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Collaborative Response

Collaborative Response
Three Foundational Components That Transform How We Respond to the Needs of Learners

Foreword by Andrew Hargreaves

March 2022 | 256 pages | Corwin

A school-wide model for addressing individual needs

The greatest goal of education is to ensure equity while enhancing learning and academic success for all students. And yet, it is impossible for one teacher to meet the extensive needs of all students in his or her classroom. The traditional schooling model cannot provide for this complexity and leaves educators perplexed. The solution is a collaborative approach where “every child deserves a team” to surround them with supports that recognize their strengths and challenges.

Collaborative Responseoffers a school-wide model for addressing students’ individual needs. The three fundamental components of the model are: collaborative structures and processes; data and evidence; and continuum of supports. In this book, readers will find:

  • Entry points for beginning this work
  • Potential pitfalls of the approach
  • Case studies from schools that have adopted the model
  • Access to a website with tools, templates, case studies, and more

With a focus on quality classroom instruction, this book shares examples from schools and districts that have transformed how they respond to the needs of all learners.

Foreword by Andrew Hargreaves
Table of Contents
Companion Website Contents
Introduction - A Call to Action
Chapter 1 - Examining a Culture of Response
Chapter 2 - Envisioning Collaborative Response
Chapter 3 - Collaborative Structures
Chapter 4 - Collaborative Processes
Chapter 5 - Collaborative Team Meetings
Chapter 6 - Data and Evidence
Chapter 7 - Continuum of Supports
Chapter 8 - Putting the Pieces Together
References and Resources

Collaborative Response has been instrumental in changing the lives of both staff and students. It has provided an explicit and collective framework to have conversations that lead to improved student learning outcomes and ensured that the individual learning needs of all students are recognised as every person's responsibility. 

Janeen Silcock
Ballina Coast High School Ballina, New South Wales, Australia

Our district in coastal, rural Maine has been actively implementing Collaborative Response for three years now, and each year we continue to grow and evolve through the implementation process. The Collaborative Response philosophy and approach served as the leverage that we needed after years of trying to get a district-wide RTI plan off the ground! It has been a transformational model for all of our teams through grade levels PK–12.

Nicole Chan
Regional School Unit 24, Sullivan, Maine, United States of America

Through understanding the role of assessment, collaboration, and a defined continuum of supports, Kurtis and Lorna lay out multiple entry points for schools, leadership teams, and senior leaders that will ultimately impact all students in achievement, inclusion, and well-being.

Joanne Pitman
Calgary Board of Education

Collaborative Response is based on a structure that enables professional learning communities in schools to develop for the benefit of student learning and well-being. That is because the approach includes a respect for the knowledge, idiosyncrasies, and experience of staff and students—all these are resources that can be used for the benefits and growth of all involved.

Ingileif Ástvaldsdóttir
University of Iceland, Department of Education, Reykjavík, Iceland

The positive impact of our revised meeting schedules, and our four-tiered intervention framework, is that all students are put in the spotlight, and none are left to fly under the radar. In addition, the collaborative team meeting has advanced the professional capacity of staff by providing the vehicle to engage in deep discussions of evidence-based teaching practices that assist in improving student achievement.

Leigh Toscan
Southern Cross Public School, Ballina, New South Wales, Australia

Through understanding the roles of assessment, collaboration, and a defined continuum of supports, Kurtis and Lorna Hewson lay out multiple entry points for schools, leadership teams, and senior leaders that will ultimately impact all students in achievement, inclusion, and well-being.

Joanne Pitman
Calgary Board of Education, Calgary, Alberta, Canada

Collaborative Response provides a deeper model for collaboration and a way to be more intentional about supporting all our students. In addition, Kurtis and Lorna Hewson and the Jigsaw Learning team have been invaluable in providing informative videos, templates, articles, and learning opportunities that are guiding our leadership team in leading professional development for our staff.

Karen Currie
Kamloops Christian School, Kamloops, British Columbia, Canada

Collaborative Response gave our school the focus and framework needed to change the culture around how we identify and support all of our students. Providing meaningful and strategic tiered systems of supports, along with an emphasis on relationships, totally changed the game for our collaborative teams. This philosophical shift from the ‘Me’ to ‘We’ in the work we do has empowered all staff to initiate more student-centered conversations and consistently highlight celebrations.

Chris Burris
South Shore Regional Centre for Education, Bridgewater, Nova Scotia, Canada

We have reimagined our student support structures, placing the Collaborative Response process at the heart of our practice. Long meetings focusing on deficits are gone, replaced by action-based collaborations focusing on classroom instructional strategies and learning dispositions. Collaborative Response is a key driver of our schoolwide collaborative culture and has been a major contributor to our strong growth in external assessments of literacy and numeracy.

Luke Bristow
Murwillumbah High School, Murwillumbah, New South Wales, Australia

We all need to be on the same team when it comes to student success, and we are seeing huge benefits from Collaborative Response as it sets the table for increased student achievement at every grade level and subject area within our schools!

Adam Murray
Peace River School, Division Peace River, Alberta, Canada

Kurtis Hewson

Kurtis Hewson has been an award-winning teacher, vice-principal, and principal, as well as taught at the post-secondary level. With over a decade of experience as a school administrator, Kurtis has championed the call for collaborative structures in schools to ensure success for all students. In addition to two finalist awards from Alberta Excellence in Teaching program and an Edwin Parr award recipients for excellence in his first year of teaching, Kurtis was an honoree for the ASCD Outstanding Young Educator Award in 2010. Kurtis is one of five Alberta principals featured in Reflecting on Leadership for Learning: Case Studies of Five... More About Author

Lorna Hewson

Lorna Hewson is a passionate educator who is co-founder and Lead Learner of Jigsaw Learning, a Canadian consulting company that provides support for educators. She is an engaging presenter, facilitator, coach and mentor and has served to support classrooms, schools and districts nationally and internationally. An Alberta Excellence in Teaching Award winner, Lorna has served diverse roles in schools and districts and has a wealth of experience in essentially every area of development in supporting the needs of districts, schools, staff and students. She has served in district leadership roles in curriculum, learning and inclusive services... More About Author

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ISBN: 9781071862810