learners.

 Generate ideas about how to attend to the needs of different stakeholders.

The Consultancy Protocol

 A structured process for helping a team think more expansively about a concrete dilemma  Outside perspective is critical to this protocol working-differing perspectives are desirable  Offers a guided set of steps to assure conversation

Factors to Consider

    This is the first time we are trying this in our CoP. We can learn what works and what does not.

We may or may not know one another and what we bring to the discussion. We can’t see each other during this session—no visual cues via facial expression or body language.

We come with different areas of expertise and different perspectives —which will enrich the experience.

The Consultancy Protocol: 6 Steps

1. Presenter describes the

dilemma

and frames the

question

(5-10 minutes) 2. The Consultancy Group asks

clarifying questions (

5 minutes) 3. The Group asks the presenter

probing questions

, allowing the presenter to

restate the question

(10 minutes)

Consultancy Protocol

4. Only the Group

talks

with each other about the dilemma to define the issues more thoroughly and objectively (15 minutes).

5. Presenter

reflects

on what she heard and on what she is now thinking with the group (5 minutes).

6. Facilitator

leads

a brief conversation about the Group’s observation of the consultancy process (5 minutes).

Meet Jane Taubenfeld Cohen

Jane has been the Head of the South Area Solomon Schechter Day School (soon moving to Norwood, MA) for 18 years. She is the past president of the Solomon Schechter Day School Association Principal’s Council and is a recent recipient of the Covenant Award. Jane has worked closely with Gateways and the Jewish Special Education Collaborative to ensure that a wide range of learners are successful at her school.

SOUTH AREA SOLOMON SCHECHTER DAY SCHOOL

     18 years old with over 200 students Located 15 miles south of Boston (the Greater Boston area has 14 day Schools) Collaborates with Gateways and the Jewish Special Education Collaborative Provides services to children with mild AND moderate special needs, as well as training all teachers in differentiated instruction.

The mission is to find ways to meet the needs of all kinds of learners in their school

Step 1: 5-10 minutes



Jane provides an

overview

of the

dilemma

and poses a

framing question

for the group to delve into.

Question

I am constantly put in the position of fighting the fight, that we should have programs for the learning disabled in the Day Schools, that we should be spending money on it, and that it makes our school better. This challenging conversation occurs with members of my board and segments of the parent body. It used to happen with teachers, but no longer. With the community as a whole, we are sometimes labeled as a special needs school. I feel that this battle takes time and energy away from the actual work. As I have some success, another rock is unturned, and another problem creeps in. Because of the high cost of doing this work, stakeholders sometimes use money as an excuse for their protests. I have heard this from many other professionals as well who are facing similar struggles. I think that this issue, rather than being a school by school challenge, must be bumped up to a more global Day School issue and we must also broaden the base of support for such programming. I want to join with other school leaders to create a national conversation. My question is-

”Is there something more as a Jewish Day School leader and as an active part of the greater Day School community that I can do to create a more welcoming context for the vision of a school that includes diverse learners?”

Step 2: 5 minutes



The group asks Jane

clarifying questions

that require brief factual answers.

Clarifying Questions

 What is being communicated to the community already?

 What have other school leaders said?

 What is the verbiage used with parents and boards?



Please hit *1 to mute.

Step 3: 10 minutes

 The group asks Jane

probing

questions, worded in such a way as to to help her expand her thinking and learn more about her question and dilemma.

 Jane may respond to the questions, but there is no discussion by the group of the responses.

 Jane restates her question to the group.

   

Probing Questions

How does the community hear about differentiated instruction at other schools?

What about your conversations with other heads of school in the Boston area?

What kind of data do you have or have you presented to your parents about how mainstream students are doing since you implemented this program? How do you define “diverse learners”? Do they think you mean lack of intelligence?

Restatement of the Question:

Is there something that I/we can be a part of that will help build a foundation for the kind of the work we are doing in our school so that each school leader does not have to face this challenge?

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Press *1 to MUTE. Do not put your phone on hold.

Step 4: 15 minutes

 The group (excluding Jane)

talks

with each other about the dilemma presented; e.g.,     What did we hear? What didn’t we hear that might be relevant? What assumptions may be operating? What questions does the dilemma raise for us?     What do we think about the dilemma? What might we do if faced with a similar dilemma?

What have we done in a similar situation?

What can we recommend?

Suggestions

     Children go to schools outside of their community and this presents a challenge.

Schools start to become labeled as a special education school.

Perhaps involve agencies (e.g., SAGE). Are they putting out PR materials —with a unified message.

Provide resources to lots of schools to create abilities of different schools to meet students’ needs.

Is this a marketing issue? Can there be a marketing campaign to change the language and the discourse.

More Suggestions

    The conversation can be broadened to include learning styles re all students —the crux of differentiation. More focus on learning affecting all students might help people to listen better about these issues.

Share stories about how individual students succeed. Convening a meeting at Jane’s school among leaders to generate ideas together.

Bring Rabbis into schools for tours to see programs in actions. Then they can spread the word.

Step 5: 5 minutes



Jane

reflects

on what she heard and

shares

with the group anything that particularly resonates with her.

What Jane Heard

 Convening the meeting. Compile success stories from across schools about how all children learn.  Power of hearing stories, maybe at a national level, perhaps through a national organization.

 Start talking to Rabbis re success and have them help with PR (e.g., sermons)

Step 6: 5 minutes



Donna leads a

brief conversation

about the group’s observations of the Consultancy process.

 

Reactions

What did you like?

     Deliberate structure helped to channel the conversation. Some things don’t get said, but become food for thought.

Recognize that the problems are universal.

Get strength from other people.

Good to see the notes during the discussion.

What did you not like? Challenges?

    Music in background was distracting and chopped up the conversation.

Need for reminder of the core question to keep the focus.

Hard to shape a question when you do not know who the “consultants” would be?

What about bringing in people with another “outside” point of view?

Next Steps

 How do the strategies we crafted compare to the ones you already use?

 How would these strategies meet the needs of your school?

 What would it take to implement?

 *1 to mute

Your Ideas

Contact Jane

Jane Taubenfeld Cohen [email protected]

*1 to mute

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Summer and Fall 2007

 Watch for Survey Monkey in your inbox.

 Tell me what worked for you this year.

 Tell me what you would like for next year.

 Stay tuned for exciting conference calls and the PEJE Assembly next year!

 EMAIL me directly if you wish with any comments at [email protected]

or call me at 781-942-6311.

Thank you

Everyone has worked very hard this year to make our CoP a successful endeavor. We all look forward to continuing our learning and community building next year. I will be available all summer for conversations with individual members. I invite communication!

PEJE wishes to thank the sponsor of our Diverse Learners CoP