Successful Learning Conference 2013

1. Successful Learning Conference 2013 Making adjustments for students with special education needs, K–6 24 June 2013

2. 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

3. Mathematics K–6 Support Document for Students with Special Education Needs English K–6 Support Materials for Students with Special Education Needs K-6 Educational Resources

4. English K─6 Support Materials • Effective use of the cycle. • Strategies to address specific difficulties • sharing strategies in action. • to illustrate the case studies. • Downloadable for teacher use. teaching and learning literacy and numeracy Case studies Videos forms

5. Support for: English K─6 Support Materials • comprehending oral & written language • understanding vocabulary • speech production delays • decoding difficulties • sentence & text construction • handwriting difficulties • spelling delays • initiating and sustaining communication.

6. Assessment Planning Programming Implementation Evaluation Teaching and Learning Cycle

7. 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.

8. AssessmentTypes of assessment Formative assessment (assessment for learning). Summative assessment (assessment of learning). Diagnostic assessment.

9. 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. products content environments processes

10. 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

11. 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.

12. 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. level of accuracy latency duration frequency • Conditions for demonstration how information is presented context

13. AssessmentCriteria for assessing learning Identifying letter sounds for lower-case letters: provide the most common letter sound for all lower case letters when presented individually on flashcards at 100% accuracy Acquisition

14. AssessmentCriteria for assessing learning provide the most common letter sound for all lower case letters when presented individually on flashcards within 1 second at 100% accuracy Fluency 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 Maintenance

15. AssessmentCriteria for assessing learning when presented in a variety of ways (on flashcards, in lists, at the beginning of words) provide the most common letter sound for all lower case letters within 1 second at 100% accuracy Generalisation

16. AssessmentCriteria for assessing learning • Criteria for assessing learning: • constructing simple sentences • Acquisition • Fluency • Maintenance • Generalisation

17. Planning and programming model NSW Syllabuses

18. 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

19. Planning and programming model • 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.

20. Planning and programming model • 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

21. Planning & programming: Communication • Using the Planning and Programming Model: • 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? • Select syllabus outcomes and indicators: (pg 44) • for a whole class program • for individual students. Communication

22. Planning & programming: Communication • Program content, learning experiences and instruction is required: (pg 66) • communicative opportunities • strategies. • Feedback: (pg 79) • communication partners. • Decide if there is sufficient evidence that students have made progress: (pg 45) • criteria for assessing learning.

23. 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.

24. 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 (egabove, below, next to, between) and sequence (egfirst, 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.

26. Andrew Mathematics K-6 Support Document for Students with Special Education Needs

27. Marina Laing Senior Curriculum Officer, Special Education Ph: (02) 9367 8148 Fax: (02) 9367 8476 marina.laing@bos.nsw.edu.au