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22/09/09©Hubert Marx1 « La consultation des enseignants en cas d’échec scolaire » A pilot-project supported by the Ministry of Education and the Town of.

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1 22/09/09©Hubert Marx1 « La consultation des enseignants en cas d’échec scolaire » A pilot-project supported by the Ministry of Education and the Town of Luxembourg directed by Hubert Marx, PG SpLD Presentation during the INSPIRE-Course, Tallinn, Estonia,

2 22/09/09©Hubert Marx2 INTRODUCTION Luxembourg: a country with 3 official languages: Luxembourgish, French,German No other choice: Belgium, France and Germany are neighbors. Luxembourgish: « lesser used languages » Where is Luxembourg?

3 22/09/09©Hubert Marx3 POPULATION Total inhabitants (2008): ,7% belonging to another nation High immigrant rate has its effects on the school population (2007/08)*: % have a Luxembourgish linguistic background % have a different / foreign linguistic background (- 23.6% have a Portuguese linguistic background - 5.3% come from ex-yugoslavia) * « précoce, préscolaire, primaire, spécial, différencié »

4 22/09/09©Hubert Marx4 POPULATION The official trilingual situation represents a truly existing multilingual situation This presents many challenges for children in primary school

5 22/09/09©Hubert Marx5 MODEL The model of Cummins BICS: Basic Interpersonal Communicative Skills. These skills are the basic skills sufficient only to converse with peers and teachers CALP: Cognitive Academic Language Proficiency. This proficiency refers to the cognitively demanding (spoken and written) language skills required to achieve school success

6 22/09/09©Hubert Marx6

7 22/09/09©Hubert Marx7 COMMENTS ON TABLE 1 the language learning situation is configurated more feasibly to the children with a Luxembourgish background for the other children there exist more barriers to acceed to the languages offered at school the more languages are offered, the more interferences occur

8 22/09/09©Hubert Marx8 Background 1 Very high rate of school failure in Luxembourg!!!! In a study by SCRIPT* 20.2 % of the children of primary school are older than the « normal » age (SCRIPT, 2005) This rate is for 2007/08: 19.9%** That means that every 5th child leaving primary school is older than his classmates *Service de coordination de la recherche et de l’innovation pédagogique et technologique **MENFP (2009), Statistiques globales et analyse des résultats scolaires 2007/2008

9 22/09/09©Hubert Marx9 Background 2 The school-career of these children was not « normal » Most of them had to repeat one ore several years The average level of older children in classrooms in other countries of the EU is about 10%!

10 22/09/09©Hubert Marx10 Background 3 In a study I made four years ago I could find out that at the end of the 2nd school year: 7.98 % of the children with a luxembourgish mothertongue background can be seen as at-risk students 10.21% of the children with another mothertongue background can be seen as at-risk students (Marx, 2005) (data of the Town of Luxembourg)

11 22/09/09©Hubert Marx11 Background 4 In this at-risk group we find several different school problems. Most of them can be treated, when problems are detected as early as possible and when an adequate material and/or methods come into use. … and here is the pivotal point where the pilot-project should be helpful.

12 22/09/09©Hubert Marx12 Idea 1 The model is a « consultation » model… …because the teacher is the expert: she/he sees the child most of the time at school and works with him. The consultation of the teacher should give the teacher an approach of the special needs for the child with problems. This helps the teacher to a better understanding of the child an should lead to an integration in the class.

13 22/09/09©Hubert Marx13 Idea 2 The mainstream classteacher has perhaps not always a specific knowledge and/or adapted material… she/he can profit from a consultive structure. The consultation will be done by a specially trained teacher or educator The consultation will take place AT SCHOOL with the teacher(s)and with a child presenting a problem

14 22/09/09©Hubert Marx14 Idea 3 This approach is not new! Similar consultation structures exist in many countries (D: Bavaria, B: Flanders, UK: Scotland, N, NL, USA). In France the « instituteur de référence » has a similar role. All these structures have a common goal: to reduce and prevent school failure and to cope with personal and time problems of the classic « specialist » structures The structures with the specialists, like EPs, social assistants, medical people can concentrate on their core business.

15 22/09/09©Hubert Marx15 Main goals Reducing school failure in a medium and long range perspective by early detection and intervention Helping/consulting the classroom teacher in order to guarantee an inclusion of the child presenting a problem

16 22/09/09©Hubert Marx16 Operative goals 1 Implement a consulting structure in every (big) school (small schools should be attached to a neighboring big school) This structure operates in this specific school The consultant works together with the teachers and all the other organisations (like Inspectors, CMPP, SMPP, SREA, EDIFF, SGE etc…)* It is also possble to have a consulting team * Special education structures in Luxembourg

17 22/09/09©Hubert Marx17 Operative goals 2 In the case of occuring school problems/difficulties the classroom teacher contacts the consultant With the help and the permission of the parents and the teacher, the consultant makes a first analyses of the situation in school (educational tests, questionnaires, observations in the classroom, etc… )

18 22/09/09©Hubert Marx18 Operative goals 3: So in that sense he operates with adaquete material a first limited diagnosis of school problems With these results in mind he develops an individual learning plan (ILP) and makes a proposal for material and methods to the teacher for use in class (inclusion). Parents are informed about all these steps.

19 22/09/09©Hubert Marx19 Operative goals 4: If that is not possible an orientation to another school structure should be considered (i.e. « classe d’appui »)(integrational view) The consultant follows every child during the time of intervention with all his teachers The ILP is a contractual mean between teacher(s), parents and the child The ILP is evaluated at least once a year and might be adapted (reduced / extended)

20 22/09/09©Hubert Marx20 Operative goals 5: In the case that the problems will not be mastered in a certain time or if there are other occuring problems, the consultant should contact the other existing structures and professionals (SREA, CMPP, EPs etc…)

21 22/09/09©Hubert Marx21 Operative goals 6 The « consultant » is present in every meeting between teacher(s) and parents of a child with existing problems or of an at- risk student The main organsisation (and by there the inspector) (VdL: SMPP, L: SGE) is briefly informed of every step by the consultant

22 22/09/09©Hubert Marx22 Realising the pilot-project 1 Training for teachers assuming the role of a consultant

23 22/09/09©Hubert Marx23

24 22/09/09©Hubert Marx24 Realising the pilot-project 1 Training for teachers assuming the role of a consultant Implementing the consultation structures in the schools First in one school afterwards in a few schools with an external assistance General implementation in one commune afterwards propagation troughout the country

25 22/09/09©Hubert Marx25 Realising the pilot-project 2 The concept of the pilot-project agrees with the new school law (6/2/2009). The acceptance of the project is very large Ministry: Minister of Education, Inspectors, Primary Instruction Dep., SCRIPT, SREA, EDIFF, SGE City of Luxembourg: Bourgmestre, Echevin de l’Instruction, Service de l’Enseignement, Service médico-psycho-pédagogique

26 22/09/09©Hubert Marx26 Realising the pilot-project 3 The acceptance among the teachers is very good: in the first course there were 28 inscriptions. This project is not the only one in Luxembourg: Differdange Hosingen Mertert/Wasserbillig

27 22/09/09©Hubert Marx27 Perspectives First external and independant evaluation took place (course, first implementation) Creating synergies with the other projects in order to harmonise the concepts Fine tuning of the concept relying on the experiences in every day work and adaptation to the new school law Strengthening of communication tasks (at school and with external services) Training of consultative approaches (teacher-teacher, parents-teacher, specialist-teacher) in order to define the consultation work

28 22/09/09©Hubert Marx28 Generated spin-offs of the projet: Creation of a reflection group within the multiprofesionnal team with teachers in order to improve interprofessional communication. « consultation collégiale » offered on demand for teachers in the town of Luxembourg Peer learning group for teachers

29 22/09/09©Hubert Marx29 My view: When school problems and learning difficulties occur it is up to the school to treat them

30 22/09/09©Hubert Marx30 Thank you for your attention!

31 22/09/09©Hubert Marx31

32 22/09/09©Hubert Marx32 Formation continue issue du projet « The Consultation Project » CP BE-COMENIUS-C21 Blankenberge Dany BARTHEL, Ecole de Wasserbillig Hubert MARX, Ecole de Luxembourg (r.D. Schlechter) Prise en charge traditionnelle des élèves en difficulté…en théorie! Elève Enseignant Ecole Structure de prise en charge EXTERIEURE Signalisation Diagnostic Intervention de plusieurs experts Aide Proposition d’intervention Prise en charge externe ECOLE © Dany Barthel et Hubert Marx

33 22/09/09©Hubert Marx33 Formation continue issue du projet « The Consultation Project » CP BE-COMENIUS-C21 Blankenberge Dany BARTHEL, Ecole de Wasserbillig Hubert MARX, Ecole de Luxembourg (r.D. Schlechter) Prise en charge traditionnelle des élèves en difficulté…en pratique! Elève Enseignant Ecole Structure de prise en charge EXTERIEURE Signalisation Diagnostic Aide Proposition d’intervention Prise en charge externe ECOLE © Dany Barthel et Hubert Marx A. Ecole - Moyens pédagogiques en classe - Contacts parents degré élevé de problèmes scolaires et/ou comportementaux B. SGE Psychologue (toujours) au besoin -assistant/e social/e -SREA -logopédie -(psychomotricité -(pédagogie curative) Parents SGEInspectora t Propositions aux parents oui non aux parents conseillé aux parents Médecins spécialisés CMPP nationale CMPP régionale C. D.

34 22/09/09©Hubert Marx34 Formation continue issue du projet « The Consultation Project » CP BE-COMENIUS-C21 Blankenberge Prise en charge des élèves en difficulté: le modèle consultatif… idéal! Enseignant + prise en charge interne ELEVE CONSULTATION (consultation individuelle, diagnostic pluri-disciplinaire, échanges pédagogiques) Ressources à prévoir Aide Ecole © Dany Barthel et Hubert Marx

35 22/09/09©Hubert Marx35 Formation continue issue du projet « The Consultation Project » CP BE-COMENIUS-C21 Blankenberge Prise en charge des élèves en difficulté: le modèle consultatif… réalisable! Enseignant + prise en charge interne ELEVE CONSULTATION (consultation individuelle, diagnostic pluri-disciplinaire, échanges pédagogiques) Ressources à prévoir Aide Ecole © Dany Barthel et Hubert Marx + Parents TEAM Inspectorat Instit.spécialisé(e) et/ou psychologue et/ou pédagogue Logopédie et/ou orthophonie Ergothérapie et/ou psychomotricité internesexternes aide médicale autre aide thérapeutique aide spécifique (ex.SREA) aide pédagogique appui scolaire travail parents aide thérapeutique (ex. dyslexie, dyscalculie,, ADHD…)

36 22/09/09©Hubert Marx36 Inclusion de l’élève dans l’environnement pédagogique de sa commune Donner à l’enfant en difficulté, à sa famille et à ses enseignants le plus rapidement possible les moyens adéquats pour son développement L’enseignant est l’expert en matière d’ enseignement (« the teacher is the expert for teaching »). Elargissement de ses compétences dans son travail, en lui offrant de le consulter, de l’ aider et de le former …à l’intérieur de l’environnement pédagogique (travail individuel ou en groupe (peer group consulting) Faciliter et implanter le travail de consultation et d’ information des parents des enfants en difficultés par une prise en charge immédiate dans l’environnement pédagogique (coopération entre tous les acteurs) Formation continue issue du projet « The Consultation Project » CP BE-COMENIUS-C21 Blankenberge Les BUTS et FILS CONDUCTEURS?? du modèle consultatif inclusif….idéal: © Dany Barthel et Hubert Marx


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