Responsable du projet : D. Kehyayan
Cedarcrest Elementary , English Montreal School Board
EHDAA primaire, 1er et 2è cycle
Description du projet :
To Use and integrate technology for students in Cycle Two and Three with special needs in order to enhance their competencies in Language Arts, Fine Arts and Physical Education with a particular focus on language development in French and English (written and oral), technological skills and social skills. The goal was for the students to exercise these competencies by communicating and making movies. They will mentor their Cycle two peers, focusing on the students with language difficulties when presenting their accomplishments together. To build their confidence, they will be buddied witha the cycle one students to practise (their individualized/small group presentations). A general workshop for teachers and EMSB consultants should take place in August. Many of our regular Cycel Three Year 1 students have a basic knowledge of making movies and the ability to produce PowerPoint Presentations. These students will also support their special needs student peers in building this project. The Cycle Three students will research interesting movie projects and will be updated on the School’’s Tech Team’s May 2006 trip to visit other schools where movies are seen as an important learning strategy. With the increased time in Physical Education, emphasis would be placed on modifying the Cycle Three special needs students’ curriculum with special emphasis on enhancing ICT with Health, Fine Arts and Physical Education. Where teachers have begun to use thiis approach, they have found that the specail needs students have responded with improved oral skills, positively and enthusiastically. An overall improvement in team building tgeir relationships has been observed. Our oberall goal was to have the first annual EMSB iMovie Festival where the sharing of ohter schools’ projects took place. Cedarcrest hosted thisevent with four iMovies and five EMSB schools shared their schools’ iMovie projects. We hope to help organsie next year’s EMSB’s iMovie Festival.
August/September 06 : Beginning of the year review with Administration, teachers and consultants.
September 06 : Weekly team meetings for teachers to organize and set goals,Students’ timetables are organized and IEP’s are developed, Caroline Dupuis, RECIT, Brian Seltmann and Sonia Lue supports teachers and students with their brainstorming activities to assist the students in their decision making process for the short and long term goals. Where possible the Special Education, Speech and Language Pathologist, E. L. A., F. S. L., Phys. Ed., and Social Science consultants will be included. Timetables will be set up wit them to ensure their presence al least monthly for support to the teachers and within the classes when this is deemed necessary. During ’Meet the Teacher’ parents will be given an overview of the goals of the projects.
November 06 : with the support team identified above, Bi-monthly reviews begin.
Parent teachers’ Interviews enable students to share this project with their parents using their portfolios. This will be done for each PTI thereafter. This opening evaluation will be used as a baseline to record their progress in demonstration their language skills in identified areas as developed on their IEPs.
December 06- January 07 : Projects continue to develop. Individual goals are re-evaluated.
January - February 07 : Cycle 3 students buddy with Cycle 1 students to practice their communication skills through organized mini presentations. Skills such as building ePortfolios for the students are developed.
February- March 07 : Cycle 3 special needs students begin mentoring the Cycle 2 students.
April - June 07 : Mentoring and Buddying continue and Cycle 3 students invite their peers from schools in the Region, such as Parkdale, Holy Cross and Gardenview to share their accomplishments at a Cedarcrest iMovie Fair. Where ever possible special needs students with severe language needs will be incorporated as a means of providing them with a ’stage’ where they can be comfortable learning and sharing.
Team meetings as needed to start up, then weekly and monthly thereafter. The students and teachers will research interesting iMovie projects and will be updated on the Tech team’s May 2006 trip to visit to other schools using iMovies as one of their teaching strategies. Special Physical education activities as related to health will be linked with computer based activities. Training for all staff members will be given to ensure that they are able to produce simple iMovies and are able to organize this work electronically. Teachers will then work with student team leaders from their own classes to assist in setting the foundation for class projects. The EMSB RECIT, CT consultant and/or an animator will assist in supporting the teachers in planning and in classes. All students will complete regular classroom projects. However, the special needs students will be given additional opportunities to use this strategy more often and/or with one-to-one support wherever possible. If a special needs student shows exceptional aptitude to any aspect of this project (s)he will be given leadership responsibilities as a Techno Buddy or as a Big Buddy to another student. Students are able to take iBooks anywhere in the school to share their accomplishments. Spec. needs students assume the roles of editors, producers, choreographors, writers, health advisors, food experts. Team meetings will assess the Phys. Ed., ICT, FSL and selected F.A. goals. The Phys. Ed. and regular and resource teachers will be challenged to widen the integration of Phys. Ed. and Art forms, such as Dance and movement with a minimum of 60 minutes a month dedicated to filming sessions and integrating the footage in their projects. Substitutes will be used to give the time needed to meet as teams or for one to one support by the consultant for planning. Because of the extra emphasis being placed on the teaching of iMovies to the special needs students, it is felt that they will become mini-experts on different aspects of the making of iMovies and that they will be able to teach the Cycle 2 students some of their skills. In so doing it is expected that they will be using their language skills more intensely.
Caroline Dupuis, RECIT, Brian Seltmann. ICT consultant and Sonia Lue, ICT animator.
Resource teachers and child care workers.
Special Education Consultant, Speech and Language Pathologist, School Psychologist.
Social Studies and Physical Education consultants.
Mc Gill University, Educational Psychology Department (from which support has been received over the past 8 years)
Graduate and Research students from McGill University.
Student teachers from McGill and Concordia Universities.
Vanier and Dawson College Special Care Counselling stagiers.
The Governing Board
Other Pedagogical Services Department consultant teachers who wish to be involved depending on projects being completed.
Meet the Teacher, Parent teachers Interviews, Governing Board Meetings and other school wide activities, for example, our Spring Fling or invitations to peer from other schools will be used to ensure parental involvement.
Completed surveys and rubrics from (both ours and invited) teachers, students (especially those in the lower cycles), parents and EMSB consultants, should provide a wide base to assist in evaluating our efforts.
Using the school web-site to integrate the students’ mini-projects.
The April IEP’s and student led conferences will be used as an indicator to evaluate the effect of this strategy.
Cycle 3 year 2 special needs students are able to make CD’s or DVD’s of their accomplishments.
On completion of the project it is hoped that our website will be completed. It is still under construction. Our website address is :
Hands-on and direct sharing with students, teachers, parents and Administrators from other schools through an in-school fair.
CDs and/or DVDs of the project combining specific areas ie : Pyhsical Education, FSL will be available upon its completion.
Hopefully based on the approach used other specail needs students will be able to use them as learning tools and/or produce their own.
In the second year, the students would be taught to develop their own website with links to the schools websites, and, this in itself will be means of building their self-esteem through the exposure they will receive
Ce qui a facilité la réalisation du projet :
During our firt meeting with the staff at Cedarcrest and several consultants from the EMSB, the project seemed so grand that it left some teachers overwhelmed and concerned about time constraints. However, after several staff and Tech Team meetings the teachers became more comfortable and confident to embark on this project. Since some teachers were already very savy with the iMovie technology, they were able to help in the training process for many of the other teachers. Many Cycle Three Year 2 students have the training and were also able to train some teachers and students.
Once the special needs students got the training from their peers, they were able to create their iMovies on their own where the teacher acted as a facilitator. The Phys. Ed./Health Teacher worked on a Dance Project that was initiated by the students. The French Teacher observed that the students were confident in using and training their peers in French as well as presenting their projects in French. This their competencies in FSL.
Throughout the process students demonstrated the ability to work cooperatively and to communicate appropriately with their peers. The students showed an improvement in their use of language, technological and social skills especially when they had the responsibility to later train their Cycle Two peers.