successful learning conference 2013 making adjustments for students with special education needs,...
TRANSCRIPT
![Page 1: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/1.jpg)
Successful Learning Conference 2013Making adjustments for students with
special education needs, K–6
24 June 2013
![Page 2: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/2.jpg)
Students with Special Education Needs
In K-6, the syllabus provides for students with special education needs in a variety of ways:
• through the inclusion of outcomes and content which provide for the full range of students
• through the development of additional advice and programming support for teachers to assist students to access the outcomes of the syllabus
• through the development of specific support documents for students with special education needs
Board of Studies website
![Page 3: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/3.jpg)
English K–6 Support Materials for Students with Special Education Needs
Mathematics K–6 Support Document for Students with Special Education Needs
K-6 Educational Resources
![Page 4: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/4.jpg)
• Effective use of the cycle.
• Strategies to address specific difficulties
• sharing strategies in action.
• to illustrate the case studies.
• Downloadable for teacher use.
English K─6 Support Materials
teaching and learning
literacy and numeracy
Case studies
Videos
forms
![Page 5: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/5.jpg)
Support for:
• comprehending oral & written language
• understanding vocabulary
• speech production delays
• decoding difficulties
• sentence & text construction
• handwriting difficulties
• spelling delays
• initiating and sustaining communication.
English K─6 Support Materials
![Page 6: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/6.jpg)
• Assessment
• Planning
• Programming
• Implementation
• Evaluation
Teaching and Learning Cycle
![Page 7: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/7.jpg)
AssessmentEffective assessment
• Establishes appropriate entry points.
• Enables whole-class programs.
• Identifies specific areas of instructional needs and/or priorities for learning.
• Identifies readiness for the next phase of learning.
• Identifies outcomes and/or content achieved using criteria for assessing learning.
• Provides feedback to students.
![Page 8: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/8.jpg)
AssessmentTypes of assessment
• Formative assessment (assessment for learning).
• Summative assessment (assessment of learning).
• Diagnostic assessment.
![Page 9: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/9.jpg)
AssessmentWhat evidence of learning is required?
Consider:
• the criteria for assessing learning
• suitability of assessment strategies
• students’ communication needs- ways they communicate- time required
• support/adjustments in relation to selected outcomes and content.
content proces
ses
products
environments
![Page 10: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/10.jpg)
AssessmentHow will this evidence of learning be
gathered?
• Curriculum-based assessments
• Systematic teacher observations
• Standardised and criterion-referenced tests
• Discussion/interview with students
• Analysis of work samples
• Analysis of errors
![Page 11: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/11.jpg)
AssessmentIs there sufficient evidence that students have made progress as a result of these
experiences?
Progress can be assessed:• during a learning experience• over a period of time• at the end of a unit/stage.
Teachers need to evaluate the effectiveness of instruction and learning experiences in relation to selected outcomes and student achievement.
![Page 12: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/12.jpg)
AssessmentCriteria for assessing learning
Criteria specifies:• How well the learning may be demonstrated
Judgement about students’ knowledge, skills and understanding in relation to the selected syllabus outcomes are made using criteria for assessing learning.
• Conditions for demonstration
level of accuracyduration
latencyfrequency
context how information is presented
![Page 13: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/13.jpg)
AssessmentCriteria for assessing learning
Identifying letter sounds for lower-case letters:
Phase Indicator Conditions Level of performance
Acquisitionprovide the most common letter sound for all lower case letters
when presented individually on flashcards
at 100% accuracy
![Page 14: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/14.jpg)
AssessmentCriteria for assessing learning
Phase Indicator Conditions Level of performance
Fluencyprovide the most common letter sound for all lower case letters
when presented individually on flashcards
within 1 second at 100% accuracy
Maintenance
provide the most common letter sound for all lower case letters
when presented individually on flashcards and assessed on a weekly basis
within 1 second at 100% accuracy
![Page 15: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/15.jpg)
AssessmentCriteria for assessing learning
Phase Indicator Conditions Level of performance
Generalisation
provide the most common letter sound for all lower case letters
when presented in a variety of ways (on flashcards, in lists, at the beginning of words)
within 1 second at 100% accuracy
![Page 16: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/16.jpg)
AssessmentCriteria for assessing learning
Criteria for assessing learning:
• constructing simple sentences
Acquisition
Fluency
Maintenance
Generalisation
![Page 17: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/17.jpg)
Planning and programming model
NSW Syllabuses
![Page 18: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/18.jpg)
Planning and programming model
WSES1.9 Engages with writing texts with the intention of conveying an idea or message:• writes single-sentence observations and
descriptions
Writing
![Page 19: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/19.jpg)
• What evidence of learning is required? (pg 7)
- writes short, simple sentences- uses accurate structure when writing simple
sentences.
• How will this evidence be gathered? (pg 9)
- analysis of writing samples.
• What content, learning experiences and instruction will allow students to demonstrate these outcomes? (pg 16)
- procedures and strategies – sentence writing.
Planning and programming model
![Page 20: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/20.jpg)
• How will feedback be provided?- verbal and written; editing and drafting
opportunities
• Is there sufficient evidence that students have made progress as a result of these experiences?
- criteria for assessing learning
Planning and programming model
![Page 21: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/21.jpg)
Planning & programming: Communication
Using the Planning and Programming Model:
1. Determine individual students’ priorities and goals for communication (expressive and/or receptive): (pg 43)
- What evidence of learning is required?- How will this evidence be gathered?
2. Select syllabus outcomes and indicators: (pg 44)
- for a whole class program- for individual students. Communication
![Page 22: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/22.jpg)
3. Program content, learning experiences and instruction is required: (pg 66)
- communicative opportunities- strategies.
4. Feedback: (pg 79)- communication partners.
5. Decide if there is sufficient evidence that students have made progress: (pg 45)
- criteria for assessing learning.
Planning & programming: Communication
![Page 23: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/23.jpg)
Isabella
• Year 2.• Oral language – comprehension and expression.• Limited vocabulary use.• Understanding lengthy and more complex texts.• Identifying and remembering key information.• Using compound and complex sentences.• Limited reading fluency.• Independently writing sentences.
![Page 24: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/24.jpg)
Isabella
Isabella’s priorities for the narrative unit of work:- comprehend and respond to when, where, who, what
questions- comprehend and use vocabulary related to time,
position (eg above, below, next to, between) and sequence (eg first, next, last)
- increase the length of her oral responses- use appropriate grammar at the sentence level
(sentence structure) with the assistance of sentence starters and cloze sentences
- use descriptive language.
![Page 25: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/25.jpg)
![Page 26: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/26.jpg)
Andrew
Mathematics K-6 Support Document for Students with Special Education Needs
![Page 27: Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013](https://reader035.vdocuments.us/reader035/viewer/2022062620/551ad5e0550346b2288b5d9e/html5/thumbnails/27.jpg)
Marina LaingSenior Curriculum Officer, Special Education
Ph: (02) 9367 8148Fax: (02) 9367 [email protected]