Dr Thérèse McPhillips ILSA Conference 12 th September 2014

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1 Dr Thérèse McPhillips ILSA Conference 12 th September 2014

2 Current policy context- LSG, NEPS,DES, NCSE Working framework for LST DES and NEPS Current role of LST Support at Stage 2 Case Studies profile and learning plans

3 Guidelines on Learning Support A Proposed New Model NCSE 2014 DES 2000 EPSEN Act 2004 Literacy and numeracy Strategy POLICY CONTEXT General Allocation Model 2005 Assessment for Learning; Assessment of Learning NCCA 2009 Special Educational Needs A Continuum of Support, 2007, 2010 NCSE 2005 SENOs High/Low incidence

4 Whole school approach Special Education Team (DES, 2003, 2005) Key tasks are collaboration and consultation with class teacher, parents, students and outside agencies Response To Intervention approach

5 School Support Plus Individualised support School Support Classroom /small group approaches Classroom-based Support Differentiated teaching

6 Stage one- class teacher Classroom Support Stage two- class teacher and Learning Support teacher Stage three- more intensive teaching support /specialist intervention School Support School Support Plus DES 2003, 2005 NEPS, 2007

7 Assessment Review Intervention p.5 NEPS Continuum of Support 2007

8 A pupil receiving support within their classroom would be considered to be at stage 1 in terms of the "Staged Approach to Assessment, Identification and Programme Planning" (DES Special Education Circular 02/05) Simple, informal problem-solving approaches commonly used by class teachers to support emerging needs. DES Stage One NEPS Classroom Support

9 A pupil receiving mostly group support or occasional individual support in addition to classroom support would be considered to be at stage 2 in terms of the "Staged Approach to Assessment Identification and Programme Planning" (DES Special Education Circular 02/05) The class teacher needs to involve the learning support/resource teachers in the problem-solving process at this point and it involves more systematic gathering of information and the development and monitoring of a School Support Plan or an Individual Pupil Learning Profile (IPLP). DES Stage Two NEPS School Support

10 A pupil receiving more intensive teaching support including more focused small group work or Individual teaching is considered to be at stage 3 in terms of the "Staged Approach to Assessment Identification and Programme Planning" (DES Special Education Circular 02/05) DES Stage Three Learning difficulties that are severe and/or persistent, they are likely to need intensive support. School Support Plus will generally involve personnel outside the school team in the problem solving, assessment and intervention process. Classroom support and school support will continue to be an important element of his/her individual education plan. NEPS School Support Plus

11 Each level of support should be viewed as a problem solving process which includes the following The Starting Point Information Gathering and Assessment Planning and Intervention Review Roles and responsibilities

12 Adjustments to Class teaching A classroom support plan required

13 Literacy work station teaching, literacy centres, small group teaching One hour for literacy per day, components covered listening, guided/indep. reading, writing, word detective work Co-teaching Phonological awareness a priority in junior classes Whole school planning First Steps, class novel, group planning; oral language and Afl Curriculum committee for English literacy DES Inspectorate,2009 Dr Therese McPhillips St Patricks College Drumcondra

14 Ensure that teachers understand the process by which early reading is acquired and how reading skills are subsequently developed in first and second lang. acquisition (p.30) Teach the basic building blocks of reading; awareness of words and word parts, PA, L/S/ recognition word identification, fluency, vocabulary and comprehension to derive meaning from text (p.31) Use assessment to inform their practice and monitor learning (p.74) Time for literacy Teacher education (Pre-service, Induction, CPD) Assessment reporting Role of parents Dr Therese McPhillips St Patricks College Drumcondra

15 Supporting the class teacher - early intervention Paired reading programmes Paired writing Cross age peer tutoring Cooperative learning groups In class support observation, screening, running records- guided reading groups, literacy centres Supporting a balanced literacy framework throughout

16 Low incidence learning disabilities High incidence learning disabilities Medical model V social model of disability Proposed new model NCSE 2013, 2014

17 Higher incidence special educational needs defined as: borderline mild and mild general learning disability and specific learning disability and those with learning support needs (that is functioning at or below the 10 th percentile on a standardised test of reading and/or mathematics DES, SpEd 24/03; 02/05

18 Motivation and engagement Comprehension strategies Word identification ORAL LANGUAGE DEVELOPMENT Vocabulary development Fluency Writing

19 Vocabulary Defining words Word meanings Repeating use in multiple contexts COMPREHENSION Oral language Elements of effective reading instruction Phonemic awareness Segmenting Blending Isolating sounds Counting sounds Sound substitution DECODING Comprehension strategies Predicting Making connections Questioning Clarifying Summarising Phonics Letter/sound Blending Word patterns Onset-rime Irregular words Multisyllabic words Fluency Repeated reading Paired/Shared Echo reading Choral reading Readers Theatre

20 .more than having the ability to read and write. It is about helping children to communicate with others and to make sense of the world. It includes oral and written language and other sign systems such as mathematics, art, sound, pictures, Braille, sign language and music. Literacy also acknowledges the nature of ICT and many other forms of representation relevant to children including screen-based (electronic games, computers, the internet, television)..aistear Reading literacy is understanding, using, reflecting on and engaging with written texts, in order to achieve one s goals, to develop one s knowledge and potential, and to participate in society PISA, 2006 Dr Therese McPhillips St Patricks College Drumcondra

21 MEMORY Remembering instructions Remembering sequences Forgetting equipment Remembering rules and patterns Confusion with time, dates, days of week SPEED OF WORKING Handling time pressure Working too fast/too slow Using inefficient methods Loses track of purpose of task Constantly checking SOCIAL SKILLS Turn taking Sharing Listening Social conventions Other peoples feelings ORGANISATION Planning Structure of working Presentation Focus

22 Target group- End of Senior Infants / beginning of First Class Screening Tests could be administered to pupils in small groups (up to 8 pupils) DTEL-S is not a normreferenced test.

23

24

25 Whole class screening tests (literacy, numeracy) Cut off point: Diagnostic assessment of pupils below 12 th Percentile Supplementary teaching/ additional support for weeks Review progress

26

27 School support

28 Gathering information - from class teacher, learning support/resource teacher, parent results of standardised tests, observation of learning style, pupil s behaviour Systematic approach pupil s strengths, needs, interests; priority learning needs Individual learner profile and learning programme (IPLP) see samples Planning intervention/ supplementary teaching Review progress

29 Areas to be assessed Reading a passage aloud Single word reading Reading words phonically regular words Reading phonically regular non-words Reading comprehension Reading fluency Types of Assessment Miscue analysis 100 word list (sight vocab) Phonic skills reading test Non-word reading test Comprehension (literal, inferential, evaluative, affective level) Fluency rubric

30

31

32

33 Catch up Reading

34 NEPS Good Practice Guide: Effective Interventions for Struggling Readers and Resource Pack

35 Read the pupil profile 1. Consider the concerns- identify strengths, needs and priority needs 2. Write two targets in one curriculum area -literacy or maths 3. Identify strategies to support each learning target

36 Thank you for participating in today s workshop

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