STUDENTS AT EDUCATIONAL RISK POLICY, PROCEDURES & PROCESS Effective: February 2016

RATIONALE To provide a framework for staff to ensure students at educational risk are formally identified and to ensure tracking and monitoring processes are established and implemented throughout their schooling. PURPOSE To ensure students at educational risk (as per the definition) are identified and effective interventions and adjustments are implemented. DEFINITION A ‘Student at Educational Risk’ is any student whose academic, social and/or emotional attributes are a barrier to engagement with the content and standards defined in the Western Australian Curriculum. (Department of Education SAER Policy 1 January 2015) CATEGORIES OF STUDENTS AT EDUCATIONAL RISK

1. Academic: underperformance, memory/retention difficulties, poor achievers, Gifted and Talented 2. Social/Emotional: absenteeism, lateness, poor engagement, depression, trauma, in care 3. Behavioural: aggression, attention seeking, inconsistent behaviour 4. Physical: diabetes, epilepsy, hearing impairment, vision impairment

PROCEDURES

1. Identification a. Screening of Oral Communication Skills (SOCS) b. On Entry Assessment c. Teacher observations and anecdotal records d. NAPLAN Data e. EAL/D Progress Maps f. Attendance Records g. BMIS information h. External agency and therapists’ reports i. PEAC Testing data j. PM Benchmarks k. Information from parents l. Previous records (incl. Integris Activity Notes) m. Vision and hearing check through School Health Nurse or GP

2. Provision a. Develop and implement documented plans for individuals and small groups of students at risk. b. Make necessary teaching and learning adjustments so that all children can access the curriculum. c. Provide targeted individual and small group intervention. d. Allocate available resources and engage appropriate agencies to support students e. Engage in professional learning in order to address the specific needs of particular students f. Consult with relevant school-based and external stakeholders when planning for students at risk. g. Engage in professional discussions with colleagues.

3. Monitoring and Reporting a. Observations by teachers and education assistants b. Review of Documented Plans c. Parent meetings

d. Written reports e. Attendance and behaviour data f. Work samples/Portfolios g. Assessments (educational, health or welfare) h. Academic achievement data, such as NAPLAN i. SEN Planning, Assessment and Reporting Tool j. EAL/D Progress Maps k. Entries in ‘Activity Notes’ on Integris l. School SAER Register

IMPORTANT NOTES This policy operates within the guidelines of the Western Australian Curriculum and all other Departmental policies and procedures. Meeting the needs of students at educational risk is a whole-school responsibility. Under the Memorandum of Understanding: educational access and support for children in care (MOU) between the Department of Education (DoE) and the Department for Child Protection and Family Support (DCPFS), schools are required to identify children in care as being at risk and documented education plans are required. All information is to be recorded on Integris. THREE WAVE MODEL It is important to understand the Three Wave Response Model when identifying and planning for Students at Educational Risk, particularly those who are in the ‘Academic’ category. Your high quality teaching should support 80% of your learners. It is the remaining 20% we need to respond to with a different approach which is supported by reliable research and evidence-based.

ROLES AND RESPONSIBILITIES Teachers will:

• Review their class SAER profile at the start of the year and make necessary changes for the SAER Register to be updated.

• Complete the Student Adjustment Checklist found S:\SAER\Adjustments Checklists for all students identified as SAER.

• Use performance data, diagnostic assessment and intended educational outcomes as the key elements when developing Documented Plans, with SMART goals using SEN Planning.

• Ensure ongoing implementation of documented plans. • Work with parents to support students at risk. • Regularly review students’ documented plans (minimum of twice per term). • Report on the educational progress of students to the line manager, parents/carers and students. • Report on the progress made towards the goals of the documented plans each semester. (SEN Reporting) • Update ‘Student Intervention & Contact Card’ on SAER File when new information comes to hand. • Liaise with DP (SAER) to update the School SAER Register. • Refer students to appropriate agencies following conversations with line manager or DP (SAER). • Facilitate case conferences and implement the negotiated actions. See ‘Case Conferences’ (Page 6) • Regularly enter updates on the students ‘activity notes’ in Integris. Eg. Case Conference • Ensure each student with a Documented Plan has a Documented Plan file and that a signed copy of each plan

is filed inside. • Communicating any professional development requirements to their line manager. • Liaise with the DP (SAER) and School Services team for Level 2 and 3 students.

Education Assistants will:

• Work collaboratively with the teacher to determine appropriate teaching and learning adjustments. • Support teachers to implement teaching and learning adjustments in the classroom. • Facilitate targeted individual and small group intervention sessions. • Monitor progress of students at risk and report back to the teacher. • Record observations of students (in classroom and playground) when required. • Attend case conferences (where appropriate).

Line Managers will:

• Support Classroom Teachers through Level 1 of the SAER Process. • Work collaboratively with the class teacher to identify and monitor their class profile of SAER. • Support the class teacher to develop documented plans using SEN planning on request. • Sign off on Documented Plans prior to filing. • Attend parent meetings at the request of the teacher. See ‘Parent Meeting’ section of the policy. • Provide support when referring to external agencies or for further SAER support.

Deputy Principal (SAER)

• Monitor the implementation of the SAER Policy, Procedures and Processes. • Work collaboratively with the class teacher to develop effective documented plans for students requiring

level 2 or 3 support as per the SAER Process. • File Documented Plans in SAER Folders. • Update ‘Student Intervention & Contact Card’ on SAER File when new information comes to hand. • Ensure the SAER Register is kept up-to-date. • Manage the case loads of the Student Services Team.

• Manage Case Conferences. • Update classroom SAER Resource Files. • Analyse SAER data. • Facilitate targeted small group intervention. • Provide Professional Learning opportunities for staff. • Liaise with School Psychologist and staff on the Student Services Team. • Manage the ‘Learning Support’ cost centre. • Use the Student Adjustment Checklists to complete the NCCD requirements.

School Psychologist will:

• Collaborate with staff to improve student outcomes. • Observe identified SAER students to determine students’ needs. • Liaise with parents to discuss relevant concerns. • Provide information and links to external agencies and Department of Education Support Services. • Assess and report on Students at Educational Risk identified at Level 3 according to the SAER Process. • Liaise with DP (SAER), keeping him/her informed on each case. • Participate in Case Conferences. • Refer to external providers (where appropriate).

TASKS AND TIMELINES

ACTION DUE PERSONNEL Complete Class SAER Profile Your draft class profile will be provided prior to the nominated deadlines. With consideration of Level 1 of the SAER Process (page7), it is to be edited to reflect your current class and returned to DP (SAER) by the due date.

Term 1, Week 4 Term 2, Week 10 (prep for NCCD) Term 3, Week 8 Term 4, Week 8

Classroom Teachers

Complete Student Adjustment Checklist for SAER students Complete/Update a Student Adjustment Checklist for each student on the SAER Register. Save a copy in your class folder here S:\SAER\Adjustments Checklists and place a copy with the student’s gold sheet.

Week 5 each Term Classroom Teachers

SAER Files created Documented Plan Files to be started/added to. SAER files to be created for any students considered Level 2 or 3 SAER according to the SAER Process.

Term 1, Week 5 Teachers DP (SAER)

Activity Notes kept regularly Teachers are to record notes relating to the student on the Activity Notes in Integris. This may include case conferences, communications with parents or external students, results of medical checks, referrals sent, letters/reports received etc.

Ongoing (recording)

Teachers, DP (SAER)

SAER Register updated DP (SAER) to update SAER Register throughout the year as new information is provided. DP (SAER) to use Class Profiles to update the SAER Register at nominated times.

Term 1, Week 6 Term 3, Week 2 (prep for NCCD) Term 4, Week 10

DP (SAER)

Documented Plans to be developed As per the policy, Documented Plans (IEP/GEP) are to be developed on SEN Planning and saved on the

End of Week 5, Term 1 End of Week 5, Term 3

Teachers

Shared Drive here: S:\SAER\DOCUMENTED PLANS - for students A signed copy should be placed in the Individual Student Documented Plans Folder, and Admin file or SAER file. Review Documented Plans regularly Ongoing Teachers End of Semester Documented Plan reviews Reviews to be entered on SEN Planning and saved on the Shared Drive here: S:\SAER\DOCUMENTED PLANS - for students A reviewed copy should be signed and placed in the Individual Student Documented Plans Folder, and Admin file or SAER file.

End of each Semester Teachers

Add to SAER Files and Student Intervention Record throughout the year. SAER Files should include case conference notes, signed Documented Plans, reports from external services, referrals (internal and external) and email print-outs. An Intervention Record and Contact Card label is attached to the front of SAER Files. These are an ongoing ‘Snapshot’ record of services that have intervened to support this student.

Ongoing Teachers DP (SAER)

Ensure all SAER related files are up-to-date for handover

Term 4, Week 8 Teachers

DOCUMENTED PLANS

A documented plan is an umbrella term used to describe a range of ways of catering for the educational needs of individual or smaller groups of students with identified needs. It is primarily a teaching and learning planning document, and it identifies short to medium term educational outcomes. Documented plans may take a variety of forms, including:

• Individual Education Plans (IEP); • Individual Behaviour Plans (IBP); • Individual Transition Plans (ITP); • Risk Management Plans (RMP); • Attendance Improvement Plan (AIP).

(Department of Education SAER Policy 1 January 2015)

Students who must have a Documented Plan include those who:

• Have an attendance rate below 90%; • Have significant behavioural needs; • Students with disability (according to the DDA); • Are in the care of Department of Child Protection and Family Services.

At Gosnells Primary School: Documented Plans will be developed for the above students, and our ‘3rd Wave’ students who need more intensive and specific teaching and learning adjustments, aside from the differentiated class learning program.

• Individual Education Plans (IEPs) will:

o Be completed on SEN Planning Step by step notes are available here: S:\SAER\SEN Planning & Reporting DP (SAER) can provide PL for SEN Planning for small groups on a request basis.

(NOTE: to develop plans that will be implemented for a group of students, hold ‘ctrl’ while selecting multiple students.)

o IEPs will be discussed with and signed by the teacher, parent/carer and line manager. o A signed copy of the IEPs to be provided to parent/carer and placed in the Documented Plans Folder,

SAER File (if the student has one) or Admin File. o IEPs developed must be saved here: S:\SAER\DOCUMENTED PLANS - for students o Be completed by Week 5 each term. o Included short term SMART goals (see APPENDIX 5). o Be reviewed regularly (3-4 weeks), review column completed and IEP amended as required. o Contain general teaching and learning adjustments (see Appendix 8 and 9). If these cannot be

included as strategies related to goals, please include these in the Profile/Background section. o Reviews to be entered on SEN Planning and printed to be discussed with and signed by parent/carer,

teacher and line manager. o Be reported on using SEN Reporting.

• Individual Behaviour Plans (IBPs) will: o Be completed using the template in this policy (APPENDIX 7). o Be completed by Week 5 of each term (or as needed). o Involve the student’s parents, a member of admin (line manager for Level 1 SAER students and DP

(SAER) for Level 2/3 SAER students. o Be signed by parent/carers, teacher, admin members and a copy placed on Documented Plans Folder

and SAER File (if student has one) or Admin Folder. o Be reviewed regularly and amended as required.

• Individual Transition Plans (ITPs) will: o Be completed using the template in this policy (APPENDIX 9) when a student is transitioning to

another teacher or class and it is likely to cause anxiety. An ITP is usually developed in Term 4 to prepare for transition to the next year but can also be used when a student is having difficulty transitioning between class and specialist teachers.

o Be completed by Week 5 of Term 4. o Involve the student’s parents, a member of admin (line manager for Level 1 SAER students and DP

(SAER) for Level 2/3 SAER students. o Be signed by parent/carers, teacher, admin members and a copy placed on Documented Plans Folder

and SAER File (if student has one) or Admin Folder. o Be reviewed regularly and amended as required.

• Risk Management Plans (RMPs) will: o Be completed using the template in this policy (APPENDIX 8). o Be completed at the point of need. o Involve the student’s parents, a member of admin (line manager for Level 1 SAER students and DP

(SAER) for Level 2/3 SAER students. o Be signed by parent/carers, teacher, admin members and a copy placed on Documented Plans Folder

and SAER File (if student has one) or Admin Folder. o Be reviewed regularly and amended as required.

CASE CONFERENCES AND PARENT MEETINGS

• Case Conferences o May involve Parents/Carer, Teacher, EA, Admin member, School Psych, External Services.

o Notes must be taken using format in Appendix 3. Print from here: S:\SAER\SAER Policy Appendix Docs 2015 onwards

o A copy of notes must be offered to all attendees and the original placed on the student’s SAER File. o Teacher must enter on Integris Activity Notes that a Case Conference has occurred.

• Parent-Teacher Meetings o May involve Teacher, Parent/Carer, and support people such as AIEO, EALD Teacher and/or Line

Manager. o Notes must be taken. See Appendix 4 for an optional format. o Notes must be placed on Admin File and SAER File (if there is one). o Teacher must enter on Integris Activity Notes that a Parent Meeting has occurred.

ADDITIONAL SUPPORT AVAILABLE

o School Chaplain o School Nurse o School EAL/D Support Teacher o School Psychologist

General enquiries and consultations with staff. Students who reach Level 3 of the SAER process.

o School of Special Educational Needs: Disability Assistance from a Consulting Teacher can be requested via DP (SAER) http://det.wa.edu.au/oneclassroom/detcms/portal/ contains resources, teacher information

etc. o School of Special Educational Needs: Sensory

Assistance from a Consulting Teacher for students who have vision and hearing impairments. o School of Special Educational Needs: Medical and Mental Health

Liaison for teachers when students are in hospital, being supported by CAMHS or unable to attend school for medical or mental health reasons.

o School of Special Educational Needs: Behaviour and Engagement Support with students who have concerning behaviour or difficulties engaging. This is

accessed through the school Principal by contacting a hotline. o Speech and Language Outreach Service

Supports schools with strategic initiatives and professional learning to enable them to cater more effectively for students with speech and language difficulties. Outreach services are staffed by Speech and Language Support Officers who are either specialist teachers or speech pathologists.

o Child Development Service: Armadale Referrals can be made for a variety of disciplines such as Speech and Language, Occupational

Therapy, Social Work, Paediatrics, Physiotherapy and Audiometry. Referral forms can be found here: S:\AdminShared\Teaching Staff\SAER\External

Services\Child Development Service o Child and Parent Centre: Gosnells

Staff can direct parents to this service for support with a variety a parenting and child development difficulties.

OUR SAER PROCESS

APPENDICES

1. Request for Student Services Support - Individual S:\SAER\SAER Policy Appendix Docs 2015 onwards 2. Request for Student Services Support - Whole Class S:\SAER\SAER Policy Appendix Docs 2015 onwards 3. Case Conference Record Sheet S:\SAER\SAER Policy Appendix Docs 2015 onwards 4. Parent-Teacher Meeting Record Sheet S:\SAER\SAER Policy Appendix Docs 2015 onwards 5. SMART Goals 6. Example IEP from SEN Planning S:\SAER\SAER Policy Appendix Docs 2015 onwards 7. Behaviour Management Plan Template S:\SAER\SAER Policy Appendix Docs 2015 onwards 8. Risk Management Plan Template S:\SAER\SAER Policy Appendix Docs 2015 onwards 9. Individual Transition Plan Template S:\SAER\SAER Policy Appendix Docs 2015 onwards 10. CARPET PATCH (Planning teaching and learning adjustments) S:\SAER\SAER Policy Appendix Docs 2015 onwards 11. Student Adjustment Checklist S:\SAER\Adjustments Checklists 12. Example Teaching and Learning Adjustments 13. What is OT? S:\AdminShared\Teaching Staff\SAER\OT 14. Developing, Printing and Filing IEPs Routine S: \SAER\SAER Policy Appendix Docs 2015 onwards

REQUEST FOR STUDENT SERVICES SUPPORT Individual Student

This form may be completed in consultation with your line manager, once you have been through the Level 1 SAER process. Please confirm, have you:

Liaised with this student’s previous teacher (where possible)? Read the student’s IEP/GEP/IBP from the previous year? Tried strategies that have been successful in the past? Read through the student’s SAER file? Had a recent meeting with the student’s parent/s? Developed and implemented the required documents (IEP/GEP/IBP)? Asked for support/suggestions from other staff who may have expertise in a particular area?

If you are able to check the above boxes, and you and your line manager determine that more support is required, please complete the form below.

TEACHER ROOM DATE OF REFERRAL

STUDENT NAME DATE OF BIRTH YEAR LEVEL

ESL Yes No

ATSI Yes No

DIAGNOSED DIFFICULTY/DISABILITY

Yes No

NEW TO SCHOOL Yes No PREVIOUS SCHOOL

CURRENT IEP Yes No CURRENT IBP Yes No

HEALTH Vision Date Checked

Hearing Date Checked

Within Normal Limits Yes No Within Normal Limits Yes No

OTHER AGENCIES INVOLVED SCHOOL STAFF INVOLVED (Please list)

Speech Pathologist - Occupational Therapist - Child & Adolescent Mental Health Service Disability Services Commission (DSC) Department of Child Protection (DCP) Family Pathways Clinical Psychologist School of Special Educational Needs: Disability (SSEND) (Consulting Teachers) Other -

I acknowledge that I have checked all available student records

APPENDIX 1

OUTCOME OF PARENT CONTACT TO DATE (include relevant background information)

WHAT ARE YOUR MAIN CONCERNS?

WHAT ASSISTANCE DO YOU NEED FROM THE STUDENT SERVICES TEAM? (More than one may be applicable)

IEP/IBP Development Differentiation Strategies Managing Student Behaviour Diagnostic Assessment Tasks Intervention Programs School Psych Involvement Involvement from OT/SP/SW (circle one)

Classroom Management Strategies Liaising with Parents EA Management Observations/Data Collection Referrals to Outside Agencies Attendance Strategies Other -

WHEN ARE YOU AVAILABLE TO MEET?

CHECKLIST OF DOCUMENTS ATTACHED TO SUPPORT THIS REQUEST:

Current or most recent IEP, IBP and/or GEP with up-to-date summary/notes of progress Records - anecdotal notes, checklists, testing/screening results, relevant work samples, etc. Reports from Government and/or Outside Agencies, Medical updates, etc. (Make a note if on SAER File) Notes from recent parent meeting/s

STUDENT SERVICES USE ONLY

Date received

Date of initial meeting with DP

Personnel to be involved

Estimated support period

Date closed

Support Summary & Outcomes

REQUEST FOR STUDENT SERVICES SUPPORT Whole Class

This form may be completed as a starting point to received support from the Student Services Team

TEACHER ROOM YEAR/S DATE OF REFERRAL

WHAT ARE YOUR MAIN CONCERNS?

WHAT ASSISTANCE DO YOU NEED FROM THE STUDENT SERVICES TEAM? (More than one may be applicable)

Differentiation Strategies Managing Student Behaviour Diagnostic Assessment Tasks Involvement from OT/SP/SW (circle if applicable) Attendance Strategies

Classroom Management Strategies Liaising with Parents EA Management Observations/Data Collection Other -

WHEN ARE YOU AVAILABLE TO MEET?

STUDENT SERVICES USE ONLY Date received Date of student services meeting Personnel to be involved Estimated support period Date closed Support Summary & Outcomes

APPENDIX 2

Case Conference Record

Student Name: DOB: Year: Gender: M F

Teacher’s Name: Requested by:

Student Profile IEP/GEP IBP/RMP Disability Medical Issue Poor Attendance DCP Involvement EAL/D Background Speech & Language OT Aboriginal Other Agencies Involved Date of Case Conference: Purpose of Case Conference:

Attendees:

Discussion Notes:

APPENDIX 3

Action By Whom By When

Review Date:

Signatories

Parent/Guardian Teacher/s

Principal/Deputy LSC

School Psychologist Student

Other Other

RECORD OF MEETING

Student Name: __________________________________ Date: ______________ People Present at Meeting: Name Role Signature Discussion Points:

APPENDIX 4

Action to be Taken Person Responsible

Time Frame

Review to be Conducted: yes no Review Date: _________________

WRITING SMART GOALS

S Specific • provide a clear focus and guidance for instruction and communicate expectations to others

M Measurable (and Observable) • A criterion for success or standard of achievement must be stated so that one can assess whether or not the student has attained the goal

A Achievable • Goals must be able to be achieved given the available resources

R Relevant and Realistic • Goals must be practical and necessary for further success

T Time-Bound • The student’s rate of learning and the time available needs to be carefully considered

SMART GOAL EXAMPLES

o At the end of 3 weeks, Jane will decode to read CVC words containing the focus graphemes ch, sh, ng, th, ai, ee, oa and oo (and those previously learnt) with 100% accuracy, 4 out of 5 times.

o At the end of 3 weeks, Melissa will say the numbers 1 to 10 in order without any prompts, on 3 consecutive occasions. o Following a 4 week intervention, Tommy will cut accurately along a 15cm straight line, using his non-cutting hand to guide,

on 4 out of 5 occasions. o By the end of term, Anabel will independently access her fiddle toy when feeling anxious at assembly on 4 out of 5

occasions. o After a 5 week intervention, Chloe will identify the pair of rhyming words out of a choice of 3 words during the literacy

support lesson in 6 out of 7 attempts.

CONSTRUCTING A SMART GOAL

APPENDIX 5

APPENDIX 6

APPENDIX 7

APPENDIX 8

APPENDIX 9

APPENDIX 10

APPENDIX 11

Curriculum Differentiation Ideas on adjusting the curriculum to meet the needs of all students

Helpful hints for differentiating the Curriculum for all students

Schools Plus would like to acknowledge that the information listed below is a body of knowledge that has been collected from a variety of sources - teachers, workshops, classrooms and schools.

• Set achievable tasks providing regular feedback throughout the activity • Teach the student to organize themselves by listing tasks to be done and when they are due. A

visual system for younger students, a diary for older students. • Sequence activities • Have the student’s full attention before giving instructions • Instructions, routines and rules should be kept short, concise, clear and positive. Repeat them if

necessary • Have the student repeat back instructions to check for understanding • Give one instruction at a time • Write instructions down • Identify the main idea when presenting new information • Sit the student away from distractions • Break work into small and manageable steps • Provide breaks for the student in between tasks • Use a structured, step-by-step teaching approach • Sustain student interest by providing an interesting and stimulating curriculum • Vary delivery techniques throughout lessons • Vary activities throughout a lesson • When asking questions allow ‘think time’ before expecting an answer • When teaching a new concept allow immediate success with associated activities. Start related

activities straight after the student’s initial success • Develop the ability to make decisions with the gradual introduction of choice into tasks • Make your expectations of what is expected in an activity explicit • Clarify tasks with visual or pictorial cues • Provide students with an example of the completed task. For example glue a completed algorithm

into the students work book for them to refer to when they are working on a similar algorithm • If possible incorporate the student’s interests into curriculum content and activities • Teach students to deal with change. Introduce changes gradually • Praise the student for effort as well as achievement however minimal that may be • Allow students additional time to complete tasks • Pair a student with special needs with a more able student. • Set closed tasks and questions • Check for learning by having the student repeat back what they have done, or explain what they

have learnt • Ensure that differentiated work matches the ability level of the student

APPENDIX 12

• Allow students to over learn • Select parts of work to be completed so students are not overwhelmed by what they are expected

to complete • Use concrete examples when teaching life skills • Modify the amount of work you expect from children or the form the work needs to be in • ‘What we know – What we like to know - How are we going to find out what we would like to know’

(KWL) strategy • Use a variety of groupings – whole class, groups, partner, independent, students with a common

goal or interest or different learning styles • PMI (Plus/Minus/Interesting) • Peer Support System-careful selection of a peer as buddy/ tutor; peer to assist with reading

instructions • Peer tutoring and scaffolding techniques to support peer learning • Shared book activity – group questions developed by students – can be related to student levels –

group answer questions • Spelling – (adaptations to the general curriculum) corrections of the child’s own work- highlight and

correct the first 10 words, the child adds these words to own bank of works (dictionary) • Shared book activity – Group questions/ answers, questions developed • Sentence starters • Journal writing for reluctant writers. Once a week, allow ‘oral’ sharing • Pre-teach vocabulary/content -use pictures, discussion, key words • Three levels of project choice – (1) create & do,(2) write about it, (3) research • Repeated reading fluency • Instructional teaching • Adjusting the text – print size, line length, sentence length, vocabulary ‘white spaces • Provide extra resources – concrete materials, word lists, letter cards • Teach to the student’s level • Reword, re-phrase, breakdown, questioning • Daily timetable so students know what is happening (teaching organisation/ independence); include

what equipment they will need for each session • Visual timetable on student’s desk- explicit instructions to achieve objective and reinforce

expectations eg. name on top, colour cut, sort, hand in • Visual timetable – transition, choice, predictable, visual start – to finish • Personalise the timetable by taking photos of the student in action • On desk goals and reminders (use pictures if necessary) • EA assisting student- overhand method – child does same tasks as other children but has EA help • Flip alphabet memory trigger to be kept on desk - for students having difficulty remembering

alphabet letter names/sounds • Reduced expectations, same activities but with reduced amounts of work required • Spelling number of words changes according to need and ability. Words from – topic, writing, sound

families • Cooperative learning strategies such as placemats, jigsaws, think, pair and share. These strategies

allow for social interaction with students with learning difficulties • Cut and paste options on worksheets when student finds writing difficult • Use red and green dots to show starting and finishing points on handouts

• Social stories- provide a basis to introduce changes in routine before they become a drama • Computer for daily writing/use of laptop computer for some written tasks • Task analysis • ‘Chunking’ – breaking activities into small achievable sections • Alternative learning activities to improve automatic recall of phonemes within words • Scaffolding on work sheets • Modify worksheets and assignments - limited sections, multi-choice/close alternative presentation • Include in daily work pad a section called Lesson Adjustments • Adjust work load when doing projects • Increasing font size on worksheets • Activating text-to-speech software so students with literacy difficulties can access the same

material as other students • Tape recording • Teacher modelling a mind map activity to assist with details • Modify simplify language to the reading ability of the student • Upper maths - increased use of calculator • Help card • Use of graphic organisers • Give student written instructions on his/her desk to refer to. Helps if they have difficulty reading the

blackboard • Indicate parts of worksheet student must complete • Take a photo of the child doing the right thing as a reminder of behaviours • Type out stories for some children using font that allows them to trace later • Picture cues eg. needing toilet, work assistance required • Enlarging activities from A4 to A3 • Repeating back instructions referring to main point of lesson • Reciprocal reading – mix abilities in groups eg good oral reading with good comprehension • Highlighting important words and instructions

APPENDIX 13

1) Develop your IEP in SEN Planning 2) Print it (landscape) and give it to your line manager to look

over 3) Make any changes on SEN Planning 4) Print it in landscape 5) Meet with parents – make sure you inform them of the

SEN Report 6) Make any final adjustments 7) Print the final copy (landscape) 8) Save it to the shared drive

• Student Name, Semester, Year 9) Teacher and Line Manager to sign it 10) Parents sign it (or annotate as to why they haven’t) 11) Make 2 additional copies 12) Put original in the student’s Documented Plan File 13) Give a copy to the parents 14) Put a copy in the tray at the front office 15) School Officer will record that you’ve submitted it on a

checklist and they will be filed either on the Admin or SAER file.

Developing, Printing, Filing IEPs

APPENDIX 14