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Case Management

EDUC 626

Matthew Pepper

on 5 March 2015

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Transcript of Case Management

Shared Beliefs and Understandings
All Students can achieve high standards, give sufficient time and the right support
High expectations and early and ongoing intervention are essential
All teachers can teach to high standards given the right assistance
Teachers need to be able to articulate what they teach and why they teach teh way they do.

6. Case Management Approach
Time Tabled Literacy Blocks
100 uninterrupted minutes daily on balanced literacy
60 uninterrupted minuted daily on mathematical literacy
These times are off limits for announcements, assemblies etc.
Coaches must be available during this time
Sharratt & Fullan, 2009
Principal Leadership
Understanding of sound instructional practices
Staff Meetings
With teachers
At Instructional Sessions
(Sharratt & Fullan, 2009)
Early and Ongoing Intervention
Reading Recovery
Grade 1-3
Balanced Intervention with Parental Support
Works with Lowest Achievers
Increase Learners Capacity
Increases Learner Achievement throughout school year
(Sharratt & Fullan, 2009)
acy Professional Development at School Staff Meetings
Model importance of Professional Development
Minimize Operational Items Discussed
Job-Embeded Learning
Instructional Leadership
In School Grade/Subject Meetings
Focus on Student Achievement
Develop Common Understandings
Promotes Consistency
Develop Common Language

(Sharratt & Fullan, 2009)
Allocation of District and School Budgets for Literacy Learning Resources
Lietracy Funding is nonnegotiable
Focus - Equity of outscomes for all students and learning for all teachers
(Sharratt & Fullan, 2009)
Action Research Focused on Literacy
School Literacy Teams work with staff to develop a focused question concerning literacy and student achievment
Learning is Shared between schools
(Sharratt & Fullan, 2009)
Parental Involvement
Establish Home and School Relationships
Model for parents how to read to kids at home
RAZ Kids
(Sharratt & Fullan, 2009)
Cross Curricular Literacy Connections
Discussions about Cross Curricular Literacy

(Sharratt & Fullan, 2009)
Social Responsibility and Accountability

(Sharratt & Fullan, 2009)
Case Management
Review and Use Data to Drive Differentiated Instruction
Brings Together Teachers, Administrators, Inclusive Education Teachers and Specialists to Scrutinize Data
Case by Case Approach
Putts Faces on the Data
Collective Responsibility to "Own" ALL Students
Grande Prairie Public School District
School Instructional Focus 2012-2013
(Fullan & Sharratt, 2009)
Focused on Instruction
Does Not Dwell on Behavior
Spotlight is on Individual Student Progress
Avoid Slipping Through the Cracks
Forum for discussion about student work as data on a case by case approach

Classroom teacher
Instructional Coach
Other Teachers (If Available)
(Fullan & Sharratt, 2012)
14 Parameters
1. Shared Beliefs and Understandings
2. Embedded Literacy Coaches
3. Time-Tabled Literacy Blocks
4. Principal Leadership
5. Early and Ongoing Intervention
7. Literacy Professional Development at School Staff Meetings
Case Management | Building Capacity in Schools
EDUC 626

Garth Paquette
Matt Pepper

8. In-school grade/subject meetings
9. Book Rooms with Leveled Books and Resources
10. Allocation of District and School Budgets For Literacy Learning and Resources
11. Action Research Focused on Literacy
12. Parental Involvement
13. Cross-Curricular Literacy Connections
14. Shared Responsibility and Accountability
All students can achieve high standards given the right support
essential to have:
high expectations
early and ongoing interventions
All teachers can teach to high standards given the right support
Teachers need to be able to articulate what they teach and why they teach the way they do
Must commit to the following:
Embedded Literacy Coaches
work alongside teachers during the school day
model in their own classes
Time-Tabled Literacy Blocks
100 minutes/day on balanced literacy assessment and instruction
60 minutes/day in mathematical literacy
align with literacy coaches
Principal Leadership
deep understanding of successful literacy practices
committed to attend and participate in professional learning
Early and Ongoing Intervention
bring low achieving students to a level where they can benefit from good instruction
ex: Reading Recovery
Literacy PD at Staff Meetings
build understanding of literacy strategies
based on school data
In-school grade/subject meetings
weekly afterschool department meetings
use exemplars and common assessments to build understanding of expected standards
In-school grade/subject meetings
promotes consistency in assessment and instruction
Allocation of Budgets For Literacy Learning and Resources
funding maintained even through tough economic times
focused on learning for all students and all teachers
Action Research Focused on Literacy
whole staff collaboratively explores answers to their research question
findings are shared with other schools
Parental Involvement
creating partnership with parents
ex: preschool literacy programs
Cross-Curricular Literacy Connections
work together to implement teaching of literacy in all subject areas
Shared Responsibility and Accountability
whole system accountability
Book Rooms with Leveled Books and Resources
for teachers to use to bring students to the next reading level
contains subject-specific articles at secondary level
Responses to Academic Interventions
Common Case Management Strategies
1. As Needed
Usually After School Meetings
2. School Based
Part of Schedule
Expected Practice
3. Intense Intervention - Specific to Context
Involves Stakeholders
Assessment Team / Inclusive Team
Case Management Approach
Timetabled Meetings during the school day

What Does Case Management Look Like?
Outside Agencies
- RCMP - Doctors - Parents - Foster Care - CASA House
- Mental Health - Home Care - Nurses - Counseling Services
Grande Prairie Assessment Team (GPAT)/Grande Prairie Inclusive Team (GPIT)
Speech Language Pathologists
Consultants for Visually Impaired
Provisional Psychologists
Behavior Consultants
Consultant for Deaf and Hard of Hearing
Triple P Parenting Program
Occupational Therapy
(Fullan & Sharratt, 2009)
Case 1

Case 2
Johnny is in grade 4 and struggles academically with his reading and writing. He is currently 2 years below grade level in both reading and writing. He is above average in math and seems to have good interpersonal relationships with his peers. Johnny gets frustrated easily and doesn't want to be seen as "different" or "special."

Case 3
June is in grade 8. Academically she is average but she stutters when she gets nervous. As the rigors of schools have gotten more challenging her stuttering has worsened. June is becoming increasingly more self conscious with her stuttering. Attendance is becoming an issue for June which has started to impact her academic standing.
Can you think of any other Stakeholders?


Inclusive Education
Everybody needs to be doing it (>90%)
Shared Beliefs and Understandings
(Fullan & Sharratt, 2012)
(Fullan & Sharratt, 2012).
(Fullan & Sharratt, 2012)
(Fullan & Sharratt, 2012)
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