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SUPPORT TEACHER LITERACY and NUMERACYKenmore South State School Parent Information Evening
August 2018
SUCCESSFUL LEARNERS : DIFFERENTIATION
Every student has the ability to learn and should be able to demonstrate progress in their
learning.
At Kenmore South State School we believe that every student will be a successful learner. Wevalue an inclusive approach to learning to meet the learning needs of all students. Our aimwith inclusion is to ensure every child is an equal participant in the learning process, with thesupport and extension they require to succeed.
STLaN ROLEWork with school teams to
improve student achievement
outcomes
• Planning Sessions
• Analysing literacy and
numeracy data to identify
patterns of achievement
• Plan and deliver evidence
based intervention and
extension programs that align to
the curriculum
• Provide resources
• Train Teachers and Teacher
Aides
• Develop Personalised Learning
• Case Management/ Referral
meetings with GO, EQ SLP, DP,
Teachers
• Cluster Network
Work with students to improve
achievement outcomes
Partnerships with Parents and
Community
EAL/D
EXTENSION
INTERVENTION
STUDENTS
WITH
SPECIFIC
LEARNING
DIFFICULTIES
• Attend Parent meetings with
Teachers
• Liaise with Parents following
Referral or Case Management
meetings
• Parent Information Sessions :
Reading May, 2018
STLaN Role Aug, 2018
Prep Information Oct/Nov 2018
• Liaise with outside agencies (OT,
Paediatricians, Psychologists) to
coordinate services to improve
student learning
EAL/D PROGRAMS 2018
EAL/D students are those whose first language is not English and
require additional support to assist them to develop proficiency in
SAE. Some EAL/D students may require additional support to enable
them to meet the expectations of the relevant achievement
standard.
EAL/D students may require ongoing intensive SAE support to
develop sufficient proficiency in SAE to enable them to access the
curriculum for their age cohort.
STLaN Teachers and Aides provide intensive support to develop
sufficient proficiency in SAE to enable students to access the
curriculum for their age cohort.
• 1:1 Reading and Writing sessions 3 times a week with Year 3, 4, 5 &
6 students
• Small group Reading and Writing sessions with Prep EAL/D students
twice a week
EXTENSION PROGRAMS 2018
• Reading Comprehension with ‘A+’ and ‘C’ achieving students in
Years 1, 3, 4, 5 and 6
• Writing Extension Program with ‘C+’, ‘B-‘ and ‘A+’ achieving
students in Years 3 to 6
• Numeracy Extension Guided Inquiry and Problem solving with
‘C+’ and ‘A+’ achieving students in Years 1,2,4,5,6
• Small group/1:1 sessions teaching students to use Assistive
Technology
INTERVENTION PROGRAMS 2018
• Reading Comprehension with ‘D’ achieving students in Years 1 to 6
• Writing Intervention with ‘D’ achieving students in Years 1,2,4,5,6
• Numeracy Intervention with ‘D’ achieving students in Year 4,5,6
• 1:1 Reading sessions, 3 times a week with Prep Students
• Small Group Literacy sessions with Students with Specific Learning Difficulties
• 1:1 Numeracy Support with identified ICP students
• Metalanguage Program and MiniLit for identified Prep and Year 1 students requiring support with
Phonemic Awareness
ENRICHMENT AND EXTENSION OPPORTUNITIES
As outlined in our Strategic Plan, we have prioritised enhancing student
outcomes by providing extension and enrichment opportunities for
identified students, both within and outside of the classroom context.
This has involved: identifying enrichment and extension opportunities
throughout the Metropolitan Region; partnering with Griffith and UQ to
embed Productive Pedagogies that facilitate inquiry and critical and
creative thinking; targeting students based on a range of data including
diagnostics, classroom observation and academic achievement.
BRAINways
BRAINways is one partnership that offers a range of enrichment and
extension opportunities throughout the year for nominated students
meeting the criteria of each program. So far, Kenmore South students have
participated in the following programs:
• The Quest
• Academicus
• The Days of Excellence
ENRICHMENT AND EXTENSION OPPORTUNITIES
Chapel Hill Creative Writers Competition - Students work with
teachers and award-winning author Nick Earls, to produce a
creative writing piece and explore all aspects of short-story
writing, including characterisation, narrative structure and voice.
QDU Junior Round Robin Competition - The competition consists
of teams debating against their equivalent year from other
schools, with each student delivery a four minute speech.
Ray White Metro West, Ipswich and Western Brisbane Maths Team Challenge – The
challenge provides an arena for team problem solving - a day of mathematical fun in a
supportive atmosphere. There are four challenge events – team, individual, code breaker
and relay.
REASONABLE ADJUSTMENTS FOR STUDENTS
An adjustment is a measure or action taken to assist students to participate on the same basis as other students.
Reasonable adjustments are flexible and take into account the changing needs of the student. They are
developed in consultation with the student, parents and relevant school staff and are recorded as Personalised
Learning.
Examples of reasonable adjustments include:
• Assistive Technology specialised software programs for literacy and visual support - text to
speech, word prediction, visual organisers etc.
• Technology to record students work; e.g. digital photography, video.
• Scaffolds and organisers such as colour coding, pictorial labels, visual timetables and sequences,
now/later charts.
• Visual supports to support comprehension of assessment tasks
REFERRALS
• If a student continues to achieve substantially below, or
above year level expectations, even after Focused and
Intensive teaching has occurred, liaise with STLaN or SEP
teachers to determine if the Referral Process would be
necessary.
• Parent permission is gained and collection of data is
presented to the Student Enrichment Services.
• It is at this stage that the Student Enrichment Services, along
with the classroom teacher, meet to determine the next
course of action for the student.
• This could include: adjustments to resources, adjustments to
programming or planning in the classroom, assessments
completed by specialists within the school setting or supports
by personnel such as Teacher Aides, STLaN’s or SEP Teachers.
Recommended