MANAGEMENT BY PROFILE PROTOCOL Facilitator Guide...discussion, focused on addressing lingering...

MANAGEMENT BY PROFILE PROTOCOL Facilitator Guide

October 2007

Updated May 2009

Copyright 2009 ALL KINDS OF MINDS

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Management by Profile Protocol (Fac) | 1

© 2009 ALL KINDS OF MINDS

MODULE SUMMARY PARTICIPANT OBJECTIVES: As a result of participating in this module, participants will: 1. Identify ways in which the All Kinds of Minds principles, content, and processes

can be applied at the school, classroom, and student levels 2. Explore the four elements and value of Management by Profile 3. Apply Management by Profile in their educational practice

4. Network with other educators around applying Management by Profile to

educational practice MODULE OVERVIEW: In this module, participants will learn about the All Kinds of Minds Conceptual Model and the Management by Profile Protocol and will have an opportunity to apply Management by Profile thinking to their educational practice. The module begins with a brief overview of the All Kinds of Minds Conceptual Model and an introduction to the Management by Profile Protocol. Next, participants will engage in a small-group discussion around the Management by Profile text and examples; guiding questions for the discussion are provided in the participant pages. Participants will further process their understanding of Management by Profile by individually responding to questions on a consolidation worksheet. A core group discussion, focused on addressing lingering questions about Management by Profile, will follow this individual work. In the last component of the Management by Profile activity, participants will reconvene in small groups and develop a graphic representation of their understanding of Management by Profile. In the last activity, participants will apply the Management by Profile Protocol to their work with a specific student or to a classroom- or school-level issue. PRE-REQUISITE: Completion of the Schools Attuned Program, Schools Attuned to All Kinds of Minds, or Teaching All Kinds of Minds NOTE: Module content will be redundant to individuals who participated in the Schools Attuned course or Schools Attuned to All Kinds of Minds course in 2007 or later; however, content is suitable for participants seeking a “refresher.”



MODULE AT-A-GLANCE

MANAGEMENT BY PROFILE PROTOCOL

ACTIVITY FACILITATOR MATERIALS

PARTICIPANT MATERIALS

GROUPING SUGGESTED

TIME*

1. Welcome/ Introduction

• Facilitator pages 4-5

• PPT-1-2

• Participant page 1 Core group 5 min.

2. The All Kinds of Minds Conceptual Model: A Context for MBP


• PPT-3-4

• Participant page 2 Core group 10 min.

3. Management by Profile Protocol


• PPT-5-9 • Pre-made charts (see

Set-up Information on page 3)

• Markers • Tape to hang charts

if no adhesive backing on chart paper

• Participant pages 3-13

• Chart paper and markers for each table

Core group Individuals (GP) Grade-level groups of 3-4 (SSP) Subject area groups of 3-4

75 min. (including 5-minute break if needed)

4. Management by Profile in My Practice


• Participant pages 14-17

• Table of ND Constructs

• Glossary of ND Terms

• Management Resources/Strategies binder/book or Classroom Reference Guide

Individuals 25 min.

5. Closing • Facilitator pages 18-19

• PPT-10

• None Core group 5 min.

TOTAL TIME: 2 hrs. *Please note that times for activities may vary based on facilitation style and group dynamic.



MODULE PREPARATION WHAT TO BRING (PARTICIPANTS): > Table of Neurodevelopmental Constructs (Placemat) and/or Glossary of

Neurodevelopmental Terms > Schools Attuned participants: Management Resources/Strategies binder/book > Teaching All Kinds of Minds participants: Classroom Reference Guide SET-UP INFORMATION:

ACTIVITY SET-UP REQUIREMENTS 1. Welcome/Introduction > Arrange for a laptop and LCD projector.

> Set up Power Point presentation to first slide. 2. All Kinds of Minds

Conceptual Model: A Context for Management by Profile

> Familiarize yourself with the animation on PPT-4, as described in the facilitator notes on page 7.

> Consider replicating (roughly) the AKOM Conceptual Model visual (see PPT-3) on a piece of chart paper for reference throughout the module. This visual is also available as a poster file in the online Facilitator Resources (see 5-day Institute/Additional Curriculum Resources).

3. Management by Profile Protocol

> Familiarize yourself with the participant materials around MBP and ensure that you are comfortable facilitating discussions about MBP.

> Create a 2-column chart or two separate charts to record the benefits and challenges of MBP:

Benefits Challenges

> If possible, consider determining grade-level or subject area

groups (of 3-4 participants per group) in advance. > Consider replicating (roughly) the Management by Profile

Protocol visual (see PPT-5) on a piece of chart paper for reference throughout the module. This visual is also available as a poster file in the online Facilitator Resources (see 5-day Institute/Additional Curriculum Resources).

4. Management by Profile in My Practice

> n/a

5. Closing > n/a



Welcome/Introduction

FACILITATOR MATERIALS PARTICIPANT MATERIALS • Facilitator pages 4-5 • PPT-1-2

• Participant page 1

GROUPING: Core group

SUGGESTED TIME: 5 minutes DIRECTIONS FOR ACTIVITY: WELCOME/REVIEW OF OBJECTIVES AND AGENDA 5 minutes 1. Welcome participants and go over:

> Any logistical matters as necessary

> Materials needed for the session

2. Display PPT-1 (Module Objectives) and briefly review the objectives,

also listed on page 1 of the participant booklet.

Module Objectives

As a result of participating in this module, participants will:

> Identify ways in which the All Kinds of Minds principles, content, and processes can be applied at the school, classroom, and student levels

> Examine the four elements and purpose of the Management by Profile Protocol

> Apply the Management by Profile Protocol in their educational practice

> Network with other educators around the application of the Management by Profile Protocol to educational practice

PPT-1



3. Display PPT-2 (Module Agenda) and briefly review the agenda.

4. Tell participants that while the All Kinds of Minds Conceptual

Model and Management by Profile Protocol may be unfamiliar to them, they may find that they are already implementing some of the elements embedded in these concepts.

> This exploration of the Conceptual Model and Management by Profile is intended to deepen their understanding of the All Kinds of Minds approach and provide a more structured way of applying a ND lens to their work with students.

TRANSITION Move directly into the next activity.

Module AgendaPPT-2

5 min.Closing

25 min.Management by Profile in My Practice

75 min.(incl. break)

Management by Profile Protocol

10 min.All Kinds of Minds Conceptual Model: A Context for Management by Profile

5 min.Welcome/Introduction



The All Kinds of Minds Conceptual Model: A Context for Management by Profile

PARTICIPANT OBJECTIVE: 1. As a result of participating in this activity, participants will identify

ways in which the All Kinds of Minds principles, content, and processes can be applied at the school, classroom, and student levels

FACILITATOR MATERIALS PARTICIPANT MATERIALS • Facilitator pages 6-7 • PPT-3-4

• Participant page 2


SUGGESTED TIME: 10 minutes DIRECTIONS FOR ACTIVITY: 1. Review activity objective.

2. Transition to a brief overview of the AKOM Conceptual Model,

noting that before participants begin learning about the specifics of Management by Profile, you will briefly explain how this protocol fits into the big picture of the AKOM approach.

3. Display PPT-3 (AKOM Conceptual Model) and direct participants to page 2 in their booklet.

FACILITATION POINT: Participants who took the Schools Attuned course in 2007 or after (including Schools Attuned to All Kinds of Minds) will be familiar with this graphic and concept. For others, the graphic will be new but the ideas will likely be familiar. > Illustrates the foundation of

AKOM approach – the core elements of the program and the continuum across which the program can be applied.

PPT-3

All Kinds of Minds Conceptual Model



> Briefly discuss the core elements:

• ND Framework (8 constructs) • Processes and Tools (e.g., Management by Profile,

Lesson/Subject Analysis, Student Learning Partnership, and Attuning a Student)

• AKOM Philosophy (Nine Principles)* *NOTE: Participants who attended the Teaching All Kinds of Minds course may not be familiar with the Nine Principles; however, the 5 Beliefs about Teaching All Kinds of Minds encompass many of the same concepts. If you have TAKOM participants in the session, make this connection for them.

4. Display PPT-4 (AKOM Conceptual Model – Processes and Tools).

> Management by Profile is one of the tools AKOM has developed to help educators operationalize the ND framework and the AKOM philosophy

> MBP underlies other AKOM processes such as lesson analysis, subject analysis, SLP, and AAS.

5. Continuing to display PPT-4, click on the mouse to highlight the

triangle. Tell participants that the Management by Profile Protocol is applicable at all three levels of application – student, classroom, and school.

6. (Optional debrief question) Ask participants: How does this conceptual model reflect what you’re currently doing with your students, classroom, or at your school since you participated in the Schools Attuned course or Teaching All Kinds of Minds?

TRANSITION In the next activity, participants will begin to explore the Management by Profile Protocol. If participants are not already sitting in grade-level or subject area groups, assemble them in these small groups prior to the next activity.

All Kinds of Minds Conceptual Model –Processes and Tools

PPT-4



Management by Profile

PARTICIPANT OBJECTIVES: As a result of participating in this activity, participants will:

1. Identify ways in which the All Kinds of Minds principles, content,

and processes can be applied at the school, classroom, and student levels

2. Explore the four elements and value of Management by Profile 3. Apply Management by Profile in their educational practice

FACILITATOR MATERIALS PARTICIPANT MATERIALS • Facilitator pages 8-14 • PPT-5-9 • Pre-made charts (see Set-up

Information on page 3) • Markers • Tape to hang charts if no

adhesive backing on chart paper

• Participant pages 3-13 • Chart paper and markers for

each table

GROUPING: • For GP (elementary/middle school educators): Core group, grade

level groups of 3-4 participants, individuals • For SSP (middle/high school educators): Core group, subject area

groups of 3-4 participants, individuals

SUGGESTED TIME: 75 minutes • 25 minutes – Introduction to the MBP Protocol • 10 minutes – MBP small group discussion • 10 minutes – Whole group discussion/debrief • 20 minutes – Creating/explaining graphic representation of MBP • 5 minutes – Debrief • 5 minutes – Break as needed either during or after this activity



DIRECTIONS FOR ACTIVITY: INTRODUCTION TO THE MBP PROTOCOL 25 minutes

FACILITATION POINT: Portions of this activity are done individually/independently, but participants should remain in their small groups throughout the activity. 1. Review activity objectives.

2. During their prior coursework with All Kinds of Minds (Schools

Attuned Program or Teaching All Kinds of Minds), participants began to learn how to apply a neurodevelopmental lens when working with struggling students.

> They learned about the ND constructs, the All Kinds of

Minds principles or beliefs, and some ways of applying these concepts to support struggling students.

> The Management by Profile Protocol provides a framework for applying this knowledge to their educational practice.

PowerPoint Presentation (10 min.) 1. Display PPT-5. This image is also available on participant page 3.

Tell participants that this presentation will serve merely as an introduction to the Protocol, and they will learn more in the next part of the activity. Cover the following points:

> Management by Profile (MBP)

is a problem-solving model designed to support educators in understanding learning and learners.

> MBP begins with searching for strengths and assets, founded on the belief that what the student does well is as important as his/her area(s) of weakness.

> Four elements: • Observation • Neurodevelopmental Analysis • Management • Measurement of Impact.

PPT-11




2. Display PPT-6 (Management by Profile: Observation)

> Observation = What we see > Educator identifies

students’ patterns of strengths, weaknesses, and affinities (Remind participants of the AKOM belief/principle regarding leveraging strengths and affinities).

> Data can be gathered from: • classroom observation • observations by other school personnel or parents • student work samples • conversations with the student about his/her learning

3. Display PPT-7 (Management by Profile: Neurodevelopmental

Analysis) > Neurodevelopmental

Analysis = What we think > Educator determines what

observations suggest about a student’s neurodevelopmental strengths and weaknesses.

> Educator looks for patterns of strengths and weaknesses that emerge from the data.

> Based on these patterns, educator determines the

breakdown point and forms a hypothesis about the underlying neurodevelopmental functions causing students to struggle.

> Observation = What we see

> Educator identifies students’ patterns of strengths, weaknesses, and affinities.

> Data can be gathered from observations, work samples, conversations with the student, etc

Management by Profile:Observation

Management by Profile:Neurodevelopmental Analysis

> Neurodevelopmental Analysis = What we think

> Supports educators in determining a student’s strengths and weaknesses.

> Educator determines the breakdown point and forms a hypothesis.



4. Display PPT-8 (Management by Profile: Management)

> Management = What will help?

> Goal is to determine the most effective strategies for supporting students in achieving academic and social success.

> Management includes: • choosing management strategies collaboratively with

students • talking with students about their learning strengths

and weaknesses • creating a shared understanding of success • anticipating the outcomes of implementing a strategy

5. Display PPT-9 (Management by Profile: Measurement of Impact)

> Measurement of Impact = How will we know whether it helped?

> Reflecting on outcomes of management strategies, comparing those outcomes to anticipated outcomes, and making decisions about next steps.

6. Solicit/address any questions before continuing, letting participants

know that some of their questions may be answered in the next part of the activity as they explore the protocol deeper.

Management by Profile:Management

> Management = What will help?

> Determine the best strategies for supporting students.

> Management includes:Collaborating with student(s) to select strategiesCreating a shared understanding of successAnticipating the outcomes of a strategy

Management by Profile:Measurement of Impact

> Measurement of Impact = How will we know whether it helped?

> Reflect on outcomes of management strategies and determine next steps.



Reading and Consolidation (15 min.) FACILITATION POINT: This part of the activity is done individually/independently. 1. Ask participants to read the Management by Profile summary on

pages 4-5 and either the Elementary/Middle School or Middle School/High School Management by Profile examples on pages 6-11 (whichever set is more applicable to the participant’s professional practice).

2. Encourage them to actively read by highlighting, circling, or underlining key phrases and writing comments, ideas, or questions in the margins.

3. Once they have read the material, participants will complete the Management by Profile Consolidation worksheet on page 12.

> Inform participants that they will have an opportunity later

in the activity to surface their lingering questions with the whole group.

4. After answering any clarifying questions, prompt participants to begin working independently.

5. Circulate and answer questions as they arise, notifying participants when two minutes remain.

MANAGEMENT BY PROFILE SMALL GROUP DISCUSSION 10 minutes 1. In small groups (grade-level or subject area groups), participants

will engage in a brief discussion about the Management by Profile Protocol and its application to their work. Guiding questions for this discussion and space for notes are provided on participant page 13.

2. After answering any clarifying questions, prompt participants to

begin their discussions. 3. Circulate and answer questions as they arise, notifying participants

when two minutes remain.



WHOLE GROUP DISCUSSION/DEBRIEF 10 minutes Suggested questions (NOTE: Be sure to make time for #3): 1. What are some benefits of implementing the Management by

Profile Protocol? Chart answers on pre-made chart (see Set-up Information on page 3).

2. What are some challenges of the Management by Profile Protocol? Chart answers on pre-made chart (see Set-up Information on page 3).

3. Address any lingering questions participants have about Management by Profile (e.g., from the consolidation worksheet on page 12 or questions that surfaced in the small group discussion).

NOTE: This may be a good stopping point for a 5-minute break.

CREATING A GRAPHIC REPRESENTATION OF MANAGEMENT BY PROFILE 20 minutes FACILITATION POINT: This part of the activity is done in small groups. 1. Now participants will have an opportunity to use a different part of

their brains – and a different set of Constructs – to consolidate their thinking around Management by Profile.

2. Distribute chart paper and markers to each table.

3. Direct each group to graphically represent their collective understanding of the Management by Profile Protocol.

> If inclined, they may incorporate its relationship to All Kinds

of Minds tools and processes such as Attuning a Student, the Student Learning Partnership, Lesson/Subject Analysis, etc.

> Encourage creativity; participants may draw a diagram, chart, picture, or any representation that feels authentic to them, as long as it is graphic in nature.



> Participants have 10 minutes for this part of the activity.


5. After 10 minutes has elapsed, ask each group to explain their

representation and hang their chart on the wall.

> Allow approximately two minutes per group; eight minutes has been allotted for this part of the activity.

DEBRIEF 5 minutes Suggested questions: 1. Do you think illustrations are a valuable way to deepen or

demonstrate understanding of a concept? 2. Did any themes emerge among the various groups’ graphic

representations? 3. What is the value of using a protocol like MBP to guide thinking? 4. What connections are you starting to make between the

Management by Profile Protocol and what you know about the All Kinds of MInds philosophy, content, and tools/processes?

TRANSITION In the next activity, participants will have an opportunity to authentically apply the Management by Profile Protocol to a specific student or issue.



Management by Profile in My Practice PARTICIPANT OBJECTIVES: As a result of participating in this activity, participants will:

1. Explore the four elements and value of Management by Profile 2. Apply Management by Profile in their educational practice

FACILITATOR MATERIALS PARTICIPANT MATERIALS • Facilitator pages 15-17 • Participant pages 14-17

• Table of Neurodevelopmental Constructs

• Glossary of Neurodevelopmental Terms

• Management Resources/ Strategies binder/book or Classroom Reference Guide

GROUPING: Individuals

SUGGESTED TIME: 25 minutes • 20 minutes – Select student/issue, begin completing MBP

worksheet • 5 minutes – Debrief DIRECTIONS FOR ACTIVITY: CONTEXTUALIZATION 1. In the previous activity, participants familiarized themselves with

MBP and thought about MBP in the general context of their work. In this activity, they will explore how the MBP Protocol might support their work with a particular student or issue.

2. Review activity objectives.



MBP IN YOUR PRACTICE 20 minutes 1. Ask participants to turn to page 14 – Management by Profile in My

Practice – and give them a minute or two to read the activity instructions.

> Call attention to the MBP worksheets referenced in the

instructions (participant pages 15-17). The guiding questions (in the shaded boxes) and bullet points are intended to prompt educators’ thinking about how each element can be applied to a given student or issue.

> Any notes in the “Measurement of Impact” quadrant will need to be projective.

> Reiterate that participants may want to refer to one or several of their AKOM resources (listed in shaded box on instructions page).

> Reiterate that emphasis should be on thoughtful consideration of how the elements of the Protocol apply to the selected student or issue, not on completing the worksheet.

> Blank copies of these worksheets are provided in the Appendix of the participant booklet for future use.

> Solicit/respond to clarifying questions.


DEBRIEF

10 minutes Suggested questions: 1. How did completing the MBP profile work for you? (e.g., easy,

challenging, comfortable, authentic, frustrating, etc.) 2. How will this activity be valuable to you in your ongoing

professional practice?



3. What are some anticipated challenges in applying MBP to a specific student/issue?

4. What might be the unique challenges of applying the

Management by Profile Protocol in lower grades? in upper grades? TRANSITION Move directly into the closing.



Closing PARTICIPANT OBJECTIVES: As a result of participating in this activity, participants will:

1. Apply Management by Profile in their educational practice 2. Network with other educators around applying Management by

Profile to educational practice

FACILITATOR MATERIALS PARTICIPANT MATERIALS • Facilitator pages 18-19 • PPT-10

• None


SUGGESTED TIME: 5 minutes DIRECTIONS FOR ACTIVITY: 1. Display PPT-10 (Management by Profile Protocol).

> MBP Protocol is the

foundational thought process underlying the AKOM approach.

> Intent of MBP is to provide a

framework for applying a ND lens to one’s educational practice.

> Acknowledge again that some participants may already be

implementing some or all of the elements of Management by Profile in their practice without even realizing it.

> Diagram, examples, and worksheets serve as scaffolds while learning the thought process.

> Ultimately, we hope that educators will incorporate MBP as a habit of mind.

PPT-11




• As educators become more comfortable with MBP, they may find they no longer need to refer to the diagram or worksheets to apply “MBP thinking” to a given student or issue.

2. In this module, began to explore the use of the MBP Protocol with a specific student or issue.

> Encourage participants to complete their “MBP analysis” of that student or issue (if they haven’t already done so) and then:

• Implement the management strategies they identified, • Measure the impact of the strategies, and • Determine/take next steps based on the outcomes

> Also encourage participants to continue their exploration of

the MBP Protocol by using it to support their work on different levels of their practice – student, classroom, and school.

3. Encourage participants to network with their colleagues around how they are implementing “Management by Profile thinking” in their practice.

> Research validates that engagement with a community is central to sustained changes.

4. Bring the module to closure, making any necessary announcements regarding upcoming extended learning sessions, etc.



Facilitator’s Journal What went well in this module: What I would change for next time:

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