Case Study: the Cover Sheet



Coding and submitting dataWhat?One record of codes and questions for each groupCase study forms for each case study student are submitted after each meeting, and include:Meeting 2: Case study cover sheetMeetings 3, 4, 5 (and maybe 6): Record of actions and observationsFinal meeting (Meeting 6 or 7): Case study summaryLetters to colleagues (second last meeting – usually meeting 5 or 6)Who? When?The ERA submits the case study forms as soon as possible after the meeting. In some cases, the facilitator may assist with the submission. Generally, it’s a good idea to copy the facilitator on whatever you are submitting.Where?E-mail to Sharon J: sjeroski@shaw.caPlease put your district name & what you are submitting in the subject line—it helps me so much! For example:SD6 cover sheetsSD42 obs mtg 3etc.FormatWORD if possible. If teachers are sending you WORD files, just attach them all to one e-mail and send to me. If they are correctly coded, it’s easy for me to deal with.I know that many teachers prefer to create handwritten records that will then be scanned and come as pdfs, and that is just fine. However, if you are sending pdfs, please send EACH ONE AS A SEPARATE FILE. At the end of the project, I need to construct individual case files for EACH student (and there are over 500 of them) – so last year I had to create new files for each student and pull the requisite info from often large pdfs. It is just so much easier to create folders when I don’t have to first find them and then extract each one from a pdf file!I think most scanners have an option that allows you to choose individual files for each page, or one file for all, so it shouldn’t take much more time for you.CodingThe coding is essential in creating individual case files for analysis at the end of the project. Coding also helps to protect student and teacher identities, and that’s important. The key things to remember in coding are:Each student needs to have a unique codeThis code needs to be used consistently from one meeting to anotherEach document needs to be identified in a unique wayTry to avoid codes/labels that could be used to identity the child or teacherFor the most part, coding worked well last year. Groups used slightly different variations, but as along as the codes were unique and consistent, it all worked for me. Here are some examples of well-coded case-files from last year:(Student “M” in SD 79)SD79CS1MSD79CS2MSD79CS3MSD79CS4MSD79CSEndMThis district had two groups of teachers, and just assigned their students code letters from A to W. The ERA and the teachers kept track of the letter assignment. From the point of view of the project, it didn’t matter which inquiry group the teachers were in as all the students were primary students being tracked in the same way (it did matter to the ERA but she didn’t need to submit that info.) So student “letters” ranged from A to BB (there were 28 all together.) the case file above was for “M” and included the cover sheet (CS1), 3 sets of observations (CS2, CS3, CS4), and the summary sheet (CSEnd.) It took me less than 10 minutes to compile all 28 files from this district!Some districts included school in the codes (my original instructions), so each school had a “letter” and case study students within the school had a number. Here’s an example of a case file from Surrey done this way: the school was school “D” and this was student “2” from that school:SD79CS1D2SD79CS2D2SD79CS3D2SD79CS4D2SD79CSEndD2Another variation that worked fine was using the first three letters of the school name along with a number for the student – for example, in Vancouver, we had SD39CS1LAU1 (for student 1 at Laurier.)Other districts decided to use student or teacher initials rather than number and letters – that was fine (although I worried about anonymity) BUT IT HAS TO BE THE SAME SYSTEM ALL YEAR. Please don’t use student initials for one submission, then switch to teacher names at the next and so on. So here are some variations:SD94CS1JackSD94CS2Jack SD94CS3Jack SD94CSEndJackThis was ok when it was used consistently; unfortutnley, sometime, a group started by using teacher initials, and then shifted to student initials and so on, leaving me dazed and confused.If you have any questions/doubts about the coding and submissions, please just e-mail and ask – most of you know by now that I can answer pretty quickly.SPECIAL CASES/’ONGOING’ OR ADOLESCENT GROUPSWe are going to collect the case studies completed by groups who are working with grades 4-12 in the same way BUT WE NEED ONE EXTRA CODE THAT COMES RIGHT AFTER THE DISTRICT NUMBER. Here’s an example:Burnaby’s primary CR4YR group will continue with the same coding as above.Burnaby has a second group this year that focuses on adolescents. They will add an “A” right after their district number:SD41-A-CS1…Other districts are adding “ongoing” groups that include students at various levels, and they might be coded:SD97-2- (meaning group 2) or SD97-O- (ongoing) Last year I had a “K” group in one district, so they become SD5-K-Snapshots The snapshots do not come to me – they go directly to Maureen and she will send you instructions.Cheers!SRecord of group codes and questions [to be completed by ERA at Meeting 2; copies sent to Sharon and facilitator]Please list all of the teachers/teams who are part of your group(s).Where 2 or more teachers are working as a single child, and will only be submitting one set of data, you can enter them in one row, but please provide all of their names (You don’t have to repeat the question if it is the same.) If you have a large group, add rows as needed.Please submit after meeting 2. If inquiry questions change after that, we’ll get them from other sources.E-MAIL AS WORD DOCUMENT PLEASE! DO NOT SCAN THIS ONE! SD # Teacher names:School Name:CR4YRSTUDENT CODEInitial inquiry question:Case Study: Cover sheet [Electronic version. Complete at meeting 2] SchoolDistrictTeacher name or psuedonymStudent code Student name or psuedonymParent perm. confirmedYes/NoGrade Birthdate (Day/Mo/Yr) GenderM/FELL/ESLYes/NoAboriginalYes/No1. Why did you/your team choose this student? (point form; key points only)2a. What do you know about this child’s reading/literacy? (incl. reading/oral performance levels, along with anecdotal comments; please include comments about comprehension/understanding) ------------------------------------------------------------------------------------------------------------------------------------------------2b. What else do you need to find out about the child’s language/literacy/reading in order to create a strong plan for improving the child’s reading/literacy? (please be specific as this will be a key step in your immediate plan)3a. What strengths, capacities, and/or “passions” do you see in this child? (at least 3)Note: please include strengths from any domain or aspect, including social-emotional; self-regulation; physical/motor; aesthetics; passionate interests; at least one should be directly related to reading/literacy-------------------------------------------------------------------------------------------------------------------------------------------------3b. What questions do you/your team have about this child’s strengths and capacities? What do you need to learn more about, in order to offer powerful support (e.g., social-emotional learning; self-regulation; engagement; interests; relationships; previous experiences …)4. The child’s voice. Pease talk with the child about his/her literacy/reading, and record some of his/her responses. Include direct quotes if you can. (e.g., What do you like about books and stories? What do you think you are good at when it comes to reading/talking/listening? What makes you a good learner? What helps you learn? Consider including other domains, interests, etc.)5. List the first FIVE words or phrases that come to mind when you think about this child today. In doing this, consider the “whole” child – all domains and aspects. Attach any evidence or samples that help to create a picture of the child at this point – but not too many! (Collect less; think more!) Case Study: the Cover SheetFilled out during the second meeting by teacher/teamThis page is primarily designed to help you (a) plan, (b) track what happens, (c) look back and reflect on changes. “Baseline” One per child—if 2-3 of you are working together focusing on the same child, just one cover sheetYou can work on this as a paper document or an electronic document (WORD) during the meeting, but you will be submitting it as an electronic document. Record just key points – these are modified, ‘mini’ cases – not full case records. Remember that your record will be one of over 200 that we will combine and synthesize – we want your highlights. (One of our mottoes is: Collect less; think more.)Please keep a copy of the cover sheet for your use and reference throughout the projectCase Study: Cover sheet [Print version for those who cannot submit as WORD doc. Complete at meeting 2.] SchoolDistrictTeacher name or psuedonymStudent code Student name or psuedonymParent perm. confirmedYes/NoGrade Birthdate (Month & Year only) GenderM/FELL/ESLYes/NoAboriginalYes/No1. Why did you/your team choose this student? (point form; key points only)2a. What do you know about this child’s reading/literacy? (incl. reading/oral performance levels, along with anecdotal comments; please include comments about comprehension/understanding) ------------------------------------------------------------------------------------------------------------------------------------------------2b. What else do you need to find out about the child’s language/literacy/reading in order to create a strong plan for improving the child’s reading/literacy? (please be specific as this will be a key step in your immediate plan)3a. What strengths, capacities, and/or “passions” do you see in this child? (at least 3)Note: please include strengths from any domain or aspect, including social-emotional; physical/motor; aestheticsa; passionate interests; at least one should be directly related to reading/literacy-------------------------------------------------------------------------------------------------------------------------------------------------3b. What questions do you/your team have about this child’s strengths and capacities? What do you need to learn more about, in order to offer powerful support (e.g., social-emotional learning; engagement; interests; relationships; previous experiences …)4. The child’s voice. Pease talk with the child about his/her literacy/reading, and record some of his/her responses Include direct quotes if you can. (e.g., What do you like about books and stories? What do you think you are good at when it comes to reading/talking/listening? What makes you a good learner? What helps you learn? Consider including other domains, interests, etc.)5. List the first FIVE words or phrases that come to mind when you think about this child today. In doing this, consider the “whole” child – all domains and aspects. Attach any evidence or samples that help to create a picture of the child at this point – but not too many! (Collect less; think more!) Case study: Record of individual actions/results. (Meetings 3, 4, 5, 6)Student code Student name or pseudonymDistrict & SchoolTeacherDateInquiry question Context: What did you do? (point-form only. If you used specific resources, list them.)Observation. What happened? What did you notice about the child’s reaction and learning (e.g., emotional reaction, engagement; comprehension; metacognition; self-regulatio; confidence)React and interpret: What did you and your team learn (a) about working with this child; (b) about teaching and learning generally?Reflect and Plan: What will you and your team do next to support this child? Where appropriate, briefly note the reasons for your choice/decision.Case Study Observations and Reflections: Meetings 3, 4, 5, (6) You will complete one of these sheets (for each case study student) at each of meetings 3, 4, 5, and 6At each meeting, the school team discusses and records a specific incident/observation that furthers understanding of each case study student and of the practices the teacher/team are using. It can be a specific lesson; a specific strategy/approach, etc. Although the approach may be relatively general (e.g., “We increased the amount of reading to the children from … to ……”, the observation should be about a specific incident (e.g., One day, when I was reading,…, I noticed her ….)Try to bring a sample – visual, written, audio – that helps illustrate what you noticed, and can be shared and discussed with the group. Samples really help to clarify and further discussion, even if you do not submit them to us.Don’t try to tell everything – just a quick, point-form record of what happened. This record should be directly connected to your question.A key part of the case study and of the project, lies in the last two questions:What did you learn not only about this child, but also about teaching and learning?What next?You/your team can choose to complete it as a hard copy or electronically (word document much preferred). If you do it as a hard copy, please scan it so we can receive it electronically. If you do it electronically, feel free to alter the format (i.e., you might want to just pose the 4 questions in a list and answer each in turn, rather than record in the quadrants)Facilitators/ERAs will submit these electronically after each meeting. If you are including a sample of student work, it will need to be scanned or photographed.Message to my BC colleagues …. (to be completed at second last meeting—usually meeting 6) [Hard copy version] We combine these and share them in different formats with educators in BC and elsewhere. We do not edit or rewrite. You can choose to include your name and contact information or be anonymous. Name (optional)Position (incl grs/ages )DistrictContact info (optional)Record your inquiry question.I’ve been inquiring into the following question: Describe/explain ONE ONLY approach/action/strategy that worked for you. It might be new learning or confirmation of previous learning. Include how you know it worked – e.g., your observations about how it affected student(s).Here’s something I’ve tried that other teachers might find interesting/helpful. please indicate if you are continuing this on another page Give two or three key words or phrases that will help us organize and group these into categories.These are the key words you might use if you were looking for my report in an index or table of contents. Message to my BC colleagues …. (to be completed at second last meeting—usually meeting 6) [Electronic format] We combine these and share them in different formats with educators in BC and elsewhere. We do not edit or rewrite. You can choose to include your name and contact information or be anonymous. Name (optional)Position (incl grs/ages )DistrictContact info (optional)Record your inquiry question.I’ve been inquiring into the following question: Describe/explain ONE ONLY approach/action/strategy that worked for you. It might be new learning or confirmation of previous learning. Include how you know it worked – e.g., your observations about how it affected student(s). In length, this will probably be 1/3 to 1 full page.Here’s something I’ve tried that other teachers might find interesting/helpful.Give two or three key words or phrases that will help us organize and group these into categories.These are the key words you might use if you were looking for my report in an index or table of contents. CR4YR Message to my BC Colleagues: Notes and InstructionsPURPOSEAt the second last meeting, teachers think/look back over the approaches/actions/strategies they have tried in connection with their CR4YR inquiries, and choose ONE thing to write about—something they think is worth sharing with their colleagues.These do not have to be “new” or “amazing” – other teachers all over BC are just looking for ideas/tips/confirmation from their colleagues about how to teach and support literacy development. The power will be in the collective wisdom from over 600 teachers! Please keep in mind that some colleagues are at the beginning of their careers and are anxious to benefit from every one else’s experiences. And other colleagues who have a lot of experience are ALSO anxious to learn what has worked for teachers in our project.FORMATAs always, our favourite way to receive these is as WORD documents. It will make is so much easier for us to index, organize, and distribute! You can put all of the documents from your group in one files, or send separate files. Whatever is easiest. However, we do recognize that some teachers will not be able to do this as an electronic file. In that case, please scan and send along as pdf’s. NAMING AND SUBMITTINGPlease name the files you submit as follows: SD??MESSAGES (replacing ?? with your SD number. )If you are submitting more than one file name them SD??MESSAGES1; SD??MESSAGES2 etc.Send to Sharon – sjeroski@shaw.ca ASAP after your meeting.TEACHERS’ NAMESWe will, of course, include the teachers’ names and districts EXCEPT THOSE WHO CHOOSE TO BE ANONYMOUS. It is absolutely up to them. If they are willing to include their names and contact info, that would allow other teachers who read their work to contact them for more details etc. ABSOLUTELY UP TO EACH INDIVIDUAL! INDIVIDUAL OR GROUP?In some cases, a team or pair of teachers might choose to create one “Message” if they have been working together and using similar strategies/approaches. In others, teachers might do this individually. Both are great! (But please let us know how many teachers were involved in creating each message.)QUESTIONS?e-mail Sharon at address above – I should be able to get back to you within a day, especially if indicate that your question is high priority and your subject line includes CR4YR.Thanks!Sharon J ase study: Summary Student name/pseudonymSchool & SDTeacher/gradeDateSECTION 1: THE STUDENT1. What five words or phrases come to mind when you think about this student? (please don’t restrict these to learning/school) 2. What strengths, capacities and/or ‘passions’ did you discover in this student? Notes: Include strengths from any domain or aspect, including any aspect of reading/literacy; social-emotional; physical/motor; aesthetics; passionate interests; at least one should be directly related to reading/literacyPlease comment about anything that surprised you. 3. The child’s voice. Pease talk with the child about his/her literacy/reading, and record some of his/her responses. (e.g., What do you like to read? What is easy/hard for you when you are reading? What have learned to do or gotten better at when it comes to reading? What helps you when you are reading something that is very hard?)SECTION 2: CHANGES IN READING/LITERACY 1. Overall, which of the following best describe how the student’s reading with understanding has changed during this project? (Check one) __ Little or no change ___ Some progress ____ Major progressPlease describe some of the specific changes or evidence you have noticed.2. What changes have you seen in other aspects of the student’s reading/literacy (e.g., fluency; oral language; written expression; interest)?3. What have others (family members, other educators, peers …) noticed about changes in the child’s literacy/reading? 4. When you compare the student’s overall reading/literacy to grade level expectations, how has it changed over the course of the project? (Check one)___ gap has widened (further from expectations than at the beginning of the year)___gap has stayed the same (reading has improved, but difference from expectations is still about the same as at beginning of year)___gap has decreased (reading has improved substantially and is now closer to grade level expectations than at beginning of the year)___there is no gap (reading is now within grade level expectations)Comments (optional)5. Briefly describe at least one approach or strategy you found effective in improving this student’s reading/literacy.SECTION 3: OTHER CHANGESMany teachers in CR4YR focused on aspects of devleopment such as self-regulation, personal and/or social awaresness and personal/cultural identity as part of CR4YR. This section is just about those aspects. If this was not a focus for you, just check “little/no focus” in the chart below, and go on to Section 4.1. Please indicate the extent to which each of the following aspects of development was a focus in your work with this student. For those aspects that were a major or minor focus, indicate how much change you noticed in the student.ASPECTS EXTENT OF FOCUS (Check one for each aspect)EXTENT OF CHANGE (Check one for each aspect of SEL that was a focus)Little/ no focusSome/minor focusMajor focusLittle/no progress or changeSome/ minor progress or changeMajor progress or changeself-regulationconfidence (reduced anxiety)personal responsibility and motivationsocial awareness and competencepersonal/cultural identity (incl. connections to community and culture)2. Choose just one aspect from the list above that was a focus with this student. Briefly describe the approach or strategies you found effective in your work with this student.Aspect _________________________________An approach/strategy that worked for me for this aspect: SECTION 4: PUTTING IT TOGETHER1. Please list your main conclusions/insights about this student's learning and development. At least one should relate to literacy/reading; consider including other aspects of the child’s development as well where they are relevant 2. What advice do you have for teachers, families, or others who will be working with this child in the future? What do you want to keep in mind so you can continue to support this student’s learning? CASE STUDY SUMMARYTeachers should not fill this out in advance of the meeting, but will want to bring information, including previous observations etc., for reference during the last meeting (typically, Meeting 7). Please don’t be intimated by the format! We just need a standard way of collecting all of your wonderful stories about the students you are working with.It is not possible to fill this out “wrong” – just record the information that truly reflects your observations, beliefs, and conclusions, and it will be exactly the right information for us to summarize!Humour is fine. Surprises make life worth living. Feel free to add engaging details! We have created one summary form for everyone to use. That means not all parts will be relevant for everyone. Just leave out anything that doesn’t seem important for you and your student.Point form is fine.If you have urgent questions, e-mail Sharon: sjeroski@shaw.ca Please submit these as SDxxCSEnd9and then the letter, name, number you use to identify the child.) So, if previous case study entries have been in the form SD42CS4A, this one would be SD42CSEndA.Thank you, thank you! ................
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